• Journal of Korean Elementary Science Education
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• v.23 no.4
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• pp.287-296
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• 2004

The purposes of this study were to analyze the problems of elementary science instruction, especially in experiment and observation, and suggest the directions to improve current elementary science instruction in terms of teaching methods and strategies. Data from instructions implemented by 7 elementary teachers were used to extract the problem of elementary science instruction. According to the results of instruction observation, such problems as follows are identified: 1) shortage of discussion regarding results of students' activities, 2) insufficiency of interactions among teacher-student/student-student, 3) shortage of guidance for students on observation, 4) absence of explanation on apparatus, 5) teachers' insufficient knowledge on science, 6) inappropriate use of teacher-made worksheets. Desirable directions for the improvement of present elementary science instruction were proposed.

• English Language & Literature Teaching
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• v.17 no.1
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• pp.17-35
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• 2011

The purpose of this study was to explore the effect of an explicit word instruction for EFL beginning readers and their perception on the learning experience. Data were attained from 16 fourth graders who took English class as a development activity. Data include the results of pre- and post-test of high frequency sight word recognition, oral reading ability, students' survey responses, and teacher observation. The descriptive statistics were obtained for the result of the pre- and post-test. The findings from the student survey and teacher observation were also provided and interpreted to better understand the result of project and students' perception on the learning experience. The followings are the results of this study. The word recognition ability of the students was dramatically improved after the project. The students were satisfied with the overall learning experience perceiving it as helpful and fun learning. They expressed that the explicit word instruction helped their word recognition and reading ability. The results also supported that the confidence of students on their reading ability were heightened. Several suggestions are made for teachers and researchers on the word instruction for young EFL learners who are beginning readers.

• Journal of Fisheries and Marine Sciences Education
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• v.20 no.3
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• pp.343-357
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• 2008

Generally, schooling is implemented by instruction in the classroom. And instruction is made progress by concrete interaction through teacher's question and students' answer or presentation. According to a lot of researches on teacher-student interaction, student's opportunity of class presentation is influenced by students' self-esteem, learning attitude, academic achievement, and relationships. And students' opportunity of class presentation is very important not only students but also social equality and democracy. Therefore, teachers have to recognize the importance of students' opportunity of class presentation. However, according to many referential researches, students' opportunity of class presentation is differentiated by students' academic ability and social-economic status. The purpose of this study was to ascertain whether students' opportunity of class presentation was differentiated by students' academic ability and social-economic status or not. The method of this study was used checklist, interview, and class observation for a month. This study indicates that in spite of some exceptional cases, many students were taken the opportunity of class presentation differently by his/her academic ability and social-economic status. And teacher does not recognize that whether she gives student's opportunity of class presentation differently or not. To be a good teacher, teacher should reflect that teaching students is not easy, and teaching students is very important. And teacher should recognize that her speaking, action, and interaction with students including students' opportunity of class presentation influences students' self-esteem, learning attitude, academic achievement, and relationships.

• Education of Primary School Mathematics
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• v.8 no.2 s.16
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• pp.115-128
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• 2004

This study is based on the observation of preceded research that problem based instruction is effective in acquiring advanced mathematical knowledge but is not effective for raising mathematical achievement. The treatment of this experimental research is named 'revised problem based instruction' because it adds an expository session to the original problem based instruction. Then the purpose of this study is to make sure that revised problem based instruction is effective in raising mathematical achievement of underachievers.

• The Mathematical Education
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• v.48 no.2
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• pp.113-139
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• 2009

In this study, we apply the discovery method in the instruction of Permutation and Combination, and examine the effect upon the student's emotion after the instruction change. The research progressed through the instruction by the discovery method for two students of highschool Y. This research has been done for about one and half year from November 2006 to February 2008. We draw our research results through a series of processes consisted of videotaping a classroom activities, recording interview details and writing an observation diary, with the aim of the experimental instruction. In the end, we get to the conclusion that students showed a strong positive attitude on the discovery instructional method and that diverse discovery method has supplementary relation in classwork.

