• The Journal of Korean Association of Computer Education
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• v.8 no.4
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• pp.15-24
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• 2005

The success of cooperative learning in small groups heavily depends on how the small groups are set up. When small groups are formed, the factors such as the objectives and characteristics of the work and the capabilities and interests of the group members should be considered to maximize the interaction among the group members. However, it is not easy for teachers to manually divide their class to small groups to satisfy such conditions. In this work, we developed and implemented a student grouping system that divides the class as appropriate as possible, when given multidimensional student data and a set of conditions for forming small groups. The grouping conditions can be heterogeneous, homogeneous, and both. The grouping system can easily be used by teachers since the system can be accessed by clicking a menu button embedded into Microsoft Excel. The system has also a wide range of application areas where object grouping by various conditions is needed.

• Journal of The Korean Association For Science Education
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• v.22 no.3
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• pp.499-507
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• 2002

In this study, students' perceptions on small group activities in science classes were investigated. The relationships among students' values of and attitudes toward small group activities, gender, prior achievement level, and personality were also studied, Subjects were 226 students from four middle schools in which group activities were frequently used in science classes. In their classes, groups were mainly formed by teacher on the basis of grade and student number, or by drawing lots. Many students were dissatisfied with the grouping methods, preferred to make a group based on their friendship, and hoped that there would be different levels of knowledge among the members. Regardless of their gender or prior achievement level, students perceived positively on small group activities. Students with higher agreeableness and extraversion had higher values of and positive attitudes toward small group activities. Among five personality variables studied, agreeableness was the only one that significantly explained both values of and attitudes toward small group activities.

• Journal of The Korean Association For Science Education
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• v.32 no.4
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• pp.686-702
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• 2012

This study investigated the impact of grouping methods on free inquiry implementation through the use of mixed research methods. Some 113 7th graders and 2 science teachers in two middle schools participated in this study. The 113 students who participated in this study were grouped by homogeneity and heterogeneity according to scientific inquiry skills and personality types respectively, and performed free inquiry activities on the same subject for three weeks. Data were collected by means of a test on science inquiry skills and from focus group interviews with 36 students and in-depth interviews with 2 teachers. The quantitative results of this study showed that homogeneous grouping was more effective than heterogeneous grouping in improvement of scientific inquiry skills. Meanwhile, the qualitative results revealed both the students and teachers perceived that it was effective to compose a small group according to their affective quality than their cognitive quality. Particularly, most of the students preferred the method of small group from the personality types. Some students and both teachers proposed that it is necessary to collect enough information on students and to use them in mixture with the method of small group according to the affective quality.

• Journal of the Korean Chemical Society
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• v.64 no.6
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• pp.360-370
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• 2020

This study explored the learning environment for promoting conceptual understanding, immersion, and situational interest in small group learning using augmented reality, according to the level of students' self-regulation. 95 ninth-grade students from a coed high school in Seoul participated in this study. Students were divided into a group of four and each group was randomly assigned to three learning environments that provide one marker and one smart device(1-1), two markers and two smart devices(2-2), and four markers and four smart devices(4-4) for a group. Small group learning using augmented reality was conducted for two class periods about the chemical bonding concept from the Integrated Science subject. Two-way ANOVA results revealed that students in the 4-4 learning environment scored significantly higher than those in the 1-1 or 2-2 learning environment in a conception test. Changes in the learning environment have affected students with a low level of self-regulation. In an immersion test, students in the 4-4 learning environment scored significantly higher than those in the 1-1 learning environment, and changes in the learning environment have affected students with a high level of self-regulation. As a result of situational interest test, students in the 4-4 and 2-2 learning environments scored significantly higher than those in the 1-1 learning environment, and changes in the learning environment have affected students with a low and a high level of self-regulation. Based on the results, the educational implications of the learning environment for promoting conceptual understanding, immersion, and situational interest in small group learning using augmented reality are discussed.

• Journal of the Korean Chemical Society
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• v.51 no.3
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• pp.270-278
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• 2007

In this study, we investigated the effects of grouping with respect to the level of students' agreeableness on 6th graders' science achievement, self-efficacy, and science learning motivation in cooperative learning. Three classes (72 students) from an elementary school were randomly assigned to a control group and treatment groups. An agreeableness test, self-efficacy test, and science learning motivation test were administered as pretests. The students of the treatment groups were grouped either homogeneously or heterogeneously on the basis of their agreeableness levels and were taught with a cooperative learning strategy, whereas the students of the control group were randomly grouped and were taught with a traditional method. The cooperative learning intervention lasted for 5 weeks (16 class periods). After the instructions, tests regarding achievement, self-efficacy, and science learning motivation were administered as posttests. The results indicated that the students of the homogeneous and/or the heterogeneous groups significantly outperformed those of the control group in the achievement test. However, students' achievement was not influenced by the grouping method on the basis of students' agreeableness. No significantly differences among the groups were found in the self-efficacy and science learning motivation.

