• Journal of the Korean Chemical Society
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• v.57 no.4
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• pp.499-506
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• 2013

In this study, clicker, also known as classroom response system, was applied to the chemistry method course at the university in Gyeongbuk, and preservice chemistry teachers' perceptions of clicker were surveyed. Before starting lecture, operation and class application of clickers were introduced to preservice teachers, and then 4-5 questions were presented to them in most classes during the term. After preservice teachers were asked to answer the questions, lecturer gave feedback based on the class answer distribution. Questions presented to preservice teachers were recall and/or understanding questions on learning contents, opinion questions, and questions about muddiest point. At the end of semester, preservice teachers were asked to rate their perception of clikers in terms of likert scale and essay type. They had positive perceptions of clicker use in aspects of cognitive effects, affective effects and media characteristics. They preferred conceptual understanding questions and monitoring questions among 8 clicker question types. Some cases using clickers in lecture and educational implications were also included.

• Journal of The Korean Association For Science Education
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• v.36 no.4
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• pp.519-526
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• 2016

The purpose of this study is to investigate the influences of small group learning using smart devices in science classes on students' achievement, learning motivation, attitude toward science lessons, and perception of small group learning using smart devices. Four 11th-grade classes (N=133) at a coed high school in Seoul were randomly assigned to a control group and a treatment group. The intervention of small group learning using smart devices emphasized collaborative writing on activity sheet. The students were taught about acid, base, and neutralization reaction for six class periods. After the instructions, an achievement test, the learning motivation test, the attitude toward science lessons test, and a questionnaire on the perception of small group learning using smart devices were administered. Two-way ANCOVA results revealed that there was a statistically significant interaction effect by their previous chemistry achievement in the achievement test scores. Only low-level students in small group learning using smart devices significantly improved their achievement probably by having the opportunities to get help from high-level students. The adjusted means of the treatment group were significantly higher than those of the control group in learning motivation and attitude toward science lessons. Students' perceptions of small group learning using smart devices tended to be positive. Educational implications of this study are discussed.

• Journal of The Korean Association For Science Education
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• v.41 no.6
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• pp.519-531
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• 2021

This study investigates the science teacher identity of pre-service science teachers (PSTs) in the context of a teaching practice course. Twenty-two PSTs who took the 'Biological Science Lab. for Inquiry Learning' course at the College of Education participated in this study. Artifacts created during the course were collected, and the teaching practices and reflections were recorded and transcribed. In addition, semi-structured interviews were conducted with nine PSTs, recorded, and transcribed. We found the science teacher identity was not well revealed at the beginning of the course. Authoritative discourse appeared in the early oral reflections of PSTs, indicating that the PSTs perceived oral reflection activities as 'evaluation activities for teaching practice'. This perception shows that pre-service teachers participate in teaching practice courses as students attending a university, performing tasks and receiving evaluations from instructors. After the middle of the course, discourses showing the science teacher identity of the PSTs were observed. In the oral reflection after the middle part, dialogic discourses often arose, showing that the PSTs perceive the oral reflection activities as a 'learning activity for professional development'. In addition, in the second half, discourse appeared to connect and interpret one's experience with the teacher's activity, indicating that the PSTs perceive themselves as teachers at this stage. In addition, the perception of experimental classes was expanded through the course. During the course, the practice of equalizing the authority of the participants, providing a role model for reflection, and experiencing various positions from multiple viewpoints in the class had a positive effect on the formation and continuation of the teacher identity. This study provides implications on the teacher education process for teacher identity formation in PSTs.

• Journal of Engineering Education Research
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• v.26 no.6
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• pp.19-29
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• 2023

This study aims to develop and apply a metaverse-based instructional design model for the education in science and technology. It analyzed the concept and characteristics of metaverse, existing non-contact education models, and major teaching strategies systematically. Based on the prior researches, an instructional design model using metaverse is developed that presents metaverse-related teaching strategies and design principles for the before-, during-, and after-lesson phases. Then, this model was applied to a project-based learning program, conducted a perception survey on instructors and learners, and revised the metaverse instructional design model based on the results of the survey. In the Metaverse Instructional Design Model, before-lesson phase is a physical and psychological preparation stage for class participation, which includes familiarization with the Metaverse learning environment, formation of expectations for education, and self-directed pre-learning. During the lesson, to effectively deliver the lesson content, it is necessary to build confidence in the learning environment, promote learning participation, provide reference materials, perform team projects and provide feedback, digest learning content, and transfer learning content. The after-lesson phase provides strategies for ongoing interaction between learners and mentors. This study introduces a new instructional design model that utilizes metaverse and shows the potential of metaverse-based education in science and technology. It also has important implications in that it provides practical guidelines for the effective design and implementation of metaverse-based education.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2017.10a
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• pp.635-637
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• 2017

The perception that programming is difficult is spread among learners. Indeed, in college education, the dropout rate of programming classes is higher than in other courses. Therefore, it is necessary to analyze the cognitive aspects of why learners think programming is difficult and then to propose appropriate teaching strategies for them. Recently, studies are under way to understand how the brain learns and is most effective in what situations, based on the development of brain science. This is the study of brain-compatible learning. The purpose of this study is to propose an instructional design on programming lessons based on brain-compatible learning principles.

