• 한국과학교육학회지
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• 제17권3호
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• pp.323-332
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• 1997

In order to use analog more systematically in science class, an instructional model was designed on the basis of analogical reasoning processes (encoding, inference, mapping, application, and response) in the Sternberg's component process theory. The model has five phases (introducing target context, cue retrieval of analog context, mapping similarity and drawing target concept, application, and elaboration), and the instructional effects of using the model upon students' comprehension of science concepts and motivation level of learning were investigated. The treatment and control groups (1 class each) were selected from 8th-grade classes and taught about chemical change and chemical reaction for the period of 10 class hours. The treatment group was taught with the materials based on the model, while the control group was taught in traditional instruction without using analog. Before the instructions, modified versions of the Patterns of Adaptive Learning Survey and the Group Assessment of Logical Thinking were administered, and their scores were used as covariates for students' conceptions and motivational level of learning, respectively. Analogical reasoning ability test was also administered, and its score was used as a blocking variable. After the instructions, students' conceptions were measured by a researcher-made science conception test, and their motivational level of learning was measured by a modified version of the Instructional Materials Motivation Scale. The results indicated that the adjusted mean score of the conception test for the treatment group was significantly higher than that of the control group at .01 level of significance. No significant interaction between the instruction and the analogical reasoning ability was found. Although the motivational level of learning for the treatment group was higher than that for the control group, the difference was found to be statistically insignificant. Educational implications are discussed.

• 한국학교수학회논문집
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• 제1권1호
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• pp.151-163
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• 1998

In mathematics education, teaching-learning activity can be divided largely into the understanding the mathematical concepts, derivation of principles and laws, acquirement of the mathematical abilities. We utilize various media, teaching tools, audio-visual materials, manufacturing materials for understanding mathematical concepts. But sometimes we cannot define or explain correctly the concepts as well as the derivation of principles and laws by these materials. In order to solve the problem we can use the computer. In this paper, character and movement state of various quadratic function graph types can be used. Using the computers is more visible than other educational instruments like blackboards, O.H.Ps., etc. Then, students understand the mathematical concepts and the correct quadratic function graph correctly. Consquently more effective teaching-learning activity can be done. Usage of computers is the best method for improving the mathematical abilities because computers have functions of the immediate reaction, operation, reference and deduction. One of the important characters of mathematics is accuracy, so we use computers for improving mathematical abilities. This paper is about the program focused on the part of "the quadratic function graph", which exists in mathematical curriculum the middle school. When this program is used for students, it is expected the following educational effect. 1, Students will have positive thought by arousing interests of learning because this program is composed of pictures, animations with effectiveness of sound. 2. This program will cause students to form the mathematical concepts correctly. 3. By visualizing the process of drawing the quadratic function graph, students understand the quadratic function graph structually. 4. Through the feedback, the recognition ability of the trigonometric function can be improved. 5. It is possible to change the teacher-centered instruction into the student-centered instruction. For the purpose of increasing the efficiencies and qualities of mathmatics education, we have to seek the various learning-teaching methods. But considering that no computer can replace the teacher′s role, tearchers have to use the CIA program carefully.

• 한국학교수학회논문집
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• 제9권3호
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• pp.317-345
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• 2006

수준별 수업의 운영이라는 당면 과제에 직면하여 어려움을 겪고 있는 학교 현장의 시급하면서도 절박한 요구를 충족시키기 위한 노력의 일환으로 교육인적자원부에서는 2004년부터 현재(2006년 9월)에 이르기까지 수준별 수업 운영의 실제적, 실천적 도움을 주기 위한 수준별 교수-학습 자료의 개발을 추진해 왔으며, 현재에는 이 수준별 자료에 대한 보조 자료가 개발 중에 있다. 이 자료는 교실 수업에서 학생들의 각 학업 성취 수준에 따라 다르게 요구되는 다양한 활동 및 차별화된 내용 전개 방식 등을 감안하여 개발된 수준별 교수-학습 자료이다. 본고에서는 수학 교육 관련 전문가를 독자로 삼고 있는 본 학회를 통해 이 자료의 개발 취지 및 방향, 그리고 본 자료 내용을 일부 소개하고, 이의 활용 방법을 알리고자 함이다. 그럼으로써, 이 자료의 적극적 활용은 물론 새로운 자료의 개발 등과 같은 실천적 노력을 통하여 수준별 수업이 보다 성공적으로 정착되고 교실 수업이 개선되기를 기대하는 바이다.