• Journal of The Korean Association For Science Education
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• v.33 no.2
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• pp.522-537
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• 2013

This study analyzed the relationship among the construct level of analogical reasoning, prediction and uncertainty, and the construction of an explanatory model that were produced during small group discussions for scientific problem solving. This study was participated in by 8 students of K University divided into 2 teams conducting scientific problem solving. The participants took part in discussions in groups after achieving scientific problem solving individually. Through individual interviews afterwards, changes in their thinking through discussion activities were looked into. The results are as follows: The analogy at the Entities/Attributes level was used to make people clearly understand the characteristics of certain objects or entities in the discussions. The analogy at the Configuration/Motion level that was produced during the discussions ensured other participants to predict the results of problem solving. The analogy at the Mechanism/Causation level changed the structure of problem situations either to help other participants to reconstruct the explanatory model or to come up with a new situation that was never been through before to justify the created mechanism and through this, the case of creating Thought Experiments during the discussions were observed. if looking into the changes of analogies, each individual's analogic paradigm during the discussions were shown as production paradigm, reception-production paradigm, production-reception paradigm, and reception paradigm. The construction and reconstruction of the explanatory model were shown in analogic production paradigm, and in the reception paradigm of an analogy, participants changed their predictions or their certainty.

• Proceedings of the Korean Society of Computer Information Conference
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• 2012.07a
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• pp.457-458
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• 2012

본 논문에서는 실시간 원격 수업(Real-Time Distance Education) 환경 하에서 학생들의 수업 집중 및 효율적인 교수를 위한 버즈학습(Buzz Learning)의 필요성을 제안한다. 이 학습법은 실시간 원격 수업에서 일어날 수 있는 집중력 저하 및 수업참가율 저조를 최소화하고, 학습자 간의 협동 및 상호작용을 향상시킨다. 또한 버즈법에 의한 그룹 편성 및 학습형태는 각 그룹에서 토의한 결과를 다시 전체가 모여 토의함으로써 소집단의 토의결과를 종합 정리하고 결론을 도출해 내는 집단 토의 형태를 띤다. 토의학습은 흔히 몇몇 학생의 경우 토의에 참가하지 않거나 또는 한 명이 독무대화하는 경향이 있는데 여기서는 그룹 전원이 토론에 적극 참여할 수 있게 한다. 본 논문에서는 실시간 원격 수업을 통하여 이뤄지는 실제 강의에 적용된 버즈 학습이 학생들의 수업참여도 및 학습 향상 면에서 우수함을 보여준다.

• Journal of the Korea Convergence Society
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• v.9 no.5
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• pp.105-111
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• 2018

The purpose of the study was to investigate on educational activity related to oral health contained in teachers guidebook of the Nuri curriculums. Oral health educational activity were analyzed the distribution, form and type, Nuri curriculum related factors contents category and contents. Number of oral health educational activity was 29(1.37%). Activity form was big and small group activity are 15(51.72%), free choice activity are 14(48.27%). Activity type was the highest in the big and small group, with 7(24.13%) talk together and free choice activity was the highest in 4(13.79%) rhythmic region. Nuri curriculum related factors(Five areas) was highest with 22(34.38%) physical exercise health. Based on the results, the oral health professional will participate in teachers guidebook of the Nuri curriculums. The oral health professional will need to reorganize in a more balanced and practical activity.

• Journal of The Korean Association For Science Education
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• v.37 no.6
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• pp.1015-1023
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• 2017

The purpose of this study is to investigate the process of development of explanatory hypothesis being generated by middle school students and the factors that affect the process in water wave interference phenomena by analogy scaffolding. For this purpose, the processes on how explanatory hypotheses were generated, revised, and then elaborated by analogy scaffolding were investigated and analyzed. The subjects for the study were 60 eighth grades students in one middle school divided into 12 groups according to their cognitive level measured by GALT. The research findings are as follows: First, it was found that there is a regular pattern in development of explanatory hypothesis by students about water wave phenomenon; second, the cognitive level of the student affected apparently on the students' hypothesis development process, however, it was also observed that students with inferior cognitive level could form a scientific explanatory hypothesis in the second stage of the scaffolding; third, the analogy scaffolding actually helped the students in formulating hypothesis. In conclusion, analogical reasoning can be a meaningful and powerful strategy for secondary school students to formulate explanatory hypothesis.

• The Transactions of the Korea Information Processing Society
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• v.6 no.12
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• pp.3577-3588
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• 1999

This paper describes design and implementation of a general purpose cyber educational system. In this system, there are different types of menus and services according to such user's rights as system operators, professors, assistant instructors, students. In order to keep in close contact between students and professors, provided are various services such as the official announcement, transcripts of lecture, bulletin board, Q/A corner, report box, archive of study materials, electronic mail box, memorandum including checking of one's attendance and school record. For the purpose of activating small group studies and discussion about given subject, it can organize into groups automatically and provide with debating rooms. The system is implemented by separating with both HTML design and programming part by templete concept. Overload of iterative server is solved by adjusting the numbers of DB servers of each service.