• Journal of The Korean Association For Science Education
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• v.32 no.2
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• pp.236-264
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• 2012

The purpose of this study is to provide teachers with sub-components of inquiry skills and help them to give direct instructions on the skills to their students. Inquiry skills and strategies are considered by-products of science and inquiry instruction by most of the science teachers. On the other hand, much research shows that many students are not familiar with the way that they can use inquiry skills therefore direct instruction on the inquiry skills is needed. The lack of guidance on the sub-components for the inquiry skills, however, results in science teachers' ignorance of the inquiry skills. As shown in the previous studies which suggest that without teachers' guidance, students cannot acquire the intended skills, and it is necessary to inform science teachers of the necessity for direct instruction on the inquiry skills and strategy as well as give them the sub-components of the inquiry skills. On the basis of the results from the previous research on the inquiry skills, this study presents the sub-components of basic inquiry skills (observation, classification, measure, prediction, and reasoning) and integrated inquiry skills (problem recognition, hypothesis formulation, control of variables, data transformation, data interpretation, drawing conclusion, and generalization).

• Journal of the Korean Society for Library and Information Science
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• v.44 no.4
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• pp.131-153
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• 2010

The fusion of learning, information, and technology presents dynamic challenges for all librarians, educators and students in 21st century libraries and schools. At the heart of this fusion is the growth of a pervasive, integrated information environment characterized by vast quantities of digital content, open choice, collaborative and participatory digital spaces, and the transition of the web environments from consumption of information to creation of information. This environment heralds important opportunities for librarians and teachers to rethink, re-imagine and recreate a dynamic approaches to information literacy instruction. Drawing on an extensive body of research undertaken through the Center for International Scholarship in School Libraries (CISSL), and published research on both information literacy and constructivist learning, this paper provides a critical examination of the current status of information literacy: its multiple conceptualizations, competing models, viewpoints, and its operationalizations in educational and library environments. The paper will challenge information literacy practices which center on simplistic, reductionist approaches to information literacy development, and the separation of information process and knowledge content. In particular it will address apparent contradictions in espoused conceptions of information literacy which revolve around "knowledge": knowledge construction, critical thinking, problem solving and the development of knowledgeable people; and information literacy practices which revolve around "information": a predominant focus on skills of access and evaluation of resources and with less attention given to engaging with found information to develop deep knowledge and understanding. The paper will present a series of challenges for moving forward with information literacy agendas in libraries and schools.

• Korean Journal of Construction Engineering and Management
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• v.20 no.3
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• pp.39-45
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• 2019

Crew productivity in the construction industry is an important indicator of soundness and efficiency of work process, since all works in a site are conducted as groups of people. A survey was conducted in order to reveal importance and performance of major management factors affecting crew productivity in road bridge construction site using IPA. As a result of the analysis, it was found that 'Construction equipment' and 'Human resource related' factors among five major-categories are most important but with low performance. Furthermore, from another analysis with 27 factors of sub-categories, it is revealed that factors needed sustained attention are four, namely 'Just-in-time machinery delivery', 'Formation of a crew members', 'Skill of workers', and 'Site control and management', whereas those needed much more improvement are five, such as 'Machinery performance', 'Clearity of Design', 'Clearity of shop drawing', 'Timing of work instruction and approval', and 'Clearity of work instruction'. Findings from this study will enable road agencies as well as road construction experts to enhance crew productivity in a site.

• Journal of the Korea Institute of Building Construction
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• v.12 no.4
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• pp.426-432
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• 2012

For students majoring in Architecture or Architectural Engineering, describing a building with pictures and signs is equal to expressing his/her opinion with sentences and presentations. CAD (computer aided design) is a method of describing buildings, and is used practically in architecture-related companies. Many universities prescribe CAD instruction as a compulsory subject, and ABEEK (Accreditation Board for Engineering Education of Korea) requires an introduction to CAD as a basic subject for visual expression. The Architectural Drawing and CAD class in the department of Architectural Engineering of J University is a 2-credit course, with 4 hours of lectures per week. Relative to other subjects, this is insufficient for practical study. Thus, to make up for this insufficient time, the class has adopted a Blended learning system that mixes off-line and on-line classes. The objective of this research is to introduce Blended learning, and to give a case study of the CAD class using Blended learning.

