• Journal of Elementary Mathematics Education in Korea
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• v.5 no.1
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• pp.99-120
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• 2001

The purpose of this thesis is to find the guiding direction of mathematical communication in lower grade students of elementary school and to present a new direction about the effect of using concrete material in communication. It is expected that mathematical communication increases when concrete material is used for the students of the lower grades, who are in concrete operational period. Therefore, this study ai s to investigate what characteristics there are in mathematical communication of second grade students and what effect concrete materials have on mathematical communication and learning. The analysis of the teaching record shows that the second grade students use alternative terms in the process of communication since they are not familiar with mathematical symbols or terms, which is a characteristic of communication in a mathematics class in which concrete material is used. In the process of teaming the students apply their living experiences to their teaming. Since a small number of students lead class, the interaction between students is also led by them. The direction of communication in a small group is not centered around solution of a problem, and most students show a more interest in finding answers than in the process of learning. The effect that concrete material has on communication plays an important role in promoting students' speaking activity; it allows students to identify and correct their errors more easily. It also makes students' activities more predictable, and it increases a small group activities through the medium of concrete material. However, it was also noticed that students' listening activities are not appropriately developed since they do not pay attention to a teacher who uses concrete material. The effects that concrete material has on mathematics class can be summarized as follows. Concrete material promotes students' participation in class by triggering their interest of learning of mathematics and helps them to understand the course of learning. It also helps the teaming and formation of concepts for children of low academic performance. And it makes a phased learning possible according to students' ability to use concrete material and to solve a problem. Based upon the results above mentioned, the use of concrete material is absolutely needed in mathematics classes of lower grade elementary school students since it increases communication and gives much influence on mathematics learning. Therefore, teachers need to develop teaching or learning method which can help increase communication, considering the characteristics of students' communication.

• Journal of The Korean Association For Science Education
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• v.33 no.7
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• pp.1450-1470
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• 2013

The purpose of this study was to develop elementary science programs that used multi-level instruction and to analyze verbal interaction patterns in science classes that applied these programs. For this study, the 27 children from the fifth grade at B elementary school, located in Gyeonggi-do, were selected and separated into heterogeneous groups of four students. Verbal interactions occuring in two groups during each class were recorded using video. Elementary science programs using multi-level instruction were developed to target a fifth grade second semester 'Lesson 1. Human Body'. This program provided a mission form for each group and evaluation form for each child. A mission form depending on the children's level has different colors and levels of difficulty for questions. The evaluation form is composed of questions suitable for a child's level in reaching the goal with key concepts. The verbal interaction was mostly categorized into the cognitive domain and the affective domain for analysis. The cognitive domain was subdivided into question, response, making solution, receiving opinion, and the affective domain was divided into behavioral participation and students' attitude. Results of study showed that the frequency of the cognitive domain was higher than the frequency of the affective domain. In the cognitive domain, the median-level was of highest frequency in the children. In the affective domain, high-level was of highest frequency in the children. In terms of both the cognitive and affective domains of children, low-level exhibited the lowest frequency. Verbal interaction frequency was no difference between high-level and median level in cognitive and affective aspects, so median-level children were actively participating in activities similarly with high-level children. There were more types of interactions question, response, making solution, students' attitude in the median-low level children's verbal interaction than high-median level children's verbal interaction.

• Journal of Korean Home Economics Education Association
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• v.34 no.4
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• pp.143-161
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• 2022

The aim of this study is to identify the learning performance of online classes using problem-based learning(PBL) for clothing and textiles majors in college with the increased use of online learning tools after the COVID-19 pandemic. In order to achieve this goal, the PBL was developed and applied to the 'Fashion Marketing and Merchandising' class conducted in real-time online at University in North Chungcheong Province, Korea for four weeks. After a four-week PBL class, a survey was conducted on 35 students in the 'Fashion Marketing and Merchandising' class and the 35 completed questionnaires were used for analysis. The measurement tools of this study were self-directed learning, cooperative learning ability, problem-solving ability, and learning achievement regarded as an important learning effect in PBL class. In addition, students' self-reflective essays were also analyzed to examine the educational effect of PBL applying online classes. As a result of this study, bivariate correlations among the four variables, students' self-directed learning, cooperative learning ability, problem-solving ability, and learning achievement were significantly positive. Furthermore, the results of multiple regression analysis showed that the three independent variables had significant effects on students' perceived learning achievement, in the order of cooperative learning ability, self-directed learning, and problem-solving ability. The students' self-reflective essays indicated that problem-based learning worksheet was helpful for identifying problems, and clarifying what they already and what they need to study more. Based on this study, it could be recommended that online class applying PBL could contribute to the improvement of student's learning performance.

