• Journal of Elementary Mathematics Education in Korea
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• v.9 no.1
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• pp.39-64
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• 2005

The purpose of this study is to transform questions in the 7th curriculum to open-ended problems and exam students' attitude towards open-ended problems. Research questions in this thesis are as follows: First, to transform questions in the 7th curriculum to open-ended problems and apply to a class in the fourth grade D elementary school. Second, to find how students respond to learning mathematics with open-ended problems. As a result of this study, the following are identified. First, the students showed positive reactions towards learning mathematics with open-ended problems. Those experience with open-ended problems make student solve mathematics problems with interest and confidence. Second, both good and bad students in the math class show interest and concentration toward open-ended problem. But a few students show less interest towards those problems. Third, through discussion about problem-solving with open-ended problems, students take part in math class actively and show respect one another. Fourth, especially students show more interest and confidence towards the open-ended problems transformed from mathematics textbook and like the constructive open-ended problems.

• Journal of the Korean School Mathematics Society
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• v.19 no.1
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• pp.21-41
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• 2016

Ministry of Education has proposed storytelling in context of the actual or fantasy for the sake of fun and easy mathematics education. However most of school mathematics is not associated with the real life. In that case it could be one method for cultivating positive affects about mathematics that we make up and apply mathematics narrative with which we can reveal what makes mathematics interesting. In this study, among every problem in every examination in four regular examination that targeted the first-year of one ordinary high school in Seoul, I elected a total of four problems, and wrote a total 4 of mathematics narratives. I analysed a case on a few students with which I had conversations after teaching those 4 number of mathematics narratives, and studied mathematics narrative's influences on affects about mathematics of ordinary high school students. As a result, from one of a few students we could observe that his mathematical emotional mind had varied positively. From the student and the other students who had been engaged I discussed some implications and some points to be improved about making up and applying mathematics narrative for cultivating positive affects about mathematics.

• Journal of the Korean association of regional geographers
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• v.5 no.1
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• pp.163-185
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• 1999

The purpose of this study is to develop the model of constructivist multimedia-assisted instruction(CMAI) and to analyze the effect of it in the secondary school geography. The main results are as follows : (1) The conceptual model of CMAI can be defined as an instruction aiming at making a person who has self-directed learning ability through constructivism and multimedia. The procedural model of CMAI based on PIDA instructional strategy is divided into four stages : prediction & explanation, inquiry activity, discussion & fixation, application & synthesis stage. (2) CMAI is typed by offline CMAI and online CMAI. that is, O/WCMAI(online CMAI by web-based courseware). Offline CMAI is subdivided into P/TCMAI(offline CMAI by presentation-based courseware) and C/RCMAI(offline CMAI by cd-rom based courseware) according to authoring tool and function. (3) Offline constructivist multimedia course-ware(offline courseware) was developed for 2 periods as the material to analyze the effect of CMAI. Offline courseware is received development level of it. (4) After offline courseware being applied to the class, the effect of it according the types of the CMAI instruction(lecture instruction, whole teaching, individualized learning, cooperative learning) was analyzed. As the result of analyzing the descriptive statistics of the level of learning achievement and instruction response, there isn't big relationship between them. As the result of analyzing the inferential statistics of the level of learning achievement, there wasn't significant difference between the types of CMAI instruction in whole student of the classes and certain students who improved their grades. But as the result of analyzing of the level of instruction response, there was significant difference between lecture instruction and other types of the CMAI instruction(whole teaching, individualized learning, cooperative learning).

• Journal of Internet Computing and Services
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• v.3 no.3
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• pp.11-17
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• 2002

The web-based distance education has some problems in managing students despite the merit of getting over the problem of time and space compared with the classroom education or residential course. These problems make the web-based distance learners difficult in achieving the purpose and the standard of goal. And they drive the manager in charge of the web-based distance education into worries. The manager of the distance education should keep on monitoring students' participation and response, and then give the appropriate feedback to the students. But, the existing distance education system neglects to support efficient management function, for it puts emphasis on the activity of teaching and learning. Therefore, the purposes of this study are to extract the factors that are necessary to manage the distance education for training teachers, to realize the effective management system which can offer a proper feedback in the distance education for training teachers through the application of those factors to the training program, to make it possible to change the management system flexibly according to the curriculum and the computing setting.

• Journal of the Korea Convergence Society
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• v.10 no.6
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• pp.259-268
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• 2019

The purpose of this study was to explore physical education majors' subjective perception on sports ideologies using Q-methodology. This study found four types of subjective perception on sports thoughts. Type I is named 'the type of fair victory and defeat.' The subjects of type I emphasize the items of victory and defeat, fair judgement, a drama without a scrip, etc. Type II is named 'the type of sport philosophy.' The subjects of type II emphasize the items of sport philosophy, theory of one of mind & body, great spirit, hwarangdo spirit, sport logic, self-improving, etc. Type III is named 'the type of communication & social activity.' The subjects of type III emphasize the place for communication, social activity, consideration, improvement of the quality of life, etc. Type III is named 'the type of communication & social activity.' The subjects of type IV emphasize welfare, security for the aged, leisure, entertainment(game), healthy, etc.