• Hwankyungkyoyuk
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• v.16 no.2
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• pp.39-50
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• 2003

Secondary school environmental education is offered mostly in extra-curricular activities, not included in the school curriculum. Therefore, drawing out its curriculum has been left to teachers' discretion. Teachers' beliefs in EE have much more influence on the selection of content of EE than any other psychological factors. It follows that the reality of school EE depends on what teachers believes about EE and which content of EE they select according to their beliefs. This study is to research the realities of the secondary school EE: examine teachers' beliefs about EE and analyse environmental views in their environment-related programs; examine whether teachers' programs reflect their beliefs and environmental views; identify the factors which teachers inhibit teachers from their expression of these beliefs. To identify what perspective was reflected to these programs, this study employs environmentalism. Environmentalism can be classified into 3 categories: environmental management; deep ecology; social ecology. Data were gathered by means of in-depth interviews with five teachers. To show teachers' beliefs clearly, the analysis of the data was conducted on the basis of 5 categories: 'ecological sensitivity', 'value education', 'behaviors', 'issues', 'perception of a cause of environmental problems, related to social structures'. These belifs reflect deep ecological perspective and social ecology. But these perspectives did not accord with those in programs. Most EE programs included only the deep ecological perspective. They didn't reflect their beliefs that students should perceive the cause of environmental problems in the social structure. The factors which teachers find as inhibiting or supporting their expression of these beliefs were analysed as following: (1) EE requests the change of curriculum and methods of instruction; (2) teachers should acquire 'environmental consciousness' and environmentrelated knowledge; (3) programs requests an administrative and financial support.

• Journal of The Korean Association of Information Education
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• v.7 no.3
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• pp.299-308
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• 2003

Programming education in the area of ICT instruction is usually considered as contributing to the improvement of one's analytical power, logic in thinking, and procedural problem-solving capabilities. However, it is hard to get access to adequate web coursewares in suit with their intellectual level of development of Korean elementary students. Most of the existing coursewares, if any, are dealing with high level and theory-oriented contents, and accordingly are quite difficult for the elementary students to understand them. In addition, it is very difficult to practice them on the Web. Drawing upon some ideas on the theories of Web-based design and learning, this study tries to develop and materialize a fresh learning courseware for Visual Basic. The Web courseware thus developed allows students to learn the basics of visual basic programming as well as the basic grammar. It also provides students with an environment that enables students to code and run programs on the Web.

• Journal of The Korean Association For Science Education
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• v.40 no.2
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• pp.203-216
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• 2020

The purpose of this study is to explore the effects of a VR(virtual reality)-based biology class on both the cognitive and affective domains by developing and applying a VR-based biology program for 6th-grade elementary school students. For this research, we developed a VR teaching material about 'digestion' reflecting virtual reality characteristics and one hundred five students in an elementary school in an urban area participated in this study and took three VR-based lessons. To examine the cognitive effects of a VR-based biology class, the study subjects were divided into two groups. The experimental group was composed of 50 individuals who participated in VR-based biology lessons, while 55 students of a control group learned through general lessons. We collected data using drawing tasks for measuring students' modeling performance level from these groups and analyzed the cognitive effect of VR-based instruction. We also recorded 21 interviews of students after the intervention, which were transcribed to verify the students' perception of cognitive and affective effects. The key results are as follows: First, we demonstrated the possibility of applying a VR program reflecting VR characteristics (manipulation, multi-sensory, and interaction). Second, we found out that a VR-based biology class significantly enhances higher levels of thinking (spatial, abstract, and reflective thinking). Third, we examined students' perceptions on this program and came to the conclusion that VR characteristics positively affected cognitive and affective domains. This study may be able to contribute to offering guidelines on how to apply VR-programs to future science education effectively.

