• Journal of The Korean Association For Science Education
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• v.33 no.7
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• pp.1354-1366
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• 2013

The purpose of this study was to analyze the types of teachers' questioning between verification laboratory instruction and discovery laboratory instruction. Results were that there was no difference in questioning types in verification laboratory instruction and discovery laboratory instruction. Most teachers in two types of laboratory instruction used closed questionings more than open-ended questioning. This shows that teachers' laboratory instruction processes are focusing on 'get the content' rather than consideration of the characteristics of laboratory instruction types. Such results show that the teachers in verification laboratory instruction and discovery laboratory instruction provide little opportunity for children to improve in scientific thinking. Therefore, teachers should make good plans with a questioning strategy that can be adapted to the types and characteristic of laboratory instruction. If teacher's questioning is practiced well in the science class, it can improve students' scientific thinking and science laboratory instruction.

• Journal of Korean Elementary Science Education
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• v.29 no.4
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• pp.515-525
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• 2010

The purpose of this study was to analyze of how the elementary school teachers lead their classes of a science laboratory instruction and an engineering laboratory instruction in a science subject class. For this study, science laboratory and engineering laboratory lessons were selected and for each science and engineering laboratory lesson, five elementary school teachers were video-recorded of their lessons. The science and engineering laboratory lessons were analyzed by utilizing processes of the science model and the engineering model based on Schauble et al. (1991). The results of these studies are as follows: In science laboratory instruction, some participants didn't distinguish the difference between the science laboratory goal and the engineering laboratory goal. All of participants used search and end strategy of engineering laboratory for science laboratory lesson. In engineering laboratory instruction, all of participants guided to students engineering laboratory goal and used inferences and search strategy of engineering laboratory. However they didn't use the trial and error strategy or redesign which can be an essential element in engineering and design process. Educational implications are discussed.

• Journal of The Korean Association For Science Education
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• v.26 no.3
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• pp.342-355
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• 2006

The purpose of this study was to develop a classification scheme for laboratory instruction, which could occupy a central and distinctive role in science education. For this study, literature on laboratory instruction types were analyzed. Utilizing several of these theoretical frameworks, a Classification Scheme for Laboratory Instruction (CSLI), which clearly represents various features of laboratory instruction, was created. The developed CSLI consisted of two descriptors: one is the procedure for laboratory instruction, and the other is a way of approach. The procedure is either designed by the students or provided for them from an external source. A dichotomy also exists for the approach taken toward the activity: deductive or inductive. Validity was established for the CSLI. In addition, laboratory instruction according to CSLI was divided into four types: verification, discovery, exploratory, and investigation. Although this study demonstrated only limited features of laboratory instruction due to the absence of a field test, it serves as a model for more comprehensive studies.

• Journal of The Korean Association For Science Education
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• v.27 no.3
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• pp.235-241
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• 2007

The purpose of this study was to identify the main laboratory instruction types with Classification Scheme of Laboratory Instruction (CSLI) in elementary and secondary schools science. For the purpose, the validity of the instrument CSLI was 4.23 and laboratory instructions were collected in 100 elementary schools and 30 secondary schools. Before analyzing the collected laboratory instructions, the inter-rater reliability about the analysis results was identified as 0.91. The results of this study were found that in elementary school, the main laboratory instruction types were verification type and discovery type and in secondary school were discovery type and verification type. In the category of the procedure, a large part of the procedures of laboratory activity in both elementary and secondary schools was given to students by worksheets or teachers themselves. In the category of approach, inductive approach was the main in elementary and deductive approach in secondary.

• JSTS:Journal of Semiconductor Technology and Science
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• v.9 no.1
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• pp.1-7
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• 2009

This paper describes design of high energy efficiency 32 bit parallel processor core using instruction-levels data gating and dynamic voltage scaling (DVS) techniques. We present instruction-levels data gating technique. We can control activation and switching activity of the function units in the proposed data technique. We present instruction-levels DVS technique without using DC-DC converter and voltage scheduler controlled by the operation system. We can control powers of the function units in the proposed DVS technique. The proposed instruction-levels DVS technique has the simple architecture than complicated DVS which is DC-DC converter and voltage scheduler controlled by the operation system and a hardware implementation is very easy. But, the energy efficiency of the proposed instruction-levels DVS technique having dual-power supply is similar to the complicated DVS which is DC-DC converter and voltage scheduler controlled by the operation system. We simulate the circuit simulation for running test program using Spectra. We selected reduced power supply to 0.667 times of the supplied power supply. The energy efficiency of the proposed 32 bit parallel processor core using instruction-levels data gating and DVS techniques can improve about 88.4% than that of the 32 bit parallel processor core without using those. The designed high energy efficiency 32 bit parallel processor core can utilize as the coprocessor processing massive data at high speed.

