• Journal of Educational Research in Mathematics
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• v.19 no.1
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• pp.63-80
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• 2009

This paper has a purpose to find out the important points about linguistic factors suited to the assessment purpose and mathematics teaching/learning that a word-problem sentence has to possess. We also examine the degree of understanding of sentence and the perceptive/emotional reactions of students toward two different kinds of word-problem sentences that have same mathematical contents, but different linguistic structures. The objects of this thesis are 124 students from the third to sixth grade in an elementary school. We execute assessment of simple-sentence-word-problem and complex-sentence-word-problem that have same mathematical contexts, but different linguistic structures. Then we have compared and examined their own process of solving the two types word-problems and we make up questionnaire and have an interview with them. The conclusions are as followings: First, simple-sentence-word-problem is more successful to suggest an information for solving a problem than complex one. Second, it is hard to find the strategy for solving a problem in complex-sentence-word-problem than simple one. Third, students think that suggested information and mathematical knowledge are different according to the linguistic structure in the process of perceiving the information after reading a word-problem. Fourth, in spite of same sentence type, the negative mental reaction is showed greatly to complex-sentence-word-problem even before solving a problem.

• School Mathematics
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• v.15 no.3
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• pp.603-617
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• 2013

The major purpose of this article is to examine what kind of gap exists between mathematically gifted students' probability knowledge and the reality actually applying that knowledge and then analyze the cause of the gap. To attain the goal, 23 elementary mathematically gifted students at the highest level from G region were provided with problem situations internalizing a probability and expectation, and the problems are in series in which conditions change one by one. The study task is in a gaming situation where there can be the most reasonable answer mathematically, but the choice may differ by how much they consider a certain condition. To collect data, the students' individual worksheets are collected, and all the class procedures are recorded with a camcorder, and the researcher writes a class observation report. The biggest reason why the students do not make a decision solely based on their own mathematical knowledge is because of 'impracticality', one of the properties of probability, that in reality, all things are not realized according to the mathematical calculation and are impossible to be anticipated and also their own psychological disposition to 'avoid loss' about their entry fee paid. In order to provide desirable probability education, we should not be limited to having learners master probability knowledge included in the textbook by solving the problems based on algorithmic knowledge but provide them with plenty of experience to apply probabilistic inference with which they should make their own choice in diverse situations having context.

• Journal of The Korean Association For Science Education
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• v.24 no.5
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• pp.805-813
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• 2004

Our educational system clearly places much greater value on left hemisphere learning. Students who process information in other ways are at a serious disadvantage and may not be learning efficiently. Since mind mapping emphasizing visual and spatial language, it helps students to use the whole brain and promotes more effective comprehension. The purpose of this research was to determine the effects of the instruction using mind map on the science achievement of students. A pretest-posttest control group design was employed. Subjects were 153 male and female, first grade students in a middle school. A control group of 83 was instructed with a traditional teaching method, and an experimental group of 70 was instructed by using a mind mapping strategy. Two groups were treated for 50 hours during 17 weeks. Tolerance's 'Style Of Learning And Thinking(SOLAT)' was used to assess students' lateralization preferences. A 30-item multiple choice posttest was used to assess students' achievement. To analyze the data, we used an analysis of covariance(ANCOVA) and i-tests. It was found that 21.6% of students was left brain dominant, 31.4%, right brain dominant and 47.1 % was integrated style. There was no gender difference in hemispheric dominance. Significant differences existed between the test scores when they were taught by using a mind map. Mind mapping turned out to be a valuable learning technique for the right brain students, helping them to achieve the same level of subject mastery as left brain students. There was a significant difference between males and females in relation to mind map application. Female scored significantly higher than males.

