• Title/Summary/Keyword: 역할놀이

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The effectiveness of the change in perspective of the nature of science depending on subjects of the history of science-role play -The atomic model transition and the Mendeleev's periodic table - (과학사 주제에 따른 과학사-역할놀이가 대학생의 과학의 본성의 변화에 미치는 효과 -원자모형의 변천과 멘델레프의 주기율표의 변천 주제를 중심으로-)

  • Kim, Do Wook
    • Journal of Science Education
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    • v.39 no.1
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    • pp.15-27
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    • 2015
  • This study investigated whether there was a difference of the change in perspective of the nature of science depending on subjects of the history of science, after designing for two kinds of topics of role play programs based on the history of science to be transformed into a modern perspective. Before the history of science-role plays, the degree of the modern perspective was statistically no difference between group I(the atomic model transition-role play) and group II(the Mendeleev's periodic table-role play). However after treatment of the history of science-role plays for the each group, the degree of group I was higher than the degree of group II in the modern perspective. The results of this study indicate that the degree of changes into modern perspective of the nature of science by performing a history of science-role play may be depend on the subject of the history of science combined with the role play, and suggest the possibility that may be more effective to change the nature of science into the modern perspective, in case of performing of role play based on the history of science that includes the scientific knowledge established by a number of scientists with time series.

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The Development and the Effect of A Preschool Teacher Training Program for Pretend Play Competence (유아교사의 역할놀이 유능성 증진을 위한 교사교육 프로그램의 개발 및 효과)

  • Han, Chan Hee;Kim, Myoung Soon
    • Korean Journal of Child Studies
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    • v.36 no.1
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    • pp.99-124
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    • 2015
  • This study developed a teacher training program aimed at promoting preschool teachers' competence in relation to pretend play and examined its effects on the teachers' knowledge, efficacy and interaction in pretend play. Regarding the learner's job characteristics and conditions, a small group session of 90 minutes per week was conducted for 8 weeks. To examine the effects of this program, the researcher collected data on the teachers' knowledge and the efficacy by means of questionnaires and the teachers' interaction by observation before and after the program execution. The fourteen child care centers were randomly assigned to both an experimental group or a control group, in which 38 teachers were included. In conclusion, the pretend play competence training program for preschool teacher was observed to be effective in improving their knowledge, efficacy and interactions in pretend play.

Difficulties of Elementary School Students in the Role-playing Analogy Activity for Concept Learning of Heat Transfer (열전달에 대한 역할놀이 비유활동 구성 및 수행과정에서 초등학생이 겪는 어려움)

  • Chang, Jaechul;Na, Jiyeon
    • Journal of The Korean Association For Science Education
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    • v.37 no.6
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    • pp.1063-1073
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    • 2017
  • This study analyzed the difficulties elementary school students have in role-playing analogy activities for concept learning of heat transfer. Eleven fifth graders were given an orientation class on role-playing analogy activity, a class for concept learning of heat transfer as presented in a textbook, and then they performed the role-playing analogy activity with concepts of heat transfer. After the classes, researchers investigated the difficulties students encountered through questionnaires and interviews. The following are results of the research: Difficulties that students faced in role-playing analogy activity can be classified into five types. First, students encountered difficulties in expressing the analogy. The students who had difficulties in expressing the analogy focused on expressions outside the science concepts or lacked understanding of the science concepts. They also had difficulties in expressing the analogy because they lacked the expressiveness of analogy or abilities in mapping errors. They had difficulties in expressing the planned role-playing analogy in a narrow space. Second, students also experienced difficulties in performing activities due to lack of understanding on activities or lack of experience. Third, students experienced difficulties in selecting roles because they preferred the specific role or unwanted the specific roles. Fourth, the members of group experienced difficulties in group activities because they did not concentrate on activities, failed to perform roles, or showed attitudes of an onlooker. Fifth, they experienced difficulties in communications due to unilateral communication, conflicts of opinions, and lack of opinions.

