• Education of Primary School Mathematics
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• v.27 no.1
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• pp.91-110
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• 2024

The purpose of this study is to explore visual models for deriving the fractional division algorithm, to see how students understand this integrated model, the rectangular partition model, when taught in elementary school classrooms, and how they structure relationships between fractional division situations. The conclusions obtained through this study are as follows. First, in order to remind the reason for multiplying the reciprocal of the divisor or the meaning of the reciprocal, it is necessary to explain the calculation process by interpreting the fraction division formula as the context of a measurement division or the context of the determination of a unit rate. Second, the rectangular partition model can complement the detour or inappropriate parts that appear in the existing model when interpreting the fraction division formula as the context of a measurement division, and can be said to be an appropriate model for deriving the standard algorithm from the problem of the context of the inverse of a Cartesian product. Third, in the context the inverse of a Cartesian product, the rectangular partition model can naturally reveal the calculation process in the context of a measurement division and the context of the determination of a unit rate, and can show why one division formula can have two interpretations, so it can be used as an integrated model.

• Journal of The Korean Association For Science Education
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• v.44 no.2
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• pp.195-207
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• 2024

The purpose of this study was to explore high school science teachers' perceptions and practices regarding the implementation of achievement standards-based assessment (ASA) in their science teaching. To achieve this, semi-structured individual interviews were conducted with 20 science teachers who had implemented ASA. The participating teachers were asked to share their opinions on ASA implementation, the effects of ASA on changes in their teaching, and students' reactions to ASA. The results were as follows. Most of the teachers recognized that the initial intention behind ASA implementation began to be realized in schools only after course rankings were no longer required to be indicated. Some teachers felt that ASA allowed them to focus on students' progress, rather than evaluating them by achievement scores. It also helped some teachers identify students who were experiencing learning difficulties and offer appropriate support. In addition, some teachers acknowledged being able to reorganize their science lessons according to the essential goals of science subjects in the curriculum and provide more detailed feedback on students' achievements. However, some teachers expressed difficulties in setting an appropriate level of achievement for their lessons or in evaluating students' progress using qualitative methods. Lastly, the teachers expressed concerns about the remarkably lower motivation of some students for learning science after the indication of course ranking was no longer required.

• The Journal of the Convergence on Culture Technology
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• v.10 no.3
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• pp.253-258
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• 2024

This study investigated Korean medical students' satisfaction with education and examined the factors that affect the satisfaction with education. Based on a total of 372 survey responses, we analyzed the satisfaction with education by sectors, differences in the satisfaction with education between groups, and variables affecting the satisfaction with education. The results showed that the satisfaction with curriculum, instructors, evaluation, environment and overall education were all between 'neutral' and 'satisfied.' In addition, there were significant differences in overall satisfaction by gender and dropout experience, and the variables that significantly influenced overall satisfaction were curriculum, evaluation, and environment. This study is significant in that it investigated Korean medical students' satisfaction with education through the sophisticated measurements in various sectors, and suggested specific improvement strategies to increase educational satisfaction. However, there is a limitation that the results cannot be generalized because the study was limited to students at one university, so it is necessary to expand the scope of the further research to represent the population. Furthermore, it is necessary to collect and analyze data from various aspects, such as collecting qualitative data through student interviews to complement the quantitative data, so as to fully understand learners' needs. It is hoped that this study will encourage theoretical and practical research for improving Korean medicine education.

• Journal of Science Education
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• v.33 no.2
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• pp.336-345
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• 2009

The purpose of this study is to analysis ERF components patterns of causal questions generated during the observation of biological phenomenon. First, the system that shows pictures causing causal questions based on biological phenomenon (evoked picture system) was developed in a way of cognitive psychology. The ERF patterns of causal questions based on time-series brain processing was observed using MEG. The evoked picture system was developed by R&D method consisting of scientific education experts and researchers. Tasks were classified into animal (A), microbe (M), and plant (P) tasks according to biological species and into interaction (I), all (A), and part (P) based on the interaction between different species. According to the collaboration with MEG team in the hospital of Seoul National University, the paradigm of MEG task was developed. MEG data about the generation of scientific questions in 5 female graduate student were collected. For examining the unique characteristic of causal question, MEG ERF components were analyzed. As a result, total 100 pictures were produced by evoked picture and 4 ERF components, M1(100~130ms), M2(220~280ms), M3(320~390ms), M4(460~520ms). The present study could guide personalized teaching-learning method through the application and development of scientific question learning program.