• Korean Journal of Construction Engineering and Management
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• v.17 no.2
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• pp.58-69
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• 2016

As issue of global environment, Korea government sets the specific goal to reduce CO2 emission by 26.9% in construction industry up to 2020. Korea government is encouraging Greenremodeling and progressing the pilot to establish the guideline and instruction. However, There is a lack of the study on establishing process, tasks of Greenremodeling, and Greenremodeling guidelines and instructions are also insufficient, so the vitalization of Greenremodeling is difficult. Therefore, the purpose of this study is deducting Greenremodeling process and the critical enhancement task of Greenremodeling. For that, deducting the Greenremodeling tasks through analyzing of previous research and taking counsel from experts, and drawing the critical enhancement tasks of Greenremodeling using IPA method. From now on, It is conducted in Greenremodeling business and expected to contribute Greenremodeling market.

• Journal of Korean Elementary Science Education
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• v.29 no.4
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• pp.552-566
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• 2010

This paper is an in-depth case study to analyze integrated elementary science lesson planning and practical teaching by two teachers at an urban elementary schools. One is an experienced teacher and the other is a beginning teacher. For this study, researchers asked teachers to design 5 stages of lesson planning after sharing basic theories about the integrated science education. The first of the 5 lesson planning stages is curriculum analysis and choice of integrated science topic. The second stage is constructing the frame of integrated science lesson contents, and the third is drawing a diagram of the integrated science lesson development. The fourth stage is making a table of lesson plans, and the last stage is writing integrated science lesson plans. Then, the teachers implemented the lessons they created. They taught students one unit of science which is composed of 8 lessons. Difficulties that teachers meet during designing plans and integrated science class were analyzed. 5 staged lesson planning, video transcriptions, teacher interview about lesson planning and teaching, researchers' checklists, reports of inspection classes, teachers' self evaluation, and students interviews were used for this study. One of the significant results of this study is that both experienced and beginning teachers had many difficulties in deciding on time to teach and contents of science and other subjects, as well as selection and organization of whole topics of integrated science teaching. The beginning teacher especially had greater issues with developing definite teaching-learning strategy to conduct thoughts and views for integrated science at the whole unit and each lesson. However, the experienced teacher was using various teaching-learning strategies by utilizing integrated science teaching professionalism to develop students' integrated thinking ability during the instruction of other subjects. The outcomes of this study are that both teachers could deeply understand the need and value of integrated science education at the elementary school through planning and teaching 8 lessons, and that they could have self-confidence with development of teaching professionalism for integrated science teaching. It may be possible that this study could help the development of pre- and in-service program for improvement of integrated science teaching professionalism for elementary school teacher.

• Communications of Mathematical Education
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• v.25 no.2
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• pp.403-430
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• 2011

The purpose of the study was to investigate how the use of graphing calculators influence on forming students' mathematical concept of algebra, students' mathematical connection, and attitude toward mathematics. First, graphing calculators give instant feedback to students as they make students compare their written answers with the results, which helps students learn equations and linear inequalities for themselves. In respect of quadratic inequalities they help students to correct wrong concepts and understand fundamental concepts, and with regard to functions students can draw graphs more easily using graphing calculators, which means that the difficulty of drawing graphs can not be hindrance to student's learning functions. Moreover students could understand functions intuitively by using graphing calculators and explored math problems volunteerly. As a result, students were able to perceive faster the concepts of functions that they considered difficult and remain the concepts in their mind for a long time. Second, most of students could not think of connection among equations, equalities and functions. However, they could understand the connection among equations, equalities and functions more easily. Additionally students could focus on changing the real life into the algebraic expression by modeling without the fear of calculating, which made students relieve the burden of calculating and realize the usefulness of mathematics through the experience of solving the real-life problems. Third, we identified the change of six students' attitude through preliminary and an ex post facto attitude test. Five of six students came to have positive attitude toward mathematics, but only one student came to have negative attitude. However, all of the students showed positive attitude toward using graphing calculators in math class. That's because they could have more interest in mathematics by the strengthened and visualization of graphing calculators which helped them understand difficult algebraic concepts, which gave them a sense of achievement. Also, students could relieve the burden of calculating and have confidence. In a conclusion, using graphing calculators in algebra and function class has many advantages : formulating mathematics concepts, mathematical connection, and enhancing positive attitude toward mathematics. Therefore we need more research of the effect of using calculators, practical classroom materials, instruction models and assessment tools for graphing calculators. Lastly We need to make the classroom environment more adequate for using graphing calculators in math classes.