• Journal of Fisheries and Marine Sciences Education
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• v.28 no.1
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• pp.300-314
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• 2016

The purpose of this study was to examine the effects of small-group discussion and panel discussion as teaching and learning methods on college students' competencies of communication, problem-solving and leadership in a general education course. Participants were 52 college students, and they participated in the 13-session lessons. The data from questionnaires collected before and/or after the experiment were analyzed using a paired t-test and percent. The results were as follows. First, each 'total' competency in communication, problem-solving and leadership was increased statistically significant after the experiment. Second, in subdomains of each key competency, 'directed communication' and 'understanding the perspective of others' in communication, and 'divergent thinking', 'decision-making' and 'assessment' subdomains in problem-solving, and all subdomains in leadership were increased statistically significant after the experiment. Based on the results and students' opinions about discussions, the education implications for small-group discussion and panel discussion were discussed.

• Hwankyungkyoyuk
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• v.19 no.2 s.30
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• pp.133-146
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• 2006

The purpose of this study was to examine how environmental education teachers think about environmental teaching materials of their use in primary and secondary schools. For this purpose, six primary and secondary school teachers were selected for focus group discussion on October 17th, 2005. The discussion of focus group was recorded both on video and audio tapes. Teachers' discussion could be analyzed in the perspectives of two big ideas, 'content selection' and 'content organization and presentation'. The big ideas were categorized into several areas: 1) The idea of 'content selection' was classified into 4 areas such as integration, difficulty level, locality, and timeliness, 2) The idea of 'content organization and presentation' was classified into 4 areas such as learning motivation, teaching and teaming strategy, evaluation method, application of teaching materials. This study provided meaningful ideas, which can be used in developing environmental education materials as well as effective teaching and teaming strategies for school environmental educators.

• Journal of Korean Home Economics Education Association
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• v.14 no.1
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• pp.75-86
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• 2002

The purpose of this study is to analyze the effect of Web-based small group discussion on the achievement and satisfaction in the practice-planning phase of Technology and Home Economy. The subject of this study consists of 68 students of a middle school. The 7r7up is divided into two subgroup. the Web-based discussion croup and the face-to-face discussion grouts. each of which has 34 students. The achievement is estimated by individual reports. practice plans and the overall evaluation sheets. To estimate the satisfaction of students. the test sheets were used. together with the interviews of sampled students from both group. The results show that there is a statistically significant difference in the performance of practice between the two groups with the significant level of 0.05(p<0.05). There is also some difference in the satisfaction between the two groups.

• The Journal of the Korea Contents Association
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• v.20 no.1
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• pp.117-126
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• 2020

This study was conducted to explore the effect of the type of dashboard on online group discussion activities based on learning analysis. The experimental research was conducted among 51 learners from a university by dividing them into 2 groups. Group A provided participation and interaction dashboard, and group B provided the discussion topics and message type dashboard. First, pre-tests were conducted on attitudes toward computer writing and the level of motivation that could affect online discussion activities. Then the students participated three different topics of online group discussions. The participation and interaction data were automatically collected through the dashboard, and learning outcome data were collected through post-tests. The results showed level of participation in Group B (M=47.56, SD=2.37) that provided discussion topics and message type dashboard was significantly higher than the level of participation in Group A (M=38.13, SD=2.21) that provided participation and interaction dashboard. On the other hand, there were no differences in the level of interaction and learning outcomes. In future studies, we suggest that the dashboard effects based on the learners' characteristics should be carried out because the learners' characteristics may affect the use of the dashboard.

• Journal of The Korean Association For Science Education
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• v.32 no.7
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• pp.1109-1123
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• 2012

The purpose of this study is to examine the effects of small group discussion on elementary students' science writing. In this study, four 6th grade students were chosen from an elementary school in Seoul. Students were involved in eight science writing classes and the contents of a small group discussion and interactions were recorded and observed. Students' science works were collected and analysed based on three domains: scientific thinking, logic and originality. The result of this study showed that the contents of a small group discussion greatly affected the scientific thinking domain. A low-achieving student received lots of help from a high-achieving student. It was easy to improve in the logic domain through the science writing classes. Average students got good grades in an originality domain when the subject was related to their real life. A small group discussion would have an effect on science writing ability positively if the students acquired proper guidance on the procedure and manner of discussion. The science writing lesson would be more effective if the learning group was organized homogeneously in the aspects of intelligence achievement and interpersonal relationships.

