• Journal of the Korean Society of Earth Science Education
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• v.15 no.2
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• pp.171-191
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• 2022

The purpose of this study is to explore inductively learning effects of virtual field trips(VFTs) programs developed by elementary school students under the theme of minerals and rocks, focusing on learning in virtual geological components. Ten students attending 'H' elementary school in the metropolitan area voluntarily participated. In order to develop a virtual field trips programs, pre-actual outdoor geological field trips were conducted and virtual field trips programs were developed. In this process, written data of students observing, all video recording and voice recording materials of the course in which students participated, VR development data, and post-interview data were collected. Data were inductively analyzed focusing on four areas(cognitive, psychological, geography, and technical components) of learning in virtual geological field trips. As a result, there were positive learning effects for students in four areas. This study revealed that the study participants were not just participants in virtual learning, but rather developed classes for virtual field trips programs, which had significant results in terms of authentic inquiry.

• The Journal of Korean Academic Society of Nursing Education
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• v.9 no.1
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• pp.144-154
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• 2003

Recently, in the academic disciplines critical thinking has been emphasized as the new evolution in education. Problem-based learning is suggested as the evolutionary learning method in developing critical thinking. In the nursing education, PBL is offered as an appropriate teaching method to prepare nurse student for professional. PBL is a student-centered learning strategy aimed at developing critical thinking, motivating self-directed study and attaining autonomy. The purpose of this study was to develop the communication curriculum of nursing education based on PBL and implementing of it. PBL module was developed focused on five communication situations. And learning strategies to facilitate the learning process and the guided questions to stimulate student inquiry were also developed. This PBL education was conducted for six students in the master's course during the 14 weeks from March, 2000 to June, 2000. The outcomes of the PBL education were examined based on the content analysis of the students reflective journal. As a result, it was found that students experienced the effect of it focused on self-oriented, group-oriented, and practice-oriented domain. In the self-oriented domain, the findings indicate that there were 5 kinds of concepts including 'motivation for self-directed study', 'transition toward certainty in knowledge acquisition', 'attempt to apply their prior knowledge into new situation', 'enhancement of self-image in real situation', 'self-growth with self reflection'. In the group-oriented domain, there were 3 kinds of concepts including 'cognitive work in group', 'perception of co-responsibility in attaining learning objectives', 'socialization with group members'. In the practice-oriented domain, there were 3 kinds of concepts including 'linkage theoretical knowledge with real situation', 'attempt to apply in real situation', 'development problem solving skill in real situation'. In conclusion, PBL had a significant effect on self, group, and clinical domain. And assessing PBL outcomes is challenging because standardized instrument do not develop yet. So the findings of this study can suggest the basic data for examining the PBL outcome.

• Journal of Korean Home Economics Education Association
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• v.8 no.2
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• pp.91-104
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• 1996

This study was to develop and to suggest a lesson plan for the area of‘Human Development and Family Relationship’in home economics for junior high school, based on Thelen’s Group Investigation Model’. Group investigation model by Thelen was developed from the theory that the education with special purpose such as societic knowledge is a method to lesson one’s conflict. This study further developed from three main concepts： inquiry, knowledge and activities of learning groups. This model can be used for any age and any subjects in order to solve the arised problems, rather than to accept pre-organized and pre-decided informations. This study is organized around activities for seeking and practicing the rages of action to create dispersal home. First, one unit ‘Understanding of Family’was chosen that concerns and suitable for group investigation model. Second, From the chosen chapter and problem were analyzed organized. Third, the chosen problem were re-analyzed, then a model lesson for group investigation was proposed.

• Research in Mathematical Education
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• v.24 no.3
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• pp.175-199
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• 2021

The Science Writing Heuristic (SWH) approach is described as an immersive argument-based science inquiry focusing particularly on learning through epistemic practices. In the literature, several previous studies indicate how academic achievement is positively influenced by the SWH. In addition to these previous studies, several meta-syntheses of qualitative data have been conducted on this particular topic. With these literatures in mind, a quantitative meta-analysis was conducted with ten studies (N = 724) to examine the effectiveness of the SWH on student achievement in Turkey. To present a thoroughly detailed report, this study also examined the following moderators: grade level, subject area, school location, intervention length, and report source. Overall, this study found that in Turkey, the SWH classrooms performed better in academic achievement tests than traditional lecture-based classrooms. Additionally, the SWH is more likely to be effective regardless of grade levels, subject areas, and school locations.

• Journal of The Korean Association For Science Education
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• v.30 no.2
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• pp.218-233
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• 2010

The purpose of this study was to explore science teacher's epistemological understanding of science and science teaching and learning, from the perspective of inquiry as the process of scientific knowledge building. Three science teachers participated in this study. The data were collected from individual in-depth interviews and classroom videotaping. The results show a case involving coherent and consistent data. It showed that the teacher's epistemological understanding of science and science teaching and learning consisted of five categories: scientists doing science with scientific thinking; scientific thinking as the process of knowing; science learner in the learning process of scientific thinking; science teacher as a man/woman with good understandings of science; and teaching and learning as the process of knowing science. Based on the results, discussions and implications about science education and science teacher education were presented.

