• Journal of Korean Home Economics Education Association
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• v.30 no.3
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• pp.151-173
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• 2018

The purposes of this study was to identify the magnitude and direction of the effects of Practical Reasoning Instruction (PRI) on students' achievements in Home Economics classes using the meta-analysis method and to examine whether the effects of PRI vary across publication status, study design, year of the studies, school level, gender of students, type of students' achievements, content area, location where the interventions of PRI were conducted, and duration. Thirty-four primary studies with 44 effect sizes were analyzed with calculation method of Becker(1988). A funnel plot method result revealed no publication bias. The results of this meta-analysis are as follows. First, PRI was more effective than traditional instruction on students' achievements. A summary statistic was 0.60 with a standard error of .074, which means that an increase of about two-third of a standard deviation beyond what would be expected from traditional instruction was gained from PRI intervention. Second, categorical and regression analyses were employed to find the sources of variance and moderators that predict the effects of PRI. The moderator analyses revealed no statistically significant effects of publication status, study design, school level, gender of students, type of students' achievements, and duration. Content area, location where the interventions of PRI were revealed to be moderators. It was concluded that PRI was effective in improving students' achievements regardless of publication status, study design, year of the studies, school level, gender of students, type of student achievement, and duration.

• School Mathematics
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• v.16 no.3
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• pp.519-542
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• 2014

This study analyzed characteristics which emerged while 45 secondary school teachers observed a video clip about a statistics instruction. The aim of this study based on the analysis was to deduct implications in terms of the various means which would enhance teachers' knowledge in teaching statistics and assist in designing statistics education programs for teachers and professional development initiatives. To achieve this goal, this research firstly developed framework descriptors which provided this study with theoretical foundations to investigate what characteristics appeared in the teachers' observation. Secondly, this study probed the observation results from the teachers in the light of the framework. Therefore, some issues in the teacher education program for teaching statistics were thirdly identified in the categories of 'focus of instruction', 'role of the teacher and discourse' and 'data and technology' based on the analysis. This research inspires the elaboration of exactly what features effective statistics classes have through the framework descriptors and additionally the elucidation of essential matters relevant to statistics education on the basis of the issues.

• The Journal of the Korea Contents Association
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• v.16 no.4
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• pp.741-756
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• 2016

This study is to identify the effectiveness of English literature in reading instruction using meta-analysis of advanced researches. 80 studies published in Korea were selected for this research wherein the studies are in experimental nature on reading instruction using English literature. The result of the meta-analysis are as follows: Reading instruction with English literature for early children in kindergartens and primary schools showed statistically significant positive effects in both reading abilities and affective domains, in particular for younger children from kindergartners to 2nd graders of primary school. It was more effective when the instructor used top-down approach than bottom-up or balanced approach. No significant coorelation was found between the number of English stories and the students' linguistic ability. Diverse activities tailored to students' need are turned out to be more effective than using same old activities with more stories.

• School Mathematics
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• v.17 no.2
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• pp.355-376
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• 2015

This study aims to inspect the effect of the yungbokhap education on the development of students' mathematical competence by analyzing students' mathematical discourse in math-based yungbokhap instruction designed by Moon(2014). Specifically, this research focused on the analysis of students' participation structure. The reuslts shows that the students' competence for mathematical communication and inquiry has been improved through the instruction. In particular, the students were increasingly engaged with consensual talk. Also, in the beginning stage, the students tended to unconditionally criticize for others' mathematical opinion. Through the class participation, they gradually developed the competence to express their mathematical ideas to their peers with reasonable mathematical bases. These results suggests that the mathematics-based yungbokhap instruction has positively contributed to the improvement of students' mathematical competence. Based on the results, this paper presented implications for mathematics-based yungbokhap instrcution.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.2
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• pp.221-246
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• 2011

One of the main purposes in prospective elementary teacher education is to prepare for teaching each subject matter. For this purpose, it is necessary to explore how prospective teachers may analyze elementary mathematics instruction and they perceive their analytic foci. This study probed in what ways prospective teachers analyzed elementary mathematics instruction using two video cases. The results of this study showed that prospective teachers focused mainly on instructional strategies, specifically with regard to whether such strategies would be adequate both for mathematical content to be taught and for students' characteristics. They also focused on the effective use of instructional materials as well as the case teacher's adequate feedback. Prospective teachers claimed to have analytic foci not only on the degree of attainment of instructional purposes but also on students' responses and interest. Given this result, this paper includes several issues related to help prospective teachers prepare for better teaching.

