• 한국초등과학교육학회지:초등과학교육
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• 제28권1호
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• pp.24-34
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• 2009

The purpose of this study is to examine the effects of background knowledge on problem solving. To achieve this aim, I proposed the model which shows problem solving process centering around background knowledge, conducted the lessons concerning the concept 'weightlessness' on pre-service elementary teachers, and then classified the pre-service elementary teachers into several groups by the difference of the results presented in the process of solving the problems on weightlessness. And I examined qualitatively the effects of background knowledge on problem solving through the interview with 11 volunteers. On the cause of the failing the problem solving, the failure of acquiring or activating the background knowledge related to the learning concept was most frequently, secondly the use of the background knowledge unrelated to the learning concept, and thirdly the failure of understanding the teaming concept. To acquire or activate the background knowledge related to the teaming concept was more difficult than to understand the new teaming concept, and the cases that use the background knowledge unrelated to the learning concept failed to solve problem. The result of interview, all interviewee understood the learning concept correctly, but all of them who fail to acquire or activate the background knowledge related to the learning concept, or use the background knowledge unrelated to the learning concept, could not solve the problem.

• 산업융합연구
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• 제21권9호
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• pp.89-102
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• 2023

본 연구는 성인간호학 교과목에 적용한 사례기반 문제중심학습(PBL) 수업 후 간호대학생의 메타인지, 문제해결능력, 전문직 자아개념 및 자기주도학습능력에 미치는 효과를 확인하기 위한 단일군 사전사후설계(One group pre-post test design) 실험연구이다. 연구대상은 D광역시 D간호대학의 성인간호학 교과목을 수강 신청한 4학년 60명이었으며, 2022년 9월부터 12월까지 자료를 수집하였다. 성인간호학 수업 모형은 PBL에 적합한 ADDIE모형을 기반으로 설계하였다. 교수학습 과정은 총 15주이었으며, 8주는 강의, 2주는 지필고사, 5주는 Barrow와 Myers의 5단계 PBL학습으로 진행하였다. 수집된 자료는 SPSS/WIN 20.0 Program을 사용하여 분석하였고 중재 전 후 변수 간의 차이 검정은 Paired t-test를 이용하였다. PBL수업 전·후 간호대학생의 메타인지(t=-8.04, p<.001), 문제해결능력(t=-4.08, p<.001), 전문직 자아개념(t=-4.67, p<.001) 및 자기주도학습(t=-4.65, p<.001)는 유의미한 차이를 나타냈다. 그러므로 간호학생들의 메타인지, 문제해결, 전문 직 자아개념 및 자기주도학습능력을 강화시키기 위해 간호학의 여러 전공교과목에서 PBL을 적용할 것을 제안한다.

• 아동학회지
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• 제27권5호
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• pp.123-141
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• 2006

The phonemic awareness program included construction of 45 activities emphasizing various sounds in speech and letter names using a storybook. The subjects were thirty 1st and 2nd grade low-income(15 experimental and 15 control group) children attending an after-school program in Seoul. Pre- and post-tests assessed children's reading, self-concept, and learning motivation. The experimental group children had rich opportunity to deal with and discuss sounds, syllables, phonemes, and the Korean alphabet names during storybook reading, games, and play over a 12 week period, while the control group children were provided with worksheets, subject tutoring, and homework guidance. Results showed that the phonemic activities were an effective and useful way to enhance children's reading ability, self-concept, and learning motivation.

• 한국실천공학교육학회논문지
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• 제4권2호
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• pp.46-52
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• 2012

본 연구에서는 이미 운동역학 단원을 수강한 중학교 1학년에서 3학년까지의 학생을 대상으로 연구하였다. 학생들을 대상으로 반복 학습 전과 후의 동형검사를 이용해 테스트 한 결과 반복학습이 효과적이며, 학습전보다 과학에 대한 관심도가 더 높은 것으로 나타났다. 연구에 참여한 세 집단이 동일한 개념을 학습했으나 개념 형성 시기가 다른 점을 고려해 연계적으로 반복 심화 학습하는 것이 좀 더 높은 학습 효과를 얻을 수 있는 것으로 나타났다.

