• Journal of The Korean Association For Science Education
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• v.20 no.3
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• pp.384-395
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• 2000

Recently performance assessments have been recommended as an alternative to traditional assessment methods such as multiple-choice written test. Performance assessment is suggested to facilitate students' creativity, participation and learning motivations in science classes. In this study, performance assessment materials were developed for a biology unit of middle school science 1, 'Plants Around Us', and then the assessment materials were applied to assess students' understandings and attitudes related to each topic of the unit. A total of 186 7th grade students at a southern large city participated in this study. From the study, the following were obtained: 1. Various type of the performance assessment materials, such as observation report, peer evaluation, interview have been developed for the unit 'Plants around us.' 2. Students' understandings on the topics appeared to be sound, and the students' interest and cooperative problem-solving abilities have been cultivated through the small group activities. The science classes became more student-centered. 3. Teacher's burden has increased due to the practices of performance assessment, but it could be handled by teacher's commitment and management skills. 4. The students' responses to performance assessments were positive, in general.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.3
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• pp.177-189
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• 2016

This study examined the effectiveness of maternity nursing simulations using a high-fidelity simulator for undergraduate nursing students. One-group pretest-posttest design was used. The simulation-based education program consisted of three sessions, including the clinical scenarios about prenatal, childbearing and postpartum care. The program provided for 3 weeks in November 2014. Data was collected before and after the simulation education using self-reported questionnaires, which included simulation effectiveness, problem solving ability, communication skills and self-confidence in maternity nursing. The data of 83 participants were analyzed using the IBM SPSS 20.0 program. After simulation education, the overall score of the simulation effectiveness was 17.4 out of 26.0. Communication skill (t=4.58, p=<.001) and self-confidence in maternity nursing (t=9.70, p=<.001) increased significantly in the posttest. On the other hand, there was no significant change in the problem solving ability. The simulation effectiveness correlated significantly with the problem solving ability (r=.494, p<.001), communication skill (r=.361, p<.001), and self-confidence in maternity nursing (r=.497, p<.001) after simulation-based education. These findings suggest that the high-fidelity simulation in maternity nursing education could be used not only to enhance the nursing competency, but also to deal with the limitations of the clinical practicum in the current situation.

• Journal of the Korean Society of Earth Science Education
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• v.12 no.3
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• pp.198-207
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• 2019

The purpose of this study is to investigate the effect of jigsaw cooperative learning class of elementary pre-service teacher on task commitment and creative personality. This study established an twelve-week period of experimental treatment from september to november 2019, and the students who participated in the study formed a research group of 121 students in 2nd grade of their advanced classes who are attending the second semester of b university of education and taking courses in 'teaching research 2'. B university of education is singleness class that doesn't have compare group, so this study is constituted only study group. Applying based-jigsaw cooperative learning class to study group, before and after concept of task commitment test and creative personality test is performed. The results of the study were as follows. First, the study group applied jigsaw cooperative learning-based science class had statistically significant differences in task commitment (p<.05). Second, the study group applied jigsaw cooperative learning-based science class had statistically significant differences in creative personality efficacy(p<.05). Third, jigsaw cooperative learning-based science class of pre-service teachers have a very good feeling. Through such study results, the study could figure out that the class applying jigsaw cooperative learningbased science class has positive effect on concept of task commitment and creative personality efficacy.

• Journal of Korean Home Economics Education Association
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• v.22 no.2
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• pp.61-79
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• 2010

The purposes of this study were to develop lesson plans of library assisted practical problem-based teaching-learning for 'life and career planning' unit in high school Technology Home Economics Subject and to compare the learning effect of this lesson plan with that of practical problem-based teaching-learning in class. The change in student's perception about home economics subject was also compared after two types of teaching-learning process. The contents of the high school Technology Home Economics textbooks and curriculum guide book for the year of 2007 curriculum revision were analyzed. Based on these analysis 10 library assisted practical problem-based teaching-learning lesson plans on 'life and carrer planning' unit were developed. The high school students living in Gyeonggi province as an experimental group participated in library assisted practical problem-based teaching-learning. The control group of students who had same condition with the experimental group were taught by same lesson plans in class. After the experiment, the changes in attitudes toward life and career planning and in perception about Home Economics subject were analyzed using Analysis of Covariance. The more significant positive attitudes toward life and career planning were found in the experimental group of students compared with those of the control group of students. And compared with the control group of students, the experimental group of student perceived more positively about characteristics of Home Economics subject. Thus, the following conclusion was made that the library assisted practical problem-based teaching-learning could be one of the useful teaching-learning methods to improve attitude toward life and career planning and perception about Home Economics subject.

