• Journal of Science Education
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• v.37 no.1
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• pp.186-202
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• 2013

The purpose of this study is to develop and apply materials to teach about reflection of light by peer instruction. These which consist of both hands-on experiments and ConcepTests based on students' preconceptions found in previous researches are inducing active interaction between peers during instruction. Data from 29 university students were rate of correct answer of pre and post tests, results of conceptests before and after peer discussion, homework for strengthening their conceptual changes, and RTOP result for analysis of learners' perception about this method. Learners' preconceptions on reflection of light and position of image are changed effectively into scientific concepts. And they evaluate this teaching method helps conceptual understanding and interaction of an instructor and learners.

• Journal of the Korea Convergence Society
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• v.9 no.10
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• pp.533-540
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• 2018

This study is to find convergent effects of collaborative peer tutoring on communication ability and self-leadership of nursing students. According to the results of Mann-Whitney U and Kruskal-Wallis test using SPSS/WIN 19.0 for the survey of communication and self-leadership before and after experiments, there were significant differences of personality type, discussion preference and leadership in communication, and of motive of admission, leadership and school grades in self-leadership. There were positive correlations between communication and self-leadership before and after treatments. The results of Wilcoxon signed ranked test showed cooperative peer tutoring increased communication ability and self-leadership significantly each(p=.008, p<.001). These results could be used in developing intervention programs for enhancing communication and self-leadership of nursing students after further studies with wider range of subjects and setting control group.

• Journal of Korean Elementary Science Education
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• v.31 no.3
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• pp.334-346
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• 2012

For teachers' conceptions and understandings are critical to their decision making and classroom practice, this study attempts to understand pre-service elementary teachers' views and practices of science inquiry during peer teaching practice. Fifteen 4th year university students in teacher education program participated in peer teaching practice. Their teaching and reflective discussion were video and audio recorded and written lesson plans were collected for data analysis. Five science teacher educators individually looked into the data and shared their comments and interpretations on pre-service teachers' views and practice. The study findings suggest that pre-service teachers emphasized the importance of providing students with motivating resources in the beginning of lesson, employing certain inquiry teaching models, the process of predicting and dis/proving via experiment, and teachers' minimal intervention as the important features of inquiry teaching. Science teacher educators emphasized that it is critical to help children understand inquiry questions in the beginning of inquiry process, to be mindful of children's problem solving and critical thinking rather than following instruction models or simply going through prediction and test process. They also commented that teachers' guidance could lead a good inquiry process in classroom practice, not always interfering students' inquiry. Based on the findings, the study suggests science teacher educators need to understand what and how pre-service teachers view and practice science inquiry teaching and consider these as useful resources where they can start effective teaching for pre-service teachers at the university level.

• Journal of The Korean Association For Science Education
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• v.34 no.6
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• pp.593-599
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• 2014

The purpose of this study is to figure out the influence on the students' achievement of the cognitive and the affective domains by descriptive items assessment of teacher or peer and to obtain implications by analyzing the students' satisfaction and the reliability of the assessment. For this purpose, two classes of 11th grade students located in a small city were selected and took an exam related to the cognitive and the affective domains before and after the assessment. The assessment activities were carried out during 10 lessons and the teacher gave feedback to the students of the teacher assessment class in the lessons. In the peer assessment class, a small-size student group discussion and feedback were given to the students after the exam. The results show that higher level achievement group students represented relatively positive satisfaction on teacher assessment, and lower level achievement group students represented positive satisfaction on peer assessment. In spite of the same marker list, higher level achievement group students represent relatively high reliability than lower level achievement group students. The lower level achievement group students in the peer assessment class got statistically meaningful improvement of achievement than the students of teacher assessment class. The peer assessment activity was positively influenced on the affective domain of the lower level achievement group students, especially signigicant meaning of statistics was found on the students' perception about science.

• (The) Korean Journal of Educational Psychology
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• v.32 no.3
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• pp.549-569
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• 2018

The purpose of this study is to examine the relationship between peer rejection and victimization among schoolchildren and to test whether conflict norms in the classroom moderated this relationship. The analysis used the third year data derived from ClassNet research (Park, et al., 2017) supported by the National Research Foundation of Korea. The sample comprised fourth-grade through sixth-grade students in 52 classrooms of 7 elementary schools in South Korea (N = 1194). A series of multi-level analyses were performed to fulfill the study's purpose using variables obtained by peer nomination, such as social rejection, victimization, bullying perpetration, and teacher-student conflict. The results found that boys experienced more victimization than girls and peer rejection significantly increased victimization. Furthermore, conflict norms in the classroom moderated the relationship between peer rejection and victimization. Peer rejection significantly increased the extent of victimization in classrooms with relatively high levels of conflict norms. The study concludes with a discussion on the significance of conflict norms and the educational implications of the results with a focus on ways that teachers can facilitate healthier classroom environments.

