• Journal of Technologic Dentistry
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• v.39 no.4
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• pp.263-273
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• 2017

Purpose: This study aimed to explore the relations between class distracting factors and class satisfaction of the dental technology students and then provide a primary data to help further related studies and develop educational programs with which instructors can efficiently manage their classroom. Methods: For this study we have conducted a survey started from the beginning of May 2017 to the end of June. The subjects of the survey were Dental Technology students of D-city, K-city, W-city, selected by random sampling method. The questionnaire was self-administrated and 437 valid results were chosen for our analysis among 450 distributed questionnaires. Results: The results of the research was as follows. Firstly, The overall average point of class distracting factors was 2.5 point. The environmental factors were the highest point as 2.59 and as for the subcategories tiredness and drowsiness was the highest point as 2.76. Secondly, The overall average point of class satisfaction turned out 3,88 point and compliance with class and attitude factors gained the highest point as 4.06. Of the subcategories strict roll checking was the highest point as 4.17. Thirdly, As for class distracting factors from general characteristics a statistical significance was shown as follows; 'instructor factor'(p<.01), 'learner factor'(p<.05), 'total class distracting factor'(p<.05) in the area of gender, 'environmental factor'(p<.001), 'total class distracting factor'(p<.01), 'learner factor'(p<.05), 'instructor factor'(p<.05) in the area of gender 'learner factor'(p<.001), 'instructor factor'(p<.001), 'environmental factor'(p<.001), 'total class distracting factor'(p<.01) in the area of class grade, 'environmental factor'(p<.05) in GPA. Fourthly, A statistical significance, a negative correlation (p<.01) were shown between class distracting factors and class satisfaction. Class distracting factor that especially affects the class satisfaction was instructor factor(p<.001) and the explanatory power of the model turned out 14.7%, which was statistically meaningful (p<.001). Conclusion : Results of this study reveal that instructor factor is the key to class satisfaction of the students. So it is crucial that the instructor faithfully prepare for the class to reinforce the students' learning. Additionally further studies should be followed with more subjects and newer perspectives to develop innovative teaching methodology.

• Journal of The Korean Association For Science Education
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• v.32 no.2
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• pp.372-387
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• 2012

This study aims to identify unique small group norms and their influence on the process of constructing a scientific model. We developed instructional materials for the construction of a model of blood flow in the heart and conducted research on eighth-grade students from one middle school. We randomly selected 10 small groups, and videotaped and recorded their dialogues and behaviors. The data was categorized according to the types of interaction and then analyzed to investigate the characteristics of group norms and models in one or two representative groups for each type. The results show that the types of interaction, the quality of the group models, and the group norms were different in each group. Even though one teacher guided students through the same task in the inquiry context, each group revealed different patterns of discourse and behavior, which were based on norms of cognitive responsibility, the need for justification, participation, and membership. With the exception of one group, there was little cognitive responsibility and justification for students' opinions. Ultimately, these norms influenced the model construction of small groups. A group that forms norms to encourage the active participation and justify members' opinions with cognitive responsibility was encouraged to do inferential thinking and construct a group model close to the target model. This study has instructional implications for the establishment of a classroom environment that facilitates learning through small group activities.

• Journal of The Korean Association For Science Education
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• v.39 no.5
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• pp.625-635
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• 2019

Students are exposed to many visual representations in various visual cultures. Infographics combining visual representations and writing can effectively convey information. Also it can be efficient ways for teachers to focus on important contents. Students can use infographics as a method directly to organize information. Therefore, the infographics that students use both writings and images directly and visually will be more effective on elementary school science classes than the workbook. Classes are guided with the same scientific inquiry and experiment written on the science textbook. The experimental group students organized scientific inquiry by infographics, while the comparison group students still used the workbook. First, the types of infographics are determined by what students want to explain. Based on learning objectives, students used the right type of infographics to effectively convey their focus on information. Second, the infographics organizing activities used in the classes had a significant effect on students' academic achievement. Also, the infographics organizing classes are positively associated to science-related attitudes, including such+ as 'Leisure Interest in Science', 'Adoption of Scientific Attitudes', and 'Attitude to Scientific Inquiry'. Third, visual tendency and classroom treatments had no interactions, but the experimental group had a positive impact regardless of student's characteristics. Fourth, experimental group showed positive attitudes toward to students' perception of infographics. Since some of students had difficulties organizing information in infographics, further research is required to enable students to reduce their burden in application of infographics.

