• Journal of the Korean earth science society
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• v.22 no.5
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• pp.350-359
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• 2001

The purpose of this study is to develop theme-based integrated science unit by the interdisciplinary approach and to analyze it's effects on the science achievement and the attitude towards science learning. 'Interaction' and 'Stability' were selected as the integrated themes, and the main concept and subconcept in relation to the themes were extracted from the four areas of science, and the learning contents were constructed in the integrated ways. While the main concept have relevance to subconcept in the interaction, the main concept have little relevance to subconcept in the stability. Therefore, the stability was to fit with middle school integrated science theme, but the interaction was not. The theme-based integrated science units developed was implemented in middle school, and the results are follows. First, the science achievement of group of theme-based integrated science teaching is significantly higher than those of group of traditional teaching. Second, the scores of the test of attitude toward science learning of the group of theme-based integrated science teaching is significantly higher than those of group of traditional teaching. Third, the students' perception of theme-based integrated science teaching was positive. The students have participation, interest, motivation in theme-based integrated science teaching, and students have difficulty in learning theme-based integrated science teaching.

• Journal of the Korea Convergence Society
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• v.10 no.2
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• pp.141-148
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• 2019

The purpose of this study is to analyze and compare the effectiveness of elementary in e-Learning video lessons. In an elementary school where the educational videos are frequently used, the learning about video materials is important but it is difficult to judge all students by a teacher in a classroom. In order to solve the problems of the field, In the fifth-grade elementary school social studies class, learning using video material was conducted by using the online learning judgment system for the experimental group, and learning using video material was conducted by the traditional method for the controlled group. As a result of the experiment, the class using the online learning judgment system was effective in enhancing the learner 's academic achievement. It also positively influenced learners' learning satisfaction. Teachers' satisfaction was not statistically significant because of the small number of teachers. However, The mean value of the teachers' satisfaction in the experimental group was high and the deviation was small.

• Journal of The Korean Association For Science Education
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• v.15 no.3
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• pp.363-370
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• 1995

학생의 물리 개념 변화가 어려운 이유들 중의 하나는 학습자가 자신의 상태를 명확히 인식하지 못함으로써 자신이나 타인으로부터 되먹임을 받을 수 없다는 것이다. 본 논문은 학생이 자신의 학습 내용 이해 상태 또는 개념적 상태를 명확히 파악하여 드러내도록 하는 인지 방략적 질문 모형을 구안하고 이것이 고등 학생의 열과 온도의 개념 변화에 있어서 어떠한 역할을 할 수 있는가를 분석한 것이다. 이를 위하여 일반계 고등 학교 2학년 152명을 하나의 통제집단과 두 개의 실험집단으로 구성하였다.학생의 개념 변화를 ANOVA 분석한 결과 세 집단은 모두 수업 처치 전과 후에 유의 수준 0.05 이내에서 의미 있는 차이가 있는 것으로 나타났으나 세 집단들 사이에도 유의한 차이가 있었다. 그러므로 학생이 지필로써 인지 방략적 질문 활동을 한 처치 수업은 전통적인 수업보다 열과 온도에 관한 학생의 개념 변화에 더욱 효과적인 것으로 나타났다.

• Communications of Mathematical Education
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• v.32 no.2
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• pp.147-174
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• 2018

The purpose of this study was to verify the effect of mathematical disposition and attitude through the foster self-confidence and learning motivation by STAD cooperative learning. For this purpose, we made up an experimental class. And then we investigated the students' change in these aspects after the foster self-confidence and learning motivation by STAD cooperative learning. As a result of the experiment, we find that significant changes on the students' mathematical disposition and attitude utilizing the foster self-confidence and learning motivation by STAD cooperative learning. Therefore, in this study, I want to solve the particular problems that follow. First, what is the reaction of utilizing the foster self-confidence and learning motivation by STAD cooperative learning mathematical program for students? Is it effective utilizing the foster self-confidence and learning motivation by STAD cooperative learning to improve students' mathematical disposition? Third, does utilizing the foster self-confidence and learning motivation by STAD cooperative learning have a positive impact on students' mathematical attitude?

• Journal of Korean Home Economics Education Association
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• v.25 no.1
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• pp.79-94
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• 2013

In this study, the teaching-learning materials and the plan using persimmon juice dyeing, which is one of the traditional natural dyeing methods of Korea, were developed for the purpose of inspiring further awareness of our traditional clothing life-culture. A questionnaire was designed to make a survey on the educational effect, and t-test and Kruscal-Wallis test were conducted to test the significant differences between pre- and post-lessons. A correlation analysis between culture awareness and its education awareness was also done. These prototypes were applied to high school Technology Home Economics classes under the theme, 'Making living goods with persimmon juice dyed fabrics'. Examining the changes in students' awareness of traditional images, and changes in their interest and attitude towards learning in those classes led to the following results. First, as a result of applying LT cooperative learning in order for an understanding of the formation of clothing life-culture and the process of persimmon juice dyeing, many original handicrafts with modern sense were created. Second, a comparative analysis between pre- and post-lessons on the change in students' degree of awareness of traditional clothing life-culture and its education showed that students' awareness had risen after the class; the data was collected from three separate sample groups which had been clustered according to their initial degree of awareness, i.e. high, middle, and low, and the group that scored the lowest before the class showed the greatest improvement. Third, feedback surveys on 'Making living goods with persimmon juice dyed fabrics' classes returned with scores greater than 'moderate', thus revealing that the students' concern and interest towards traditional clothing life-culture hae been enhanced through the class experience. Their attitude had also become more positive. Fourth, since learners with more awareness of the traditional clothing life-culture also showed more awareness of the need for an education designed to promote the culture, a positive correlation between the two had been found. As explained above, the teaching-learning materials and the plan that had been developed for this study has caused a deeper understanding of the value and significance of the traditional natural dyeing and clothing life-culture, and has therefore brought about an educational effect that powers idea creation.

