• Journal of the Korean earth science society
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• v.21 no.4
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• pp.369-379
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• 2000

The purposes of this study is to identify the misconceptions on atmospheric pressure and to investigate the effect of conceptual change of the cognitive conflict teaching models. The subjects are 184 students in girls' high school and divided into the controlled and test group. Before instruction on atmospheric pressure concept, their concept types were identified and their conceptual changes were compared after instruction by the traditional and the cognitive conflict teaching models. The results of this study are as follows; 1 ) The students' understanding level on the atmospheric pressure was low before instruction and they had some misconceptions. But the concept levels related to their everyday life experieces and memorized concept were high. 2) The cognitive conflict teaching model were more effective than the traditional teaching model in the formation of atmospheric pressure concept. 3) Though there were some differences among the test items, the cognitive conflict teaching model was identified to be more effective than the traditional teaching model in terms of the durability of atmospheric pressure concept.

• Research in Mathematical Education
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• v.25 no.2
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• pp.135-158
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• 2022

This study aimed to building models to understand the relationships between reasoning resources and content knowledge. We applied Support Vector Machine and linear models to the data including fifth graders' scores in the Cornel Critical Thinking Test and the Iowa Assessments, demographic information, and learning science approach (a student-centered approach to learning called the Science Writing Heuristic [SWH] or traditional). The SWH model showing the relationships between critical thinking domains and academic achievement at grade 5 was developed, and its validity was tested across different learning environments. We also evaluated the stability of the model by applying the SWH models to the data of the grade levels. The findings can help mathematics educators understand how critical thinking and achievement relate to each other. Furthermore, the findings suggested that reasoning in mathematics classrooms can promote performance on standardized tests.

• Journal of The Korean Association For Science Education
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• v.27 no.6
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• pp.477-487
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• 2007

Previous studies show that students have difficulties in understanding and using molecular visualization tools. This study focuses on the ways in which first year chemistry undergraduates use ball-and-stick molecular models to explain the concept of addition reaction and the difficulties that they face using the models. Video recordings of interviews with undergraduates manipulating ball-and-stick models to solve problems related to reaction mechanisms are analysed to determine if they are able to elucidate their understanding with use of models. The results showed that students have difficulties with viewing the ball-and-stick models from the proper perspective and understanding the relationship between the various structures that they have created using the models. They also find the use of ball-and-stick models tedious and prefer drawing molecular structures on paper to explain their ideas. Implications for the teaching using ball-and-stick molecular models are discussed.

• Journal of Korean Elementary Science Education
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• v.28 no.4
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• pp.450-466
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• 2009

The purpose of this study was to explore preservice elementary teachers' perceptions on models used in science and science education. Participants were sixty-one undergraduate students who were enrolled in a science education course offered at a university of education located in a mid-sized city, Korea. Data were obtained from the participants at the beginning of the course when they provided their answers to a questionnaire about models. The analysis revealed that a large number of the preservice teachers perceived models as representative of physical realities. By contrast, a relatively small number of them viewed models as representations of ideas or things like theories or hypotheses. Lots of the participants were apt to define a model from the perspective of its functions and considered the purposes of models communication, teaching, and understanding as well as visualization, simplification, and clarification. Most of the preservice teachers believed that there could be multiple models for a single target, and all of them answered that models could be changed in science. It was therefore concluded that the preservice teachers perceived properly the multiplicity and variability of models. Nevertheless, they could not elaborate how a model is used and evaluated in the process of scientific inquiry, and just a few of them mentioned the detailed nature of models. The preservice teachers possessed teacher-centered views of using models in the science classroom, and a small number of them remarked that they were going to use models for students to develop their own models and perform scientific inquiry.

• Journal of Distribution Science
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• v.16 no.11
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• pp.5-10
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• 2018

Purpose - The recent establishment of many varieties of English language in the globe has created many models of English such as world Englishes (WEs), English as a Lingua Franca (ELF), English as a family of languages, and English as an Intercultural Language (EIcL). Among the models, the present study highlights 'English as an intercultural language (EIcL)' in relation to distribution science business English teaching to elucidate what EIcL is and why it is critical and how it can be realized in the business English classrooms. Research design, data, and methodology - This study look into the EIcL paradigm that empowers all active users to view English as universal and at the same time enables them to develop critical skills to bridge intercultural gaps or to cross borders. Results - Rather than just focusing on an acquisition of standardized English(es), EIcL serves as a major contextual factor facilitating success in getting competence among the different English languages. Conclusions - EIcL is a promising and ultimately rewarding approach to the contemporary business English teaching arena. EIcL should be achieved through policies, textbooks or living abroad, and, above all, learners/teachers' active awareness and understanding' of the EIcL mainstreams.