• Journal of The Korean Association For Science Education
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• v.24 no.5
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• pp.1018-1027
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• 2004

The purpose of this study was to identify and compare the types of scientific questions which were generated by elementary students and preservice teachers on the tasks of scientific observation. To identify the types of scientific questions, 4 observing tasks, dry grapes contained in soda pop, candlelight, celery, and a rock were administered to 40 sixth elementary students and 20 elementary preservice teachers. And then, the types and frequency of scientific questions generated by them were compared. The results showed that the types of scientific questions were classified into conjectural questions, causal questions, predictive questions, methodical questions and applicative questions. Further more, subordinate questions to the above questions were classified into object exploration questions and object verification questions, explicans exploration questions and explicans verification questions, result exploration questions and result verification questions, example exploration questions and example verification questions. Subordinate questions did not come out from the methodical questions. The types of scientific questions generated by elementary students and preservice teachers were identical, however, there were differences in frequency. This study supports that elementary students also have cognitive capability to generate various scientific questions. The results of this study may be used as a teaching strategy for the guidance of the direction and the method of scientific inquiry.

• Journal of Digital Convergence
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• v.14 no.11
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• pp.1-12
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• 2016

Rapid growth of information and communication technology and changes in college student characteristics require for university instructors to diversify instructional improvement efforts. Technological Pedagogical Content Knowledge (TPACK) is a capacity that instructors need to build for making instructional design based on consolidated technology. Accordingly this study explores instructors' awareness of the importance and performance of TPACK and to inquire into their relationships with epistemological beliefs and social support as relevant factors through a survey carried out with 264 instructors. The study has shown that there is a significant difference between college instructors' awareness of the importance of TPACK and their awareness of its performance. Furthermore, it has shown that the awareness of importance and performance of TPACK is significantly related to the social support, and that among the sub-factors of the social support, significant influences are observed from the emotional support on their awareness of the importance of TPACK and from the informational support on their awareness of the performance of TPACK. These results provide fundamental data for measures to develop and support TPACK capacity of college instructors, suggesting that it requires a teaching support strategy to enhance social support for instructors above all things.

• Korean Journal of Health Education and Promotion
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• v.21 no.2
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• pp.215-231
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• 2004

The purpose of this study was to examine what factors affected patients who suffered from essential hypertension compliance with health behaviors, to help build a successful strategy to step up their compliance with health behaviors, and to seek effective ways to implement health education programs for patients with chronic disease. The subjects in this study were 60 people selected from among the patients who were diagnosed by physicians as having essential hypertension in S General Hospital in the city of P from April 10 through July 30, 2000, after health education was provided four times a month. The quasi- experimental design based on a control group pretest-posttest design was employed. The subjects were divided into three groups of 20 patients each： one was an experimental group to receive education in one-to-one interview, another was an experimental group to receive education as a group, and the third was a control group. The two experimental groups learned the same material through different methods, and the control group was given the same teaching materials and asked to comply with health behaviors on their own without instruction. After the three-week education was implemented in different ways, their compliance with health behaviors was measured. Collected data was analyzed by t-test, paired test, one-way analysis of variance, correlation analysis and regression analysis procedures. The findings of this study were as follows： 1. Concerning the effective type of health education, the group education produced the best results, followed by the one-to-one interviews and the sole use of print media. 2. Regarding the effect of compliance with health behaviors, the group- educated group got the highest score in compliance with health behaviors, but blood pressure lowered more significantly in the individual interview group. And the compliance with health behaviors had a significant negative correlational relationship with both systolic and diastolic blood pressure. 3. Parameter that had most significant correlational relationship with compliance with health behaviors was health locus of control, followed by self-efficacy and health perception. But there was no significant correlational relationship between compliance with health behaviors and knowledge of hypertension. 4. As a result of analyzing the impact of knowledge of hypertension, health locus of control, self-efficacy and health perception on compliance with health behaviors, self-efficacy was found to exercise most influence. Above-mentioned findings suggested that group education or one- to-one discussion would be more effective for health care for hypertension in koreans, as they could serve to have patients realize their own responsibility for health and to motivate their compliance with health behaviors, and there was a need to more positively utilize educational intervention for patients with chronic diseases, which could elevate not only compliance with health behaviors but self-efficacy.