• 대한지구과학교육학회지
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• 제13권1호
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• pp.74-89
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• 2020

이 연구의 목적은 신뢰도와 타당도가 확보된 계절 변화 개념 검사 도구를 개발하고 계절 변화 개념과 관련된 하위 개념과 오개념에 대하여 객관적으로 관찰하고 분석하여 변인 간의 관계를 설명하고자 하였다. 계절 변화 개념 검사 도구의 개발 과정은 검사 도구 개발 계획 수립, 검사 도구 초안 개발, 예비 검사 및 검사 도구 수정, 최종 검사 도구 개발, 본 검사 실시의 과정으로 이루어졌다. 개발된 검사 도구는 학생의 계절 변화 개념 형성 정도를 검사하고 개념 형성에 어려움이 있다면 그 원인이 무엇인지 분석하여 적절한 학습과 도움을 제공하는데 활용할 수 있다. 개발한 검사 도구를 이용하여 6학년 198명을 대상으로 한 회귀 분석 결과 선수학습개념의 이해정도와 오개념의 교정 정도는 계절 변화 단원에서 학습한 개념에 정적으로 유의미한 영향을 미치는 것으로 나타났으며, 특히 오개념이 더 큰 영향을 미치는 것으로 나타났다. 평균 점수를 기준으로 절단점을 생성하여 구분한 두 구간 중 평균 점수 이상 구간 학생들은 오개념의 교정 정도가 유의미한 영향을 미쳤으며, 평균 점수 이하 구간 학생들은 선수학습개념의 이해정도가 유의미한 영향을 미쳤다.

• 대한지구과학교육학회지
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• 제9권1호
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• pp.97-105
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• 2016

The purpose of this study was to examine the effects of storytelling skill on science concept and science learning motivation. For this study the 5 grade, 2 class was divided into a research group and a comparative group. The class was pre-tested in order to ensure the same standard. The research group had the science class with storytelling skill, and the comparative group had the class of the teacher centered lectures on 11 classes in 8 weeks. The storytelling skill was focused on set the astronomical target wants to set up a story, through the small group discussion, present subject of the story, set the protagonist of the story for smooth configuration of the story, in order to smooth the flow of the story, make up a story around a hero, to make a clear story, decorated with pictures, shapes, graphs, etc, group story, complete with an astronomical(saints) in storytelling. To prove the effects of this study, science concept was split up according to knowledge, inquiry, attitude. Also, science learning motivation consisted of assignment is worth, learning beliefs about control, self efficacy. The results of this study are as follows. First, using storytelling skill was effective in science concept. Second, using storytelling skill was effective in science learning motivation. Also, after using storytelling skill was good reaction by students. As a result, the elementary science class with storytelling skill had the effects of developing science concept and science learning motivation. It means the science class with storytelling skill has potential possibilities and value to develop science concept and science learning motivation.

• 한국과학교육학회지
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• 제16권4호
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• pp.340-350
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• 1996

Knowledge is composed through the interaction between the concept structure already held by students and their experience, and learning can be said to be the active process of solving the cognitive conflict caused by this interaction. Therefore, this study consists in showing the effective learning method and finding out the elements which the teacher has to own, through examining several forms of pre-conception or mis-conception of the inertia, the force-equilibrium, the action and reaction, the heat, and the electric current, and then finding out their solution and studying student's change in science concepts. For this study, the types of concept on the five above-mentioned materials which students have were examined through the concept-classifying question paper, and the classes to which the class mode for the change of concepts applied, were practised in each different classroom by each different instructor - a professor, a scientist, a teacher, and two students, respectively. And the effect of the teaching strategy based on these classes, and each different instructor' influence on the change of concept in students. were examined. The result of my study is as follows; 1. Students have various types of pre-conception which are different from science concept, and these types of pre-conception tend to last even after learning in class. 2. The thoughts on the correct science concept of the high school third-grade students who learned the physics in the traditional teaching method, and the second grade students who don't learn the physics yet, were nearly equal those of the second grade students by receiving the physics class through the cognitive conflict course were greatly changed especially that students showed the distinct change on mechanics and electric current. 3. Students didn't show the remarkable change of the science concept on the five materials in the four kinds of experimental classes by each different instructor but in the part of mechanics, there was the distinct change between the class by professor and those by the students. This was due to the difference of the authority and the attitude of the concept demonstrator. 1) The authority, the kind attitude, and the responsibility of the expert played an important role in the correct concept-formation of mechanics part - especially in the case of the mis-conception caused by the intuitive belief. 2) In the class by instructor with the democratic teaching method, the change of concept took place more easily, because in his class students could discuss the subject freely, so that they might experience the thought course to give them the confidence on the science concept.

