• The Mathematical Education
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• v.41 no.2
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• pp.189-202
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• 2002

Problem-centered learning reflects learning strategy based on constructivism. In this learning, students should find the solution in a small group discussion, and share their solutions with classmates in whole class discussion. So students participate in mathematics instruction actively and interact with other students about the strategies. We expect students would change their attitudes on mathematics and mathematical learning in these processes. In this study, we analyzed students' attitudes on mathematics and mathematical learning when they participated the problem-centered learning program. We found the change of students' attitudes to mathematics via problem-centered learning.

• Journal of The Korean Association For Science Education
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• v.38 no.1
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• pp.11-26
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• 2018

The purpose of this study is to investigate teachers' responsive practices in whole class discussion after small group argumentation and the underlying epistemological framing. Three teachers and 84 students participated in this study by engaging in argumentation activities about the sensory system. We recorded both their discussions in the classes and our interviews with the teachers, which were transcribed for analysis. The results of the analysis showed that the teachers' responsive practices and the epistemological framing were categorized into four types. By framing the discussion as 'reaching the correct answer through discussion,' the teacher focused on whether students' ideas corresponded to scientific concepts and transferred scientific ideas to the students. By framing the discussion as 'eliciting appropriate conceptual resources and developing them into a scientific idea through critical evaluation,' the teacher engaged in the students' discussion as another participant, and considered the small groups' arguments as resources that could develop into scientific concepts. By framing the discussion as 'sharing small groups' arguments,' the teacher responded by asking for clarification of each group's argument, considering it as a valid argument in its own way. By framing the discussion as 'reaching a consented argument through critical evaluation,' the teacher negotiated students' critical evaluation and revision of the arguments. We explored the implications and limitations of each type of responsive practice and considered that the results of this study will contribute to developing teachers' responsive teaching strategies in argumentation activities.

• Aerospace Engineering and Technology
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• v.4 no.2
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• pp.192-198
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• 2005

SI(System Integration) process in KSLV-I development project is integrate whole assemblies which was submitted to system integration supervising team to one complete launch vehicle with proper quality control through test and verification and launch KSLV-I. It is not a one or a few teams' separate job but overall comprehensive job which request all related function group and manufacturing companies' voluntary cooperation. This paper was intended to provide entire SI process outline to whole related function groups and manufacturing companies for better cooperation in SI process and will be revised through continuos discussion among SI supervising group, whole function groups and manufacturing companies.

• Journal of The Korean Association For Science Education
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• v.16 no.1
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• pp.61-76
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• 1996

The purpose of this study was to apply the instructional strategies for conceptual change prescribed by Posner et al(1982) to the astronomic content domain taught in the elementary and middle school and to analyze the characteristics of students' knowledge revealed in the test before, during and after the instruction. Also, it was to investigate the intercorrelation of cognitive levels, spatial ability and science achievement. The major findings of this study are as follows: 1. Students had a great variety of misconceptions related to the motion of the moon before the instruction, that is, the phases, the names of phases and the cause of changing phases by the moon's orbit about the earth, the moon's appearance and location at the given time, the relative positions of earth, moon and sun during a lunar eclipse, the cause that a full moon is not at the line of node once a month. In the analysis of students' responses concerning the cause of changing phases of the moon and a lunar eclipse, the results indicate that the great majority of students had rote learning rather than meaningful learning in the middle school. 2. Students' reponses during the instruction concerning the changing phases of the moon and the predictive knowledge about the motions of the earth and the moon were analyzed. 1) According to the results of the test given before and after experiment, after discussion, achievement score of the whole of subjects and groups in both preformal and formal cognitive levels appeared to increase linearly. 2) There was no statistically significant differences of achievement scores before and after experiment, after discussion between preformal group and formal group in cognitive levels. 3. Distribution of achievement scores according to the whole of subjects and groups in preformal and formal cognitive levels shows that there was a statistically significant difference between pretest and posttest. 4. Types of conceptual changes concerning the cause of changing phases of the moon that occurred from pretest to posttest were classified as accommodation, incomplete accommodation, assimilation, no change and no model. Six of the seven students starting instruction with alternative frameworks didn't sustain those alternative models throughout instruction. Five of these six students accommodated completely and the last one partially. Seventy-nine percentage of students taking instruction with fragmental models assimilated correct propositions at the end of the instruction. These results suggest that conceptual change model prescribed by Posner et al(1982) has promised the meaningful learning to students taking with fragmental models, especially in cases where students with misconception enter instruction. 5. High correlation between achievement score of simple-recall items and that of written items in pretest and posttest indicates that the higher students got the score in simple-recall items the better they also performed in written items. However, there was no statistically significant differences among cognitive levels, spatial ability and science achievement in the whole of subjects and groups according to the cognitive levels.

• Journal of The Korean Association For Science Education
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• v.37 no.4
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• pp.587-597
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• 2017

If we, as educators, want to put students at the center of learning in science classroom, we must let students express their voices and exercise authority. To do this, we developed a classroom activity about 'Making a pet poster', and then we explored how elementary school students perceived their roles and expressed their authority during this activity. Fourth grade students from an elementary school in the city of Seoul participated in the activity, which was videotaped and recorded. We found that students expressed their epistemic authority differently in small group activities and in whole group discussions. In small group activities, they desired to show their authority as "pet experts" by using and selecting various resources from their everyday lives and transforming those resources into suitable forms in public spaces. Meanwhile, in whole group discussions, participants were classified as either presenters or audience members to verify their authority in regard to the pet poster activity; presenters desired to achieve recognition as "pet experts," and audience members assessed the presenters as "testers." In addition, they expressed authority as teachers by leading the whole group discussions. Based on these findings, this paper suggests the implications for new educational strategies to foster a student-centered learning environment.

