• Journal of Digital Convergence
• /
• v.17 no.4
• /
• pp.239-247
• /
• 2019

The objective of this study was to determine the effects of simulation education with problem-based learning (SIM-PBL) on information literacy, self-directed learning ability, and academic self-efficacy of nursing students. The subjects were 81 fourth-year nursing students attending a university in Chungcheongnam-do, Korea. SIM-PBL was provided once per week (150 minutes each) for four weeks, and a structured questionnaire was used to survey information literacy, self-directed learning ability, and academic self-efficacy before and after educational training. After completing the four-week program, abilities in the sub-items of information literacy, such as information integration (${\acute{p}}=.030$), information expression (${\acute{p}}=.003$), and information ethics (${\acute{p}}=.016$) were improved. However, no differences in self-directed learning ability and academic self-efficacy were noted. Findings confirmed that SIM-PBL is an effective teaching method for improving the information literacy of nursing students. Therefore, it is necessary to come up with an SIM-PBL education plan for utilizing reliable and useful information ethically.

• Journal of Engineering Education Research
• /
• v.13 no.3
• /
• pp.34-52
• /
• 2010

This study analyzed class condition using gender-sensitive teaching strategies in technical college and investigated the effects of instruction using gender-sensitive teaching strategies on the students' satisfaction and self-direction. The results of the analysis of classroom condition using gender-sensitive teaching strategies are as follows. In the almost questions, average of experimental group is higher than that of control group. The results of the effects of instruction using gender-sensitive teaching strategies are as follows. Instruction using gender-sensitive teaching strategies didn't affected students' satisfaction in the experimental group, but affected students' satisfaction in B1 experimental group. Meanwhile, instruction using gender-sensitive teaching strategies affected the learning strategic component, subcomponent of self-direction, all students and the self-direction total score of male students in the experimental group. Especially, the instruction affected the self-direction of all students and male students in the B1 experimental group.

• Journal of The Korean Association For Science Education
• /
• v.40 no.2
• /
• pp.177-189
• /
• 2020

In this study, we implemented an education program to improve the responsive teaching ability of pre-service science teachers, and analyzed the responsive teaching practices revealed during the program process. Through this, we derived the types and characteristics of responsive teaching practice, identified factors that made it difficult for pre-service teachers to practice, and obtained empirical data on under what conditions the responsive teaching capacity of pre-service teachers was developed. For this purpose, a practice-based teacher education program was designed and carried out for 14 pre-service teachers who had no experience in responsive teaching. The program consists of four steps; observation of class, practice through rehearsal, application in practicum, and post-reflection on educational practice. In particular, qualitative analysis was conducted on the types of responsive teaching and their detrimental factors revealed during application in practicum. As a result of the analysis, four types were derived; discriminator type, communicator type, guide type, and facilitator type. Each type was identified as having a common responsive teaching step element. The education program implemented in this study was effective for pre-service teachers to recognize the importance of student-participation class and the educational effect of responsive teaching. However, three barriers that prevented pre-service teachers from responsive teaching practice were also analyzed. First was the pressure to achieve specific learning goals within a given class time. Second was the rigid belief of the fixed curriculum. Third was the obsession that the teacher should lead the class. Based on these results, it was suggested that in order to improve the responsive teaching ability of pre-service teachers, it is necessary to support the recognition of breaking out of the thinking the time constraint, the flexibility of the curriculum, and the role of teacher as a class supporter.

• Journal of dental hygiene science
• /
• v.10 no.3
• /
• pp.155-160
• /
• 2010

The purpose of this study was to develop an inclusive dental hygiene practice model in an effort to stir up the self-directed learning of learners to boost their problem-solving skills and ability of providing inclusive personal oral health care in a systematic and efficient manner. The subjects in this study were 41 dental hygiene students who were in their second year in C college located in South Jeolla Province as of 2009. An inclusive dental hygiene practice was implemented during a 15-week period of time from August 31 to December 7, 2009, and a self-administered survey was conducted before and after that by using the same questionnaires. Whether there were any differences between before and after the application of the inclusive dental hygiene practice model was checked, and there was improvement in all the learning motivation, self-directed learning capabilities and satisfaction level. Concerning the relationship of academic standing to changes in learning motivation, self-directed learning capabilities and satisfaction level, the inclusive dental hygiene practice model brought more favorable changes to the students in the lower tiers. The inclusive dental hygiene model should be applied to not only practical courses but theoretical ones so that learners could make progress both in theory and practice, and evaluation tools geared toward assessing their academic achievement and practical abilities should be developed.

