• Journal of the Korean Chemical Society
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• v.66 no.6
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• pp.509-520
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• 2022

This study investigated the impact of elementary school science classes based on collaborative problem-solving on the character competency of students. For this purpose, students from 2 classes in 5^th grade at an elementary school in a metropolitan city were targeted, and elementary science classes based on collaborative problem-solving were developed and applied to the 5 topics selected from the 'dissolution and solution' unit in the elementary science curriculum. In order to investigate the effect of science class based on collaborative problem-solving on the character competency of students, results of the character competence test before and after the class, reflective writing activity sheets filled out by the students in the experimental group, and questionnaires regarding their changes in character competency after the class were analyzed. The results showed that elementary science classes based on collaborative problem-solving were effective in cultivating the character competence of elementary school students.

• Journal for History of Mathematics
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• v.19 no.4
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• pp.117-132
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• 2006

For a meaningful learning of the Construction Unit in 7-B Grade, this study aims to develop teaming materials on the basis of Clairaut's $El{\`{e}}ments$ de $G{\`{e}}om{\`{e}}trie$, which is grounded on a natural generation derived from the history of mathematics and emphasizes students' inquiry activity and reflective thinking activity, and to analyze the characteristics of learning process shown in classes which use the application of teaming materials. Six students were sampled by gender and performance and an interpretive case study was conducted. Construction was specified so as to be consciously executed with emphasis on an analysis to enable one to discover construction techniques for oneself from a standpoint of problem solving, a justification to reveal the validity of construction, and a step of reflection to generalize the results of construction.

• Journal of the East Asian Society of Dietary Life
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• v.18 no.6
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• pp.959-964
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• 2008

The principal objective of this study was to assess the effects of the addition of natural plant materials on the color and lipid oxidation of ground pork. Ground pork was blended with 0.3% (w/w) of cactus, fennel seed, orange peel, and rosemary, respectively, and stored for 8 days at $2^{\circ}C$. The pH, meat color, thiobarbituric acid reactive substances (TBARS) values, and metmyoglobin (MetMb) contents were measured. A gradual increase in pH was noted with increases in the storage time. The Hunter a (redness) value decreased until 6 days of storage, and evidenced no noticeable changes there after, and the cactus evidenced significantly higher a values than other groups over time (p<0.05). The TBARS formation was effectively inhibited by the addition of rosemary for 6 days of storage, reflective of strong antioxidative activity (p<0.05). The antioxidative activity on the lipid oxidation of cooked pork patties was noted in the following order: rosemary, fennel seed, cactus, and orange peel. The MetMb contents increased according to storage period, and no significant differences were noted among the meat patties.

• International Journal of Computer Science & Network Security
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• v.21 no.6
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• pp.7-10
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• 2021

The article analyzes and concretizes the understanding of the differences between the concepts of competence / competence according to the criterion general - personal. Based on the identified characteristics of competence (completed personal quality, activity character, educational result, successful implementation of professional and educational activities), the concept of competence as an integrative dynamic quality of a person, manifested in effective activity in a specific area, is defined. The structure of the IC has been substantiated, including motivational and value; information technology; communicative and reflective components. The content of the named IC components is disclosed. The article analyzes the essence of the characteristics of basic concepts (competence / competence), consideration of information competence in the research of famous scientists in order to concretize the studied phenomenon; concretization of the identified pedagogical conditions in educational process.

• Korean Medical Education Review
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• v.23 no.1
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• pp.3-10
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• 2021

Learning by teaching (LbT) has long been recognized as an important learning behavior that constructs meaning based on interactions between learners. This study aimed to explore the meaning of LbT as an important learning activity for future implementation in education. LbT is based on the cultural historical activity theory and sociocultural learning theory, as developed by scholars including Vygotsky. These frameworks value the construction of meaning based on language, and LbT is reported to be effective in constructing meaning. In addition, within the zone of proximal development posited by Vygotsky, learning through interaction between learners improves academic achievement, higher-order thinking, deep learning, and reflective learning. LbT also promotes students' learning presence, and strengthens various competencies such as collaboration and communication skills. Interactive behavior between learners in the form of LbT has been explored as an approach to teaching and learning, with methods including peer learning, peer tutoring, peer teaching, peer mentoring, Lernen durch Lehren, and peer-assisted learning. LbT has also been applied as a learning method. In the future, LbT has boundless potential to improve learning through activities such as flipped learning or online learning based on interactions between learners.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.7
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• pp.109-120
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• 2017

