• Journal of the Korean Chemical Society
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• v.55 no.5
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• pp.857-874
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• 2011

The purposes of this study were to develop teaching strategy enhancing creative problem solving skills and to examine the instructional influences on studints' creative thinking skills, critical thinking skills, creative personality and academic self-regulation. In this study, a model using inter-disciplinary analogies(PDCA model) was designed and applied to the existing 'Teaching model for the enhancement of the creative problem solving skills'. And it was implemented to preservice science teachers for the one semester. Results indicated that the experimental group presented statistically meaningful improvement in creative thinking skills, especially in the originality of identifying a problem, making hypothesis, and controlling variables (p<.05). In addition, the strategy contributed to improving critical thinking skills, especially in inquiry process of recognizing problems, making hypothesis, interpreting and transforming of data (p<.05). This strategy also helped students' academic self-regulation (p<.05). But there was no significant improvement in creative personality(p<.05).

• Journal of the Korean Chemical Society
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• v.48 no.2
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• pp.182-188
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• 2004

In this study, the effects of a four-stage problem-solving strategy emphasizing planning and checking stages were investigated. Two high school classes (N=55) were randomly assigned to either treatment or control group, and taught about two topics, 'gas' and 'solution' for 8 class hours. Teacher used the four-stage problem-solving strategy emphasizing planning and checking stages in the treatment group, and used traditional lecture in the control group. Two-way ANCOVA results revealed that the test scores of the treatment group were significantly higher than those of the control group in the problem-solving ability, especially in the subcategories of 'conceptual knowledge' and 'mathematical execution'. There was significant interaction between the instruction and the level of prior achievement in the 'satisfaction' of the learning motivation. The lower level students in the control group were more satisfied with chemistry class than those in the treatment group. There was no significant difference between the two groups in the scores of the awareness of metacognition. Educational implications are discussed.

• School Mathematics
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• v.16 no.4
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• pp.659-675
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• 2014

The purpose of this study is to investigate the effects of scheme based strategy Instruction on problem solving of word problems of ratio and proportion for students with under achievement or at risk for learning disabilities. Three $7^{th}$ graders of underachieving or at risk LD were participated in this study. Three steps of instructional experiment-testing baseline, intervention with schematic-based strategy, testing for the abilities of problem solving, generalization, & sustainability. The results showed that the schema-based strategy, FOPS was effective method for all three students enhancing problem solving abilities and for generalizing and sustaining the problem solving.

• Journal of The Korean Association For Science Education
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• v.31 no.4
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• pp.641-662
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• 2011

In this study, explicit Teaching and Learning strategy for middle school students were developed to improve basic science process skills. After applying these strategy in an actual class, the effects of Teaching and Learning strategy and change of students were analyzed. Explicit Teaching and Learning strategy to improve basic science process skills are developed based on analyzing preceding research. The use of application criteria for class of basic science process skills combined with explicit Teaching and Learning strategy, it is sought for the explicit instructional procedures of said skills. After analyzing the class in which explicit Teaching and Learning strategy were demonstrated, students reported that they were able to comprehend basic science process skills more effectively through the stages of explicit explaining and independent practice. The showing demonstration stage was heavily emphasized by the teacher in this class. Analysis of students' understanding degree about basic science process skills, most of them show positive outcome. Another analysis of ripple effect on daily life and other subjects, it is found that students could have the attitude to make use of science process skills for themselves. Through the result of study, it is found that explicit Teaching and Learning strategy that are developed from this study are an effective way to comprehension students' basic science process skills. Thus, continued study is needed to develop and spread explicit Teaching and Learning strategy of science process skills to be applicable in actual classes in secondary schools.

• Journal of The Korean Association For Science Education
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• v.13 no.3
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• pp.327-333
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• 1993

The purpose of this study was to investigate children's ideas about growth of plants and their conceptural change after instruction to apply SPACE (Science Processes And Concepts Exploration) Learning strategy. For this study, a total of 55 students from infants to 5th grade were sampled. Data were obtained by the individual interview procedure and summarized by using network analysis. The major results of this study were as follows : 1. A very small number of students responded reforming or reorganisation of materials about the mechanism of germination and growth inside the seeds. 2. Almost all students confused between conditions necessary for germination and growth. Water and sunlight were mentioned by many students, while air and temperature were mentioned by a few students as the condition. 3. Some of the students showed that growth occurs continuously. Many students explaned occurence of growth about Plants related to the night, monning, or evening. 4. With the explaning about the necessary conditions for caterpillar growth, students mentioned conditions related in terms of human experience. 5. Many young childrens showed tendency of the egocentric and human-centered view of the world. Students scientific concepts increased significantly with age. Many students conceptions depend on the context-specificity ideas.