A Development and Application of Role-Playing Instruction Model based on Mind Practice for Intensifying Information & Communication Ethics (정보통신윤리 의식 강화를 위한 마음공부기반 역할놀이 수업모형 개발 및 적용)

  • Baek, Hyeon-Gi;Yu, Jeong-Su
    • Journal of The Korean Association of Information Education
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    • v.16 no.2
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    • pp.181-188
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    • 2012
  • In this study, we develop a role-playing instruction model based on mind practice. The proposed model can strengthen the information and communication ethics and enhance the will to act which leads to behavioral changes. It is also designed considering methodological and procedural elements of mind education and the steps of role-playing. It has much importance on having students experience mind practice directly and indirectly through role-playing. Firstly, an instruction model for a role-playing is designed based on other researches and case studies. Secondly, it was applied to students to find out the advantages and improvements and modified the earlier version and then, it was applied to 36 sophomores in J university in J city for five weeks. They are majoring in Education and are taking Instructional method and Instructional technology. To prove the effectiveness of the model, it was also applied 5th year 24 students, 6th year 26 students and 10 teachers in an elementary school. The results show that more than 90% students respond positively about how interesting information and communication ethics after participating in a role-playing instruction model based on mind practice.

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Copyright education program by using a Role-play Model (역할놀이를 활용한 저작권 교육 프로그램)

  • Rhee, Jumg-Mi;Chun, Seok-Ju
    • 한국정보교육학회:학술대회논문집
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    • 2010.08a
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    • pp.67-73
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    • 2010
  • In information and communications society, the numbers of elementary students who violate copyright law have been growing due to lack of understanding so they are needed to be educated on copyright. However, current education only has focused on copyright infringement, few numbers of educations have instructed copyright oriented examples linked to regular curriculum. Therefore, the purpose of this study is to grow elementary students's understanding of copyright and find new ways of education through designed copyright education program oriented regular curriculum.

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Learning Effects and Difficulties of Role Play Activities to Learn Earth Rotation and Sun's Apparent Motion (지구 자전과 태양의 겉보기 운동 학습을 위한 역할놀이 활동의 학습 효과 및 학생들이 겪는 어려움)

  • Kim, Seong-Un
    • Journal of the Korean Society of Earth Science Education
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    • v.13 no.1
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    • pp.29-39
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    • 2020
  • In this study, to find out the learning effects and difficulties of role play activities to learn the earth's rotation and the sun's apparent motion, the degree of concept understanding through role play activities, difficulties arising from activities collected by interview, and eye movement during activities are analyzed. 22 fifth graders participated in this study and collected and analyzed experimental behaviors, post-interviews, and eye movement data during the role play of the students. The study found that students could explain the rotation and direction of the Earth through role play activities, but it was difficult to explain the apparent motion of the sun. Since it is difficult to perceive the sun's apparent motion through role play activities, the learning effect of the earth rotation role play activity is low.

Impact of Role-play activities on academic achievement and learning attitude in science class (과학수업에서 역할놀이 활동이 학업성취도와 학습태도에 미치는 영향)

  • Kim, Myung-Sook;Oh, Ki-Sun;Cho, Dal-Hyun
    • Journal of Digital Convergence
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    • v.10 no.4
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    • pp.323-331
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    • 2012
  • Cell division in biological education is an important and unintelligible unit. Most of students have no interest in learning the content, and don't concentrate on it because cell division unit contains relatively difficult content. In this vein, during considering the effective learning methods, the researcher found role-play as the method for student's positive access to important and unintelligent learning content. Effect of role-play on their learning achievement of science was analysed through the Chapter of cell division on 3rd grade of middle school students. For this study three levels of middle school students were selected from the school located in Seoul. And divided this students into experiment group and control group by 2 classes respectively. Before putting into practice this instruction, there took into account the before and after of students' learning achievement and their learning attitude by using same questionnaire. On the other hand, the researcher put into practice co-variate analysis by using SPSS statistical package as the measurement method.