• The Journal of Korean Association of Computer Education
• /
• v.21 no.5
• /
• pp.11-23
• /
• 2018

In order to cultivate human resources to live in the 4th industrial revolution era, software (SW) education became mandatory in the 2015 revised curriculum. Furthermore the science mathematics informatics education promotion law was enacted to emphasize the importance of software convergence education. Therefore, it is necessary to study how to converge and educate mathematics and science with software education to solve problems in real life and various disciplines. This study is to find the directions and effectiveness of software convergence education through content analysis of the software mathematics science convergence teaching and learning materials, which are recently developed and distributed by the Ministry of Education et al. The results of this research are expected to suggest implications to future researches about software, mathematics and science convergence education.

• Journal of the Korean School Mathematics Society
• /
• v.16 no.4
• /
• pp.675-694
• /
• 2013

The purposes of this study were to investigate teachers' perceptions on process-focused mathematics assessment using manipulatives and technological devices and to propose the direction of the process-focused mathematics assessment. This study was conducted by the survey method with a total of 332 elementary and secondary school mathematics teachers working in Seoul or Gyeonggi areas who had experienced in using manipulatives and technological devices. According to the results, the use of manipulatives and technological devices in the process-focused mathematics assessment will facilitate the use of various alternative assessment methods such as research-report, project, and discussion for the process-focused mathematics assessment. Those alternative assessment methods enable teachers to diagnose students' learning in more accurate and holistic views and contribute to improving teachers' teaching practices focused on the mathematical process.

• Proceedings of the Korean Society for the Gifted Conference
• /
• 2003.11a
• /
• pp.165-166
• /
• 2003

2002년 3월부터 영재교육법 시행령이 적용됨에 따라 과학기술부에서는 교육인적자원부, 부산광역시 교육청과의 협약을 통하여 부산과학고등학교를 과학영재학교로 지정하였으며 2003년 3월 신입생 입학 이후 현재까지 운영되고 있다. 과학영재를 조기에 발굴하여 맞춤식 교육을 체계적으로 실천함으로써 지식기반 사회를 선도할 수 있는 창의적인 과학영재를 육성하려는 과학영재학교의 설립목적에 부합되도록 계획, 운영, 평가되기 위해서 현재 진행되고 있는 운영 전반에 대하여 점검 및 분석이 이루어질 필요가 있다. 이에 과학영재학교 운영상의 주요 측면인 교육과정 운영 분야에 대하여 그 실태와 학생 반응을 분석하는데 본 연구의 목적이 있다. 과학영재학교의 교육과정 기본 방침은 과학 분야에 대한 깊은 이해와 논리적, 비판적, 창의적 사고력과 태도를 통하여 지식을 창출하는 자기 주도적 탐구자의 양성을 전제로 하고 있으며 교육과정 편제는 교과, 자율연구, 위탁교육 및 특별활동으로 구성되어있다. 교과에는 국어, 사회, 외국어, 예체능을 포함하는 보통교과와 수학, 과학, 정보과학을 포함하는 전공교과가 있다(과학영재학교 교수요목안내서, 2003). 본 연구에서 교육과정 편제, R&E, 교수학습 및 평가의 하위 영역별로 그 실태와 각 영역별 학생 설문 결과를 분석한 결과는 다음과 같다. 첫째, 영재학교 교육과정 편제 및 운영에 대한 학생들의 인식을 조사한 결과, 심화 선택과목의 학점 비중을 더 높여야한다는 의견과 보통교과의 학점을 줄이고 전공교과의 학점을 늘려야 한다는 의견이 상대적으로 높게 나타났다. 이러한 결과는 대상 학생들이 과학영재학교 선발과정에서 수학, 과학 각 분야별 우수자로 선발된 경우가 많아 학생 개인적으로 자신감을 가지는 과목만 집중적으로 학습하고자 하는 의도의 반영으로 볼 수 있다. 이와 관련하여 영재교육과정의 운영지침(이상천, 2002)에 의하면, 대학 수준의 내용을 그대로 도입하는 속진보다 창의성과 사고력 계발에 보다 충실할 수 있도록 내용의 폭을 넓히고 접근방법을 달리하는 심화 중심으로 교육과정을 구성하고 운영한다고 하였다. 그러나 현재 개발된 교육과정 편성과 운영은 창의성 교육의 구현보다는 압축형 속진 교육과정의 특성이 강하여, 이와 같은 운영지침을 실현하기 어려운 것이 현실이므로 교육과정 편제의 개선이나 운영지침에 적합한 교육내용의 개발이 시급히 이루어져야 할 것이다. 둘째, R&E(Research ＆ Education)는‘연구를 통한 교육’,‘교육을 통한 연구’를 의미하며 과학영재교육과정의 가장 큰 특징이라 할 수 있는 자율연구와 위탁교육을 위한 프로그램이다.

