• 한국초등상담교육학회:학술대회논문집
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• 2004.01a
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• pp.189-204
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• 2004

We can usually found the children who do overactive and aggressive behaviors. They disrupt classroom order and cause other children immense damage. Their teachers exert themselves to control or manage them in class. This may lead to a reduction of precious time for teaching-learning classroom activities. This study has counseled those children doing overactive and aggressive behaviors with solution-focused brief counseling. This study also explores the following problems. First, how does solution-focused brief counseling affect their overactive and aggressive behaviors? Second, what changes do they experience through solution-focused brief counseling? Third, is solution-focused brief counseling useful in elementary schools? To do this study task, four students have been chosen with the help of teachers in the fifth year at B Elementary School in Ansan. The four children scored high in Mi-hyun Han's 'The ratings of the child's behavior problems' and Se-Yong Jeong's 'Life of school and behavior test'. They are all eleven years old and had two interviews before the experiment and five interviews during the experiment. The analysis of the counseling has been interpreted according to the different analytical methods based on the tasks. Solution-focused brief counseling's effect on children doing overactive and aggressive behaviors has been studied by quantity-analysis method, their changes in behaviors by quality analysis method; phenomenal and psychological method and the usefulness of this counseling in school surroundings by the joint of above two methods. The analysis has provided the following results. First, solution-focused brief counseling has been effective in the reduction of behavioral problems for those children doing overactive and aggressive behaviors and the continuation of the counseling has had a positive effect but it has depended on the individual characteristics and the degree of severity in their behaviors. Second, solution-focused brief counseling has lent itself to encouraging children to have egostrength, confidence, and volition in their behavioral changes with a favorable attitude to the counseling. Third, The egostrength formed through counseling has led children to a progressive direction of their behaviors in their school life. The increasing frequency in counseling has caused a decreasing time-period expected for counseling, and a feasibility of counseling with less resistance. In conclusion, solution -focused brief counseling may be a useful means to help children have positive self-esteem and lead a proper school life, leading to be a helpful facilitation for school site facing a deficiency of counseling.

• Journal of Practical Engineering Education
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• v.15 no.3
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• pp.539-547
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• 2023

In recent years, university education has emphasized a learner-centered education model with a change in educational paradigm. This study aims to explore students' diverse opinions and improve the quality of education by analyzing the open-ended responses of university lecture evaluations using topic modeling. To this end, a total of 45,001 open-ended responses based on the results of lecture evaluations from 2017 to 2022 in non-metropolitan universities were divided into majors and liberal arts, and a short-form optimized Biterm Topic Modeling (BTM) analysis was conducted. As a result of the analysis, major lectures were divided into "attitude toward non-face-to-face classroom experience", "attitude toward questions and discussions", "attitude toward attendance and grading", "attitude toward practical activities and presentations", and "attitude toward communication and collaboration", while liberal arts lectures were divided into "attitude toward non-face-to-face classroom experience", "attitude toward grades and evaluations", "attitude toward attendance and syllabus", "attitude toward academic knowledge and interest", and "attitude toward communication and questions". The results of this study, which analyzed various feedback from students, provide insights that can be used to compare the characteristics of majors and liberal arts courses and improve teaching and learning experiences.

• Journal of The Korean Association For Science Education
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• v.24 no.3
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• pp.468-480
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• 2004

It has been criticized that there are discrepancy between 'general statements' of the curriculum and subject-matter curricula. The possible reasons for this are as follows: The developers of the general statements were educational curriculum specialists. These specialists were not good enough to develop general statements and guidelines of subject matter curricula reflecting the characteristics of science contents, to examine developed science curriculum, and to give feedback to science curriculum developers. Under the present curriculum developing system where curriculum is developed in ten months or less by the research team commissioned unpredictably and imminently, it might be difficult to develop valid and precise science curriculum reflecting the purport of the general statements and teachers' needs. The inadequacy of these curriculum development processes resulted in (1) inconsistent statement about the school year to be applied to differentiated curriculum, (2) abstract and ambiguous stating about the characteristics, teaching-learning and assessment guidelines of enrichment activities, and (3) failure to reduce science contents to a reasonable level. Therefore curriculum development centers should be designated in advance to do basic research at ordinary times, and organized into a cooperative system among them. Two years or more of developing time and wider participation of scientists are recommended to develop more valid and precise science curriculum. In addition, commentaries on science curriculum should be published before textbook writing begins.