The purpose of this study is to explore the experiences and meaning of nursing students participating in a multicultural children mentoring program and to find out how mentoring activities can contribute to the cultural competence of future nurses. This study was based on a qualitative research design through reflective journals and in-depth interviews. From March 20 to June 30, 2016, we collected data from 10 nursing students who participated in a mentoring program for multicultural children. The research question was what was the experience of nursing students participating in multicultural children mentoring? Reflective journals were created individually before participating in mentoring activities and after 10 mentoring activities. In-depth interviews were conducted with three participants to clarify the meaning of their reflective journal and identify the implications of additional mentoring activity experiences after the completion of the mentoring activities. The results were obtained for 3 central themes; Breaking the prejudice against cultural diversity, Understanding the reality of multicultural children, and Acquiring experience for the sake of growth. The results of this study can be used as the basic data for the development of a nursing education program for the purpose of enhancing the cultural competence of nursing students.

• Journal of the Korean School Mathematics Society
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• v.12 no.1
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• pp.47-70
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• 2009

The purpose of this research was to confirm one of constructivists' assumptions that even children 조o are with low reasoning ability can make reflective abstracting ability and cognitive structures by this ability can make generation ability of new knowledge by themselves. To investigate the assumption, learner-centered instruction were implemented to 2nd grade classroom located in Suseong Gu, DaeGu City and with lesson plans which initially were developed by Burns and corrected by the researchers. Recordings videoed using 2 video cameras, observations, instructions, children's activity worksheets, instruction journals were analyzed using multiple tests for qualitative analysis. Some conclusions are drawn from the results. First, even children with low reasoning ability can construct mathematical knowledge on multiplication in their own. ways, Thus, teachers should not compel them to learn a learning lesson's goals which is demanded in traditional instruction, with having belief they have reasoning ability. Second, teachers need to have the perspectives of respects out of each child in their classroom and provide some materials which can provoke children's cognitive conflict and promote thinking with the recognition of effectiveness of learner-centered instruction. Third, students try to develop their ability of reflective and therefore establish cognitive structures such as webs, not isolated and fragmental ones.

• 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.

• Journal of the Korean Society of Earth Science Education
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• v.5 no.1
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• pp.95-104
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• 2012

The purpose of this study is to examine what effects the experiment class to stress discussion of small groups in scientific experiment class of the elementary school has on scientific achievement and attitude on the science of the students comparing to the usual scientific experiment class. For that purpose, this study has divided 49 students at the 6th grade of the M elementary school in P City into test groups of 24 students and control groups of 25 students. Classes have been progressed by giving sufficient time to the test groups for discussion by each small groups after experiment while by allowing the control groups to finish the experiment with arrangement of the experiment results. Conclusions of this study include: First, the more familiar the experiment materials are and the easier the experiment procedures are to be operated by the students, the more actively the small group discussion activities have been deployed. It shows that the students need a certain level of background knowledge before experiment for vital discussing activities. Second, it is appeared that the test groups given the scientific experiment class stressing small group discussing activity have significantly high scores comparing to the control groups given the existing scientific experiment class. It shows that the small group discussing activities have effects on promoting understanding of the students on the scientific achievement for the scientific experiment class. Third, it is appeared that the test groups given the scientific experiment class stressing small group discussing activity significantly high scores on attitude about the science comparing to the control groups given the existing scientific experiment class. It is considered that the students could have opportunities to compare their own thoughts with others and to have reflective thought to change their thoughts through the small group discussing activity. As shown above, it shows that the experiment class to stress discussing activities is more effective to increase scientific achievement and attitude about the science than the scientific experiment class to get and arrange the experiment results from the existing experiment classes.

• Journal of Science Education
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• v.38 no.1
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• pp.103-119
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• 2014

The purpose of this study was to investigate orientation toward teaching of science teachers had shown in lesson on Law of Definite Composition for middle school students and the factors which influenced its formation. To achieve this, we collected survey materials by recording and analyzing lessons of 8 teachers, interviewing them, and using CoRe questionnaire. From teachers' activities in lessons, we found their orientation toward science teaching, and through analyzing collected materials, drew the factors which influenced the formation of orientation toward science teaching. The result identified two types of orientation toward science teaching: activity-directional and lecture-directional. The former, activity-directional was categorized further as exploration and non-exploration; the latter as interaction-centered and content delivery. The main factors which affected the formation of orientation toward science teaching were reflective thinking through teaching experiences, interaction with colleagues, consideration on education environment, training as a learner, and their own interest and curiosity. Among them, the reflective thinking through teaching experiences was strongest cause, and teacher's interest and curiosity was even limited, also influenced positively. On the other hand, unlikely other factors, consideration on education setting affected negatively to build teacher's teaching orientation. Interaction with colleagues, training for teachers by universities and graduated schools acted on a bit, but had a limit just for mainly developing science content knowledge.