• Journal of The Korean Association For Science Education
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• v.44 no.1
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• pp.11-27
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• 2024

This study aimed to investigate the role of scientific empathy in influencing students' productive disciplinary engagement in scientific activities and analyze the key factors of scientific empathy that manifest during this process. Twelve fifth-grade students were divided into three subgroups based on their general empathic abilities. Lessons promoting productive disciplinary engagement, integrating design thinking processes, were conducted. Subgroup discourse analysis during idea generation and prototype stages, two of five problem-solving steps, enabled observation of scientific empathy and practice aspects. The results showed that applying scientific empathy effectively through design thinking facilitated students' productive disciplinary engagement in science. In the idea generation stage, we observed an initial increase followed by a decrease in scientific empathy and practice utterances, while during the prototyping stage, utterance frequency increased, particularly in the later part. However, subgroups with lower empathic abilities displayed decreased discourse frequency in scientific empathy and practice during the prototype stage due to a lack of collaborative communication. Across all empathic ability levels, the students articulated all five key factors of scientific empathy through their utterances in situations involving productive science engagement. In the high empathic ability subgroup, empathic understanding and concern were emphasized, whereas in the low empathic ability subgroup, sensitivity, scientific imagination, and situational interest, factors of empathizing with the research object, were prominent. These results indicate that experiences of scientific empathy with research objects, beyond general empathetic abilities, serve as a distinct and crucial factor in stimulating diverse participation and sustaining students' productive engagement in scientific activities during science classes. By suggesting the potential multidimensional impact of scientific empathy on productive disciplinary engagement, this study contributes to discussions on the theoretical structure and stability of scientific empathy in science education.

• Journal of Korean Home Economics Education Association
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• v.21 no.1
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• pp.51-69
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• 2009

This study is intended to provide fundamental information to improve the quality of student activities presented in the Clothing & Textiles How to Dress Appropriately' section of the current middle school 'Technology Home Economics' textbooks so that Home Economics may better reflect students' interests, making it applicable in real life. The survey was conducted to 154 male and 160 female students on their preferences regarding student activities. The results are as follows. First, students who like clothing & textiles section regard "Opportunities to take part in various kinds of practices and student activities" as the major reason for preference. And the single biggest reason why they dislike the unit was due to "Too much contents to be memorized." Among various contents regarding dress in the unit, "How to Wear Clothes That Look Good on Me, and the Right Ways to Wear Them" attracted the most attention, regardless of what contents they consider necessary, interesting, or helpful in real life. Second, as for the time of implementation of the activities, students preferred "End of each class". They also preferred small-group activities (group size), well-structured problems (type of problems) and tasks that require analysis based on theoretical principles through experiments and practices (methods of implementation). Third, the findings as to the actual experience of conducting the student activities indicated that, in most cases, student activities were conducted in accordance to what was suggested in the textbooks, but not to what the students preferred. Therefore, in order to make home economics more applicable to students, it is desirable to focus on their everyday lives as is favored by the students, and increase small-group activities. Also, suggesting various and comprehensive problematic situations such as non-structured, open-ended problems and encouraging diverse implementation would be helpful in improving students' critical and creative thinking abilities.

• Journal of the Korean housing association
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• v.8 no.1
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• pp.1-12
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• 1997

The purpose of this research is to identify user needs for community space design, especially shared space. and compare them according to social class. Since the shared space concept is new, it will be difficult for residents to familiarize themselves with the new idea. This study used a Small Croup Workshop Panel Method instead of the conventional survey method for this reason The subjects were 6 Panel groups of S people per each group. Bach of the panels included 3consecutive workshops. The results can be summarised as follows. All the residents wanted various kinds of shared spaces for everyday living and leisure activity While there were generally great similarity regardless of resident's sub characteristics, some founed distintively dissimilar. The residents of 20s pyung apartment wanted day-care center, multi Purpose room for meeting and family events, library, study room, sports facilities, and cultural center in order. The shared spaces that residents of 30s pyung apartment wanted were library. study room. common dining, sports facilities. and cultural center in order. The residents of 50s pyung apartment wanted library, study room. multi purpose room, common storage, sports facilities. and cultural center in order. These findings imply some diverse plans instead of uniform ones are to be deliberately considered, This results can be usefully applied to develop new collective housing for different social class residents.

