• Journal of the Korean Society of Earth Science Education
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• v.5 no.1
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• pp.95-104
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• 2012

The purpose of this study is to examine what effects the experiment class to stress discussion of small groups in scientific experiment class of the elementary school has on scientific achievement and attitude on the science of the students comparing to the usual scientific experiment class. For that purpose, this study has divided 49 students at the 6th grade of the M elementary school in P City into test groups of 24 students and control groups of 25 students. Classes have been progressed by giving sufficient time to the test groups for discussion by each small groups after experiment while by allowing the control groups to finish the experiment with arrangement of the experiment results. Conclusions of this study include: First, the more familiar the experiment materials are and the easier the experiment procedures are to be operated by the students, the more actively the small group discussion activities have been deployed. It shows that the students need a certain level of background knowledge before experiment for vital discussing activities. Second, it is appeared that the test groups given the scientific experiment class stressing small group discussing activity have significantly high scores comparing to the control groups given the existing scientific experiment class. It shows that the small group discussing activities have effects on promoting understanding of the students on the scientific achievement for the scientific experiment class. Third, it is appeared that the test groups given the scientific experiment class stressing small group discussing activity significantly high scores on attitude about the science comparing to the control groups given the existing scientific experiment class. It is considered that the students could have opportunities to compare their own thoughts with others and to have reflective thought to change their thoughts through the small group discussing activity. As shown above, it shows that the experiment class to stress discussing activities is more effective to increase scientific achievement and attitude about the science than the scientific experiment class to get and arrange the experiment results from the existing experiment classes.

• Journal of the Korean Society of Earth Science Education
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• v.4 no.3
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• pp.231-241
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• 2011

The purpose of this study lies in finding out a betterment of ongoing experimental training program in science for the secondary science teachers to increase their training ability more effectively. For this, from 2010 July to September, a preliminary study on secondary science experiment training, questionnaire on the satisfaction of 128 secondary teachers in U metropolitan city with the training program were carried out which were contributive to the preparation of a better plan for the training program to be helpful for the teachers at schools. Following are the study results. First, the class theme should be selected by the teachers who participate in the experiment for the year to raise their training ability for experiment class. Second, the direct activity of the teachers' joining in experiment training for the development of experiment training module, and the demonstration with the developed module-used experiment class need to be included to the program Third, the assessment for the demonstration of experiment attitude, the development process of experiment training module, would be more advisable compared with that for written examination for the teachers joined in the experiment training to concentrate more on the experimental activities and to get richer experiment experience As this study results show, the theme selection, class method and assessment method involved in ongoing experiment training need for betterment for the science teachers to apply it at schools and this improved experiment training program proposed by this study is suitable for that under a condition it has to be modified and supplemented to the distinct features of every city and province.

• Journal of the Computational Structural Engineering Institute of Korea
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• v.28 no.6
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• pp.579-588
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• 2015

The data model for structural experiment information formally organizes the information involved in the structural experiments before the data repository using the data model is implemented. The data model is particularly required for the data repositories for the large-scale structural experiment information and the general information for various types of experiments, such as the NEEShub Project Warehouse developed by NEES. This paper proposes criteria for evaluating the organization and the use of design model for structural experiment information. The term of AVE(attribute value existence) indicates the ratio of attributes who values exist in objects, and then used for defining the Attribute AVE for the use of an attribute, the Class AVE for a class, the Class Level AVE for a class including its lower-level classes, the Project AVE for a project including all classes at class levels, and the Data Model AVE for a data model including projects. These criteria are applied to the projects in the NEES data model, and it is successively possible to numerically describe the evaluation of the use of classes and attributes in the data model.

• The Mathematical Education
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• v.40 no.2
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• pp.345-350
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• 2001

This study suggested a teaching method to improve intuitive understanding of the statistical basic concepts about the central limit theorem with experiment. It is very hard to understand about the concept of the central limit theorem in the school mathematics class. The result of this study experiment for the class of statistics education shows that the students and mathematics teachers were interesting at this experiment. They corrected their misunderstanding about the central limit theorem by discussion for the result of experiment with team members. I think that this study can help teachers to teach the students using the experiment method.

• Journal of Science Education
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• v.46 no.3
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• pp.293-311
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• 2022

In this study, a restriction enzyme mapping inquiry experiment was developed for cultivating basic knowledge on molecular biology and the effects on inquiry experiment ability and positive experience on science through student-centered molecular biology inquiry experiment class for second graders of a general high school was analyzed. First of all, it was found that the experimental class through the inquiry experiment was significantly effective as the percentage of high school students who answered 'yes' or higher in the positive science experience of general high school students was higher after than before the test. As a result of developing and applying a series of five classes for the creation of restriction enzyme maps, not only did the students' interest in science studies, but also their class participation increased. They were also used as effective specific science learning motives, science career aspirations and experience data. The science environment of the inquiry experiment class led to the improvement of students' learning attitudes and positive science experience, which had a positive effect on the importance of class concentration and class quality, active communication and mutual cooperation among students. In addition, inquiry and experiment classes will provide opportunities for career experience, which will become the foundation for cultivating basic knowledge on molecular biology and advancing to science and engineering.

