• Journal of Korean Elementary Science Education
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• v.41 no.4
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• pp.616-626
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• 2022

This study aims to investigate the effect of the application of the brain-based learning model on the self-efficacy, creative problem-solving ability, and academic achievement of elementary school students in science classes. The participants consisted of 22 students from one class (experimental group) and 22 students from another class (comparison group) of J Elementary School in B Metropolitan city. The experimental group conducted science classes that applied the brain-based learning model, and the comparison group conducted general explanatory science classes according to textbooks and the guide books of the teachers. The study found that science classes that applied the brain-based learning model exerted positive effects on the three abovementioned skills. Based on the results, the study confirmed that the application of the model is an effective learning tool that increases the self-efficacy, creative problem-solving ability, and academic achievement of for elementary school students in science classes.

• Archives of design research
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• v.16 no.3
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• pp.211-220
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• 2003

This study was done to investigate the situation of classes-related stress in creative's of korean advertising industry. Though creative's are carrying out the most important roles in advertising agency, there has not been much study on them. In this point view, this study approached by examining prior studies on classes-related stress. The findings of this study were as followings ; In all classes, client related stress were the highest. The classes of the directors of bureaus have the highest stress on the average of five high items in the stress detail items. The classes of the staffs have higher stress, and the next is the classes of the heads of departments. The classes of the directors have higher stress about themselves especially. The classes of heads have higher stress for family complain about holiday work than any other classes relatively. The classes of the staffs have higher stress for heavy duty than any other classes. The classes of the directors of bureaus have higher stress in the situation change like presentation than any other classes. There can be many conditions about advertisement creative team members‘stress. I have made dear the internal stress structure according to the classes in the thesis partially. The stress for the classes‘structure can not be solved easily, so it will hare an effect on all members normally if the stress exists for a long time. This study should be continued by reasonable and systematic method. A successful creative's come out from an advertising agency's organizational system, but the organization, after all, is made up of creative's ability and endeavor.

• Journal of Fisheries and Marine Sciences Education
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• v.29 no.1
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• pp.209-223
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• 2017

The purpose of this study is to compare and analyze science self-efficacy, science self-concept and scientific attitude according to the class size in the elementary school. For this purpose, three research questions were set as follows; First, are there any differences in science self-efficacy according to the class size? Second, are there any differences in science self-concept according to the class size? Third, are there any differences scientific attitude according to the class size? To solve this research questions, the subjects in this study were 809 5th and 6th grade students of eight elementary schools in Busan. 220 were sampled from small-size classes, 354 from mid-size classes and 235 from large-size classes. The results of this study through the process are as follows; First, there were significant differences in science self-efficacy according to the class size. Second, there were significant differences in science self-concept according to the class size. Third, according to the result, there was not a significant difference in scientific attitude according to the class size. The findings of the study suggest that it is necessary the class size should be adjusted to the appropriate level for improving student's science self-efficacy and science self-concept.

• Journal of the Korean Society of Earth Science Education
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• v.9 no.1
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• pp.88-96
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• 2016

The purpose of this study is to examine the effects of Jigsaw small inquiry method on science academic achievement and scientific attitudes. For this study, two classes of six graders were divided into a research group and a comparative group. The classes were pre-tested in order to ensure the same standard. The research group had the science class with Jigsaw small inquiry method, and the comparative group had the class with a teacher centered lectures for 12 classes for 12 weeks. The Jigsaw small inquiry method was focused on the introduction stage, the whole group activities, professional group activities, restart the whole group activities, supplementary structured study guide, results announced, and excellent group rewards. To prove the effects of this study, science learning motivation was split up based on the attention power, relation, confidence, and sense of satisfaction. The results of this study are as follows. First, Jigsaw small inquiry method is effective in science academic achievement. Second, Jigsaw small inquiry method is effective in scientific attitudes. Also, Jigsaw small inquiry method was approved by students. Consequently, Jigsaw small inquiry method had the great effects on developing science academic achievement for the elementary science class. That means the science class with Jigsaw small inquiry method has potential to develop science academic achievement and scientific attitudes.

• Journal of Korean Elementary Science Education
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• v.23 no.3
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• pp.219-227
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• 2004

This study aims to investigate science teaching and learning for the gifted in comparison with regular classrooms in elementary schools. A questionnaire was developed to survey gifted and general students＇ perceptions to elementary science teaching and teaming with employing a teaching and learning model for the gifted by Maker and Neilson (1995, 1996). The 28 item questionnaire consisted of four categories of content, teaching and teaming process, student product, and learning environment, and each category included six to nine items. Randomly selected 114 students from gifted classes and 99 students for regular classes responded to the questionnaire through the use of five-point Likert scale. It was found that there are significant differences between gifted and regular classes of science at all four categories of the teaching and learning model for the gifted. Therefore, science teaching and teaming for the gifted seemed to be differentiated from regular classes and emphasized students＇ creativity. However, no differences were appeared in a few items: study of gifted people and research methods (gifted=3.0; regular=.21 F=2.54), students＇ freedom of choice for topics of lessons, tasks, etc., (gifted=3.1; regular=3.0, F=0.31), student product addressed to real audience (gifted=2.8, regular=2.6, F=0.96), and students＇ high mobility to seek for data in library, etc. during class periods (gifted=2.3, regular= 2.3, F=0.01). It was concluded that science education for the gifted in Korea calls for quality improvement in terms of teaching and teaming in various aspects.

