• Journal of the Korean Society for information Management
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• v.20 no.1
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• pp.121-144
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• 2003

This thesis has a research focus in effectively Practicing cooperative instruction where teacher-librarians play a role. The cooperative Instruction means to practice cooperatively with the subject teachers and teacher-librarians, in teaching subject matters(Korean, English, Social studies. Science, History, and so forth), using the school library. This thesis presents three steps by theory-model-support for a practice method through developing a cooperative instruction model. This is based on curriculum which is an axis of school education and an instructional design theory which is a base theory for subject matters.

• Journal of The Korean Association For Science Education
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• v.28 no.6
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• pp.527-545
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• 2008

This paper suggested a 4E&E Learning Cycle Model using learning motivation for students in science education. The model has been developed on the basis of motivational and instructional design. The 4E&E Learning Cycle Model has four phases such as engage, explore, explain and expand, and two subsidiary phases such as evaluate, and feedback provided with at each phase. The model has gone a process of instruction with learning effects evaluation and providing feedback in science classroom, which facilitate to increase the effectiveness of learning activities. Especially, the 4E&E Learning Cycle Model using motivational learning strategies makes the learners be attractive to and immersed in instruction. This model has potentials in educating students in science education.

• Journal of the Korean Chemical Society
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• v.58 no.6
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• pp.649-657
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• 2014

The purpose of this study was to develop a teaching strategy focused on science writing and to investigate its effects on enhancing students' problem solving ability. A teaching strategy using science writing enhancing problem solving ability (REWS model) was designed. The REWE model consisted of four stages: 1) Sensing and Stating of Scientific Problem by Reading (R stage), 2) Exploring Problem (E stage) 3) Explaining by Writing (W stage), 4) Integrated problem-solving (S stage). 135 10th grade of students were assigned to one experimental group and one control group. Students in the experiment group were taught by REWE model. Students in control group were taught by traditional lecture-based instructions. The program was implemented over a semester. The results indicated that the experimental group presented statistically meaningful improvement in critical thinking necessary to solve problems (p<.05). This study suggests that science writing can be effective for improvement of problem solving ability.

• Journal of The Korean Association For Science Education
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• v.27 no.4
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• pp.309-317
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• 2007

The purpose of the study is to investigate the effects of problem solving models and middle school students' recognition inproblem solving activities and to get implications of problem solving activities in science education. We took the position of problem solving as consisting of four sequential stages: search of problems, performance of the plan, presentation of results, and evaluation of the presentation. Taking into account thechosen activity factors for each stage of problem solving, we developed detailed activity tools that are supposed to guide the stage. Recognition of problem solving activities in 7th grade middle school students were positive. Students felt that problem solvingactivities made them engage more and interested in science classes, and that they were helpful in solving problems in everyday life. Even though they found real problems in everyday life, they preferred problem solving activities to deal with real problems rather than simple minded ones.

• Journal of the Korean earth science society
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• v.29 no.2
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• pp.140-150
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• 2008

In this study, a new teaching model was developed using concept maps and applied to the Earth Science I unit on diastrophism. We analyzed the effects of this model on students' scholastic achievement, ability to construct concept maps, and attitudes towards concept map lessons, in comparison to traditional teaching methods. The data was sampled from 128 second-year male high school students in Gyunggido, Korea. Although the results are not statistically significant, the new teaching model seems to have contributed to an increase in scholastic achievement as opposed to the traditional teaching models. We also found that the students to whom the new teaching model was applied showed both significant and positive effects in terms of scholastic achievement, the ability to construct a concept map, and changes in attitudes towards concept map lessons.

• Journal of The Korean Association For Science Education
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• v.35 no.3
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• pp.431-442
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• 2015

SSI instruction can be an effective tool to promote key competencies for future citizens. Our assumption of the study is that applying the concept of collective intelligence in the context of SSI learning would facilitate the learning. Thus, we designed and implemented Collective Intelligence-based SSI instruction over almost a year and observed the effects of the instruction on enhancing students' collaboration, information management, critical thinking, and communication skills. Twenty 9th grade students enrolled in a science-gifted program voluntarily participated. Data was collected by administering a questionnaire to examine the skills before, in the middle of, and after the instruction, and by conducting classroom observations and focus student group interviews. The results indicated some degree of improvement in their targeted skills. First, they experienced the expansion of their thoughts by actively sharing information and ideas using the web platform. Second, they became more flexible and open to different points of views in order to accomplish a common goal. Third, they appreciated having independent time and space to explore their own positions on the issues and to search necessary information, and believed that the process encouraged them to more pro-actively participate and communicate in the group debates. Lastly, they positively perceived the values that collaboration with diverse group members could produce.

• 한국과학교육학회:학술대회논문집
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• 2008.01a
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• pp.126.1-126.1
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• 2008

• Proceedings of the Korea Society for Simulation Conference
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• 2000.11a
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• pp.228-234
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• 2000

본 논문에서는 웹 기반에서 과학 실험을 효과적으로 구현하기 위한 과학 가상 실험 모형을 제시하였다. 위의 목적을 달성하기 위하여, 시뮬레이션 이론과 웹 기반 수업 이론, 그리고 과학 학습 모형을 탐색하였으며, 이를 근거로 하여 과학 가상 실험 모형을 설계하고 프로그램을 구현하였다. 본 논문을 통하여 과학 가상 실험 모형은 크게 안내적 실험 모형(guided experiment model)과 자기주도적 실험 모형(self-directed experiment model)으로 구분하였다.

• Journal of The Korean Association For Science Education
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• v.29 no.4
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• pp.359-372
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• 2009

The purpose of this study was to develop the FPHER (problem finding, prediction & discussion, hands-on & experiment, explanation & arrangement, enrichment) instructional model emphasizing the social interactions, and as applied, characteristics of verbal interactions were examined overall and with each step. For this study, this model was applied to the students in 10th grade chemistry classes in a science high school, and their group verbal interactions were recorded and analyzed. The results of this study show that most verbal interactions were classified as on-task interactions in the FPHER instructional model, where suggestions were predominant to the acceptance of opinions. There were a few interactions in the F step, and there were many suggestions relating to the solutions and lacking in confidence in the P step. There were many suggestions relating to the process and orders in the H step. Also, there were many questions, some explanation and dissatisfaction, as well as a lack of confidence in the E step. There were many high-level interactions in the R step, and mainly interactions with worksheets showing high-level problem-solving abilities. More in-depth research is needed to develop the teaching strategies that can activate student-to-student interaction and student-teacher interaction with regard to instructions, enhancing thought as counter-argument, justification or sophistication, based on the instructional model in this study.

• Journal of Science Education
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• v.34 no.2
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• pp.268-278
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• 2010

The purpose of this study was to develop the paper model of protein synthesis process in order for students to learn more effectively the protein synthesis, and to examine learning effects of instruction using it in high school biology. For this study, 117 students of 12th grade were sampled from a high school in Daejeon metropolitan city. The students were divided into two groups; the control group(n=58) were taught the protein synthesis by explanation-based traditional teaching method, and the experimental group(=59) were taught them by using protein synthesis model. Instruction using the model of protein synthesis process was more effective in improving the students' academic achievements and motivating interests in their learning than the traditional intruction. The class using the models can be another effective teaching method to teach students abstract and complicated concepts like protein synthesis process.