• Journal of the Korean Society of Earth Science Education
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• v.13 no.2
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• pp.186-195
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• 2020

The purpose of this study is to investigate the effect of jigsaw cooperative learning strategy on elementary students' task commitment and creative personality. This study utilized experimental method of comparing the effect of jigsaw strategy between treatment and comparative group. Twenty four 6^th grade students in treatment group experienced the jigsaw cooperative learning for twelve-weeks during 2019 school year whereas students in comparetive group did not. Task commitment and creative personality test result were collected from both groups as main data sources and mixed-method was used to analyze the data. The results of the study were as follows. First, the treatment group students' task commitment score was significantly higher than comparative group of students' score(p<.05). Second, the treatment group students' creative personality efficacy score was significantly higher than comparative group students' (p<.05). Third, students who experienced the jigsaw cooperative learning-based science lesson had positive perceptions about the lesson.

• Journal of Digital Convergence
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• v.14 no.10
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• pp.25-32
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• 2016

The current research was to investigate the effects of discussion activities based on Havruta style on elementary school students' social studies communication skills. For this purpose, we examined a comparative study between 5th grade students and other students of partner schools. As research results, first, online classes using video conference equipment and smart devices will enhance the students' interest and participation in class. Second, the Havruta style helps students not only acquire and internalize knowledge by themselves through the course of reciprocal questions and discussions but also improve presentations and participations. Third, it is necessary not only to draft a new lesson plan and to reconstruct the education process for video and online classes but also to develop the classes with a lesson plan after preparations and discussions with colleague teachers; the process of reflection, such as writing a lesson research journal, has a positive effect to improve the quality of cooperative classes. Fourth, using SNS discussion activities to serve as a complementary activity is good, and two teachers can evaluate each of the students' achievement. It is necessary to have a sufficient number of schools where video and online cooperative learning is possible with video equipment provided. To maximize the effect of video and online classes, various studies and teacher trainings are needed. Education office needs to provide a server that enables students in small and large classes to freely engage in cooperative learning.

• Proceedings of the Korea Association of Information Systems Conference
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• 2004.05a
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• pp.72-87
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• 2004

This study looks at the influential factors of cyber education in order to create a cyberspace where the public official can obtain information at a place and time convenient to them. This will provide a chance to activate cyber education effectively. The results of the study show the influential factors of education effect as follows: - the instruction design and contents factors such as interesting educational contents, interaction between learners and teacher, and positive instruction, a31 had an important influence. - the learner factors, such as a desire to learn, motivation, and interest in the lesson, also had a significant influence. - the environmental factors such as systematical basis and support, atmosphere, and consideration of others had a large effect on the education effect.

• Educational Technology International
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• v.11 no.2
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• pp.1-24
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• 2010

The study aimed to investigate the differential effects of visual and verbal scaffoldings on web-based problem solving performance. A quasi-experiment with 143 high school students in South Korea was administered. Each student's visualization tendency score was obtained at the beginning of the study. Based on the visualization tendency scores, students were divided into two groups; low and high level visualization tendency groups. Then each group was split in half and randomly assigned to one of the two lessons - one with visual scaffolding and the other with verbal scaffolding. The contents of the two lessons were the same. All students' performance was measured through an essay assignment for a problem solving at the end of the lesson. The result showed that the visual scaffolding group outperformed the verbal scaffolding group (F=22.54, p<.01), regardless of each student's visualization tendency level. The effect size was 0.81, indicating high practical significance. There was no statistically significant interaction effect between scaffolding modalities and students' visualization tendency levels. These findings imply that visual scaffolding is an effective strategy to promote students' problem solving performance.

• Journal of Elementary Mathematics Education in Korea
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• v.13 no.2
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• pp.193-210
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• 2009

This research were to develop and apply an educational program for 6th grade students in mathematics by using level orientated teaching method and to make an analysis of their effects on students' mathematics learning achievements and mathematical disposition. Those purposes is following: First, we develop the level orientated teaching method that fits to the low level and high level students and analyze the effect on students' mathematics learning achievements. Second, we analyze the effect on students' mathematical disposition by using level orientated teaching method. The biggest problem of applying level orientated teaching method is that all the groups should do the meaningful activity while just one group is on process. So we tried to keep the proposition that level orientated teaching method should be helpful to both high and low level students. The duration of the research was about 8 weeks from march 2 to may 22 and the level orientated mathematics program consists in lesson 1 "a fraction and a decimal" to lesson 3 "The range of numbers". The results of this study are as follows : First, there was significant effect to the students, develop level orientated mathematics program and using that program. Second, there was an affirmative effect to the students about mathematical disposition using level orientated mathematics program. To sum up conclusion of this study, the level orientated mathematics program has an affirmative effect on mathematics learning achievements and mathematical disposition. We expect further research about level orientated teaching method and use effective level orientated teaching method widely.