• 영어어문교육
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• 제13권3호
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• pp.41-56
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• 2007

This paper, drawing on various secondary sources related to bilingualism and bilingual education, proposes a semi-CLIL (Content and Language Integrated Learning) model as an initial option for Korea's ELT instruction at a primary level, with a subsequent application to a secondary level in mind. It is reported that the current pedagogy focused on early English education and communicative language teaching does not meet the needs of students' EFL proficiency. The main reasons for this are considered to lie in the social and educational environment which impedes EFL students' meaningful and authentic communication in target language. Thus, by exploring a conceptual approach to such a problem, this paper suggests a paradigm of integrating content and language for a reasonable solution.

• 영어어문교육
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• 제8권1호
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• pp.1-13
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• 2002

One of the benefits of the internet-assisted instruction is that it can improve L2 Learners' motivation to express themselves in English. The purpose of this paper is to investigate an effective approach to British-American fiction learning in Korean universities, which can emphasize communicative strategies drawing on video-conferencing system, a chat system(CUSeeMe), and an e-mail system. Students are passive participants who cannot assert their creativity in the traditional teaching method of British-American fiction, which mainly relies upon reading and translation far from literature lessons. In CCDL(Cross-cultural distance learning) class, students can play active roles in asserting their own ideas and assuming considerable responsibility for making a presentation in English. A professor can play a role as a coordinator in supporting the students' activities and in winding up the class. The main significance of this article lies in providing a paradigm for CCDL class beyond the limitation of the traditional teaching method of British-American fiction in Korea and futhermore in exploring the eclectic integration of the traditional one and CCDL.

• 한국초등과학교육학회지:초등과학교육
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• 제26권4호
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• pp.440-448
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• 2007

The purpose of this study is to examine elementary students' conceptions of magnetic fields around various magnets by drawing tasks. A total of 105 elementary students from the 3rd and 6th grade levels were asked to draw how iron filings would arrange around magnets. We classified their drawings of magnetic field lines with some criteria to identify conceptions of magnetic forces and checked them through interviewing about their representative drawing. Through analyzing drawings, we discovered that 40% of elementary students drew the correct arrangement of iron filings around a bar magnet. In the case of two bar magnets in opposite directions, 33% of them drew correct patterns of iron dust and around two magnets in the same direction only 20% did well. Only 2.9% and 7.6% of students presented the correct drawings of magnetic fields near a disc and a horseshoe magnet. While 3rd grade students were supposed to be poor in drawings of magnetic fields around a loose and a dense coil which was not learned about, only 31% and 23% of 6th grade students who have just studied electromagnetism properly drew patterns of iron dust. This shows that only one quarter of students understood the magnetic filed lines even after instruction of electromagnetism. Many of 6th grade students learned a solenoid becomes just as a permanent magnet, but very few of them correctly drew a magnetic field line could distinguish between the iron dust around a loose and dense coil. After interviewing students, it is found that students consider magnetic forces to be existed only in parts of magnet because many of them drew magnetic field line of a specific areas around magnets. Students had misconceptions that magnetic forces exist only on the poles not in the middle around a horseshoe magnet. Also the disc-shape magnet made students to reveal various types of misconceptions: N- and S-poles are mixed in a whole magnet and right part of a disc-shape magnet is N-pole, left part is S-pole. Students who had not studied magnetic fields of around a magnet and electromagnets could not draw the correct patterns of iron dust suggest that it is indispensable for students to teach how patterns of iron filings would represent a visual image of magnetic fields in order to understand magnetic fields.

• 한국초등과학교육학회지:초등과학교육
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• 제27권2호
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• pp.117-133
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• 2008

The purpose of this study was to investigate the elementary students' views about lab-based science learning. For the purpose of this study, semi-structured interviews were conducted with thirty sixth grade students in 12 classes from two elementary schools located in Daegu City. The interview contents consisted of three major categories. The first category was related to attitude toward science lab, the second was related to lab-based science learning which had four sub-categories; recognizing lesson object, planning experiment, performing experiment, drawing conclusion in lab-based science learning in which the students had ordinary have views and expectations, and the last category was related to students' difficulties and something need to be improved in lab-based science learning. In-depth interviews were performed individually and the interviews were recorded. From the interviews, we found that students, in first category, do like lab-activities more than lectures or instruction-based activities in textbook. Students, in second category, wanted generally more discussion for their own activities rather than teacher's instruction and they wanted teacher' mediation conflicts within small groups and comments for students' experiment results. In the last, most of students had fears for some dangerous reagents and accidents. Based on the results, the study suggested that teacher need to give their students to autonomous discussion opportunities to design and interpret data through teacher' guided questions in inquiry steps, to produce some intimate atmosphere for active interaction in small groups, and to teach the safety education on some dangerous reagents.