• Journal of The Korean Association For Science Education
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• v.34 no.2
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• pp.107-122
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• 2014

The purpose of this study is to investigate trends in research studies on scientific argument and writing in Korea. 118 research studies published from 2004 to 2013 have been collected and analyzed. Many of the research studies focused on developing teaching strategies, analyzing contents of scientific argument and writing, and effects on student learning. More than half of the studies were conducted with elementary and middle school students while studies with pre-service, in-service teachers or high school students were relatively rare. Most research studies were conducted within regular school hour context and participants were given relevant information/education prior to argument and writing activities. Many research have analyzed student growth in scientific attitudes and we would suggest that further studies should investigate student growth in scientific concepts, scientific inquiry, and critical thinking. The structure and process of argument or the content and form of writing have been analyzed. The quality of argument and scientific concepts embedded in argument and writing should be investigated more in future researches.

• Journal of the Korean Chemical Society
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• v.64 no.2
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• pp.119-129
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• 2020

For effective teaching-learning activities for students with diverse talents in science high schools, it is important for teachers to understand students' individual differences in perceiving and processing information in the natural world, depending on the students' various talents and subject characteristics. The purpose of this study is to examine the students' cognition of chemistry in science high school through correlations and factor analysis of mathematics/science achievement. In addition, this study attempted to examine the cognition of chemistry subject according to R&E classes. The main participants of the study were freshmen of G science high school (296 students) who entered after three times of curriculum reforms and new admission processes and the students in two other science high schools in Gyeongnam and Ulsan were included. The correlation and factor analysis were conducted by exploratory factor analysis by IBM SPSS Statistics 25 programs. The results of this study were as follows: First, in the correlation analysis between mathematics and science achievement, it was confirmed that the Pearson's coefficient of chemistry showed higher positive correlation coefficient than that of other science subjects. Second, in the factor analysis of mathematics and science achievements, it was found that the factor indicators were divided into two factors as logical-mathematical (mathematics and physics) and naturalistic (life science and earth science). Third, in the factor analysis, it was confirmed that the chemistry is recognized as the subject that requires both logical-mathematical and naturalistic intelligence. Finally, it was confirmed that students' cognitions of chemistry subject were found to differ according to the R&E classes. In other words, the participants of R&E chemistry class, unlike other students, were found to recognize chemistry as the subject that logical-mathematical intelligence is needed.

• Journal of Korean Elementary Science Education
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• v.42 no.1
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• pp.194-209
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• 2023

This study aims to present implications for the appropriate establishment and development of a science-authorized textbook system through an understanding of the process of selecting science-authorized textbooks and analyzing the perception of teachers. Toward this end, this study conducted interviews with five elementary school teachers who participated in the science textbook selection process, surveys on 32 teachers, and analysis on the authors of the textbooks. The result demonstrated, first, that the "opinion gathering" stage was the most important one, and a council was formed in consideration of career and major. Moreover, the evaluation standard was reorganized and used according to the situation of the school. Second, in the process of opinion gathering, the teachers used a method for reviewing the entire textbook for each teacher. Inquiry activities and textbook composition (readability) were crucially considered as internal factors, and teaching and learning materials, such as videos, were deemed extremely important as external factors. The variable of the author, which is an indicator of the reliability and expertise of textbooks, was also recognized as vital. Third, the deliberation by the School Committee and the report by the principal were recognized as the administrative final step after selection. Finally, selecting the most suitable textbooks for each grade group was recognized as more important than arbitrarily unifying textbooks for the third and fourth grades and for the fifth and sixth grades.

• Communications of Mathematical Education
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• v.30 no.3
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• pp.393-418
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• 2016

Theory and fundamentals of mathematics consist mostly of proposition form. Activities by research of the proposition which leads to determine the true or false, justify the true propositions and refute with counterexample improve logical reasoning skills of students in emphases on mathematics education. Also, utilizing of counterexamples in school mathematics combines mathematical knowledge through the process of finding a counterexample, help the concept study and increase the critical thinking. These effects have been found through previous research. But many studies say that the learners have difficulty in generating counterexamples for false propositions and materials have not been developed a lot for the counterexample utilizing that can be applied in schools. So, this study analyzed the current textbook and examined the use of counterexamples and developed educational materials for counterexamples that can be applied at schools. That materials consisted of making true & false propositions and students was divided into three groups of academic achievement level. And then this study looked at the change of the students' thinking after counterexample classes. As a study result, in all three groups was showed a positive change in the cognitive domain and affective domain. Especially, in top-level group was mainly showed a positive change in the cognitive domain, in upper-middle group was mainly showed in the cognitive and the affective domain, in the sub-group was mainly found a positive change in the affective domain. Also in this study shows that the class that makes true or false propositions in education of utilizing counterexample, made students understand a given proposition, pay attention to easily overlooked condition, carefully observe symbol sign and change thinking of cognitive domain helping concept learning regardless of academic achievement levels of learners. Also, that class gave positive affect to affective domain that increase interest in the proposition and gain confidence about proposition.