• Journal of The Korean Association For Science Education
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• v.34 no.7
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• pp.693-701
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• 2014

Based on social cognitive theory, self-efficacy in the context of learning has been steadily emphasized as an indicator of students' motivation and performance. The premise for developing such an instrument was that a specific measure of Physics self-efficacy was deemed to be an important predictor of the change processes necessary to improve students' physics understanding. In this study we described the process of developing and validating an instrument to measure students' beliefs in their abilities to perform essential tasks in physics and then investigated high school students' self-efficacy about physics learning and performance. Validity and reliability of PSEI were tested using various statistical techniques including the Cronbach alpha coefficient, exploratory factor analysis. The result of factor analysis supported the contention that the Physics Self-Efficacy Inventory (PSEI) was a multidimensional construct consisting of at least four dimensions: understanding and application of Physics concepts, achievement motivation, confidence for physics laboratory, confidence for Mathematics. The result showed that Kroean high schools students have low Physics self-efficacy for the all four dimensions. Therefore, researchers should focus on development of students' Physics self-efficacy. In addition, the instrument may lead to further understanding of student behavior, which in turn can facilitate the development of strategies that may increase students' aspiration to understand and study Physics. More specifically, by using the PSEI as a pre- and post-test indicator, instructors can gain insight into whether students' confidence levels increase as they engage in learning Physics, and, in addition, what type of teaching strategies are most effective in building deeper understanding of Physics concepts.where they freely exchanged opinions and feedback for constructing better collective ideas.

• Journal of The Korean Association For Science Education
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• v.36 no.6
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• pp.935-946
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• 2016

This study aims to explore cognitive biases relating the core competences of science and instructional strategy in reducing the level of cognitive biases. The literature review method was used to explore cognitive biases and science education experts discussed the relevance of cognitive biases to science education. Twenty nine cognitive biases were categorized into five groups (limiting rational causal inference, limiting diverse information search, limiting self-regulated learning, limiting self-directed decision making, and category-limited thinking). The cognitive biases in limiting rational causal inference group are teleological thinking, availability heuristic, illusory correlation, and clustering illusion. The cognitive biases in limiting diverse information search group are selective perception, experimenter bias, confirmation bias, mere thought effect, attentional bias, belief bias, pragmatic fallacy, functional fixedness, and framing effect. The cognitive biases in limiting self-regulated learning group are overconfidence bias, better-than-average bias, planning fallacy, fundamental attribution error, Dunning-Kruger effect, hindsight bias, and blind-spot bias. The cognitive biases in limiting self-directed decision-making group are acquiescence effect, bandwagon effect, group-think, appeal to authority bias, and information bias. Lastly, the cognitive biases in category-limited thinking group are psychological essentialism, stereotyping, anthropomorphism, and outgroup homogeneity bias. The instructional strategy to reduce the level of cognitive biases is disused based on the psychological characters of cognitive biases reviewed in this study and related science education methods.

• Journal of The Korean Association For Science Education
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• v.19 no.2
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• pp.217-228
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• 1999

The purpose of this study was to investigate the effects of the constructivist instructional model on the acquisition of atmospheric pressure conceptions and learning motivation. The step of constructivist instruction was prediction and explanation-experiment and observation-discussion-application. The control group consisted of two classes of students who participated in the teacher-centered instruction. The experimental group consisted of two classes of students who participated in the constructivist instruction. To examine students' preconceptions before the instructions, a preconceptions test was administered. After the instructions, students' acquisition of atmospheric pressure conceptions and learning motivation were measured with a researcher-made post-conceptions test and The Course Interest Survey. The results from this study were as follows: First, the constructivist instruction is more effective method in acquisition of atmospheric pressure conceptions and learning motivation than the teacher-centered instruction. Therefore, in order to increase the acquisition of science conceptions and to decrease the science misconceptions, we need to use the constructivist instructional model which make learners self check their own preconceptions of science. Second, the constructivist instruction is more effective than teacher-centered instruction in three elements of learning motivation. So, we need to develop the effective ARCS(attention, relevance, confidence, satisfaction) strategies in order to use the constructivist instructional model and to verify it's effectiveness. Third, to improve teaching and learning methods, educational researchers should carry out studies using many points of view than studies biased constructivism or objectivism. In this respect, we need to contrive how to integrate constructive view points and objective view points.