• Journal of Christian Education in Korea
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• v.61
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• pp.9-35
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• 2020

In the second half of the previous century the composition of the teacher population - and the composition of the pupil and parent population - in the Netherlands gives rise to the name change 'age of secularisation' to 'age of pluralisation'. In previous centuries the (religious or secular) worldview identity of the parents and the educational philosophy of the school were attuned to each other, and merged into a mono-cultural perspective on the identity development of pupils. The basis for both - the upbringing by the parents and the socialisation in the family on the one hand, and the teachers' efforts to enculturate the students at the school on the other - was a similar life orientation. The school choice of the parents was predetermined by their commitment to a particular (religious) worldview, very often inspired by Christianity. The religious identity of their children developed in a clear-cut context. However, in contemporary society plurality dominates, at home and at the school, both in case of the parents and the teachers. A direct relationship with a community of like-minded believers is no longer decisive for parents with varying cultural and religious backgrounds. Instead, a good feeling upon entering the schoolyard or the school building is a convincing argument in the process of school choice. The professional identity development of teachers and the religious identity development of children takes place in a plural context. Our question is: what does this mean for the normative professionalism of the teacher? To answer this research question we make use of the resources of the Dialogical Self Theory (DST) with its core concepts of 'voice' and 'positioning'. After presenting the Dutch dual education system (with public and denominational schools) we provide a lively description of a Dutch classroom situation occurring in a public school, as viewed from the perspective of the teacher. The focus in this description is on performative dialogue as a 'disruptive moment' and on its potential for the hyphenated religious identity development of teachers, which makes up a part of their normative professionalism.

• Cartoon and Animation Studies
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• s.45
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• pp.367-396
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• 2016

As an animation educator at Mahidol University International College, Bangkok, for eight years I have been in a privileged position to be educating a small section of a new generation of Thai animators. Thailand has had little animation experimentation of their own and pre-internet had limited access to such diversity so I have attempted to bring some of the wealth of animation history, in particular British and European, as this is my background, into the classroom. In particular my teaching aim has been to introduce various possibilities to the choices of medium, styles and textual narratives that early (and current) experimental and independent animators have explored. Since the release of the first commercial feature film, Khun Kluay 2006, the Thai animation industry has gone through various highs and lows in the commercial sector, building a skilled workforce, many of whom trained and worked abroad then returned. Now there is strong evidence of an independent animation starting to emerge. In a continuation to my research on Thai Animation this paper will analyze selected independent works in more detail, exploring the themes, style and technology used. Whilst also acknowledging the possible mis- interpretation as that this is coming from the perspective of an outsider whose cultural language and interpretation may transcend the creators' given experiences and add alternative interpretation. The aim will be to contextualize the content, ideas and cultural perspective and bring more Thai works into the gaze of animation studies academics

• Journal of Engineering Education Research
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• v.18 no.3
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• pp.46-58
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• 2015

Informal engineering education program for high school students was developed to cultivate engineering literacy using the human resources and facilities of university. Plant factory, a smart farming technology, was selected as a main theme, and the novel engineering camp program involving engineering design activities and intra-linter-team works was planned. The camp program was applied to 38 high school students in an active learning classroom. Five teams were constructed according to elemental technologies such as biotechnology, information-communication technology, energy engineering, mechanical engineering and architectural engineering, and the students were participated in intra- and inter-team activities to achieve the final goal of 'the construction of a plant factory in school'. The team works were conducted according to the eight steps of engineering design process (identifying the problem and need, identifying criteria and constraints, brainstorming possible solutions, selecting the best possible solution, constructing a prototype, testing and evaluating the solution, communicating the solution, and refining design). Participants' satisfaction survey showed that the satisfaction on the contents of engineering design was 4.48 on 5-point Likert scale. The participants' satisfaction on creative activity and systematic methodology was 4.43 on 5-point Likert scale. 97% of participants responded positively to team works, and 92% of participants were satisfied with career mentoring activity supplied by undergraduate/graduate students. These results indicates that the engineering camp program involving engineering design activity and intra-/inter-team works can contribute to cultivate engineering literacy such as creativity, problem solving ability, collaboration, communication skills for high school students, and to increase their interests in engineering fields.

