• Journal of Korean Elementary Science Education
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• v.19 no.1
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• pp.101-112
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• 2000

The purpose of this study was to develop the modular multimedia instructional materials emphasizing the particulate nature on the realm of matter in elementary science classes. Features of the material are as follows: 1 To be in focus on particulate model named 'phenomenal magnifying glasses' in order to change the student's belief system of continuous matter into the belief system of particulate matter . The 'phenomenal magnifying glasses' is a new instructional strategy designed to change into the view of particulate matter through facilitating the reflective thinking resulted from the simultaneous consideration of experimental phenomena(macroscopic world) and particulate model(microscopic world). 2. To introduce modular system into the instructional materials, which was consisted of 14 subunits according to the sequential instruction unit of 'molecule and molecular motion'. Each subunit was composed of 5 types of modules(module 1: motivation, module 2: experimental result, module 3: discussion, module 4: phenomenal magnifying glasses, module 5: related experiment) 3. The multimedia program was composed of 36 kinds of experimental animation and 59 kinds of computer animation materials combined with text resources, photographic materials and sounds.

• Science of Emotion and Sensibility
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• v.26 no.4
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• pp.29-40
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• 2023

Anxiety is known to upset the balance of the attentional system and prioritize the stimulus-driven system over the goal-directed system; however, self-instruction induces goal-directed behavior with the self-regulation effect. This study verified the effects of meteorological and self-instruction conditions on pilot anxiety and flight task performance for in-service pilots in a virtual reality environment. The meteorological conditions were divided into visual meteorological and very low visibility conditions, and the flight tasks were conducted by varying whether or not self-instruction was performed. The experiment results reveal that anxiety and heart rate were higher, and the performance of the flight task was lower in the very low visibility condition. However, anxiety and heart rate were lower, and the performance of the flight task was higher in the self-instruction condition. This result suggests that accidents due to difficulty in flight may increase because of anxiety, but such accidents may decrease because of flight performance improvement by self-instruction.

• Journal of The Korean Association For Science Education
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• v.19 no.2
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• pp.217-228
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• 1999

The purpose of this study was to investigate the effects of the constructivist instructional model on the acquisition of atmospheric pressure conceptions and learning motivation. The step of constructivist instruction was prediction and explanation-experiment and observation-discussion-application. The control group consisted of two classes of students who participated in the teacher-centered instruction. The experimental group consisted of two classes of students who participated in the constructivist instruction. To examine students' preconceptions before the instructions, a preconceptions test was administered. After the instructions, students' acquisition of atmospheric pressure conceptions and learning motivation were measured with a researcher-made post-conceptions test and The Course Interest Survey. The results from this study were as follows: First, the constructivist instruction is more effective method in acquisition of atmospheric pressure conceptions and learning motivation than the teacher-centered instruction. Therefore, in order to increase the acquisition of science conceptions and to decrease the science misconceptions, we need to use the constructivist instructional model which make learners self check their own preconceptions of science. Second, the constructivist instruction is more effective than teacher-centered instruction in three elements of learning motivation. So, we need to develop the effective ARCS(attention, relevance, confidence, satisfaction) strategies in order to use the constructivist instructional model and to verify it's effectiveness. Third, to improve teaching and learning methods, educational researchers should carry out studies using many points of view than studies biased constructivism or objectivism. In this respect, we need to contrive how to integrate constructive view points and objective view points.

• 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 The Korean Association For Science Education
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• v.17 no.1
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• pp.55-64
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• 1997

Experiments done in traditional physics laboratories have been criticized for giving too detailed instruction so that student could follow the experimental procedure without understanding. This type of experiment is often called "cookbook experiment." Cookbook experiment was known to be little help to understand the physics concepts and to increase student interest. To solve these problems with traditional cookbook experiment, non-directive introductory physics laboratory was designed and tried with the freshmen of Department of Physics Education of Seoul National University. Non-directive laboratory was characterized by the lack of step by step instruction for students to follow. The instruction students received consisted of the goal of experiment, a short introduction, and a list of suggested materials to be used. Student designed the experimental procedure and decided what material they wanted to use. One group submitted one lab report as a group to encourage cooperation among students. Lab report could be written in any form students wanted and no penalty point was given to poor data or inappropriate theory, etc to encourage taking risks. Penalty points were given if the students did not get involved during class hours. Student received extra point for being creative and / or working hard. Teaching assistants used Socratic dialogue in helping students to find their own way instead of explaining what they had to do. Students' interest about the non-directive experiment was studies at the of the semester. A questionnaire was made for students to answer. The questionnaire consisted of four categories, the equipment and the laboratory, the experimental procedure, the lab report, and teaching assistant. For each category, student were asked to explain the differences from other laboratory classes, features they liked and the reasons why they do, features they did not like and why they did not. At the end of the questionnaire, students were asked what hey wanted to change and what they did not. They also could put any opinion they had other than the questions asked. Student overall opinion was very positive. All the students said they liked the lack of detailed experimental procedure because it gave them the feeling of achievement, made them feel challenged and think in more diverse and creative ways. Students liked the lab report because group report forced them to discuss more and the free form lab report helped them to focus on the what they did. Student responses about the teaching assistant was also positive but not as enthusiastic as the experimental procedure or lab report. However students recognised that the role of the teaching assistant was as a guide, a supporter, or a facilitator.

• Journal of the Korean earth science society
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• v.29 no.6
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• pp.487-494
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• 2008

The purpose of this study was to investigate the effects of MBL experiment instruction on the 7th graders' scientific inquiry skills and graph construction and interpretation ability in the unit "Elements and movement of sea water". Results are as follows: First, this study analyzed the influence on students' scientific inquiry skill after having six MBL instructional classes. The result showed a significant difference in the scientific inquiry skills between the experimental group and the control group, which implies that the instruction using MBL was an effective way to improve students' scientific inquiry skills. Second, this study also analyzed the influence on students' abilities to construct and interpret graphs. The result did not show any significant differences between the experimental group and the control group in the ability to construct graphs. But it showed significant differences in the ability to interpretgraphs, which means that instruction using MBL was an effective way to improve students' ability to interpret graphs.