• Journal of Korean Home Economics Education Association
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• v.16 no.1
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• pp.63-77
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• 2004

The purpose of this study was to construct an issue-centered discussion instructional model for Home Economics and to determine its effect on middle school students' critical thinking. The research questions were posed as below. 1) The object and content of home economics in the 7th national middle school curricula are analyzed to sort out possible issues. 2) An issue-centered discussion instructional model is constructed to be applicable to middle school home economics class. and a lesson plan is prepared. 3) The effect of the issue-centered discussion instructional model developed in this study on student critical thinking faculty is examined. The findings of this study were as follows : First. seven criteria were selected to determine what types of issues were applicable to home economics lesson. Based on the selected criteria. 41 themes of issues were extracted from the 7th middle school textbooks. and their content validity was verified. Second, an issue-centered discussion instructional model was designed to deal with four themes in eight sessions in the procedure of problem raising, confirming, term defining. tentative alternative selecting, data gathering. discussing/critical approaching. and selecting/concluding. Third, two different third-year classes of K middle school in the city of Busan that consisted of 75 students were respectively selected as an experimental group and a control group, and the experiment was conducted in eight sessions for five weeks to see whether the teaching plan brought any changes to the critical mind of the students. The experimental group exposed to the issue-centered discussion lesson made a significant progress in critical thinking faculty(P＜.05). In particular. that instruction gave a favorable impact on demonstration evaluating(P＜.05). one of the critical thinking subfactors. When the students were asked to assess the issue-centered discussion lesson. most of them viewed it favorably. In the future, more research efforts should be dedicated to enhancing the practical applicability of issue-centered discussion instruction in home economics education. developing good evaluation tools about critical thinking faculty and finding out how discussion instruction could be conducted more efficiently.

• Education of Primary School Mathematics
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• v.8 no.1
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• pp.33-50
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• 2004

This study is intended to investigate the effect on the development of multiplicative thinking and multiplicative ability by teaching repeated addition, rate, comparison, area-array, and combination problems. Two research questions are established: first, is there any difference of multiplicative thinking between the experimental group(the modeling of problem situation learning group) and the control group(the traditional learning group)\ulcorner Second, is there any difference of multiplicative ability between the experimental group and the control group\ulcorner The treatment process for the experimental group is based on modeling problem situations for nine lesson periods. In order to answer the research questions the chi-square analysis was used for the first research question and the t-test was used for the second one. The findings are summarized as follows: there is no significant difference of multiplicative thinking be1ween the experimental and the control group but there is significant difference of multiplicative ability.

• Journal of the Korean Society of Earth Science Education
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• v.6 no.2
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• pp.93-100
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• 2013

The purpose of this study is to examine the effect of science related attitudes and science inquiry skill that apply concept maps for 'Ocean' units in middle school science. The subjects of this study consist of four classes third grade middle school students of the Busan Metropolitan City, which were divided into two groups: one is the experimental group which applied concept map teaching and the other is the ordinary teaching group. The result of this study were shown as follow: First, the use of concept map teaching improved the active meaningful process and improved student's science related attitudes in the experimental group. Second, the science lesson using concept map is effective for science inquiry skill in the experimental group. Third, the using concept map teaching created a positive reaction to make the formulation of ideas.

• Journal of the Korean Society for Aviation and Aeronautics
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• v.30 no.2
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• pp.7-13
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• 2022

As the demand for simulated flight training and interest in new technology training increase, this study analyzed the performance of flight simulator training and actual flight training subjects to confirm efficient flight simulator training curriculum. Summarizing the results of the study, found that flight simulator training had a significant positive effect on the actual flight training performance and in particular had a relatively large effect on the air maneuver, traffic pattern, cross country flight subjects. As a result of analyzing theoretical major classes that affect flight simulator training to verify the correlation, found that principle of air navigation, air traffic service, and helicopter flight theory were affected in order. The significance of this study was to identify the curriculum and ground lesson that should be focused on effectively performing flight simulator training in the helicopter private pilot course.

• School Mathematics
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• v.17 no.1
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• pp.135-156
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• 2015

There is a difference in quality between transition from elementary school to junior high school and the simple change of grades. This time is also a critical time that many students would be to abandon the mathematics. According to experience in conjunction with mathematics, this timing can be either bright or dark outlook with relation to mathematical development. Thus, at this turning point, it is necessary to analyze what changes the students are experiencing in teaching and learning mathematics, what such changes effect the students, whether or not there is room for improving such changes etc. Therefore, in this study, by comparing and analyzing math lessons of 6th grade in elementary school and 1st grade in junior high school, we investigate the difficulties of teaching and learning mathematics experienced by students who have been placed in the turning point and suggest implications to help them to land softly into junior high school.