• Culinary science and hospitality research
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• v.7 no.3
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• pp.193-209
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• 2001

The result of this study suggests that students' perception of service value is related to functional value with regard to need and satisfaction, epistemic value, image, emotional value, functional value with regard to price and quality, and social value. Specifically female students give less importance to epistemic value than their male counterparts. Students in the 2nd grade gave less favorable scores to the functional value with regard to need and satisfaction, epistemic value, image, emotional value and functional value with regard to price and quality than students in the 1st grade. Students in the night class gave less scores to epistemic value and functional value with regard to price and quality than students in the day class. It is confirmed that the difference between groups by the period in school is in functional value with regard to need and satisfaction, image, emotional value, and functional value with regard to price and quality. And it is also revealed that these results are similar to the results of analysis by the grade. In conclusion college operators should not overemphasize that the department of Hotel culinary arts occupies the leading position of the culinary academic world in Korea and the firms of food service industry positively evaluate the department of Hotel culinary arts, and in order to cope with the rapidly changing environment of the culinary education consistent investment constant changes and of efforts should not be stopped. On one hand the teaching staff of the department of Hotel culinary arts should reconsider their original role, and need behavior and practice to fill their deficiency with steady efforts in terms of students' perceived service value. In addition the students of the department of Hotel culinary arts should not be shackled by the past tradition, should not take a pessimistic view of the present situation, should not take an optimistic view of the future, and should always cultivate their ability to provide for the future.

• Journal of The Korean Association For Science Education
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• v.33 no.7
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• pp.1486-1509
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• 2013

This study aims to identify the image types of secondary school students' perception about the talented person in convergence and to find the differences in drawing images of the talented person in convergence among the students who have taken STEAM class and the ones who haven't. One hundred and eighty seven students in middle and high schools located in the southern part of South Korea participated in this study and they were asked to draw a picture of the talented person in convergence with a brief explanation. Based on students' pictures, researchers categorized their perception about convergence and talented person in convergence by using an inductive method. The result indicated that secondary school students' perceptions were categorized into convergence as individual cognitive processing and collective cognitive processing and convergence as outcomes. The image of the convergence in a talented person leaning toward individual cognitive processing was divided into the following seven types: idea banker type, various talented celebrity type, multi-tasking master type, multi-talented career type, active problem-solver type, creative developer type, and unrealistic ideal man type. Another image of collective cognitive processing was split into expert group type and interactive-mates group type. The other image was transformer type which is the subcategory of convergence as outcomes. From this study, it can be suggested that secondary school students express the various images of the talented person in convergence depending on experiencing STEAM or not.

• Journal of the Korean Society of Earth Science Education
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• v.5 no.1
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• pp.124-133
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• 2012

Modern society requires people with practical knowledge that is able to recognize actual problems in the complex reality and solve the problems. Due to that reason, the 7th National Curriculum aims to basically cultivate ability adaptable to information-oriented global age by maximizing students' individuality and creativity. However, as existing education is hard to improve creativity, logical thinking, information processing skills, and problem-solving ability in the information-oriented age, self-directed learning is getting highlighted. Therefore, this study aimed to look into how learner-oriented IPER for self-directed learning and problem-based learning(PBL) in middle school science affected academic achievement of science and self-directed learning characteristics. As the results of the study are as follows. First, as the result of pre-and post-test to compare and analyze the effects of IPER instruction model and PBL instruction model on learners' academic achievement increase, it showed that the class with IPER instruction model was more effective. Second, as the result of pre-and post-test to compare and analyze the effects of IPER instruction model and PBL instruction model on self-directed learning characters, IPER was more effective than PBL overall, and among sub-areas, 'openness', 'self-concept', 'initiative', 'future-oriented self-understanding', and 'self-evaluation' were more effective in IPER while 'creativity' was more effective in PBL. However, among sub-areas 'responsibility' and 'learning enthusiasm' didn't show statistically significant difference. Third, the results of the post-survey to compare and analyze learners' perception regarding the application of IPER instruction model and PBL instruction model, the two models were positively affective. In addition, as the result of comparing the two models, IPER was more positive than PBL.

• Journal of Environmental Impact Assessment
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• v.22 no.1
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• pp.65-78
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• 2013

Since pursuing the pleasant life for people, there is an increase of desire to appreciate outstanding scenery with the difference in certain level for perception and understanding of human on landscaping, However, the quality of landscaping has become artificial with the pleasance to be declining due to the urbanization. This study was applied at the site around High One Resort area in Gohan-eup, Jeongseon-gun Gangwon-do for analyzing the areas sensitive to the landscaping change as well as degree of requirement for landscape management for forest landscape management with the focus on presenting the zoning method and the management class classification method. Even if the forest is the same, the function of it is different depending on land use or what resource is placed that the forestry function is found out to present the management plan for each forestry function in the subject site and the result of the management grade classification is analyzed in overlapping to the forestry function level. As a result, from the landscaping management requirement and visual absorption analysis, the result formulated for upper, middle and lower zones to classify the final forestry landscape management degree into 1-4 grades and the management plan is presented on the respective 1-4 grade area for each forestry function. By applying the technique to set the management grade, it was possible to formulate the result to provide the means for integrated management in consideration of the forestry function and management of forestry landscape and resources.

• Journal of the Korean earth science society
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• v.25 no.8
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• pp.731-738
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• 2004

Secondary school science teachers' preception on inquiry learning was investigated by using questionnaires. According to these results, science teachers, who are participants of the current Korea National Science Curriculum, responded that raising the 'interest in science' was the most important objective of science education, and using practical scientific subject matters in class will do such. More than 72% of science teachers have used reconstructed materials. When reconstructed textbook contents were used, teachers through that the most important object is the 'acquirement of scientific knowledge'. Most science teachers perceived inquiry leaning as a student centered open investigation. Among factors that disturb inquiry leaning, critical ones were 'entrance examination', 'lake of teaching-leaning materials', 'little understanding of inquiry leaning', and 'lake of student's will to inquiry'.