• 대한공업교육학회지
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• v.31 no.2
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• pp.41-63
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• 2006

The purpose of this study was to establish and apply 'term learning strategy' for learners whose basic skill, interest, and motivation for learning is lower, and to increase the learned capabilities of subjects' 'industry introduction', required for industrial technical high school students. Another purpose was to identify when the learning strategy established was applied, its affect on how well learners understood terms in a particular unit of material, and, after instruction presented in accordance with 'term learning strategy,' evaluate the ease with which subjects understood the teacher's explanation of the unit of subject, how well they understand the main concepts of the unit of subject, and to what extent the presentation interested and motivated the subjects. The researcher established 'term learning strategy' based on the principles of Garg's "Nine Steps for Events of Instruction." The study included 35 first grade participants purposely selected from 33 classes at 1155 students in K industrial technical highschool. Data was collected via tests and surveys. Results indicated that 'term learning strategy' facilitated thorough understanding of terms and concepts related to the unit of subject, as well as a better understanding of the teacher's explanation and increased interest and motivation in learning. In addition, the "term learning strategy" increased interaction among learners in the instruction setting. Finally, implications of this study and implementation recommendations for this instructional strategy were presented.

• Information Systems Review
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• v.12 no.3
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• pp.19-48
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• 2010

This study focused on characterizing various factors in order for learners to maintain their interests in learning and to maximize learning effects as the top priority purpose of university e-Learning, on the basis of results of conceptual studies on existing e-Learning and practical studies, and then on examining them practically. It also analyzed which factors would have greater influence on learning effects of e-Learning in general. Moreover, in comparison with existing numerous studies which examined only factor such as learning effects of e-Learning, it analyzed such things in detail according to division into three items such as learning satisfaction, learning transfer and learning recommendation. To achieve such purposes of the study, it characterized and set 3 factors such as learning contents, instructional design and user convenience on the assumption that such factors have a significant influence on learning effects of e-Learning. Moreover, the factor of learning contents includes 3 detailed elements, i.e., learning issue and objective, knowledge information, and consistency and propriety, and the factor of instructional design includes 4 detailed elements, i.e., interest and sympathy, interaction, contents presentation and explanatory strategy. Lastly, the factor of user convenience includes 2 detailed elements such as screen configuration, and check-up of contents and teaching schedule. According to analytical results, it showed all 3 factors such as learning contents, instructional design and user convenience have a significant influence on learning effects of e-Learning(i.e., learning satisfaction, learning transfer and learning recommendation). In more detail, it showed the learning issue and objective from the factor of learning contents have the greatest influence on learning satisfaction of e-Learning. Then, it is the most important to set the learning issue and objective with given priority to learners and set the learning objective estimable, in order to raise the learning satisfaction. It showed the contents presentation from the factor of instructional design on the learning transfer. Therefore, it is the most important to structuralize mutual relation and presentation orders to promote learning systematically and to let learners access to such things, for the purpose of raising the learning transfer. Moreover, it showed the interest and sympathy from the factor of instructional design has the greatest influence on the learning recommendation. Thus, it is the most important to promote learners' interests to the maximum using well-timed media, and to give a lecture enough to arouse learners' sympathy.

• Journal of the Korean Home Economics Association
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• v.36 no.5
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• pp.59-74
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• 1998

Home economics lesson plan model was developed based on cooperative learning stategy focusing on human development and family relations area. The cooperative learning is an instructional strategy that meets the challenge of helping students master home economics content objectives by acquiring and practicing the social skills that are essential in life for satisfactory relationships with peers, families, coworkers, and others in society. Through cooperative learning, students can satisfy their needs for friendship, power, belongs, and fun. Practical problems were selected in human development and family relations area for middle school students assuming that home economics is critical science. Lesson plans were developed according to the practical problems, "what should we do regarding the effective communication between family members\ulcorner".ner".uot;.

• Journal of Korean Elementary Science Education
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• v.25 no.2
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• pp.191-205
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• 2006

The purpose of this study was to explore strategies used by pre-service elementary science teachers in planning a science lesson. The participants were six senior students from a national university of education located in the midwestern area of Korea. Data regarding their planning strategies were gathered through both thinking-aloud and observation. Research findings suggest that: three of the teachers had little understanding of the necessity of reviewing unit contents or prior learning for planning a science lesson; five student teachers relied heavily on learning objectives presented in teachers' guidebooks without considering their appropriateness; all teachers exhibited an intention of composing different activities or teaching approaches from teachers' guidebooks; only two teachers thought about learners' prior knowledge or understanding levels; five and three teachers had poor understanding of discovery learning models and importance of teacher's questioning, respectively; and five teachers paid little attention to assessment.

• Communications of Mathematical Education
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• v.20 no.4 s.28
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• pp.603-619
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• 2006

One of the most important aims in mathematics education is to enhance students' problem-solving abilities. To achieve this aim, in real school classrooms, many educators have examined and developed effective teaching methods, learning strategies, and practical problem-solving techniques. Among those trials, it is noticeable that Engel, Zeits, Shapiro and other not a few mathematicians emphasized 'Invariance Principle' as a mean of solving problems. This study is to consider the basic concept of 'Invariance Principle', analyze 'Invariance' concept in secondary Mathematics contents on the basis of framework of 'Invariance Principle' shown by Shapiro and discuss some instructional issues to occur in the process of it.