• The Journal of the Convergence on Culture Technology
• /
• v.10 no.3
• /
• pp.749-761
• /
• 2024

The purpose of this study analyzes the cultural identity, learning motivation, learning strategies, and second language acquisition trends of Chinese students living in Korea to reveal the structural relationship between these four variables, thereby revealing the cultural identity, learning motivation, and learning strategies of international students in the Korean language learning process. The purpose is to provide basic data to promote . This study verified reliability and validity through a preliminary survey targeting 200 people. This survey was conducted on 1,006 Chinese students studying abroad at six universities in Seoul, Gyeonggi-do, Busan, and Chungcheong-do from May 28 to June 15, 2023. As a result of the study, first, the structural relationship between variables was that cultural identity had a positive effect on learning motivation, learning strategies, and second language acquisition. Second, learning motivation had a positive (+) effect on learning strategies and second language acquisition. Third, learning strategies had a positive (+) (+) effect on second language acquisition. Fourth, learning motivation and learning strategy between cultural identity and learning strategy were found to play a positive (+) mediating role and multiple mediating roles. Therefore, in order to promote international students' cultural identity, learning motivation, and learning strategies in the Korean language learning process, it is necessary to increase opportunities for international students to directly experience the formation of cultural identity and to organize and teach a multifaceted curriculum centered on practice.

• Journal of the HCI Society of Korea
• /
• v.11 no.3
• /
• pp.13-22
• /
• 2016

Vocal and instrument apprenticeship in applied music has been accepted without significant changes since the introduction of applied music education to South Korea. Few discussions or suggestions about other types of teaching than 'one-to-one lessons' or 'education of apprentices by assigned specialists' have been made. Since the introduction of applied music education to South Korea late in the 1980s, the CAI(Computer Aided Instruction) courseware development for applied music education has not actively been under way. The area of applied music has also made rapid progress in terms of music producing or music videos using computers. Actually, the improved computer program is not positively applied to applied music education. This study aimed to present learning methods using the improved functions of music production softwares to improve the traditional apprenticeship system in the area of vocal training in applied music. In particular, it used the technique of auto tune-pitch shift developed for interval correction in sound sources. By giving real-time feedbacks concerning intervals or monitors visually after recording, it intended to present a learning method to induce improvement in accuracy of intervals in vocal training. This study is expected to present a method that allows vocal trainers to overcome temporal and spatial limitations in applied music and make their vocal training more efficient.

• 대한공업교육학회지
• /
• v.39 no.1
• /
• pp.128-142
• /
• 2014

The purpose of this study was to provide a basis information for the education direction of 'creative engineering design' lesson to highschool students and pre-technology teachers by analyzing pre-experienced the d epartment of technology professors' recognitions, according to the newly opened unit 'creative engineering design' in 2009 revised highschool technology home economics education curriculum. The survey questionnaire was composed of 34 questions and collected from 16 department of technology education professors. The data was analyzed by SPSS program. The results of study were as follows : First, in 'creative engineering design' educational objectives, the highest average level(M) of response was problem solving ability, the opportunity of engineering experience and creativity improvement were followed. In the response about 'creative engineering design' educational contents, the average level(M) of the creative thinking method education was the highest(3.94). and the following important level was the write training education for presentation. Second, in the 'creative engineering design' educational areas, the professors preferred the idea conception, design, and production manufacturing area. In the teaching learning method, the average level(M) of design-based learning method was the first. and PBL, problem solving method were favored Third, in the 'creative engineering design' lesson manage, the secure of practice room and material cost, and the check of the progress situations were needed preferentially. In the education assessments, various and combined assessment preferred such as production, portfolio, and presentation. Fourth, in the pre-technology teachers' lesson of the university course, the product manufacturing level was preferred production to improve uncomfortable thing in life. The major difficulty in product manufacturing was the lack of major knowledge and product conception.