• Journal of The Korean Association For Science Education
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• v.38 no.2
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• pp.113-122
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• 2018

The purpose of this study is to investigate the effects of the educational context variables on students' science achievement and interest in TIMSS 2015. TIMSS 2015 science data and questionnaire results were used to fit the Hierarchical Linear Model (HLM) in this study. According to the results, books at home, parents' level of education, and students' views on science lessons have significant influence on science achievement of above-high level 4th-grade students, and books at home on below-intermediate level 4th-grade students. Books at home, students' views on science lessons, and school composition by student economic background have significant influence on science achievement of above-high level 8th-grade students, and books at home and students' views on science lessons on science achievement of below-Intermediate level 8th-grade students. In all grade levels, books at home, and students' views on science lessons have significant influence on science achievement and interest. Discussed in the conclusion are ways to improve science teaching and learning including offering systematic reading programs for all students, reinforcement of student-participation in science classes, connecting science hands-on activities with science concepts for below-Intermediate level elementary students, and so on.

• Hwankyungkyoyuk
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• v.12 no.1
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• pp.205-224
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• 1999

This is a study of strengthening the practice of environmental education in the primary and secondary school music program. Since the world war II, the environmental situation has been getting worse and worse. So it is now a global issue to conserve energy and solving the ecological problems we are confronting. Solving the environmental problem is not just a scientist's task nor a specific school education subject's either, but a responsibility of all human beings. In this sense, it is necessary for every school subject, including music, should include elements of environmental education in its education contents. in this paper the researcher has tried to point out some reasonable aspects of environmental education guidelines which would be pursued through school music programs. In the music subject the following eight environmental education strategies could be suggested: 1. An affective aspect of music should be used in educating students to aware of the importance of environmental problems. 2. The effectiveness of employing music for various educational purposes should be implemented to make students environmentally enlightened individual. 3. The main issue of environmental problem must be used in various musical activities such as singing, implementing, composing and appreciating music. 4. By employing an alternative materials for making musical instruments, students and musicians can participate in environmental education program actively. 5. Music is analogues to life and nature. Thus it is highly suggested for teachers to teach students music more sincerely In a way of studying music more seriously, students could achieve environmental education goals by discovering the similarities of the nature of the environment and music as a human environment. 6. By appreciating many musical works of dealing with environmental problems and ecological problems, one could achieve the necessary goals of environmental education. 7. By enlarging the boundary of music including the sounds of nature such as birds' singing, sounds of winds and various streams and tree's trembling, music could achieve the major goals of environmental education. 8. By recognizing sounds as an important human environment, school music program could attain the goals of environmental education. The researcher also has mentioned about the characteristics of music as a schooling subject. and has provided with some detailed curriculum guidelines for strengthening environmental education programs in music classes. Some model lesson plans implementing the environmental education for elementary, junior high school and 10th grade music classes are also suggested followed by six specific teaching ＆ learning methods for environmental education.

• Journal of The Korean Association For Science Education
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• v.40 no.5
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• pp.473-483
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• 2020

The purpose of this study was to analyze the characteristics of students' academic achievement of middle school science curriculum achievement standards in the 2009 revised national curriculum and to generate implications for curriculum improvement. Based on the results of the 2015-2018 National Assessment of Educational Achievement (NAEA), we analyzed middle school students' mastery of 84 curriculum achievement standards. In the analysis, we used representative item information by achievement level and correct answer rate and checked the validity of the determination of mastery. According to the results of the analysis, 15 of the 84 achievement standards could not determine the degree of achievement. In science, many achievement standards could be mastered only by above-average group students. By achievement level, there were six achievement standards that advanced achievement-level students did not achieve, 38 achievement standards judged to represent mastery by advanced achievement-level students, 23 achievement standards judged to represent mastery by proficient achievement-level students, and two achievement standards judged to represent mastery by basic achievement-level students. By content area, the number of achievement standards corresponding to advanced and proficient levels was similar in the areas of motion and energy and earth and space domains. In the material and life domains, there were more achievement standards corresponding to advanced levels. Accordingly, it is necessary to reinforce customized teaching and learning activities in relation to achievement standards that were under-achieved.