Impacts on New Teachers Instruction of Reflective Teaching Practices on International Teaching Field Experiences

Longhurst,Max L.Freeman Michael K.Turner,Susan A.Sol,Yang Hwan 공주교육대학교 글로벌인재교육센터 2019 교육실습연구 Vol.1 No.1

International teaching experiences are intended to improve pedagogical practices and can be transformational, yet many international teaching experiences simply provide short-term educational excursions or cultural trips providing little impact on educational practice. This study sought to understand how observation experiences transition from activity descriptions to value comparisons, and ultimately to influence pedagogical practice. Linking these domains to international teaching provided a structure of reflective classroom practice. Korean pre-service teachers participated in a sixteen-week teaching assistant program where reflective practices of observational journaling and action research were utilized to increase the capacity to identify and incorporate newly experienced pedagogical strategies into personal teaching practice. The result of the study implies that international field experiences must transition from cultural experience to educational opportunities that positively impact instructional pedagogy.

Defining Meridians: A Modern Basis of Understanding

John C. Longhurst 사단법인약침학회 2010 Journal of Acupuncture & Meridian Studies Vol.3 No.2

Acupuncture, one of the primary methods of treatment in traditional Oriental medicine,is based on a system of meridians. Along the meridians lie acupuncture points or acupoints, which are stimulated by needling, pressure or heat to resolve a clinical problem. A number of methods have been used to identify meridians and to explain them anatomically. Thus, tendinomuscular structures, primo-vessels (Bonghan ducts),regions of increased temperature and low skin resistance have been suggested to represent meridians or as methods to identify them. However, none of these methods have met the criteria for a meridian, an entity that, when stimulated by acupuncture can result in clinical improvement. More recently, modern physiologists have put forward the “neural hypothesis” stating that the clinical influence of acupuncture is transmitted primar ily through stimulation of sensory nerves that provide signals to the brain, which processes this information and then causes clinical changes associated with treatment. Although additional research is warranted to investigate the role of some of the structures identified, it seems clear that the peripheral and central nervous system can now be considered to be the most rational basis for defining meridians. The meridian maps and associated acupoints located along them are best viewed as road maps that can guide practitioners towards applying acupuncture to achieve optimal clinical results.

과학 영재 학생의 과학 동기가 과학 자기 효능감에 미치는 영향에 대한 탐색적 연구

이현동,Max L. Longhurst,이효녕 이화여자대학교 교과교육연구소 2017 교과교육학연구 Vol.21 No.1

이 탐색적 연구의 목적은 과학 영재 학생들의 과학 동기가 과학 자기 효능감에 어떤 영향을 미치는지 분석하는 것이다. 선행 연구 결과를 토대로 ‘과학 동기의 내적 요인이 과학 자기 효능감의 자기 조절 효능감을 매개로 과학 자신감에 영향을 준다’라는 연구 가설을 세웠다. 이를 검증하기 위하여 과학 영재 학생 200명의 과학 동기 척도와 과학 자기 효능감 척도 설문 결과를 바탕으로 SPSS와 Amos를 활용하여 문항의 타당도 분석, 상관분석, 확인적 요인분석, 매개효과를 검증하였다. 연구 결과 과학 동기 14문항과 과학 자기 효능감 14문항이 결과 분석에 타당한 문항으로 나타났다. 이를 활용하여 상관분석을 실시하였으며 두 척도 간에 유의미한 상관이 있었다. 연구 가설을 검증하기 위하여 구조방정식 모형의 적합도를 살펴본 결과 모형 적합도 수치가 모두 양호한 것으로 판단되었다(χ2/df=1.854, CFI=.902, TLI=.901, RMSEA=.049). 매개효과를 검증한 결과 과학 동기의 내적 동기 요인이 자기 조절 효능감을 매개로 과학에 대한 자신감에 영향을 미치고 있음이 확인되었다. 이러한 결과는 과학 영재 학생들의 학습에서 학습 동기가 향상될 경우 과학 자기 효능감이 높아짐을 시사한다. 이를 통해 과학 영재 학생들의 학습 동기와 과학 자기 효능감 사이의 영향을 알 수 있으며, 나아가 과학 영재 교육에 있어서 내적 동기, 자기 효능감의 중요성과 과학 영재의 교수학습에 대한 구체적인 이해가 이루어질 수 있을 것이다. The purpose of this exploratory study is to investigate the effects of gifted students’ motivation on their science self-efficacy. Based on the results of previous studies and literature reviews, a research hypothesis was established as follows: Intrinsic factors of science motivation that mediate self-regulatory efficacy are primary factors that influence science self-efficacy and confidence in science. A total of 200 students, identified as gifted in science, participated in the study. Their survey responses were analyzed with validity, correlation, CFA, and mediating effects by SPSS and Amos. The survey consisted of 28 items, composed of 14 science motivation items, and 14 science self-efficacy items that were validated to measure the correlation between science motivation and science self-efficacy. A correlation analysis was performed using the 28 items indicated a significant correlation between the two scales. A second test for goodness of fit of a structural equation model appeared appropriate (χ2/df = 1.854, TLI = .901, CFI = .902, RMSEA = .049). Third, intrinsic motivation, which is one factor of science motivation, was mediated by self-regulatory efficacy effecting confidence of science directly and/or indirectly. The results appear to support the working hypothesis that increasing science motivation enhances science self-efficacy. In particular, intrinsic motivation seems to be a primary factor influencing gifted students’ self-efficacy and confidence in science. Consequently, this study provides evidence of the positive effect of students’ science motivation on their science selfefficacy. Furthermore, it may contribute to understanding the importance of gifted students’ motivation and the necessity to support students’ intrinsic motivation in science education.