• Child Health Nursing Research
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• v.23 no.1
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• pp.19-27
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• 2017

Purpose: The purpose of this study was to analyze addiction prevention related content shown in middle school text books. Methods: Using a combination of the terms "addiction", "drug", "medicine", "personal preference", "smoking", "drinking", "sex", "misuse" or "abuse" as key words, the researchers screened the table of contents of 23 randomly selected middle school textbooks from the 2009 curriculum. Finally 13 textbooks (physical education=10, health=3) were selected for this study, and analyzed using Krippendorff's contents analysis. Results: Through indepth discussion and investigation of the relevant textbooks, content related to addiction prevention included material addiction (77.8%) and behavioral addiction (22.2%). The construction of addiction prevention in middle school textbooks included understanding addiction, rejection of peer temptation, and empowerment of self-control. Conclusion: When developing an intervention for addiction prevention that targets middle school students, education with accurate addiction information must be considered so that the students have the correct knowledge about addiction and addiction prevention. Additionally, the ability to reject peer temptation when invited to act upon related addiction behaviors should be treated seriously. The empowerment of self-control is also important, and can be promoted through strengthening self-regulation competence.

• The Journal of Asian Finance, Economics and Business
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• v.7 no.8
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• pp.445-450
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• 2020

This research investigates the role of entrepreneurial leadership in micro-enterprise development in the district of Majalengka in West Java, Indonesia. This study applied a qualitative content analysis method to understand the phenomenon of micro-enterprises comprehensively. The data of this research was collected using surveys, interviews, and a group discussion. The findings indicated that technological information adaptation plays a crucial role in the development of micro-enterprise development. Since the group of millennials dominated the leadership, it has provided more creativity by implementing technological information instead of the previous generation that faced difficulties in adopting the technology. This study noted that inadequate technology adaptation makes micro-business gradually lose customers, and the business was threatened to close. Meanwhile, the role of leadership drives the business development, sales have risen, the number of products has been increasingly diverse, and business capital and number of employees have grown. The establishment of an entrepreneur group could facilitate peer-to-peer contact, knowledge transfer, training, and intervention to enhance leadership and business development. This finding pointed out that the leadership will successfully influence business development when supported by several characteristics such as manage the business, capture opportunities, confidence, firmness, personal integrity, communication, and social and technical expertise.

• Educational Technology International
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• v.7 no.1
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• pp.1-20
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• 2006

This paper describes practical research on the improvement of teaching and learning process by integrating Web Bulletin Board (WBB) and mobile phone. This paper addresses three topics; A) the interactive lecture with topics-based discussions using the Web Bulletin Board (WBB) as a tool for assisting discussion, B) the introduction of peer evaluation among students to develop their problem-solving and cognitive skills, C) the use of mobile phones for promoting interactive lectures, keeping class attendance, conducting assignments, and providing notices for the next class. Results indicated the following research-findings: (1) WBB plays a role in facilitating positive participation in classes. (2) In contrast to the scenario of the traditional mode of instruction (without the usage of WBB), students were able to deepen their understanding of the theme by accessing the WBB before and after classes. (3) Peer evaluation highly promoted students' motivation to learn, and was effective in cultivating meta-cognition through modeling. (4) Mobile phone was identified as a highly effective tool for keeping class attendance, realizing interactive classes by generating discussions, and managing assignments and homework.

• Journal of The Korean Association For Science Education
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• v.30 no.1
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• pp.107-123
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• 2010

This study investigated the content and the effect of peer discussion about classroom practices on their science teaching. Participants included three science teachers with chemistry backgrounds in middle and high schools. Each of them had their classes videotaped and observed the footage as well as discussed the lessons together. The teachers had six meetings on 15 recorded lessons including one meeting beforehand. Teachers' discussions were also audio-taped and the data was transcribed. Teachers extensively discussed their lessons not only in terms of instructional strategies and scientific concepts but also the curriculum organization and teaching goals. Analysis of video-recorded lessons showed that instructional strategies were changed partially, but the aspects of curriculum organization in relation to teaching goals were not changed. Analysis of the recorded data revealed that teachers recognized the problems in their science teaching and considered the practical alternative ideas suggested by peers, but teachers proposed the necessity of experience to practice in their class. The study shows that observing and discussing each other's classes is one possible way to improve the class. Implications about teaching improvement for other teachers were discussed.

• Journal of The Korean Association For Science Education
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• v.22 no.4
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• pp.862-871
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• 2002

We investigated elementary students' conceptions of the simple electric circuit using a battery, a bulb and a wire, and made comparison between the cognitive conflict through peer discussion and the cognitive conflict through physical experience. Two hundred and sixty-four sixth grade students who already had learned about the electric circuit were participated. The questionnaire to investigate the student's conceptions about simple electric circuit consisted of 5 items drawing the wire connections between a battery and a bulb to light the bulb. The students in the discussion group paired randomly with student who had different conceptions, and then each pairs discussed about their ideas freely with each other. After discussion they conducted CCLT(Cognitive Conflict Level Test) which consisted of 4 factors; recognition, interest, anxiety, reappraisal. The physical experience group conducted a task in which they connected a battery and a bulb with a wire, then conducted CCLT. The sixth graders had various misconceptions. Most students were not aware of the scope of negative battery terminal and two electric terminals of a bulb. Many students emphasized the tip of a bulb and positive battery terminal. The score of CCLT in the discussion group was higher than in the physical experience group. This results showed that discussion with peers was more effective than physical experience to arouse cognitive conflict.