• 한국정보교육학회:학술대회논문집
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• 2004.08a
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• pp.272-280
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• 2004

전통적인 수학교육은 간단한 수학적 사실을 이해하고 활용하는 측면에 있어서는 효과적일 수도 있지만, 수학적 개념, 원리, 법칙을 학생 스스로 탐구, 발견하고 창조하는 능력을 기르는 데는 적절하지 않다. 이러한 능력을 기르기 위해서는 학생들 스스로가 관찰, 조작, 분석, 종합하는 활동을 강화할 필요가 있다. 구체적 조작물을 학습도구로 활용하는 경우, 수학 학습에 대한 흥미와 자신감을 길러 주고, 자신의 수준에 맞는 내용을 자기 주도적 학습을 통하여 성취감을 가지게 하며, 학생 스스로 탐구 활동을 활발히 하는데 도움이 된다. 삶의 질이 급격히 향상되는 정보사회에서는 사이버 공간의 등장으로 공간감각 기능의 필요성이 더욱 절실한 바, 현행 수학교과서에서 제공되는 각종 공간 도형들은 3차원 공간에서 이루어지지 않고 평면도형으로 처리함으로써 아동의 도형인지 능력 향상에 큰 효과를 기대하기 어렵다. 이에 본 연구에서는 아동의 인지발달 단계를 고려, 도형인지능력 향상을 위한 선 및 점대칭 관련 동기유발, 선수, 기본, 보충, 심화, 평가, 도움말 관련 프로그램을 개발, 적용한 결과 학습자의 동기가 유발되고, 도형 인지능력 향상에 유의미한 결과를 얻었다.

• The Journal of the Korea Contents Association
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• v.8 no.12
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• pp.457-464
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• 2008

This study is to design, develope, and deploy of e-learning inquiry based content in elementary science class. First, this study analyzed related literature review, case studies, and inquiry based class models for seeking better applicable design and development modes. From focus group meeting, experts discussed the inquiry content design ideas for elementary students for science class. This study finally established its own inquiry design mode for online science class with the flow of understanding of problem, sep up hypothesis, problem solving, and solution analysis. The developed content was deployed in real classroom setting to see how students received the contents and how well they processed the learning activities. We found that inquiry based online content, especially when applied to science subject, can be effective in students interests and their motivations. We also observed that there were a few managerial errors such as detailed lesson guidance and tutor support for students activities. This study concluded that inquiry based online contents should be designed considering students interests based on learning subjects and also developed in terms of students interests and strong motivation as well. We suggest that related research should be expanded toward to other subject than science and various students age groups.

• Journal of The Korean Association For Science Education
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• v.38 no.3
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• pp.379-392
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• 2018

This study aims to explore science inquiry teaching efficacy that middle school science teachers implementing science practice-based teaching for one year recognized as necessary for teaching science through science practice. Examining interview data in this study, science inquiry teaching efficacy was identified in both planning and implementing in the areas of managing efficacy, instructional strategy efficacy, and content knowledge efficacy. In planning science inquiry instruction, there is science curriculum management efficacy under managing efficacy. There are the efficacy of outlining science inquiry lesson, efficacy of organizing science practice, efficacy of questioning for science practice, and efficacy of understanding student science practice under instructional strategy efficacy. Under the content knowledge efficacy are contents and science practice understanding efficacy and core ideas efficacy. In implementing science inquiry instruction, managing efficacy includes science practice time management efficacy and science practice classroom culture efficacy. Instructional strategy efficacy includes efficacy of motivating student science practice, efficacy of responding to student science practice, efficacy of stimulating student active thinking, efficacy of student active engagement in argumentation, efficacy of evaluating student participation. No content knowledge efficacy have been identified in implementing science inquiry instruction.

• Journal of The Korean Association For Science Education
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• v.29 no.2
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• pp.137-155
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• 2009

The purpose of the present study was to analyse the effectiveness of a gifted education program. To analyse the effectiveness of an education program for the gifted affiliated with a university, the study carried out a quasi-experimental design to compare the 153 gifted students who enrolled in an education center for the gifted and the 131 potentially gifted students who were nominated by teachers for their high achievements and interests in science but without any education services for the gifted. These two groups of students were compared in the aspects of problem finding ability in science, motivation, self regulation, science-related attitudes, and science anxiety through the pre- and post-treatment settings. The results indicated that the gifted group showed a significant improvement in originality and elaboration of problem-finding ability, but the potentially gifted group showed significant decrease in most variables of problem finding. Related to motivation and self-regulated learning, gifted students showed an increase in cognitive strategy use and decrease in intrinsic value, but the potentially gifted students showed significant decreases in most variables related to motivation and self-regulation, except intrinsic value. Related to the scientific attitudes and science anxiety, there were no significant changes between pre- and post-tests in the gifted group, but significant decreases in most variables were found in the potentially gifted group. The results of paired t-test and Ancova indicate that significant differences between the gifted and the potentially gifted groups are mainly due to the significantly lowered performance in post tests in the potentially gifted group, rather than a significant increase in gifted group.