• Educational Technology International
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• v.11 no.1
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• pp.27-46
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• 2010

The purpose of this paper is to apply the newly developed SICAT teaching and learning model to the actual scene of teaching and learning and draw a point of discussion for utilizing teaching and learning model, by uncovering the satisfaction of students and the inhibiting/facilitating elements when using the model. SICAT(Scientific Inquiry and Creative Activity with Technology; from here on SICAT), a teaching and learning model custom-built for engineering education, was developed, as more and more people paid attention to the demand for creative engineers. It was developed from the basis of PBL(Problem Based Learning), includes three sub-types which can be applied to the actual theory, design, and experimentation fields within engineering education. The three sub-types, which are ARDA(Analysis-Reasoning Activity & Discussion-Argumentation Activity), CoCD (Collaboration Activity & Capstone Design Activity), and ReSh(Reflection Activity & Sharing Activity), respectively support deductive and argumentation activities, creative design and collaboration activities, and retrospection and sharing activities. However, no research has been conducted to investigate whether or not there are inhibiting or facilitating elements in the application procedure, or what the rate of satisfaction for students is, when applying the SICAT model, which was newly developed to innovate existing engineering education, to the actual site of teaching and learning. Therefore, this research applied three types of SICAT teaching and learning models to the theory, design, and experimentation classes at the department of materials science and engineering at Hanyang University for eight weeks. After application, the students, teachers and tutors were surveyed and interviewed, and then the results analyzed in order to uncover inhibiting/facilitating elements and the rate of satisfaction. The satisfaction rate of students from the SICAT teaching and learning model was 3.78(in a perfect score of 5: The A type-3.65, The C type-3.80, The R type-3.90), and inhibiting/facilitating elements were drawn from the aspects of learning activities, support system. In conclusion, they can be contributed for implications of SICAT teaching and learning model universal use at engineering education in University.

• Journal of The Korean Association For Science Education
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• v.14 no.1
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• pp.1-11
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• 1994

The primary goal of this study was to suggest the ways of developing various types of instructional models which could be effectively used for science lessons in secondary schools. In order to attain this goal this study used literature review as its main method. This study was carried out through the process of three steps as follows: The conceptual relationship among instruction. teaching, and learning was examined. Then the general instructional models built on the traditional epistemology and psychology were reviewed and analyzed in terms of their characteristics and limits. The nature of instructional models developed for science education in secondary schools were analyzed The essential features and limits of the models were discussed in relation to their theoretical background and applicabilities to actual practices of science education. The implications for science learning were drawn from modem philosophy of science, which were used for developing instructional model. The strategies for using the new instructional model was also suggested. One general model of science instruction was given as an example applicable for science classrooms. The model was composed of appropriate teaching strategies and processes.

• Journal of The Korean Association For Science Education
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• v.34 no.6
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• pp.523-534
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• 2014

This study aimed to develop collective intelligence (CI) based instructional models for teaching socioscientific issues on the basis of intimate collaboration with science teachers, and to investigate the participating teachers' perceptions on the effectiveness of the instructional models. Adapting the ADDIE model, we suggested three types of SSI instructional models (i.e. generative model, exploratory model, and decision-making model). Generative models emphasized the process of brainstorming ideas or possible solutions for SSI. Exploratory models focused on providing students opportunities to explore various SSI cases and diverse perspectives to understand its controversial nature and complexity. Decision-making models encouraged students to negotiate or develop a group-consensus on SSI through the dialogical process. After implementing the instructional models in the science classroom, the teachers reported that CI-based SSI instructional models contributed to encouraging students' active participation and collaboration as well as to improving the quality of their argument or discourses on SSI. They also supported the importance of developing collective consciousness on the issues in the beginning of the SSI class, providing independent time and space for reflecting on their personal values and opinions with scientific evidence, and formulating an atmosphere where they freely exchanged opinions and feedback for constructing better collective ideas.

• East Asian mathematical journal
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• v.40 no.2
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• pp.209-229
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• 2024

In this study, we design a teaching unit that constructs Pascal graphs and extended Pascal triangles to explore number patterns inherent in them. This teaching unit is designed to consider the diachronic process of teaching-learning by combining Dörfler's theoretical generalization model with Wittmann's design science ideas, which are applied to the didactical practice of mathematization. In the teaching unit, considering the teaching-learning level of prospective teachers who studied discrete mathematics, we generalize the well-known Pascal triangle and its number patterns to extended Pascal triangles which have directed graphs(called Pascal graphs) as geometric models. In this process, the use of symbols and the introduction of variables are exhibited as important means of generalization. It provides practical experiences of mathematization to prospective teachers by going through various steps of the generalization process targeting symbols. This study reflects Wittmann's intention in that well-understood mathematics and the context of the first type of empirical research as structure-genetic didactical analysis are considered in the design of the learning environment.

• Research in Mathematical Education
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• v.7 no.2
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• pp.101-117
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• 2003

In this paper, we give examples of models we have created for use in university mathematics courses. We explain the concept of linear transformation, investigate the roles of each component of 2 ${\times}$ 2 and 3 ${\times}$ 3 transformation matrices, consider the relation between sound and trigonometry, visualize the Riemann sum, the volume of surfaces of revolution and the area of unit circle. This paper illustrates how one can use Mathematica to visualize abstract mathematical concepts, thus enabling students to understand mathematics problems effectively in class. Development of these kinds of teaching and learning models can stimulate the students' curiosity about mathematics and increase their interest.