• Journal of Korean Elementary Science Education
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• v.30 no.2
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• pp.152-161
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• 2011

The purpose of this study is to diagnose difficulties and problems that the preservice teachers experience when teaching inquiry-based classes in elementary science and to improve their professionalism through prescriptive instruction consulting utilizing PDRE (preparation, diagnosis, reflective implementation, evaluation) model. The result of this study was as follows. First, preservice teachers considered themselves to be lack of scientific knowledge, but this study confirmed that the application of instruction consulting improved their understandings in scientific concepts and principles and corrected their misconceptions. Second, preservice teachers experienced difficulties in variables that might influence the results of experiments, cautions for the experiments and unexpected results of experiments, and this consulting allowed them to gain instruction ability to cope with such circumstances and solve problems effectively. Third, preservice teachers experienced difficulties in applying instructional model into their classes and preparing lesson plans, but consulting actually made limited but positive changes in their abilities. However, from a longer-term perspective, quantitative increase in their teaching opportunities, the development and distribution of example manuals, and the utilization of various class materials provided by the assistant centers for teaching and learning should be achieved side by side.

• Proceedings of the Korean Society of Computer Information Conference
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• 2021.07a
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• pp.261-263
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• 2021

비대면 프로그래밍 수업에서도 대면 수업에서와 유사한 학습 실재감을 느낄 수 있는 수업 방법을 모색하기 위해, 2020학년도 1학기부터 2년에 걸쳐 실시간 화상수업과 미리 제작된 동영상 콘텐츠를 제공하는 온라인 콘텐츠 수업 방법을 순차적으로 적용해보았다. 두 방법의 공통점은 중요한 단원을 공부하는 4주 동안은 플립러닝을 적용하여 예습 동영상을 제공하고 본 수업은 실시간 화상수업으로 진행하면서 예습확인 퀴즈를 실시하고 심화수업으로 운영하였다. 각 수업 학기말에 학생들을 대상으로 5점 척도 방식의 만족도 조사를 실시하여 수업 내용의 이해도, 수업에 대한 흥미도 그리고 수업 참여의 적극성에 대한 학습 효과를 비교해보았다. 그 결과, 세 가지 학습 영역 모두 실시간 화상수업 방식에 참여한 학생들의 만족도가 높은 것으로 분석되었다.

• Journal of the Korean Society of Earth Science Education
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• v.4 no.2
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• pp.102-107
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• 2011

In this study, elementary school science program, this category did not affect any troubleshooting analyzed. Thinking Science Program to buy for them in group activities by using one of the elements of a program of treatment and cognitive level effects were two kinds of research questions. 102, 5th grade four classes were involved, these two classes of the experimental group and the remaining two classes were divided into a control group. Pre-test between the two groups is compared to the level and classification problem-solving skills but the skills did not show a statistically significant difference. Thinking Science activity after application of classification and posttest the experimental group than in the control group problem solving abilities of students classified at the level of statistical significance was higher. Thinking Science program is a treatment effect for each level of analysis, tests, regardless of cognitive level was more effective. Through theses findings, Thinking Science activities 5th grade category classification problem-solving skills of students found to be effective in improving and these types of programs actively introduced in the field suggests that we need to see.

• Proceedings of the IEEK Conference
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• 2003.07e
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• pp.1968-1971
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• 2003

We propose a knowledge-based algorithm for extracting an object boundary from low-quality image like the forward looking infrared image. With the multi-classes training data set, the global shape is modeled by multispace KL(MKL)[1] and curvature model. And the objective function for fitting the deformable boundary template represented by the shape model to true boundary in an input image is formulated by Bales rule. Simulation results show that our method has more accurateness in case of multi-classes training set and performs better in the sense of computation cost than point distribution model(PDM)[2]. It works well in distortion under the noise, pose variation and some kinds of occlusions.

• Journal of Korean Elementary Science Education
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• v.29 no.3
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• pp.307-315
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• 2010

In this study, we investigated the effects of cooperative learning by the levels of students' performance goal orientation in science classes on 6th graders' science achievement and science learning motivation. Two classes (47 students) from an elementary school were respectively assigned to a control group and a treatment group. A performance goal orientation test and a science learning motivation test were administered as pretests. The intervention of cooperative learning lasted for 24 class periods. A researcher-made achievement test and the science learning motivation test were administered after the instructions. ANCOVA results indicated that the score of the treatment group was significantly higher than that of the control group in the achievement test. However, no interaction was found between the cooperative learning treatment and the levels of students' performance goal orientation. There were significant aptitude-treatment interactions in science learning motivation.