• Journal of the Korean Society of Earth Science Education
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• v.7 no.1
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• pp.133-143
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• 2014

The purpose of this study was to examine the effect of scientific discussion classes focusing problem finding on the primary school students' scientific creative problem solving ability, science process skills and attitude toward science class. To verify this research problem, the subject of this study was fifth-grade students selected from four classes of M elementary school located in Busan city. For four months, the experimental group of 51 students was taught using the "scientific discussion classes focusing problem finding". The control group also of 53 students was taught in normal classes which used a text-book. All students were given pre and post test to verify the effects of scientific discussion classes focusing problem finding on the primary school students' scientific creative problem solving ability, science process skills and attitude toward science class. The results from this study are as the following. First, the scientific discussion classes focusing problem finding were effective in scientific creative problem solving ability among the primary school students. It is possibly because in the process where one student compare his/her own thoughts with the others' ones and discuss them. Second, the scientific discussion classes focusing problem finding were effective in science process skills among the primary school students. Third, the scientific discussion classes focusing problem finding were effective in attitude toward science class. In conclusion, the scientific discussion classes focusing problem finding had positive effects on improvement of primary school students' scientific creative problem solving ability, science process skills and also could lead to a change in students' cognition about science class to a positive way. Therefore, the scientific discussion class focusing problem finding is hopefully to be provided as an effective instructive strategy of science class in school in the future.

• Journal of Korean Library and Information Science Society
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• v.28
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• pp.93-135
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• 1998

The purpose of this study was to compare the effectiveness of programmed instruction versus lecture and discussion method on the knowledge of basic reference sources among undergraduate library and information science students. The hypotheses of the study were: 1. Programmed instruction will be more effective than the lecture/discussion method with regard to academic achievement. 2. There will be a significant difference in learning time between the experimental and the control groups. Seventy-eight library and information science students were participated m the study from the two universities in Chungchong Province. A programmed instruction manual, including 4-types of reference sources-dictionary, encyclopaedia, bibliography, indexes and abstracts, 40-item multiple choice post-test, and a questionnaire for the students' attitude toward programmed instruction were developed specifically for this research. The post-test only control-group design was selected for this experimental study. Students were given instruction on the specific reference titles in dictionary, encyclopedia, bibliography, indexes and abstracts. The control group was instructed by the lecture and discussion method while the experimental group completed a programmed instruction manual by themselves. Both the control and the experimental group were tested right after the instruction of 4-types of reference sources. In addition, a questionnaire asking students' attitude toward programmed instruction was administered to the experimental group. The findings from this study are summarized as follows: 1. The results showed that there were no significant difference in the mean of the post test score between the two groups. Therefore, programmed instruction is viable as an alternative method of instruction in the teaching of reference sources. 2. There was a significant difference in the mean of time spending for the leaning of bibliography, indexes and abstracts between the two groups. Accordingly, programmed instruction proved to be more efficient than the conventional lecture/discussion method in terms of learning time. 3. Students showed positive response to programmed instruction and evaluated it very interesting and challenging. In conclusion, the programmed instruction method was just as effective as the lecture/discussion method in the teaching of reference sources. And students' attitude toward the programmed instruction was favorable enough to secure a continued use of this method for the teaching of reference sources.

• Journal of The Korean Association For Science Education
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• v.20 no.2
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• pp.250-261
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• 2000

In this study, a concept learning strategy emphasizing social consensus during discussion (SCS) was developed. The instructional effects of this strategy were compared with those of cognitive conflict strategy (CCS) and traditional instruction in the aspects of students' achievement, conceptions, communication apprehension, perceptions of science learning environment, and perceptions of small group discussion. There were no significant differences in the scores of an achievement test. For the students of low communication competency, however, the scores of the CCS group were significantly higher than those of the traditional group. The adjusted mean of the SCS group was higher than those of the other groups in a conceptions test. The social consensus strategy was also found to be more effective in learning concept for those who were more competent in communicating. No significant differences were found in the communication apprehension. The scores of three groups did not differ significantly in the subcategories of 'personal relevance' and 'students' negotiation' of the test of the perceptions of science learning environment. However, the students in the SCS group scored higher in 'participation'. The students in the SCS group perceived small group discussions more positively.

• Korean Journal of Child Studies
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• v.21 no.2
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• pp.157-169
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• 2000

This study investigated the effects on interpersonal cognitive problem-solving skill of discussion with children of moral conflicts in traditional fairy tales. The subjects were forty 4-to 5-year-old children. The experimental group took part in discussion after hearing traditional fairy tales showing moral conflict, and the control group only listened to the fairy tales. Statistical analysis was by the SAS program. Conclusions were that discussion of moral conflicts found in traditional fairy tales brings about a positive result in children's interpersonal cognitive problem-solving skill.

• Journal of Community Nutrition
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• v.3 no.1
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• pp.36-39
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• 2001

We developed a junior high school-level computer assisted instruction CAI lesson on obesity and weight control and compared its effectiveness with the lecture/discussion method. we collected pretest and posttest data on knowledge an dinterest in obesity and weight control form 450 students in junior high school We randomly assigned three groups the CAI lesson group a comparable lecture/discussion lesson group and control group There were significant difference among these three groups in posttest knowledge scores and in interest in weight control CAI student's responses to learning by computer were significantly positive.