• Journal of Science Education
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• v.38 no.3
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• pp.691-702
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• 2014

The purposes of this study were to develop the Interactive art STEAM program integrated science and art and to investigate the interest and perception of the elementary school students about the STEAM program. The Interactive art STEAM program was developed by the STEAM program team consisting of science education specialists, an art education specialist, and classroom teachers. The program included the science concepts which were relevant to the indicator reaction of acids and bases. The STEAM program had 3 steps: seeing the many interactive arts related to the program, and imitating the interactive arts, then creating new projects with the interactive art. The program was administered to a small class consisting of 11 $6^{th}$ grade students of an elementary school in S city. The results showed that Interactive art STEAM program improved students' interest about science and art classes. Also the students convinced that science and art could be integrated through the experiences of the Interactive art STEAM program. They were satisfied with the program and wanted to participate in another STEAM program.

• Communications of Mathematical Education
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• v.28 no.4
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• pp.431-455
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• 2014

The purpose of this study was to suggest methods to apply generalizability theory to mathematics teacher evaluation using classroom observations in Korea by analysing mathematics teachers in the U.S. using the instructional quality of assessment instrument as an illustrative example. The subjects were 96 teachers participating in Year 3 and Year 4 from the Middle-school Mathematics and the Institutional Setting of Teaching (MIST) project funded by the National Science Foundation since 2007. The MIST project investigates the following question: What does it takes to support mathematics teachers' development of ambitious and equitable instructional practices on a large scale (MIST, 2007). This study examined data based on both the univariate generalizability analysis using GENOVA program and the multivariate generalizability analysis using mGENOVA program. Specifically, this study determined the relative effects of each error source and investigated optimal measuring conditions to obtain the suitable generalizability coefficients. The methodology applied in this study can be utilized to find effective optimal measurement conditions for the mathematics teacher evaluation for professional development in Korea. Finally, this study discussed limitations of the results and suggested directions for future research.

• Journal of Engineering Education Research
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• v.10 no.4
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• pp.78-92
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• 2007

This study presents how the engineering ethics instructional modules have been developed based on Korean culture and how they are implemented into the existing engineering curricula at Sungkyunkwan University. The engineering ethics instructional modules were designed to be taught by engineering faculty members who did not have any teaching experience in ethics. As a result, it was determined that the engineering ethics instructional modules should include a detailed instructor lesson plan and all supporting resources such as slides (Power Point base), and handouts, or assessment units (pre- and post-test). Two 75 minute modules developed in this study consist of the diverse instructional activities for various student group sizes. In order to improve students' interests and classroom attention, various visual and audio resources such as famous movies, cartoons, and poems were included in the instructional resources. In addition, a number of case studies which might happen in the students' daily lives were chosen. The resulting ethical module No. 1 has been instructed in the existing engineering classes during the 1st semester in 2007. Overall, the students reported positive impressions of the modules and the faculty members also reported favorable perceptions of the modules. Also, team based activities encouraged students to participate in constructing the event trees, which are a basic analysis tool for ethics case studies. The results of this study will provide a guideline of implementing engineering ethics into the engineering curricula to other engineering programs and schools.

• Journal of Engineering Education Research
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• v.13 no.3
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• pp.34-52
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• 2010

This study analyzed class condition using gender-sensitive teaching strategies in technical college and investigated the effects of instruction using gender-sensitive teaching strategies on the students' satisfaction and self-direction. The results of the analysis of classroom condition using gender-sensitive teaching strategies are as follows. In the almost questions, average of experimental group is higher than that of control group. The results of the effects of instruction using gender-sensitive teaching strategies are as follows. Instruction using gender-sensitive teaching strategies didn't affected students' satisfaction in the experimental group, but affected students' satisfaction in B1 experimental group. Meanwhile, instruction using gender-sensitive teaching strategies affected the learning strategic component, subcomponent of self-direction, all students and the self-direction total score of male students in the experimental group. Especially, the instruction affected the self-direction of all students and male students in the B1 experimental group.