• Journal of The Korean Association For Science Education
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• v.30 no.5
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• pp.621-635
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• 2010

Problem-based Learning (PBL) has been known as an effective strategy for dealing with various aspects of education such as the enhancement of students' motivation, interest in subjects, academic achievement, and cooperative abilities. However, PBL has not been widely implemented in secondary schools. The purpose of this study is to investigate secondary school teachers' perception of problem-based learning and their way of applying it. Data was collected through semi-structured interviews with nine secondary school teachers. Five of them had experience in implementing PBL, while four of them had interest in using PBL but had not yet had the experience. Different concepts were extracted and categorized. Nvivo 2.0 was used for analysis. The results were as follows: Changes in student attitude toward class, improvement on cooperation with others, self-regulated learning skills, and satisfaction from students' positive comments on PBL enabled teachers to become more enthusiastic and positive toward PBL. The stress of developing proper problems and the enormous amounts of time and efforts required in using PBL were shown as barriers for teachers in implementing PBL. However, some negative perspectives about PBL changed into positive after teachers experience PBL. By examining each teacher's way of implementing PBL, several teaching strategies suitable to their school systems were suggested.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.3
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• pp.347-370
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• 2015

The purpose of this study is to examine the effects of mathematical modeling activities on mathematical problem solving abilities and mathematical dispositions in elementary school students. For this study, we administered mathematical modeling activities to fifth graders, which consisted of 8 topics taught over 16 classes. In the results of this study, mathematical modeling activities were statistically proven to be more effective in improving mathematical problem solving abilities and mathematical dispositions compared to traditional textbook-centered lessons. Also, it was found that mathematical modeling activities promoted student's mathematical thinking such as communication, reasoning, reflective thinking and critical thinking. It is a way to raise the formation of desirable mathematical dispositions by actively participating in modeling activities. It is proved that mathematical modeling activities quantitatively and qualitatively affect elementary school students's mathematical learning. Therefore, Educators may recognize the applicability of mathematical modeling on elementary school, and consider changing elementary teaching-learning methods and environment.

• Journal of The Korean Association For Science Education
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• v.24 no.6
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• pp.1094-1105
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• 2004

The effects of learning using Information Communication Technology(ICT) on the students' scientific inquiry ability and science-related affective characteristics were analyzed in Earth History and Crust Movement units of science textbook for eighth graders. For this study, two classes of middle school second students in Chung-nam were selected and taught for six week under different teaching methods. One class is the test class taught with ICT applied teaching materials and the other class is the control class instructed by a conventional method. One week before the experiment, both classes were given tests on scientific inquiry ability and science-related affective characteristics, and they were tested again after the experiment. The results of scientific inquiry test showed statistically meaningful differences in the experimental class and the control class. The experimental class showed statistically meaningful difference in scientific inquiry test. Science-related affective characteristics test showed no statistically meaningful difference in the experimental class. Among three scientific science-related affective characteristics, especially the one fields of interests showed statistically meaningful differences which suggest that learning using ICT has a positive effect on the expanding of students' science-related affective characteristics.

• Journal of Korean Home Economics Education Association
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• v.25 no.1
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• pp.67-77
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• 2013

The purpose of this study was to develop teaching-learning plans for the 7th grade technology-home economics classes, applying situated learning theory. In addition, the effect of developed teaching-learning plans were examined, in terms of students' perception and attitude toward clothing habits and the degree of satisfaction with the lessons. In order to carry out the research, the teaching-learning plans for the 3 lessons on "clothing and self-expression" unit were developed. Experimental study was done at a middle school in Seoul to examine the effect of the teachig-learning plans developed based on the situated learning theory. Two classes taught with the developed teaching-learning plans served as a experiment group, and another two classes taught with traditional lecture-based plans served as a control group. As a result, teaching-learning plans developed based on situated learning theory had a positive impact on students' satisfaction with the lessons and the perception and attitude toward clothing habits.

• Education of Primary School Mathematics
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• v.18 no.2
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• pp.123-139
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• 2015

The purpose of this study was to investigate the effects of the experiences of productive failures on students' mathematical problem solving abilities and mathematical dispositions. The experiment was conducted with two groups. The treatment group was applied with the productive mathematics failure program, and the comparative group was taught with traditional mathematics lessons. In this study, for quantitative analysis, the students were tested their understanding of mathematical concepts, mathematical reasoning abilities, students' various strategies and mathematical dispositions before and after using the program. For qualitative analysis, the researchers analyzed the discussion processes of the students, students's activity worksheets, and conducted interviews with selected students. The results showed the followings. First, use of productive failures showed students' enhancement in problem solving abilities. Second, the students who experienced productive failures positively affected the changes in students' mathematical dispositions. Along with the more detailed research on productive mathematical failures, the research results should be included in the development of mathematics textbooks and teaching and learning mathematics.