College Students’ Reflection on the Uncritical Inference Test Activity in Organic Chemistry Course

Cha, Jeongho,Kan, Su-Yin,Chia, Poh Wai Korean Chemical Society 2016 대한화학회지 Vol.60 No.2

Effective teaching and learning is a continuous process of monitoring and re-organization of teaching method, so to benefit both students and educators. Reflective journal writing is an effective method for students to reflect on their learning experience about a new concept or subject taught and at the same time enables educators to improve on their academic skills. In the present paper, we have examined and evaluated the effectiveness of the Uncritical Inference Test (UIT) that was conducted in our basic organic chemistry course through a systematic network built based on students’ reflective writing. From the data analysis, the UIT has benefited students in three dimensions, namely cognitive, affective and group learning domains. Moreover, the UIT activity instilled an active learning environment in organic chemistry classroom and deeper learning among chemistry students as shown in the collected data. In future, this activity could be adapted as a teaching method to enhance students’ critical thinking skills and question-asking capability in other teaching courses.

The Interactive Anonymous "Must-have" Quiz: A Simple Method to Enhance Students Concept Learning in Organic Chemistry Course

Cha, Jeongho,Kan, Su-Yin,Chia, Poh Wai Korean Chemical Society 2016 대한화학회지 Vol.60 No.6

Effective mastering and learning of basic organic chemical concepts is pivotal to ensure students continue to excel to the higher levels of organic chemistry learning. Concept learning is crucial for first-year organic chemistry students so that they can comprehend and understand a concept better and able to make connection to problems. In the present paper, the authors have implemented the Interactive Anonymous Quiz (IAQ) with "must-have" features in the organic chemistry course as a teaching tool to instill students' interest and enhance conceptual understanding in organic chemistry. The effectiveness of this activity was examined and evaluated through students' reflective writing. Students showed positive learning outcome on the implemented activity as reflected by the reflective writings. In addition, this activity could be employed as an activity to check on students' concept understanding, to instill students' interest in organic chemistry course and to improve on students' weakest topic in organic chemistry in the future classes.

Informal Science Education for SEN Students in Korea: A Case of Hope Science Fair by Daegu University

( Jeongho Cha ),( Sungmin Im ) 대구대학교 한국특수교육문제연구소 2018 한국특수교육문제연구소 학술대회발표자료집 Vol.2018 No.1

In spite of long history of special education in Korea, science has been an overlooked subject within a special education context. It was also reported to be one of the disliked subjects for special educators. Since there is not enough teaching material for SEN students, they cannot experience really joy of doing science. Informal science education which is held out of schools can be a good alternative to support special education school curriculum. Daegu University, which was founded by a pastor who loved the blind in 1956 and has leaded special education and rehabilitation science in Korea, has opened the Hope Science Fair as an informal science education for SEN students since 2006. The first fair was for the visually impaired students, and then this science fair has been continued for last twelve years covering various disabilities areas. The Hope Science Fair consists of science magic show, science drama and hands-on activities, which were carefully designed and developed considering students disabilities, and mental and emotional status. In order to have a successful fair, a group of professors and students visited special education schools for various disability areas, studied disabilities, and developed teaching materials for SEN students. It has always been challenging for them to develop suitable materials for SEN students, their struggle for the fair has been continued up to now. In this presentation, we would like to share our twelve years journey of informal science education for SEN students focusing on the Hope Science Fair.

Incorporation of Brainteaser Game in Basic Organic Chemistry Course to Enhance Students' Attitude and Academic Achievement

Cha, Jeongho,Kan, Su-Yin,Wahab, Nurul Huda Abdul,Aziz, Ahmad Nazif,Chia, Poh Wai Korean Chemical Society 2017 대한화학회지 Vol.61 No.4

Game shows are capable of grabbing students' attention in a lecture, and at the same time offers much delight to students to learn in a more interesting and entertaining way. A mind game was developed and incorporated into the teaching of basic organic chemistry course at the Universiti Malaysia Terengganu. The modified brainteaser game is comprised of a set of problems associated with vocabulary or concepts in basic organic chemistry, whereby students were required to solve within a stipulated time frame. Students' attitude changes were then evaluated with the administration of Attitude toward the Subject of Chemistry Inventory Version 2 (ASCIv2) questionnaire. The result of this study revealed that the intervention group experienced a significant change in attitude towards the course as compared to the control group. The intervention group also experienced a positive learning environment, resulting in an increased academic performance and interest.