• 초등상담연구
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• 제4권1호
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• pp.123-150
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• 2005

The purpose of this study was to examine the effects of self-regulated learning program on the underachiever's academic achievement and academic self-concept. To achieve the purpose of study the research hypotheses were as follows : Hypothesis 1 : There will be significant differences in the improvement of academic achievement between the experimental group and the control group. Hypothesis 2 : There will be significant differences in the improvement of academic self-concept between the experimental group and the control group. To verify these hypotheses, 32 underachievers were selected from sixth grade students of 'D' elementary school located in Seoul. 16 students were allocated to the experimental group and 16 students were allocated to the control group. The experimental group trained with self-regulated learning program for 10 times(The length of each section was 60 minutes). The self-regulated learning program in this study was based on program by Kim. Yong-Soo(1998), The measurement instruments of the study were mathematics achievement test paper and academic self-concept test. To find out the difference, Pretest-posttest control design was used. Mean and standard deviations obtained from these tests were analysed with t-test. The major findings obtained through this study are as follows : First, self-regulated learning program was effective in improvement of academic achievement (p<.05). Second, self-regulated learning Program was not effective in improvement of academic self-concept. However, the experimental group showed significant improvement(p<.01) at academic self-concept and sub academic self-concepts (ability, achievement) in the data of pre-post test. it can be suggested that this program had positive influence on underachievers. Although it has some limitations, self-regulated learning program is effective to academic achievement and academic self-concept of underachievers, even though not significant, it has a positive t.

• 한국수학교육학회지시리즈A:수학교육
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• 제43권4호
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• pp.405-417
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• 2004

This study is on the use of mathematics program for School Mathematics Education. According to the ‘technology principle’ by NCTM and teaching-learning methods by the 7th curriculum, we developed mathematics learning activities with mathematics program. This activity is to construct designs with graphs by using mathematics program(GrafEq.). In this study, we practiced these learning activities with pre-service mathematics teachers. The mathematics educational effects of these learning activities in this study are analyzed as follows; active & spontaneous search for mathematical knowledge, the experience of problem solving, affirmative view-point of mathematics, understanding of practical use of mathematics, acquisition an interest & motivation of learning mathematics etc. When students learn graphs of function, the concept of inequality in secondary school mathematics class., mathematics teachers can make a good use of constructing designs by mathematics program(GrafEq.). This will help to practice of teaching-learning methods by the 7th curriculum.

• 한국지구과학회지
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• 제25권3호
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• pp.176-184
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• 2004

The concept of 'the lunar and planetary phases' is very difficult to understand and students may have various misconceptions on this concept. A module drawing the lunar and planetary phases was developed with the application of the simplifying conditions method. The effects of instruction using the module drawing the lunar and planetary phases on the conceptual change and the achievement was investigated in the consideration of learners' characteristics (spatial perception ability, science inquiry ability, required pre-requested learning ability). Findings were as follows: 1) This module was effective for learners' conceptual change and achievement, 2) This module had a positive influence for development the learners' characteristics and conceptual change with the middle level of science inquiry ability, the middle and low level of required pre-requisite learning ability, and middle level of the spatial perception ability.