• Korean Journal of Fisheries and Aquatic Sciences
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• v.10 no.1
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• pp.31-36
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• 1977

The monthly distribution of marine bacteria in the coastal waters of Chung-Mu was investigated from April, 1976 to March, 1977. The aim of this study was to obtain basic data for the prevention of food poisoning and for the efficient aquaculture of the area. Samples of sea water, mud, fish and shell fish were taken every month. The results are as follows: 1. One thousand four hundred and twenty-six strains were isolated from 732 samples of sea water, mud, fish and shell fish. They were 450 strains of Pseudomonas fluorescens, 422 strains of Achromobacter liquefacience, 72 strains of Vibrio parahaemolyticus, 234 strain of Vibrio alginolyticus, and 248 strains of Proteus vulgaris. 2. V. parahaemolyticus occupied $9.84\%$ of the total samples and $52\%$ of them were found in the sea water and mud. 3. The muds sampled districtly beneath the aquaculture raft contained much gas. They seemed to originate from the deposition of excretion of shell fish. The fatness of the shell fish was low where the gas was abundant. 4. It was .found that the shell fish with low fatness contained much Vibrio sp. 5. Regional distribution shows that marine bacteria were abundant in the order of station 10, 9, 8, 11, 1. The area around station 9 was polluted by reclamation of the area, and station 8 showed the influence of the excrement treat tank located nearly.

• Korean Journal of Childcare and Education
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• v.9 no.4
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• pp.5-29
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• 2013

This study investigated the effects of the extension activity with fifty famous paintings on the improvement of young children's creativity and emotional intelligence. A total of thirty-one preschoolers participated in the study. There were a total of 15 preschoolers in the experimental group and 16 preschoolers in the comparison group. The measuring device of creativity was the Figural Tests of Torrance Tests of Creative Thinking (TTCT:Firural). And the measuring tool of emotional intelligence was the 'Emotional Intelligence Evaluation Tool for a Child by Teacher's Composer' developed by Younja Lee, Jongsook Lee, and Eunsu Shin (2000). To improve the accuracy of the experimental results from the post-test, a covariance analysis (ANCOVA) was conducted with the pre-test scores as covariate and the post-test scores as dependent variables. The statistical work with collected data was carried out by using PASW 18.0. The experimental group which participated in the extension activity with famous paintings showed improvement in the subordinate elements of creativity such as fluency, originality and abstraction of titles. Between the experimental group and comparison group, there was a meaningful difference statistically. The experimental group was also positively affected on all the subordinate elements of emotional intelligence such as awareness and expression of emotions, improvement of thinking by emotions, using ability of emotional knowledge, and control ability as the reflection of emotions. Through the activity, children became to respect the opinions of other friends.

• Journal of The Korean Association For Science Education
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• v.32 no.2
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• pp.331-345
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• 2012

As a case study on the use of mentoring as a method of improving novice teachers' teaching professionalism in secondary science-gifted education, this study investigated the characteristics of mentoring science instructions for science-gifted students at the plan, performance, evaluation, and post-mentoring stages of the classes. One mentor and two mentees were selected, and mentoring in each mentee's instructions was conducted during nine classes over three times. We observed the total classes, and analyzed taped videos, the materials, the transcripts for mentoring and in-depth interviews, and field notes. The analyses of the results indicated that the characteristics of mentoring instructions, at the planning stage of the classes, exhibited the construction of more systematic classes, the escape from the schema that science instructions for science-gifted students were instructions using somewhat difficult experiments and the uses of diverse teaching strategies, the influence of the psychological burdens on developing science-gifted education programs, and the increase of the time preparing the classes. At the performance stage of the classes, the characteristics included the improvement in the quality of the classes, the influence of the psychological burdens on teaching the classes, and the inducements of some confusion on performing them. At the evaluation stage of the classes, the characteristics included the provision of the opportunities in deeply reflecting my own classes, and the provision of the practical power for improving the classes. Finally, the characteristics at the postmentoring stage could be attributed to the increase of mentees' self-confidence about their instructions and some development of mentors' teaching professionalism/mentoring skills.