• Journal of the Korean Chemical Society
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• v.62 no.2
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• pp.99-105
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• 2018

In this paper, we present fortified instructional methods that contributed in improving students' interest toward the expository organic chemistry laboratory course. Reformed TA (Teaching assistant) training and allocation method, a thorough course orientation session, text-light/graphics-heavy results PPT reports, and journal article templated-term papers have improved students' satisfaction in the organic chemistry laboratory course. These methods could be implemented while maintaining the traditional organic chemistry laboratory instruction styles and hence could be broadly applicable.

• Journal of The Korean Association For Science Education
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• v.32 no.2
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• pp.306-319
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• 2012

The purpose of this study was to investigate high school students' learning style, perception of types of laboratory instruction, and the relationship between the learning style and preferred type of laboratory instruction. The participants of this study were 19 female high school students, from Incheon in Korea, who showed outstanding science grades. Dunn et al's revised Learning Styles Inventory (1997) was used for testing students' learning style. The students were asked to choose preferred and not preferred types of experiments and describe the reason of the choices after implementation of 4 types of experiments: verification, discovery, explorator, and investigation laboratory instructions. The findings of this study were as follows: Firstly, the students had a certain common learning style irrelevant to their personal characteristics, i. e; they showed high (self, teacher, parents) motivation and structure stimuli that was common in Korean students. Second, outstanding students prefer unstructured and open laboratory instructions. And those students were highly influenced by sociological and emotional stimuli. Third, students' learning style was related to their preferred type of laboratory instruction. Students preferring unstructured and open laboratory were influenced by sociological and emotional stimuli, while those preferring structured and closed laboratory were influenced by physiological stimuli.

• Journal of The Korean Association For Science Education
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• v.25 no.5
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• pp.547-554
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• 2005

A developed Web-aided laboratory program visualized invisible gas. In the Web-aided laboratory temperature and pressure were controlled and the resultant findings were presented as types of graphs, disclosed in the form of an analyzed report. A Web-aided laboratory experiment and traditional experiment group(2 classes) were assembled from a farming village co-educational high school and taught the motion of molecule lesson for 2 class hours. Before actual class instruction, to survey learner motivation characteristics, the short-version GALT, the test of attitudes toward science instruction, was administered. After instruction, student learning achievement, TOSRA, and IMMS, were administered to the two groups. To analyze data ANCOVA was administrated. Result found that attitudes towards science instruction did not significantly differ, but learning motivation and achievement were significantly altered.

• Journal of Korean Elementary Science Education
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• v.26 no.4
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• pp.418-427
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• 2007

The purpose of this study was to describe the elementary teachers' teaching behavior procedure in verification-type laboratory instructions. In order to do this, we should know first what constituted the teaching behavior elements in the teachers' instructions, before the teaching behavior can be analyzed. Thirty sets of instructions were recorded and their transcripts were used in this study. The results of this study indicated that the number of teaching behaviors numbered twenty four in total, and that the teaching behaviors could be classified into nine categories, and finally the procedure used in verification-type laboratory instructions generally followed seven steps. These steps can be described as follows; reminding subjects of the preliminary learned concept, presenting inquiry type questions or introducing the main concept, explaining the method used or presenting the predictable outcome/matter for verification, performing lab-based activities, presenting the outcomes, applying the main concept, and finally closing the instruction. For the purpose of promoting more authentic scientific inquiries using these types of instructions, the authors's claims were discussed.

• 대한공업교육학회지
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• v.30 no.1
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• pp.1-18
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• 2005

The purpose of this study was to development a model of problem solving instruction for improving practical skill-competence in technical high school. For the study, various literature researches were reviewed intensively about problem solving process, laboratory instruction's approaches and learning principals. The problem solving instruction process was composed with identifying problems, generating alternative solutions, investigation and research, choosing a solution, acting on a plan, modeling of problem solving, testing and evaluating, redesigning and improving. The skills schema combines a four domain of skilled activity, that is, cognitive skills, psychomotor skills, reactive skills and interactive skills. The problem solving instruction was composed with five major learning systems-emotional, social, cognitive, physical, and reflective-that can be used extensively as generic lesson plashing. The teacher serves as a coach or guide for student learning. As a facilitator, the teacher challenges, questions, and stimulates the students in their thinking, problem solving and self-directed study. In this process, students represent problem with think aloud, assume responsibility for their learning and move from teacher-centered to student-centered education.