• 대한공업교육학회지
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• v.30 no.2
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• pp.104-114
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• 2005

The purposes of this study were to examin instructor and students's responses and to explore the pros and cons and the possibility of the DVC(desktop video conferencing) instruction at a C university in Daejon. 6 males and 5 females took the course. 10 lived in Daejeon and 1, who accessed from other region, lived other province, Pusan. Students were surveyed and interviewed, instructor was interviewed and the online observation of the instruction was undertaken. Students' responses showed that the DVC instruction was very effective to generate student's learning motivation and interest and to deliver the learning contents. Instructor's variety roles different from conventional one were very important and instruction must be run to activate students' interactions.

• Journal of Fisheries and Marine Sciences Education
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• v.12 no.2
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• pp.224-243
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• 2000

The purpose of this study is to analyze the effects of constructivist instruction applying cooperative learning skill on science academic achievement, science inquiry ability, self-regulated learning, and science related attitude. The subjects of the study were 157 2nd grade junior high school students in Pusan. Subjects were randomly assigned to two groups, experiment and control group. Two groups received 14 sessions training for about 1 month which was done by researcher. The experiment group received constructivist science instruction and the control group received teacher-centered instruction. Constructivist science instruction applying cooperative learning skill consists of five phases: problem recognition, hypothesis establishment, experiment observation, clarification, and application phases. The results of this study are as follows: Constructivist science instruction applying cooperative learning skill had a significant effect on science academic achievement, self-regulated learning and science attitude improvement of middle school students but had no significant improvement of science inquiry ability. And constructivist science instruction had an effect on science academic achievement improvement of the students having high level science inquiry ability. Research suggestions and implications for teaching are discussed.

• The Mathematical Education
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• v.46 no.4
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• pp.465-482
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• 2007

The purpose of this study was to explore how pre-service elementary school teachers participate in a course specifically designed to help them learn how to analyze instruction in terms of the levels of cognitive demand of mathematical tasks. This paper describes what prospective teachers learned while reading the cases of "implementing standards-based mathematics instruction", analyzing all tasks of one unit in one elementary mathematics textbook, observing master teachers' mathematics instruction as well as their colleagues during the practicum period, and developing their own cases on the basis of the design and implementation of instruction focused on mathematical tasks. This paper includes various reflections of the prospective teachers.

• Journal of Korean Society of Industrial and Systems Engineering
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• v.3 no.3
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• pp.41-48
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• 1980

Industrial Psychology is to study and analyze human behavior or working at operation, both to look into the rules in that and to make analysis of rules made from theological basis adapted to reality, wi th methods and knowledges that Psychology gives, by methods that are observation, experiment , investigation and so on, to contribute to improving the production efficiency and promoting the Laborer's welfare, In this paper, the side of Psychology in labor accidents will be studied as follows. 1.The Presentation of Problems 1.1. Concept prescription of Industrial Psychology 1.2. Relation between Industrial psychology and accidents 2.The Theorical approach of Industrial Psychology for accident study 2.1 Industrial Psychology in approach of accident study 2.2. Cooperative effort from other corvelative science 3. Industrial Psychologic observation on important safety policy 3.1. Study of accident origin 3.2. Safety of material equipment 3.3. Safety of work condition 4. Industrial psychological subject on safety instruction development 4.1. Safety instruction and attitude of laborers 4.2. Operation of safety rules 4.3. Safely counselling 4.4. Measures for the injured 5. Conclusion.

• The Mathematical Education
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• v.52 no.4
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• pp.517-529
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• 2013

The purpose of this study is to investigate pre-service teachers' perceptions and their difficulties of mathematics instruction. Pre-service teachers have positive perceptions about teaching students and teaching profession through teaching practicum. In addition, they have perceived that teaching practicum can enhance teaching methods for their students. Especially, they suggested that cooperating teachers' instruction and mathematics teachers and their colleagues' classroom observation are important factors to improve their teaching methods. In other hands, they have difficulties in application of questions encouraging mathematical thinking, attention concentration considering students' interest and planning and performing for mathematics instruction class according to levels of students' study abilities. Based upon this study's findings, teacher education institutes should make efforts to alleviate difficulties in mathematics instruction through effective teaching practicum such as regular reflection activities for their classes, programs development associated with schools, pre-training and education programs for guidance teachers.