• Journal of The Korean Association For Science Education
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• v.38 no.4
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• pp.481-494
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• 2018

This study investigated elementary students' understanding of Earth revolution and its accompanied apparent motion of constellation in terms of spatial reasoning. We designed a set of multi-tiered constructed response items in which students described their own idea about the reason of consecutive movement of constellations for three months and drew a diagram about relative locations of the Sun, the Earth, and the constellations. Sixty-five sixth grade students from four elementary schools participated in the tests both before and after science classes on the relative movement of Earth and Moon. Their answers to the items were categorized inductively in terms of transforming frames of reference which are observed on the Earth and designed from the Space-based perspective. We analyzed those categories by the levels of spatial reasoning and depicted the change of students' levels between pre/post-tests so that we could get an idea on the preliminary developmental pathway of students' understanding of this topic. The lower anchor description was that constellations move around the Earth with geocentric perspective. Intermediate level descriptions were planar understanding of Earth movement, intuitive idea on constellation movement along with the Earth. Students with intermediate levels did not reach understanding of the apparent motion of constellations. As the upper anchor description students understood the apparent motion of constellations according to the Earth revolution and could transform their frames of reference between Earth-based view and Space-based view. The features as the case of evolutionary learning progressions and critical points of students' development for this topic were discussed.

• Journal of The Korean Association For Science Education
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• v.32 no.4
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• pp.555-569
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• 2012

Many science education research and practices are recently emphasizing the importance of collaborative learning. This study also understands learning in aspects of socio-cultural context, and regarded the creation of meaning in a same-age group as an important learning process. This is most especially true in the premise that the formation of roles in a collaborative learning is important for successful interactive learning. This study aims to find out how roles form in a group. For this purpose, university students participating in a group discussion activity about energy flow and circulation of material were selected as research participants. Discussions among the nine students in one group consisted of cognitive conversations on the topic and operational conversations for preparing a presentation. Video-clips of the discussions were made and transcribed. For the analysis, we developed a framework that includes four interaction functions (cognitive, organizational, meta-cognitive, operational), four action elements (question, simple answer, providing opinion, response to opinion), and two to four intention elements by each action elements. As a result, a total of nine roles were revealed through the interaction function and element; cognitive questioner, operational questioner, simple answerer, operational suggester, organizational commander, operational commander, cognitive explainer, terminator, reflective thinker. These roles are re-classified into seven utterance patterns by the utterance order and object, and they were categorized into three role groups (facilitating interaction, sustaining interaction, finishing interaction). The result means that role formation and function can have influence on learning and interaction. This study is meaningful to the suggestion to collaborative learning including project-based learning, investigation, club activity, and for the re-illumination of the role in an aspect of the interaction.

• Journal of Elementary Mathematics Education in Korea
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• v.9 no.2
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• pp.85-110
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• 2005

The purpose of this study is to examine the characteristics of visual representation used in problem solving process and examine the representation types the students used to successfully solve the problem and focus on systematizing the visual representation method using the condition students suggest in the problems. To achieve the goal of this study, following questions have been raised. (1) what characteristic does the representation the elementary school students used in the process of solving a math problem possess? (2) what types of representation did students use in order to successfully solve elementary math problem? 240 4th graders attending J Elementary School located in Seoul participated in this study. Qualitative methodology was used for data analysis, and the analysis suggested representation method the students use in problem solving process and then suggested the representation that can successfully solve five different problems. The results of the study as follow. First, the students are not familiar with representing with various methods in the problem solving process. Students tend to solve the problem using equations rather than drawing a diagram when they can not find a word that gives a hint to draw a diagram. The method students used to restate the problem was mostly rewriting the problem, and they could not utilize a table that is essential in solving the problem. Thus, various errors were found. Students did not simplify the complicated problem to find the pattern to solve the problem. Second, the image and strategy created as the problem was read and the affected greatly in solving the problem. The first image created as the problem was read made students to draw different diagram and make them choose different strategies. The study showed the importance of first image by most of the students who do not pass the trial and error step and use the strategy they chose first. Third, the students who successfully solved the problems do not solely depend on the equation but put them in the form which information are decoded. They do not write difficult equation that they can not solve, but put them into a simplified equation that know to solve the problem. On fraction problems, they draw a diagram to solve the problem without calculation, Fourth, the students who. successfully solved the problem drew clear diagram that can be understood with intuition. By representing visually, unnecessary information were omitted and used simple image were drawn using symbol or lines, and to clarify the relationship between the information, numeric explanation was added. In addition, they restricted use of complicated motion line and dividing line, proper noun in the word problems were not changed into abbreviation or symbols to clearly restate the problem. Adding additional information was useful source in solving the problem.