An Exploratory Study of Middle School Students' Motivation in Science: Comparing a STEM Education Program in Korea and the USA

Lee, Hyonyong,Longhurst, Max L.,Freeman, Michael K.,Lee, Hyundong Science Education Research Institute Kyungpook Nat 2019 科學敎育硏究誌 Vol.43 No.1

This exploratory study is aimed at exploring the validity of the Science Motivation Questionnaire (SMQ) developed for university students, to measure the science motivation of middle school students and analyze the differences on gender and country factors of SMQ. A total of 371 students participated in this study: 171 middle school students from the USA and 200 secondary students from Korea. All participants were enrolled in the STEM program and activities in Utah, USA (for US students) and at a Korean university institute for gifted and talented students (for Korean students). In this study, exploratory and confirmatory factor analyses and latent mean analysis were used to analyze the gender and country differences. The results indicated that the 25 items of SMQ scale were theoretically meaningful and valid for middle school students. The latent mean difference by gender indicated that male students have higher intrinsic motivation, career motivation, grade motivation, and self-determination than female students. Moreover, a significant difference exists in these factors between the two countries. Further findings reveal that Korean students scored higher than US students in terms of the aforementioned factors. This study will provide significant insights in and contribution to science motivation issues in STEM education and the development of design-based engineering programs.

An Exploratory Study of Middle School Students' Motivation in Science: Comparing a STEM Education Program in Korea and the USA

이효녕,이현동,Max L. Longhurst,Michael K. Freeman 경북대학교 과학교육연구소 2019 科學敎育硏究誌 Vol.43 No.1

This exploratory study is aimed at exploring the validity of the Science Motivation Questionnaire (SMQ) developed for university students, to measure the science motivation of middle school students and analyze the differences on gender and country factors of SMQ. A total of 371 students participated in this study: 171 middle school students from the USA and 200 secondary students from Korea. All participants were enrolled in the STEM program and activities in Utah, USA (for US students) and at a Korean university institute for gifted and talented students (for Korean students). In this study, exploratory and confirmatory factor analyses and latent mean analysis were used to analyze the gender and country differences. The results indicated that the 25 items of SMQ scale were theoretically meaningful and valid for middle school students. The latent mean difference by gender indicated that male students have higher intrinsic motivation, career motivation, grade motivation, and self-determination than female students. Moreover, a significant difference exists in these factors between the two countries. Further findings reveal that Korean students scored higher than US students in terms of the aforementioned factors. This study will provide significant insights in and contribution to science motivation issues in STEM education and the development of design-based engineering programs.