• Management & Information Systems Review
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• v.33 no.2
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• pp.81-100
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• 2014

Studies on Appreciative Leadership have recently started in Korea as well. A leader in Appreciative Leadership is defined as a person who can effectively handle a mixture of various styles of leadership and suggest advice and future directions (Withney and Trosten-Bloom, 2010). Also, Appreciative Leadership can be explained as one way of appreciative leadership behavior which enables constructive accomplishment of mutually creative tasks for future through growth based on individuals' strengths, as well as a shared value system with organizational goals for all (Withney and Trosten-Bloom, 2010). Appreciative Leadership leads members of an organization toward positive inquiries and open discussions so that they become fully engaged in the organization while Appreciative Leader motivates and inspires his/her members and enables them to feel that they are of value to the organization. Study results show that Inspiration among sub factors of Appreciative Leadership has a positive impact on employees' engagement in the organization and their tasks while Inquiry positively influences in employees' organizational engagement.

• Journal of the Korean Chemical Society
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• v.44 no.3
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• pp.258-265
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• 2000

This study was designed to evaluate the effectiveness of an in-service training programusing computer interface and probes for science odified by 9 science teachers Then,27 science teachers participated in the 5 days of in-service training, which ran for three hours a day. The questionnaire for investigating the effectiveness of the program after the training showed that many teachers (1 ) voluntarily participated in this program with internal motivation,(2) were satished with the level of program difficulty, professionalism of lecturer, and classroom environment,(3) gave positive responses about the achievement of the purposes of this program,(4) showed strong intention for applying this program to their school teaching.

• Korean Journal of Child Education & Care
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• v.19 no.2
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• pp.35-55
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• 2019

Objective: In this study, I explored the difficulties and rewards of the experience of married middle-aged five women with jobs through narrative inquiry. The graduate course work of married women with jobs is accompanied by more difficulties due to the multiple roles of wife, mother, worker, and student. Methods: Data from this study were collected through in-depth interviews. It took 15 weeks from September 1, 2017 to December 20, 2017. Six in - depth interviews were conducted for each of the five participants, and 60 to 120 minutes were required for one meeting. Results: The researchers gathered stories of married middle-aged women who had undergone doctoral studies and divided them into three categories: 'motivation for entry, difficulty during doctoral study, and rewarding during doctoral study'. Conclusion/Implications: This is expected to be a concrete resource for supporting married middle-aged women in doctoral programs.

• Journal of The Korean Association For Science Education
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• v.28 no.1
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• pp.100-110
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• 2008

To evaluate the educational programs at Science Education Center for the Gifted (SECG) on how it had influenced its graduates, we have surveyed the graduates with questionnaires categorized into four sections: scientific motivation, self-confidence, knowledge/inquiry activities, and peer-to-peer interactions. Of the graduates who studied at SECG for more than two years and are currently attending college, we questioned 26 students and interviewed 10 students. According to our research data, most students evaluated highly the quality of education they received at SECG; especially, in the areas of science knowledge/inquiry activities and social interactions with their peers. Based on the results from the interviews, for these gifted students with highly developed aptitude in science, we concluded that interactions with real-world scientists, investigative approach to and application of newly-learned scientific concepts, and emphasis on interactive activities with other gifted students at SECG were regarded as effective in promoting motivations towards science and self-confidence.

• Journal of the Korean Chemical Society
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• v.68 no.5
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• pp.246-258
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• 2024

This study analyzed the characteristics of infographics created by preservice elementary teachers in courses on science inquiry. Sixty-five first year students from a liberal arts course, "Chemistry in Daily Life" at a national university of education in the metropolitan area were selected. The students conducted science inquiries on six topics in the course, and the infographics they created on those topics were collected and analyzed by type, role, and construction level. The results showed that the most common types of infographics were "comparative analysis infographics" and "complex infographics" regardless of the science inquiry topics. Specifically, in the "complex infographics", "comparative analytic infographics" was most often mixed with other types, and the mix varied somewhat by the science inquiry topics. In the roles of infographics, "complex" was the most common across all science inquiry topics, followed by "explanation of concept", "presentation of inquiry results", and "guidance of inquiry process", though the order varied by science inquiry topics. "Motivation", "further application", and "example" did not appear. In construction level of infographics, "newly organized" was the most common across all science inquiry topics, followed by "completely reorganized" and "partially modified". There were some differences in the frequency distribution of types by role of infographics. The frequency distribution of construction levels by role or type of infographics showed that regardless of role or type of infographics, "newly organized" was the most common, "completely reorganized" was the second most common, and "partially modified" was very rare. Based on these findings, some implications for the teaching of infographics in preservice teacher education were discussed.

• Journal of the Korean Chemical Society
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• v.58 no.6
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• pp.667-680
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• 2014

The purpose of this study was to develop teaching stratege focused on Conservational reasoning, Proportional reasoning, Variable-controlling reasoning, Probabilitic reasoning, Correlational reasoning, Combinational reasoning and investigate its effects on enhancing students' logical thinking skills through the science teaching on common education. And the teaching materials was implemented to 110 students in middle school over about six months. The results indicated that the experimental group presented statistically meaningful improvement in logical thinking skills (p<05). Especially, this teaching stratege was effective on Conservational reasoning, Variable-controlling reasoning, Combinational reasoning but was not effective on Proportional reasoning, Probabilitic reasoning, Correlational reasoning (p<.05). Logical thinking according to the teaching strategy skill was not affected by gender, cognitive level, academic achievement (p<.05).