• Journal of The Korean Association For Science Education
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• v.37 no.1
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• pp.155-168
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• 2017

This study investigates how elementary students used cognitive-emotional rebuttals in the context of modeling activities, especially on how their emotional and cognitive processes lead them to use rebuttals in terms of epistemic affect. Twenty-five fifth grade elementary students participated in the study as part of their science class. During the course of their sixth periods, students constructed a human respiratory system model through continuous discussion. The research results showed that elementary students used an elaboration-oriented rebuttal, a defence-oriented rebuttal, and a blame-oriented rebuttal in their modeling activity. The elaboration-oriented rebuttal interspersed with negative epistemic affect was used to elaborate on a student's explanation, and a negative epistemic affect was elicited from their cognitive discrepancy. On the other hand, defence-oriented rebuttal and blame-oriented rebuttal entangled with negative epistemic affect were used to defeat the students rather than help rigor evaluation of students' explanation, and the negative epistemic affect was elicited from the other students' undesirable behavior. These results suggest that students' rebuttals can be elicited by epistemic dynamics related to the epistemic affect. The study shows that if negative epistemic affect were elicited from the other students' naive or false explanations, such an emotion is natural in terms of model construction, and the model can be further developed through the acceptance of the elaboration-oriented rebuttals by students' emotion regulation. In addition, we suggest that negative emotions aroused from the worsening of relationships during small group modeling activities are difficult to regulate and can have negative effects on students' cooperative model construction.

• Journal of the Korean Geographical Society
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• v.43 no.6
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• pp.808-823
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• 2008

Sediment abrasion in rivers is caused by the interaction between bedrock channel bed and sediment particles transported through the river. Abrasion rate of sediment particles in rivers is controlled by two major factors; Sediment transport conditions including hydraulic conditions form the erosive forces and physical and chemical strengths of the particles form a resistance force against abrasion and other erosional processes. Physical experiments were performed to find the role of each variable on sediment abrasion process. Total 266 sediment particles were used in this experiment. All sediment particles were divided into 11 independent sediment groups with sediment particle size and sediment loads. Each sediment groups were abraded in tumbling mill for up to 8 hours. Changes in weight were recorded by run and total: 2,128 cases of abrasion rate were recoded. Physical strength of rock particles was measured with point load strength index. It is found that sediment abrasion rate has a negative functional relationship point load strength index ($I_{a(50)}$) ($R^2=0.22$). It was suggested that physical strength of sediment particles set the "maximum possible abrasion rate'. As sediment flux increases, abrasion rates of sediment particles with similar point load strength index were changed. It could be concluded that not only physical characteristics of sediment particles, but also sediment transport conditions control sediment abrasion rates.

• Journal of The Korean Association For Science Education
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• v.38 no.3
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• pp.331-341
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• 2018

The purpose of this study is to explore relationships among the structural elements of Science Classroom as Community of Practice (SCaCoP). For this, we investigated the case of small-group activities in practical work of elementary school science in a qualitative way based on the five structural elements of SCaCoP, such as responsibility for learning, common interest, open participation, mutual relationship, and practice. We observed and interviewed five small-groups during five lessons with video- and audio- recording to collect data. The results of analysis are as follows. First, 'mutual relationship' was a necessary-condition for 'open participation.' We also found that 'common interest' has two dimensions related to their interest and related to learning topic. The former interacted with 'open participation,' and the latter was influenced by 'responsibility for learning. Lastly, 'practice' enhanced the features of other elements with dynamic relationships. Based on these results, we suggested the relationships among the structural elements of SCaCoP and discussed implications related to the perspective that regards learning as participation.

• Journal of The Korean Association For Science Education
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• v.40 no.2
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• pp.191-201
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• 2020

This study investigated verbal and physical interactions which appeared in collaborative science concept learning using augmented reality. Twelve 10th grade students participated in this study. After being organized into three four-member small groups, they participated in classes using smart device-based augmented reality application developed for the understanding of the chemical bonding concept. Their class activities were audio- and video-taped. Semi-structured interviews were also conducted. The results revealed that within individual statement units of verbal interaction, the proportions of information question/explanation and direction question/explanation were found to be high. Within interaction units, the proportions of reformative and cumulative interaction were relatively high. The proportions of progress were also found to be high within both individual statement units and interaction units of verbal interaction. Students' physical interactions were mainly conducted without meaningful verbal interactions. When their physical interactions were accompanied by knowledge construction-related verbal interactions, the proportions of gazing virtual objects and worksheet-related interactions were high. In contrast, various exploratory activities related to the manipulation of markers mainly appeared when they conducted physical interactions only, or when their physical interactions were accompanied by management-related verbal interactions. On the bases of the results, effective methods for collaborative concept learning using augmented reality in science education are discussed.