"Spot the differences" Game: An Interactive Method That Engage Students in Organic Chemistry Learning

Cha, Jeongho,Kan, Su-Yin,Chia, Poh Wai Korean Chemical Society 2018 대한화학회지 Vol.62 No.2

For the first time, the spot the differences (STD) game was employed in the teaching of basic organic chemistry course. Three sets of paired pictures associated with selected topics in organic chemistry were presented to the students and they were required to spot the differences between the two pictures. Based on the students' pre and post self-assessment, the STD game resulted in several positive learning outcomes as indicated in the students' reflective writing, including knowledge recall, deeper understanding of a subject, enhanced analytical skill, motivation and fun-filled learning, learning from peers and self-empowerment in learning. The STD game is a desirable teaching and learning tool, as learning in an entertaining and interactive way is highly sought after in today's classroom, especially to novice students. In the future, the STD game can be modified and implemented to cater the needs of different courses and topics.

중학교 과학 수업에서 성별에 따른 협동적 문제해결학습의 효과

차정호(Cha Jeongho),이혜인(Yi Hyein),김유정(Kim Youjung),노태희(Noh Taehee) 한국열린교육학회 2007 열린교육연구 Vol.15 No.1

  이 연구에서는 협동적 목표 구조를 강조한 문제해결학습이 중학생의 학업 성취도, 과학 수업에 대한 태도, 학습 곤란도에 미치는 효과를 성별에 따라 조사하였다. 서울시에 소재한 남녀 공학 중학교의 2학년 중 세 학급(106명)을 비교 집단, 소집단 문제해결학습 집단, 협동적 문제해결 학습 집단으로 배치한 후, 혼합물의 분리 단원에 대하여 12차시 동안 수업을 진행하였다. 두 처치 집단에서는 5차시 동안 단원 내용을 간단하게 학습한 후 7차시 동안 3차례의 문제인식-문제해결-발표물 창안-발표 및 토의로 구성된 문제해결활동을 진행하였다. 이원 공변량 분석 결과, 협동적 문제해결학습 집단의 여학생들은 학업 성취도 점수가 비교 집단의 여학생들보다 통계적으로 유의미하게 낮았다. 과학 수업에 대한 태도나 학습 곤란도 점수에서는 세 집단 간에 통계적으로 유의미한 차이가 없었다. 여학생들은 협동적 목표 구조를 강조하는 평가 방법에 대하여 부정적으로 생각하는 경향이 있었다. 이에 대한 교육적 함의를 논하였다.   This study investigated the effects of problem solving learning model emphasizing cooperative goal structure and gender upon middle school students" achievement, attitude toward science instruction, and learning difficulty. Three classes of 8th graders (N=106) at a co-ed middle school in Seoul were assigned to a comparison group, a problem solving learning (PS) group, and a problem solving learning emphasizing cooperative goal structure (PS-C) group. They were taught about separation of mixture for 12 class hours. Two PS groups solved 3 problems based on Search-Solve-Create-Share model for 7 class hours after brief introduction to the content for 5 class hours. ANCOVA results revealed that the achievement test scores of the girls in the PS-C group were significantly lower than those of girls in the comparison group. However, there were no significant differences among the three groups in the scores of the attitude toward science instruction and the learning difficulty. The girls showed negative perceptions of the evaluation method emphasizing cooperative goal. Educational implications are discussed.

[PC-0005] Developing rice leaf rolling mutants by CRISPR/Cas9-mediated genome editing of homeodomainleucine zipper (HD-ZIP) IV subfamily genes

Seong-Im Park(Seong-Im Park),Mi Hyeon Cho(Mi Hyeon Cho),Ji Sun Song(Ji Sun Song),Hyeok Jin Kwon(Hyeok Jin Kwon),Song Lim Kim(Song Lim Kim),Jeongho Baek(Jeongho Baek),Young-Soon Cha(Young-Soon Cha),Hye 한국육종학회 2022 한국육종학회 공동학술발표집 Vol.2022 No.-