• Journal of Korean Home Economics Education Association
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• v.12 no.2
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• pp.29-45
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• 2000

The purpose of this study is (1) to develop the teaching plan based on Practical Problems solving on the area of food habits in home economics class and (2) to investigate the participation of teaching, the attitude of teaching method and food life. The subject of this study was two classes consisted off 66 students(male 26. female 40, 33 for each class) who are the first grade of middle school. The comparison group was taught by lecturing. while the experiment group by cooperative learning. The period of this experiment was three weeks: from June 7th to Jun 23th. 1999. The experiment was conducted through 5 classes. First of all students identify the problem of food habits and seek and evaluate information. Students evaluate actions and reflect on decision and evaluate action. The statistical method for the study was a paired T-test. The results of this study are as follows: 1. After experiment, the participation of teaching(p<.05) and the attitude of teaching method(p<.01) in the experiment group showed a statistically significant difference. Therefore the students in the class based on the practical problems solving took an active part in teaching 2. The practical problems solving is more effective than the lecturing in doing guide the positive attitude of teaching. 3. Through the experiment the attitude of food life in the experiment group showed a statistically significant difference(p<.05) Therefore the practical problems solving is more effective than the lecturing in changing positive attitude of food life.

• International Journal of Advanced Culture Technology
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• v.10 no.4
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• pp.277-285
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• 2022

Purpose of the study To study the effects of teaching chamber music courses on the mental health of college students in music schools. The key to the results is as follows. There was a significant difference in the total level of mental health between the experimental and control classes after the experiment. The total level of mental health of male and female college students in the experimental class had significant differences after the experiment, respectively. There was no significant difference in the ten factors of scl-90 in the control class before and after the experiment, while there was a significant difference. in the ten factors of scl-90 in the experimental class before and after the experiment. The experimental teaching of chamber music courses improves the mental health level of female college students better than male college students. We have come to understand Teaching chamber music courses can significantly improve the mental health of college students in music schools.

• Journal of Science Education
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• v.33 no.2
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• pp.184-192
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• 2009

Understanding about the Nature of Science (NOS) is element of scientific literacy. Its importance is emphasized, especially understanding about NOS was presented as goal of science education on the fifth curriculum in Korea. Attempt of teaching NOS has been continuous in school, that was limited by method of using History of Science. Except method of using History of Science, Experimenting is appropriate for method of teaching NOS. We expected that is effective to apply reflective approach method for understanding the NOS and composite lesson to emphasize reflection and discussion to general experiment class in the school. We applied experiment class to emphasize reflection and discussion to second grade students in the middle school and researched whether positive reflection and discussion is helpful understanding the NOS in science experiment class or not, through questionnaire about NOS and analysis of observation and interview. As a result, experiment class to emphasize reflection and discussion was effective for scientific inquiry skills and sociality of scientific inquiry, particularly for relation observation with deduction and possibility of variable analysis to experiment result. Therefore, experiment class to emphasize reflection and discussion is effective for understanding the NOS.

• 한국IT서비스학회:학술대회논문집
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• 2008.11a
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• pp.157-160
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• 2008

The recent successes of systems like Google, Wikipedia and InnoCentive suggest that the time is now ripe for more such systems. Thus, we want to explore these systems and exploit them from a viewpoint of social psychology prior to technological progress. First of all, we examine the difference between 'wisdom of crowds' and 'crowd psychology'. There are two classes, which are for senior management major students. Conditions of two are same, except a class time. Forty five students in one class are tested for this experiment. They form a group with five people and are divided into 9 groups. In a case of a morning class, peer-to-peer evaluations are given to individuals in a class when a group presentation for a final project is given. On the other hand, in a case of afternoon class, peer-to-peer evaluations are given to each group in a class. The result is quite fruitful. The first is that an expert's evaluation for a project agrees with students, who are beginners in this field in the degree of more than 95%. However, in the case of afternoon class, students' group evaluation turns out to agree with an expert's one less than 53%. Morning class experiment result proves the truth of collective intelligence again. It tunrs out independent and confidential opinions are more cost effective and give right answers to questions than group opinions.

• Journal of The Korean Association For Science Education
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• v.5 no.1
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• pp.19-34
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• 1985

Teaching inquiry process is one of the most important objectives in science education. To promote students scientific process skills, a science teacher should encourage the students do something by themselves. One method for that purpose which has been used in many schools would be group experiment. The researcher has been experienced a lot of difficulties in controlling or guiding every group to finish the assigned experiment within the given class hour. Therefore, the researcher decided to select several leaders from students and trained them in advance of the given class hour. This leaders are expected to guide the remaining students in the class. As the result of this study, the classroom with and without student leaders showed very significant difference(P>0.001) in their achievement of scientific process skills. The experimental group also showed more positive attitude toward science. The researcher concluded that the use of student leaders is very effective in promoting scientific process skills. This method is also regarded very effective in a large class sized like Korean Schools.