The Influences of the Role-playing Analogy in Chemistry Concept Learning on Mapping Understanding and Mapping Errors (화학 개념학습에서 역할놀이 비유가 대응 관계 이해도 및 대응 오류에 미치는 영향)

  • Kim, Kyung-Sun;Yang, Chan-Ho;Noh, Tae-Hee
    • Journal of The Korean Association For Science Education
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    • v.29 no.8
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    • pp.898-909
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    • 2009
  • In this study, we investigated the influences of the role-playing analogy in chemistry concept learning on mapping understanding and mapping errors by analogical reasoning ability level. Seventh-graders (N=151) at a middle school were assigned to the comparison group and the experimental group. The students of the experimental group were taught with the 'running in the circle' role-playing analogy. After the students were taught about 'the relation between volume and pressure of gas', the test of mapping understanding in the next class and the retention test four weeks later were administered. The students with typical mapping errors were also interviewed to investigate their mapping processes. The results revealed that the role-playing analogy in chemistry concept learning improved mapping understanding and its retention regardless of analogical reasoning ability level. It was also found that the students in the experimental group had fewer mapping errors than those in the comparison group. However, there were similar patterns of mapping errors in both groups, and there were no significant differences in the frequencies of each type of mapping errors by analogical reasoning ability level. Educational implication of these findings are discussed.

The Development of a Role Play Instruction Model to Increase Higher- order Thinking Ability in Geographical Education (고급사고력 신장을 위한 역할놀이 교수-학습 모형 개발에 관한 현장 연구)

  • Park Seon-heui
    • Journal of the Korean Geographical Society
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    • v.40 no.1 s.106
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    • pp.109-125
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    • 2005
  • The purpose of this study is to develop a role play instruction model to increase higher-order thinking abilities in geographical education. This study reviewed the references which included the contents of higher-order thinking abilities, and discussed the educational significance and application of role play instruction model. The developed role play instruction model was applied to four classes in high school in Korea. After applying the model, this study asked some question about the model to the students which engaged in this model. Higher-order thinking essentially means thinking that takes place in the higher-levels of the hierarchy of cognitive processing. Higher-order thinking abilities contain critical thinking abilities, creative thinking abilities, problem solving and decision making abilities, meta-cognition abilities. The role play instruction model is an effective method which can increase higher- order thinking abilities. The questioning to students which engaged in the class of applying to role play instruction model provides feedback about development instruction models to increase higher-order thinking abilities.

Effect of the Analogical Role-playing Activity on the "Cellular Respirations" Unit in Biology II Class (생물 II '세포호흡' 단원에서 역할놀이 비유 수업의 효과)

  • Kim, Dong-Ryeul
    • Journal of The Korean Association For Science Education
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    • v.29 no.4
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    • pp.463-476
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    • 2009
  • The purpose of this research was to find out if the analogical role-playing class activity had an effect on the students' academic achievements on cellular respirations as well as their science learning motivation for those who took part in the cellular respiration. To examine the effects of applying the activity, the research was conducted targeting a high school with humanities and social sciences courses, located in Busan. The target was specified as two classes that had selected a Biology II class, with one class (27 students) set as the test group and the other class (28 students) set as the control group. The conclusion drawn from this research was as follows: First, it seemed that the analogical role-playing activity helped the students to take their own parts in cellular respiration and gave them an opportunity to explain the concepts through direct physical activities, enhancing their academic achievements. Second, it was concluded that as the students found confidence and relevance in scientific knowledge as well as obtained a sense of accomplishment, the analogical role-playing class activity increased their level of satisfaction and their science learning motives. Third, as a result of the interviews on the change of the concept, students expressed some dissatisfaction over the new concept, and thought of the analogical role-playing activity as an intelligible alternative. It appeared that the alternative was plausible and fruitful.