교육 실습 기간에 예비 과학교사가 작성한 웹기반 반성저널의 분석

차정호,최원수,노태희 경북대학교 과학교육연구소 2009 科學敎育硏究誌 Vol.33 No.1

이 연구에서는 예비 과학교사들이 작성한 웹기반 반성저널을 분석하였다. 예비 과학교사들에게 4주간의 실습 기간 동안 매주 최소한 2개 이상의 반성저널을 웹 게시판에 작성하도록 안내하였다. 최종적으로 23명의 예비 과학교사가 작성한 307개의 웹기반 반성저널을 분석대상으로 선정하여, 주제 영역과 반성적 사고 수준을 분석하였다. 반성저널은 대부분 수업 준비나 자신의 수업에 대한 성찰과 같이 과학 수업 활동과 관련된 것들이었으며, 실습 진행에 따라 점차 빈도가 증가하였다. 과학 수업 활동과 직접적으로 연관이 있는 179개의 반성저널의 반성적 사고의 수준을 분석한 결과, 반성적 사고가 포함된 반성저널은 53개(29.6%)였는데, 상위 수준의 반성적 사고(전문적 반성과 비판적 반성)는 매우 적었지만, 상당수의 예비교사들이 웹기반 반성저널 쓰기 활동이 자신의 수업을 되돌아보고, 교육실습 활동의 기록을 남기는 데 도움이 된다고 인식하였다. In this study, pre-service science teachers' web-based reflective journals were analyzed. During four weeks teaching practicum, they were guided to post at least two reflective journals in a week on the Web bulletin board system. Finally, 307 web-based reflective journals written by 23 pre-service teachers were selected, and the domain and the level of reflective thinking were analyzed. As a result, pre-service science teachers' reflective journals were mostly related with teaching science, i.e., preparing and reflecting their own instruction, and the frequencies of these domains increased with the process of teaching practicum. Reflective journals about school administrative system, informal teaching practice, student guidance, and personal feeling were also included. The level of reflective thinking of 179 journals about teaching science were analyzed further. There were 53 (29.6%) journals including reflective thinking, but the higher level of reflection (professional reflection and critical reflection) was rare. The perceptions of pre-service science teachers on web-based reflective journal writing were also surveyed.

성역할 고정관념의 측면에서 제7차 교육과정에 따른 중등 과학 교과서의 삽화 분석

차정호,김소연,노태희 한국과학교육학회 2004 한국과학교육학회지 Vol.24 No.6

이 연구에서는 제7차 교육과정에 따른 중등 과학 교과서 25권에 나타난 성역할 고정관념을 분석하였다. 전체 19810개의 삽화 중 인물을 포함하는 3549개(17.9%)의 삽화를 선택하였다. 각 삽화에 등장한 남성과 여성의 빈도를 조사한 후, 각 인물의 활동 유형과 적극성 여부를 분석 하였다. 교과서에는 남학생과 남성이 여학생 또는 여성에 비하여 더 많이 등장하였는데, 특히 남성과 여성의 차이가 매우 컸다. 반면에 대부분의 학생과 성인이 나이나 성별에 관계없이 적극적으로 묘사되었다. 남성의 직업 유형은 여성에 비하여 다양하게 나타났으며, 교과서에 등장하는 과학자는 대부분 남성이었다. In this study, 25 science textbooks developed under the 7th National Curriculum were analyzed for gender-role stereotyping. A total of 3549 (17.9%) illustrations including persons were selected from 19810 illustrations from the textbooks. The frequencies of men and women appearing in them were counted, and the types of activities and the characters of people in them were analyzed. Male pupils and adults appearing in the textbooks were more frequently than female, and the difference between male and female adults was very great. However, the characters of pupils and adults were found to be active regardless of their age and gender. The jobs of male adults were depicted to be more diversified than those of female. Scientists appearing in the textbook illustrations also were mostly male.

ICT 활용 교육 측면에서 제7차 교육과정에 따른 과학 교과서 분석

차정호,노정아,노태희 한국과학교육학회 2005 한국과학교육학회지 Vol.25 No.2

이 연구에서는 제7차 교육과정에 따라 개발된 과학 교과서를 ICT 활용 교육 측면에서 분석하였다 초등 과학 교과서에는 인터넷 주소, 검색어, 활동과 같은 ICT 요소들이 매우 적게 나타났다. 7, 8학년의 교과서는 인터넷 주소가 많은 반면에 9, 10학년은 검색어가 많았다. 많은 인터넷 주소가 접속이 안 되거나(37.4%) 관련된 정보가 없었다(6.0%). 또한 이들 대부분은 부록에 제시되었다 많은 검색어가 단어 형태로 제시되었으며, 주요 개념과 관련된 정보를 검색하는 기능을 하였다. 활동은 주로 정보 탐색 하기였으며, 자료해석과 자료변환과 같은 탐구과정을 요하는 것이었다. In this study, science textbooks developed under the 7th national curriculum were analyzed in the aspect of ICT applied education. In primary science textbooks, the ICT components such as internet address, retrieval tern, and activity were found to be rare. While the textbooks for 7th- and 8th-grades included more internet addresses, those for 9th- and 10th-grades included more retrieval terms. Many internet addresses were not linked (37.4%) or did not contain related informations (6.0%). Most were also introduced in appendix. High percentages of retrieval terms were presented as word, and their function was information retrieval related to main concepts. Activities were mainly for exploring information, and required to inquiry processes such as data interpretation and data transformation.