• Journal of Korean Elementary Science Education
• /
• v.25 no.4
• /
• pp.339-351
• /
• 2006

The purpose of this study was to analyze the processes of observation teaching and the types of observation in elementary life science class. For the purposes of this study, 40 teachers majoring in elementary science education participated in surveys on the processes of observation teaching. In addition, after videotaping the observation classes conducted by three teachers, each teaching in the 3rd to 5th grade, and their one hundred and eight students, we analyzed the processes of observation teaching. As a result, the processes of observation leaching in elementary science class were categorized into 12 stages (motivation, stating the objective, recognizing objects to observe, free and subjective observation, introducing ways to observe, observing by the simple way, introducing additional ways, observing by the manipulative way, making a note of observation, looking over the contents of observation, finding regularities, consolidation). In the types of observation, teachers and students performed mostly simple observing by the visual way. Teachers introduced time-independent/non-compared/whole observing; students concentrated on time-independent/non-compared/particular observing as targets. Thus, students carried out observing in the types of observation that teachers had presented. Consequently, the analysis about the processes of observation teaching can establish an effective teaching program for observing in scientific activities by reconstructing its observing target and suitable topic. The analysis about the types of observation can be applied to set up strategies for improving observation skills.

• Journal of Information Processing Systems
• /
• v.16 no.3
• /
• pp.530-540
• /
• 2020

In order to solve the problem of low tracking accuracy caused by complex noise in the fault diagnosis of complex nonlinear system, a fault diagnosis method of high precision cost reference particle filter (CRPF) is proposed. By optimizing the low confidence particles to replace the resampling process, this paper improved the problem of sample impoverishment caused by the sample updating based on risk and cost of CRPF algorithm. This paper attempts to improve the accuracy of state estimation from the essential level of obtaining samples. Then, we study the correlation between the current observation value and the prior state. By adjusting the density variance of state transitions adaptively, the adaptive ability of the algorithm to the complex noises can be enhanced, which is expected to improve the accuracy of fault state tracking. Through the simulation analysis of a fuel unit fault diagnosis, the results show that the accuracy of the algorithm has been improved obviously under the background of complex noise.

• English Language & Literature Teaching
• /
• v.11 no.4
• /
• pp.209-235
• /
• 2005

The purpose of the present study was to investigate the effectiveness of reciprocal teaching procedure for improving Korean college students' reading comprehension of English text. In particular, this study sought to explore the qualitative features, if any, in students' use of reading comprehension strategies presented in the process of Reciprocal Reading Procedure (RRP). In order to accomplish the goal of the study, transcripts of the students' dialogues, open-ended questionnaires, and researchers' observation notes were examined. The results of the study showed that the participants used different four kinds of reading strategies in the process of RRP (questioning, clarifying, predicting, summarizing). The findings also suggested that the readers with limited knowledge of vocabulary had difficulty in moving on to the next level. Additionally, future research direction and some pedagogical implications are presented for the practical EFL classroom.

• Journal of Korean Elementary Science Education
• /
• v.24 no.3
• /
• pp.249-258
• /
• 2005

The purpose of this study was to identify the type of thinking and generating processes of causal questions which were generated in preservice elementary teachers' observing activities. To find the generating processes of causal questions, 4 observing tasks, the task of grapes in soda, the candlelight, the celery, and the rock tasks, were administered to 7 preservice elementary teachers majoring in science education. The results of this study were as follows: The types of thinking in generating explicans exploration questions were classified as 8 types and explicans verification questions were classified as 9 types. The generating processes of explicans exploration questions were classified as 6 steps and explicans verification questions were classified as 5 steps. The results of this study may be used as a teaching strategy for guiding the direction and the method of scientific questions and developing the teaching-teaming programs that help student to generate scientifc questions.

• Journal of Korean Academy of Fundamentals of Nursing
• /
• v.22 no.2
• /
• pp.169-179
• /
• 2015

Purpose: The purpose of this study was to improve the quality of fundamental nursing practice course. Methods: Participants were 132 students who took the fundamental nursing practice course at D university in N city. The study included processes of planning, action, observation, and reflection. Quantitative data were analyzed using SPSS 20.0 program and qualitative data were evaluated through content analysis. Results: The 12-step designing college courses model by Fink was applied in the planning. In the acting stage, the course was conducted according to the instruction in designing the course, students wrote reflective journals and the professor gave feedback to the reflective journal and the class observation journal was used for lessons. In the observation stage, the course evaluation was surveyed and analyzed, evaluations were positive with 47.1% of students positively evaluating the teaching strategy. In the reflecting stage, outcomes in course improvement were reflected on and, the number of students at the lower level-of-achievement decreased. Conclusion: Action research was a useful research method that could capture the quality improvement process in college courses. Expression of effort and passion to improve quality of education through action research in various ways and to share quality improvement strategies for nursing education are important.