• The Mathematical Education
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• v.56 no.3
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• pp.301-318
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• 2017

This paper explores students' question generation process and their study in small group discussion. The research is based on Anthropological Theory of the Didactic developed by Chevallard. He argues that the savior (knowledge) we are dealing with at school is based on a paradigm that we prevail over whether we 'learn' or 'study' socially. In other words, we haven't provided students with autonomous research and learning opportunities under 'the dominant paradigm of visiting works'. As an alternative, he suggests that we should move on to a new didactic paradigm for 'questioning the world a question', and proposes the Study and Research Courses (SRC) as its pedagogical structure. This study explores the SRC structure of small group activities in solving ill-structured problems. In order to explore the SRC structure generated in the small group discussion, one middle school teacher and 7 middle school students participated in this study. The students were divided into two groups with 4 students and 3 students. The teacher conducted the lesson with ill-structured problems provided by researchers. We collected students' presentation materials and classroom video records, and then analyzed based on SRC structure. As a result, we have identified that students were able to focus on the valuable information they needed to explore. We found that the nature of the questions generated by students focused on details more than the whole of the problem. In the SRC course, we also found pattern of a small group discussion. In other words, they generated questions relatively personally, but sought answer cooperatively. This study identified the possibility of SRC as a tool to provide a holistic learning mode of small group discussions in small class, which bring about future mathematics classrooms. This study is meaningful to investigate how students develop their own mathematical inquiry process through self-directed learning, learner-specific curriculum are emphasized and the paradigm shift is required.

• Journal of Educational Research in Mathematics
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• v.8 no.1
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• pp.137-144
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• 1998

A common geoboard puzzel serves as the point of departure for an investigation that lends itself to whole-group discussion with a class of prospective secondary school teachers. Students are provided with opportunities to devise and carry out problem-solving strategies (called 'heuristics' by Polya); exploit inerrelationships among geometry, arithmetic and algebra; formulate generalizations and conjectures; plan and execute an computational project; construct mathematical arguments to establish theorems; and find counter-examples to dispose of a false conjecture. In recent tears, Eugene F. Krause wrote two papers having the same title except for the numeral In that papers he arrives at an theorem about the sizes of squares with lattice point vertices in the coordinate plane, In this paper we follow a different path genearlization to coordinate 3-space

• Proceedings of the Korean Institute of Interior Design Conference
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• 2005.05a
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• pp.251-252
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• 2005

The present design, which is English Zone Development Project for 'G' Elementary School at Seo gu, Incheon, contained various booths for experiential learning corners as well as spaces of teaching learning through group study, dramas and role plays, breaking away from the structure and atmosphere of traditional language labs, and at the same time it include a school building as an affiliated space where the whole students can gather for discussion and learning. The general design concept adopted the atmosphere of an exotic street, installing five theme booths (airport, bank, hospital, book/game store and shop) along the wall and applying the image of road to the floor in order to perform role plays. The blackboard and furniture were also designed to produce the atmosphere of street so that elementary students take interest and actively participate in learning.

• Journal of Korean Elementary Science Education
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• v.29 no.3
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• pp.341-349
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• 2010

In this study, the effects of concept mapping with feedbacks providing explanatory comments on students' achievement, science learning anxiety, and science learning motivation were investigated in the undergraduate general chemistry course. The aptitude-treatment interactions between students' level of mastery goal orientation and the concept mapping with explanation feedback treatment were also examined. Sixty-seven freshmen from an university of education were assigned to a control group and a treatment group. The tests of mastery goal orientation, science anxiety, and science learning motivation were administered as pretests. For the treatment group, feedback providing students with explanatory comments through whole class discussion was presented after each concept mapping. Whereas the control group students were presented with opportunities solving excercise problems followed by explanation feedback. The intervention was lasted for 10 weeks (30 class periods). After the instructions, a researcher-made achievement test, the science learning anxiety test, and the science learning motivation test were administered. The results indicated that no statistically significant difference was found in students' achievement. In the science learning anxiety, however, the scores of the treatment group was significantly lower than those of the control group. The scores of the treatment group also tended to be higher, though not significant, than those of the control group in the science learning motivation. However, no significant aptitude-treatment interactions were found in all dependent variables.

• Journal of The Korean Association For Science Education
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• v.24 no.6
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• pp.1216-1234
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• 2004

School science practical work is often criticized as lacking key elements of authentic science, such as peer argumentation or debate through which social consensus is obtained. The purpose of this paper is to review the recent studies about the argumentation and to explore the conditions and the model of argumentative scientific inquiry, which is specially designed open inquiry in order to facilitate students' peer argumentation. For this purpose, a theoretical discussion for the argumentative scientific inquiry as the way of authentic inquiry in schools was developed. The conditions for argumentative scientific inquiry were found to be the following: multiple arguments, students' own claims, opportunities for oral and written argumentation, equal status of debaters, and community of cooperative competition. For these conditions, the argumentative scientific inquiry was organized into experiment activities and argumentation activities. During argumentation activity, students should be guided to advance written argumentation through writing a group report for peer review and oral argumentation through a critical discussion. Through the argumentation between groups and in group, the students' arguments would be elaborated repeatedly. The feedback from argumentation links experiment activities to argumentation activities. Hence, the whole process of this inquiry model is circular.