• Journal of The Korean Association For Science Education
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• v.16 no.1
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• pp.51-60
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• 1996

The purpose of this study is to develope and analyze a test for the assessment of physics inquiry experiment. To do this, three experiments about 'analysis of motion', 'the relation of force and acceleration', and 'free fall motion' in high school physics textbooks were chosen, and 5 scientific inquiry domains and 16 science process skills have been specified. For each experiments, test sheet of $29{\sim}44$ questions for assessing students' ability about physics inquiry experiment were developed on the basis of the scientific inquiry processes developed earlier. After instruction about 3 experiments mentioned above, a test was administered to the students who took experiment. After the adminstration of a test, the ratio of correct answers, discrimination index, and reliability were analyzed. Using the ratio of correct answers, we can determine item difficulty. Through the D.I(discrimination index), we can find which items can discriminate the students who took experiment well from those who took experiment badly, and we can also find the stability of a test result by the reliability analysis. The test developed in this study were also administered to the students who did not take experiments, and the results were compared with the those of the students who took experiments. With the comparison by chi-square method, we could find which items can discriminate the students who took experiments from those who did not take experiments.

• 한국지구과학회:학술대회논문집
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• 2005.02a
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• pp.203-212
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• 2005

The purpose of this study was to develop e-learning contents and to examine how ICT-powered instruction using the developed e-learning contents affects the science achievements of students and how the students respond to that. After an experiment in the 7th class of the weather condition unit in high school earth science, e-learning contents were prepared by using the videotaped material and flash animation to teach key learning points. The selected two different classes, experimental and control groups, shows almost the same final scores in the first semester. The experimental group received ICT-powered instruction with the contents developed in the study, and the control group received a typical expository lesson. And then the achievement test was done to these two groups, separately. The major findings of the study were as follows: As for the effects of ICT-powered instruction on the academic achievement, the average scores of the experimental group is higher than that of the control group, but the difference is insignificant. When each group was subdivided into the upper and lower groups, the upper group got higher average scores and the difference was significant. But there was no significant disparity between the lower groups. Therefore, the ICT-powered instruction using the e-learning contents gives a good effect on the students whose levels are higher than the average. In the questionaike about the ICT instruction, they generally had a positive opinion about its impact on learning interest and class participation and its learning effects.

• Journal of The Korean Association For Science Education
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• v.26 no.3
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• pp.393-405
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• 2006

The purpose of this study was to analyze the effects of Semantic Network Program (SNP) instruction on learning achievement and motivation in high school biology classes. For this study, a SNP was designed by applying the recommendations in regard to student attention and satisfaction factors in Keller's ARCS theory. SNP instruction was conducted with an experimental group and a control group, each consisting of 62 high school biology class student. A pretest-posttest control group design was employed. The pre-test was used to analyze the learning achievement test, learning motivation test, and semantic forming test. For 4 weeks the experiment group was instructed using the developed SNP which centered on Keller's attention and satisfaction factors, and the control group was instructed via teacher-centered lectures based on the textbook. It was found that SNP instruction efficiently increased students' biology learning achievement (p<.001). It was also discovered that SNP instruction was effective in increasing Keller's motivation strategies on attention and satisfaction factors (p<.001). In addition, SNP instruction positively affected students' semantic formation (p<.001) and learning content retention (p>.05) in the heredity unit by aiding students in the area of active multimedia learning. An in depth interview with students in the class using SNP instruction showed that material learned via this method in biology had longer retention of problem-solving methods. Consequently, SNP instruction according to motivation strategies may high school biology teachers with meaningful teaching-learning methods strategies for the unit on heredity.

• Journal of the Korean Chemical Society
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• v.58 no.3
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• pp.324-337
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• 2014

This study investigated the characteristics of science-gifted elementary students' reflection of their science classes. To do this, 91 reflective journals of 20 science-gifted elementary students were analyzed in terms of 'productive reflection'. The results revealed that the mean score of the inclusion scores, which mean the number of aspects of teaching included, was 2.99 on a scale of 5 points and was not significantly correlated with grade level. Most of the reflective journals included the aspects of 'science-gifted students (93.4%)'. 'Instructional strategies and instruction for science-gifted education (70.3%)', 'subject matter knowledge (68.1%)', and 'curriculum for science-gifted education (57.1%)' were also frequently included. However, 'assessment in science-gifted education (9.9%)' was hardly included. The mean score of the integration scores, which mean the number of aspects of teaching integrated as an index of productive reflection, was 2.84 on a scale of 5 points and was not significantly correlated with grade level. 6.6% of the journals showed no integrations. 34.1% of the journals integrated only two aspects, 39.6% of the journals integrated three aspects, 25.3% of the journals integrated four aspects, and no journals integrated all five aspects. Especially, the integrations between 'science-gifted students (100.0%)' and the other aspects were included in all journals. The integrations between 'instructional strategies and instruction for science-gifted education (70.3%)' and/or 'subject matter knowledge (65.9%)' and/or 'curriculum for science-gifted education (53.8%)' and the other aspects were also frequently included. However, the integrations between 'assessment in science-gifted education (9.9%)' and the other aspects were hardly included. There were no statistically significant differences between experiment-centered instruction and theory-centered instruction in the inclusion and integration scores. However, there were more diverse inclusion and integration types, and more aspects tended to be included or integrated in experiment-centered instruction than in theory-centered instruction.