• Journal of Gifted/Talented Education
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• v.20 no.1
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• pp.317-346
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• 2010

The purpose of this study was to investigate the changes in teachers' recognition of science class and children for the gifted, and the process of changes in their practical knowledge after the experience of science class and conversation with colleague teachers. Two elementary teachers, teacher A and B, were selected as subject of investigation, who wanted to improve their science class. They experienced the process of self-examination during their class and from class conversations. Teacher A has 10 years of teaching experience. She has been in contact with gifted children and observed them since undergraduate. She entered the graduate school since she came to be interested in science class and children for the gifted. While teacher B has only three years of teaching experience and had a first contact with the gifted after graduate school. The results of this study are as follows. Teacher A didn't change recognition of gifted children class by class conversation in short term because she had a firm faith in good class teaching and was rich in class teaching knowledge. And, her practical knowledge was applied to the next class by changing teaching method or by supplementing her class contents in concerned part through class observation and class conversation with her colleagues. Teacher B was characterized as being lack of class confidence and concerned more about subject knowledge. She was forming a new practical knowledge along with new class teaching knowledge. Teacher B was in trouble with applying new practical knowledge to next class. From such findings, it was concluded that the process of changing or forming of practical knowledge depends on the beliefs, values, experiences, or knowledges of each teacher. A reflection on one' own class teaching could be a good way to form a practical knowledge and improve teaching speciality, when it was concerned with self-reflection of their own class, class observation, and communication with colleagues. Thus, the reflection practice could be applied to the teaching program of teachers for the gifted to form practical knowledge through trial class, self-reflection of class, and conversation with colleagues.

• Journal of The Korean Association For Science Education
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• v.30 no.6
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• pp.693-718
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• 2010

This study investigated secondary school science teachers' experiences to explore the influencing factors in science teachers efficiency (STE). The participants, thirty three secondary school science teachers who have more than four years of teaching experience, were interviewed about describing each teacher's experience throughout one's years of teaching. The grounded theory introduced by Strauss and Corbin (1998) was used to analyze the data in this study. The results of paradigm analysis revealed that STE is influenced by 125 concepts, 38 sub-categories, and 16 categories. In a paradigm model, the central phenomenon was 'constructing STE', and the causal condition was 'want to be a teacher' as career choice motivation. The contextual conditions that have an affect on the central phenomenon were 'self awareness of the teacher' and 'social awareness of the teacher.' The mediate conditions, which facilitated or restrained the action/interaction strategies, were 'societal tendency', 'school climate', and 'personal context.' The action/interaction strategies to control the phenomenon were 'following the line,' 'identifying effective teaching strategies,' 'taking teacher education programs,' and 'contributing to school improvement.' The consequences were 'teacher's self awareness', 'challenge,' and 'stagnating in teaching.' The overall conclusion drawn from this research is that, the definition of STE is beliefs in science teachers' capabilities to set up objects in some school teaching context and, organize and execute the course of action required to attain these. Additionally, STE has three dimensions of teacher's behaviors: science instructional efficiency, efficiency in engaging students, and efficiency in managing school conditions. This study offers insight into the nature of STE and theoretical framework. These findings may give science teachers and teacher educators the practical knowledge necessary to build effective training programs and interventions that would help increase STE and facilitate effective teaching.

• The Korean Journal of Emergency Medical Services
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• v.22 no.1
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• pp.7-19
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• 2018

Purpose: With the purpose of educating and producing outstanding paramedics by enhancing their competencies, this study aimed to make policy suggestions to re-establish the education system and improve the national examination and the certification scheme. Methods: This study used focus group interviews and questionnaires to collect data. Totally, there were 277 subjects, including experts from the education and field. Data were collected from September 9 to 20, 2016, and analyzed using SPSS 22.0. Results: To strengthen the curriculum of paramedics, this study suggested 27 courses with 94 credits as the standardized curriculum and derived 9 core competencies of paramedics. For the national examination, this study suggested consolidating written test subjects, adding scenario questions to practical tests, and applying critical criteria to simple practical tests that performs a procedure, grading these tests on a pass/fail basis. In addition, this study suggested converting certification into license, reflecting paramedics' healthcare job characteristics. Conclusion: The quality of emergency medical services in Korea will improve when those with core competencies that originated from the standardized curriculum based on the results of this study acquire their certification through the national test scheme, and the certification management system creates a virtuous cycle to further enhance paramedics' professionalism.