• Journal of the Korea Convergence Society
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• v.8 no.7
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• pp.151-158
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• 2017

This study explored the development and utilization strategies based on the recognition of Massive Open Online Courses(MOOC) of students and professors who are the subjects of university teaching and learning. All members of the university recognized the basic concepts of MOOC as openness, sharing, and participation positively. In the understanding and recognition level of MOOC, undergraduate and graduate students were very low but professors were relatively high. They wanted the MOOC to develop courses in the humanities, natural sciences, social sciences, technology engineering and the arts and sciences, aiming at innovation in college curricula and diffusion of unique contents. The undergraduates wanted MOOC to be able to complete the liberal arts curriculum, basic learning in other areas and extra-curriculum and the graduate students who were lifelong learners wanted MOOC to be developed and utilized for strengthening lifelong education of local citizens. Professors who are providers of high quality education and lifelong learners wanted MOOC to be used for the deepening of their major courses in order to innovate the university education and to spread unique contents. The university should support the development of various MOOCs, establish the completion system, and provide advanced and high quality online education service.

• Journal of the Korea Convergence Society
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• v.9 no.2
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• pp.359-369
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• 2018

This study tried to illustrate the process of the experiences of university student athletes in campus who are engaged in study and sports. it is aimed to interpret and describe the everyday life of athlete students, and establishing a desirable human talent and to set the right necessary direction for the education of athlete students. For this, it selected 10 research participants as student athletes in J University located in Chungcheongnam-do and collected data through an in-depth interview. As for the data analysis, concepts were derived according to the grounded theory analysis method suggested by [10] and the research results composing the coding paradigm to clarify the relations between concepts are as following. First, 120 concepts, 17 subcategories, and 10 upper categories were deducted in the open coding. Second, the contextual factors of the campus life motive were "participation in sports" and "participation in study" and the central phenomena were regarded as "the significance of campus life in which study and sports run parallel. The conditions of arbitration were summarized as 'formation of my relations" and "ability improvement" in sports and study, and the operation/interaction strategy were categorized as "importance of study" and "negative thinking." As for the last result, "reflecting campus life", "my own identity", and "planning future" were categorized, and it is judged that the application of the policy to improve the ability of student athletes that comprehend all study and sports.

• Journal of the Korean Chemical Society
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• v.55 no.2
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• pp.290-303
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• 2011

The purpose of this study was to introduce the practical model on the enhancement of the divergent and convergent thinking skills through inquiry instruction in science class. In this study, the creative thinking skill has been defined by divergent thinking skill as the narrow sense. In the science field, the problem solving thinking skill is just same as the inquiry thinking skill. Also, the problem solving thinking skill has been defined by convergent thinking skill as the critical thinking skill. This new instruction had been used for the college student in the class of general chemistry laboratory for the one semester. The first results had been founded that the students' divergent thinking skill had been increased significantly. Especially, the skills of recognition of problems, the skills of making hypothesis, and the skills of transformation and interpretation of data had been increased significantly. The second results had been founded that the students' convergent thinking skill had been increased significantly. Especially, the skills of making hypothesis, the skills of transformation and interpretation of data, and the skills of making conclusion and generalization had been increased significantly. The third results had been founded that the students' the creative and problem solving thinking skill had been increased significantly. Especially, the rest of all skills exception the skill of control variables had been increased significantly.

• The Journal of the Convergence on Culture Technology
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• v.6 no.4
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• pp.9-14
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• 2020

This study examined whether the integrated education science and resource e-book developed for students with disabilities were properly implemented in terms of universal design for learning. For analysis, "Teaching and learning materials for inclusive education of students with disabilities: grade 3~6 sciences", which were instructional adaptation, were selected for students with disabilities who are unable to learn the contents of general textbooks for the 3rd to 6th grade of the elementary school science course in the 2015 revised curriculum. The science grades are composed of 40 units, including basic science inquiry, matter, life, kinetic and energy, earth and universe. The content analysis standard was based on detailed items of 9 definitions according to the 3 principles of UDL presented in CAST (2018). As a result of the study, the strategy network was the largest among the UDL principles. As for the domain of the science curriculum, the kinetic and energy was the most common. As UDL detailed items, informations presentation suitable for learners was most frequent in cognitive network. Various ways of searching for data, was most frequent in strategies network. Diverse materials optimized difficulty of contents was most frequent in affective network.