• Journal of Educational Research in Mathematics
• /
• v.27 no.3
• /
• pp.391-410
• /
• 2017

This study aims to analyze mathematically gifted students' characteristics of generalization and justification for a given mathematical task and induce didactical implications for individual teaching methods by students' learning styles. To do this, we identified the learning styles of three mathematically gifted 6th graders and observed their processes in solving a given problem. Paper-pencil environment as well as dynamic geometrical environment using Geogebra were provided for three students respectively. We collected and analyzed qualitatively the research data such as the students' activity sheets, the students' records in Geogebra, our observation reports about the processes of generalization and justification, and the records of interview. The results of analysis show that the types of the students' generalization are various while the level of their justifications is identical. Futhermore, their preference of learning environment is also distinguished. Based on the results of analysis, we induced some implications for individual teaching for mathematically gifted students by learning styles.

• Journal of The Korean Association For Science Education
• /
• v.24 no.3
• /
• pp.565-582
• /
• 2004

The purpose of this study was to explore the elements of teaching behavior and classify instructional types through the teacher's classroom observation in elementary school science classrooms. 18 elementary school teachers were selected at Seoul city and Kyungkido. The topic of lesson was 'How the weight of object is changed according to the shape to sink in the water'. Each class was recorded and analyzed that. The teaching behavior elements were used inductional analysis method. The instruction types were classified into instructional organization, teaching strategies in teaching-learning processes, the level of openness of inquiry at science classroom. The validity and reliability of the data were analyzed by 7 science educators. The results of the analysis of the teachers discourse showed that there are 23 types of teaching behavior elements. Used teaching behavior elements revealed the differences from each teacher. There were 7 types among the 12 types of class and the most common types of instruction were unsystematic, teacher-centered, and guided-inquiry. The result showed that guided inquiry type was found more than open inquiry type and teacher-centered instructional, content-centered instructional, superficial inquiry process showed characteristic.

• The Journal of the Convergence on Culture Technology
• /
• v.8 no.1
• /
• pp.227-238
• /
• 2022

This study is the case of non-face-to-face teaching-learning in the subject of "Research and Guidance on Early Childhood Materials" in the pre-child teacher training program. The study conducted a non-face-to-face teaching-learning model for 18 students at B University in region C who took lectures on 'Research and Guidance on Early Childhood Materials' in the first semester of 2021. As a non-face-to-face teaching-learning model, it consisted of video lectures, real-time zoom classes, and various forms of 'communication' through frequent feedback and interaction and 'participation'. As a teaching-learning strategy for the participation of pre-service early childhood teachers, comment on questions related to early childhood materials, in-depth reflection on early childhood materials through writing reflective journals and observation reports, and step-by-step presentation of making childhood materials plans, processes, and results were carried out. As a result of exploring the experience of making early childhood materials for pre-service early childhood teachers, factors such as "growth experience through trial and error," "thinking from child's point of view", "Increase efficiency and reduce burden through communication", "Process rather than result" and "The importance of communication and interaction in non-face-to-face classes"

• Journal of Korean Home Economics Education Association
• /
• v.32 no.2
• /
• pp.1-17
• /
• 2020

The purpose of this study is to develop and evaluate the effect of a teaching-learning plan for teaching about Hanbok to high school students. Results of this study are as follows. First, learning themes in the teaching-learning plan were selected so that the learning objectives could be achieved by gradually advancing from understanding to exploring and finally practicing. Teaching and learning activities for conceptual classes focused on students' exploration and thinking processes. For Making project, students were asked to complete a group artwork using characteristics and images of Hanbok while applying creative thinking and collaboration. Second, the teaching-learning plan was evaluated by comparing students' pre- and post-test scores of knowledge in, perception of, and attitude toward Hanbok; and by analyzing students' journal of reflection and teacher's observation diary. The mean scores of high school student' knowledge, perception and attitude of the post-test were significantly higher than those of pre-test. The content analysis showed that students gained extensive knowledge toward Hanbok and found new values through their classes. Making practices with generation of creative ideas and collaboration has been effective in training a self-directed and a creative learner.

• Journal of Elementary Mathematics Education in Korea
• /
• v.13 no.1
• /
• pp.75-95
• /
• 2009

The purpose of the study was to investigate the scaffolding processes of children in mathematical problem solving. 3 groups of 4th grade students participated in the study and the researchers proceeded the study for 4 months. The procedures of this research were as followings. First, when the learners solved the problems, the categories of scaffolding processes(by way of unit line coding belong in open codings, the categories were made 25 concepts and integrated 20 subcategories) were produced the 7 results: invite to the learning, set the problems, affective aids, attempt self learning, re-ordering between learners and affirmation self learning. Second, the processes of scaffolding in mathematic problem solving resulted in condition, the present condition, action/interaction and the outcomes. Third, the cognitive and affective aids that discovered in the scaffolding processes were considered the main categories of learner's scaffolding processes in solving the mathematic problems. In conclusion, first, the learners' scaffolding processes, based on Vygotsky's "the zone of proximal development" in selection and presentation of mathematic problems, are very diverse. Peers' affective aids are very important in solving the problems. Second, learners in the scaffolding processes exchange the cognitive and affective aids with each other with joy and earnestness, and the aids can give assistance to all the participants. Third, in the results of observation and analysis in learners' scaffolding processes, it is meaningful to know how they think. Finally, the learners' scaffolding processes are a little unsystematic and illogical compared to those of adults, but those of scaffolders are so similar to those of learners' cognitive and affective systems that they can provide teachers with many merits in understanding and teaching learners.