• 한국지구과학회지
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• 제22권4호
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• pp.268-277
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• 2001

이 연구는 계절 변화에 대한 초등학생의 선개념과 수업에서 나타나는 개념 변화 양상을 조사하는 것이다. 연구 대상은 인천광역시의 초등학교 5학년생 78명을 대상으로 하였다. 계절 변화에 대한 학생들의 선개념을 알아보기 위하여 그림과 글로 응답하도록 구성된 지필 검사지를 사용하였으며, 동일한 검사 문항을 이용하여 각각 수업 중의 중간 검사, 수업 후의 사후 검사, 그리고 1주일 후 지연 검사를 통하여 학생들의 개념 변화 양상을 조사하였다. 응답 결과의 분석은 3명의 본 연구자들간에 의견의 일치를 보아 분석하였다. 조사 결과, 사전 검사에서 대안 개념을 가지고 있는 일부 학생들의 경우 수업 후 또 다른 대안 개념을 형성하며, 이들이 가지고 있는 계절 변화 개념은 안정되어 있지 않은 상태로 나타났다. 또한 계절별 지구와 태양 사이의 공간 분포의 변화에서는 거리와 가열 효과가, 그리도 계절별 별자리의 변화에서는 지구의 자전 개념이 계절 변화에 대한 학생들의 올바른 개념 형성에 장애가 되는 요인으로 나타났다.

• 대한지구과학교육학회지
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• 제8권2호
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• pp.164-182
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• 2015

The purpose of this study was investigated the perceptions and expectations of science gifted elementary students in the laboratory-based science learning. For the purpose of this study, semi-structured interviews were conducted with 20 science gifted elementary students in J city. The question of the interview is constructed with perception and expectation of science gifted elementary students in divided with 4steps of understanding of lesson object, planning experiment, performing experiment and drawing conclusion in laboratory-based science learning and an attitude for science. The interview is progressed per individual and all the content of the interview is recorded. The result of this research is as follows. The science gifted elementary students have a wish for building an assumption and expectation and planning an experiment with discussion more than following the textbook and teacher present. In the step of the experiment, they wanted general more discussion of their own activities rather than teacher's instruction and they wanted teacher's instruction and they wanted teacher's mediation conflicts within small groups and comments for students' experiment results. The science gifted elementary students wish to open a science lab, which man who likes science can go and come freely and to study with friends who have a same interest to make a theme. And from top to bottom they want to test autonomous and ask to salute like a representative experiment of teacher. And they ask to have a chance to test individually and want to see a movie related to an experiment before doing an experiment. Like this, it presents that the scientifically gifted elementary students want to do an experiment what they can, want to have a class which can plan and can do an experiment by themselves through discussion with the unit more than following explanation of a teacher and a textbook without condition.

• 대한물리의학회지
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• 제11권1호
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• pp.53-60
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• 2016

PURPOSE: This study aimed to identify differences in the thickness of the transverse abdominis (TrA) and pelvic floor muscles (PFM) between those with (LBP) and without low back pain (non-LBP). The standardized methods of contraction for the TrA and PFM were used to perform the abdominal draw-in maneuver (ADIM) and pelvic floor muscle contraction (PFC), respectively. METHODS: This study included 27 young men and women, who were verbally instructed regarding the maneuvers (LBP, n=14; non-LBP, n=13). For all subjects, TrA and PFM thickness were evaluated by ultrasonography during ADIM and PFC. RESULTS: The results of this study showed that TrA thickness increased during ADIM and PFC to a greater degree in the non-LBP group than in the LBP group (p < 0.01). PFM thickness increased more during PFC in the non-LBP group than in the LBP group (p < 0.05). Both groups showed greater increases in TrA thickness during ADIM than during PFC (p < 0.01), and greater increases in PFM thickness during PFC than during ADIM (p < 0.05). CONCLUSION: These results suggest that receiving verbal instructions on how to use each muscle for a specific maneuver was more beneficial than other verbal instruction. Further studies are needed determine how our results may be applied beneficially in research on this topic.