• Journal of Korean Elementary Science Education
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• v.30 no.3
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• pp.296-304
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• 2011

In this study, elementary school teachers' needs for the teachers' manual for science instruction were investigated. The participants were 143 elementary school teachers. The test for needs analysis consisted of thirty-seven 5-point Likert-scaled items: Seven items for the professional knowledge category, fourteen items for the laboratory category, ten items for the instruction category, and six items for the design category, respectively. Teachers' background variables such as sex, age, teaching career, major, and the frequency of using teachers' manuals for science instruction except for the teachers' manuals for science textbooks were also examined. The results indicated that elementary school teachers' needs were generally found to be high, which means they are not satisfied with the current teachers' manuals for science textbooks and/or other teachers' manuals for science instructions. In addition, teachers' needs for the laboratory category tended to be higher than those for the other categories. In several items, elementary school teachers' needs were also found to be different in terms of their characteristics.

• Journal of Creative Information Culture
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• v.7 no.3
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• pp.117-128
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• 2021

The purpose of this study is to develop a test tool to find out the ability of middle and high school students to adapt to untact instruction. As a result of the extraction, a untact instructional adaptability test paper was created with 24 questions of 6 factors: tool use, responsibility, concentration, confidence, adaptability, and cooperation. The results of the analysis of the goodness of the test are as follows. First, the reliability coefficient of the internal consistency of the item was found to be .888 for the entire Chronbach's α, and the reliability range for each domain was .621 to .854, which was sufficiently reliable. Secondly, the results of Construct Validity by confirmatory factor analysis are in the good categories as absolute fit indices RMSEA=.0108 and SRMR=.0794 in the CFA model. It was confirmed that it properly included the characteristics you want to see.

• Journal of The Korean Association For Science Education
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• v.27 no.3
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• pp.235-241
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• 2007

The purpose of this study was to identify the main laboratory instruction types with Classification Scheme of Laboratory Instruction (CSLI) in elementary and secondary schools science. For the purpose, the validity of the instrument CSLI was 4.23 and laboratory instructions were collected in 100 elementary schools and 30 secondary schools. Before analyzing the collected laboratory instructions, the inter-rater reliability about the analysis results was identified as 0.91. The results of this study were found that in elementary school, the main laboratory instruction types were verification type and discovery type and in secondary school were discovery type and verification type. In the category of the procedure, a large part of the procedures of laboratory activity in both elementary and secondary schools was given to students by worksheets or teachers themselves. In the category of approach, inductive approach was the main in elementary and deductive approach in secondary.

• The Journal of Korean Association of Computer Education
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• v.6 no.2
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• pp.107-120
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• 2003

In Web Based Instruction, as evaluation of learning process means individual student's learning activity, it demands data on learning time, pattern, participation, environment in a specific learning contents. The purpose of this paper is to reflect analysis results of individual student's learning status in achievement evaluation using the most suitable web log mining to settle evaluation problem of learning process, an issue in web based instruction. The contents and results of this study are as following. First, conformity item for learning status analysis is determined and web log data preprocessing is executed. Second, on the basis of web log data, I construct student's database and analyze learning status using data mining techniques.

• Journal of The Korean Association For Science Education
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• v.9 no.1
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• pp.69-74
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• 1989

For the advancement of research in biological education in Korea, research trends shown in Journal of Biological Education(JBE)of England were analyzed by using a PC program(REFMENU). Papers Published in JBE between 1977 and 1987 were registered on the program with classifying keys of biological education and biology including names of authors, year, title, volume pages, and key words. Those input-date were analyzed by sorting depend-ing on either the classifying keys or the key words. Among the 361 papers 28.8% was dealing with the theory of science education. The rest dealt with biology and biological education, together. Of the six categories of biological education, the research on biological curriculum was 41 % of total and was the most. The major trends in this category was in developing the content of the curriculum. In the research of biological instruction, 37 papers dealt with the instruction theory and the rest 60 papers dealt with the tactics of Instruction. Of the 60 papers on materials in biological education, the research in developing the biological material was the most. Thus, the general research trend was far more practical aspect than the theoretical aspect of biological education. In the analysis of the papers depending on the biological categories, the one dealt with ecology was the most(26.8%). The rest papers showed almost even distribution in the 13 categories of biology. The results of this analysis was discussed by comparing with the research trends in Korea to suggest the possible future studies.