• Journal of Gifted/Talented Education
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• v.23 no.2
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• pp.215-236
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• 2013

In this study, we seek to improve the quality of education at institutes for science gifted education in universities by analysing the curriculums. Annual reports were analyzed, directors, professors, and students participated in the survey, directors were interviewed. The number of students was three times more than enrichment step than mentorship step. In content items, four items among nine received scores was 4 on the 5 point Likert scale. In the teaching and learning process items, five items among ten received scores 4. Students' choice and experience received scores below 4. In the product and the learning environment items, all items lower than 4. The professors did not supply guidance according to the results of the assessment. The professors developed and revised the curriculum considering the students' interests. The directors, professors, and students wanted to increase the free inquiry time. Based on the findings, we suggested that free inquiry time, a variety of experience, product, and environment considering individual students' abilities and interests should be increased.

• Journal of Korea Society of Industrial Information Systems
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• v.11 no.2
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• pp.18-28
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• 2006

We consider a Direct Input Output Manufacturing System(DIOMS) which has a munber of machine centers placed along a built-in Automated Storage/Retrieval System(AS/RS). The Storage/Retrieval (S/R) machine handles parts placed on pallets for the operational aspect of DIOMS and determines the optimal operating policy by combining computer simulation and genetic algorithm. The operational problem includes: input sequencing control, dispatching rule of the S/R machine, machine center-based part type selection rule, and storage assignment policy. For each operating policy, several different policies are considered based on the known research results. In this paper, using the computer simulation and genetic algorithm we suggest a method which gives the optimal configuration of operating policies within reasonable computation time.

• Journal of Science Education
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• v.42 no.3
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• pp.322-333
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• 2018

The purpose of this study is to identify the types and characteristics of the integrative thinking that learners with diverse learning backgrounds use in solving earth science problems. Four students in middle school were surveyed using questionnaires to know students' science learning background and test items with integrated content. A total of 200 items, 40 integrated items and 160 general items, were administered ten times. The students did not show a consistent relationship in terms of correct answer percentage in general items and that of in integrated items. In order to understand the type of integrative thinking of each student, after students solve an item, we analyzed the percentage of correct answers by types and interviewed them and analyzed the contents to identify the characteristics of the thinking used in solving each item. As a result, the types of integrative thinking used in problem solving were classified into three types, knowledge-based, real life-based, and integrated inquiry-based types. It is necessary to study various ways to improve the integrative thinking ability considering the characteristics of students in science teaching and learning.

• Journal of the Korean association of regional geographers
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• v.5 no.1
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• pp.163-185
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• 1999

The purpose of this study is to develop the model of constructivist multimedia-assisted instruction(CMAI) and to analyze the effect of it in the secondary school geography. The main results are as follows : (1) The conceptual model of CMAI can be defined as an instruction aiming at making a person who has self-directed learning ability through constructivism and multimedia. The procedural model of CMAI based on PIDA instructional strategy is divided into four stages : prediction & explanation, inquiry activity, discussion & fixation, application & synthesis stage. (2) CMAI is typed by offline CMAI and online CMAI. that is, O/WCMAI(online CMAI by web-based courseware). Offline CMAI is subdivided into P/TCMAI(offline CMAI by presentation-based courseware) and C/RCMAI(offline CMAI by cd-rom based courseware) according to authoring tool and function. (3) Offline constructivist multimedia course-ware(offline courseware) was developed for 2 periods as the material to analyze the effect of CMAI. Offline courseware is received development level of it. (4) After offline courseware being applied to the class, the effect of it according the types of the CMAI instruction(lecture instruction, whole teaching, individualized learning, cooperative learning) was analyzed. As the result of analyzing the descriptive statistics of the level of learning achievement and instruction response, there isn't big relationship between them. As the result of analyzing the inferential statistics of the level of learning achievement, there wasn't significant difference between the types of CMAI instruction in whole student of the classes and certain students who improved their grades. But as the result of analyzing of the level of instruction response, there was significant difference between lecture instruction and other types of the CMAI instruction(whole teaching, individualized learning, cooperative learning).

• Journal of The Korean Association For Science Education
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• v.34 no.8
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• pp.787-794
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• 2014

The purpose of this study was to examine the science writing and perception of students who experienced the argument-based claim and evidence writing approach. One hundred and eight grade 11 students were assigned to an experimental group, while 99 grade 12 students were assigned to a comparative group in their earth science classes. Students' science writings on two science topics were scored using an analytic rubric developed in this study. The comparison of experimental and comparative groups in science writing was carried out using an independent two samples t-test. Students' perception on the instruction was examined using an open-ended survey. Science writing by the experimental group scored significantly higher than that by the comparative group, except for the big idea of 'green energy'. For six concepts in 'green energy' and four concepts in 'plate tectonics, there were more students in the experimental group than the comparative group who indicated them in their science writing. Students' perception on the instruction was positive in that they mentioned planning and conducting inquiry, citing of claims and evidence, and developing inquiry questions were helpful in science learning. The results of this study imply that the argument-based claim and evidence writing approach should be implemented in science classrooms for students to develop a conceptual framework for science.