• Journal of The Korean Association For Science Education
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• v.35 no.5
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• pp.907-917
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• 2015

Response to Intervention (RTI), which is focused on the gap between pre-interventions and post-interventions, provides an effective intervention program. This study takes under-achievement factors into consideration to determine the overall characteristics of underachievers. The under-achievement factors include cognitive learning factors, affective factors, and environmental factors. This study conducted curriculum-based assessments, achievement tests, and assessments on attitudes toward science and science learning motivation to verify the effects of individually tailored teaching according to the types of under-achievement in science. The experimental group was composed of six students in fourth grade, and the comparison group had 23 students. The findings of the study were as follows. First, the performance and progress of underachievers in the first-stage showed little progress and did not reach grade-level performance. Second, the underachievers in the second-stage greatly improved. In particular, the average of eight sessions in the second-step demonstrated performance beyond that of the regular child. Third, individually tailored teaching according to the types of under-achievement in science positively affected attitudes toward science and science learning motivation. This study will contribute to the improvement of the underachiever by applying individually tailored teaching according to the types of under-achievement in science.

• Journal of the Korean earth science society
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• v.27 no.3
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• pp.251-259
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• 2006

The purpose of this study is to help 10th grade students learn their science course more efficiently through an Earth System Education (ESE). ESE may contribute in the right view of nature and human by mitigating interdisciplinary in science and accomplishing harmonious tuition-studying. In this study, subject in 'Volcano explosion and Global climate change' is chosen by the ESE program and corrects are made so that it becomes suitable in 'Science' subject of the 7th curriculum and supplements this and inspects the application possibility. As a result of the analysis, the experimental group showed a positive change in almost all area; whereas, the control group was so only in cognition of science (p=0.003), interest toward science (p<0.001), attitude about science (p<0.001), etc. Experiment group in which ESE programs were applied shown higher accomplishment drawing in study accomplishment degree than the control group, which progress traditional class (p=0.038). Students from the experimental group were active, serious in attitude, self-directed in their studies during class. We can expect that the application of ESE programs has a good effect on scientific interest, curiosity enhancement of students, scientific talent and right view of nature height in science subjects on the basis of these result.

• Journal of rehabilitation welfare engineering & assistive technology
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• v.10 no.1
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• pp.9-18
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• 2016

This study reported a case study that showed educational usefulness of SAFMEDS (Say All Fast a Minute Every Day Shuffled) on the improvement of Fluency. The participants were 3 experts with special teacher and speech and pathology, who enrolled a graduate level course, Research in Children with Autism Spectrum Disorder. The SAFMEDS strategy was employed as a study tool for the participants to acquire fluent verbal repertoires related to the key terminologies of Skinner's (1957) analysis of verbal behavior, list 60 pairs of terms. The participants developed 60 term flash cards which presented a target term on the front of the card, and its definition on the back. During the intervention, the participants were required to see the definition and says its term. The results of this study indicated that the SAFMEDS was effective to improve participants' fluent verbal repertoires in terms of both accuracy and fluency. The results of this study would be able to contribute for education professionals to improve certain target operant's accuracy and fluency.

• Journal of Korean Home Economics Education Association
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• v.19 no.1 s.43
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• pp.15-33
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• 2007

The purpose of this study is to find the effect of improvement in student's learning attitude when applying portfolio, which is one of the ways for the performance's assessment suggested as an alternative of traditional assessment for the instruction of Home Economics subject. The results of this study were as follows; 1. We have developed the Portfolio materials; teaching and learning plans, the paper of activities of the class, materials of the instructions, and assessment materials from the instruction of total 13 times in the unit of 'making short pants'. 2. The instruction,'Making short pants' with applying portfolio, is very effective in terms of changing student's learning attitude positively - pride, self-confidence, interest, conscience of purpose, motivation for achievement, focus surroundings, self-study, friendship among classmate and etc. 3. The result of analyzing students 'thoughts shows that the majority over 90% of the students showed the positive attitude toward applied portfolio instruction. Here are the reasons that 'it's helpful to study', 'it can be focused better on the instruction', 'it give them satisfaction and couidence' and 'it can be increased abilities studying by oneself'. on the other hand, the negative side of the instruction applied portfolio is that it requires too much time to prepare portfolio materials. there is pressure because of a lot of assignments to do. Based on this result, we are expecting to increase student's interest in the middle school class of Technology and Home Economic and also to achieve development of the method of teaching and learning to enhance student's learning attitude.

• Journal of Engineering Education Research
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• v.10 no.4
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• pp.58-77
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• 2007

An evaluation system of teaching is one of authentic assessment tools for improving the quality of higher education. The purpose of this study is to cultivate the class evaluation system in the college of engineering based on the empirical analysis of the results of the class evaluation. Especially, this study investigates the validity evidence using the confirmatory factor analysis of the class evaluation. The data used in this study were acquired from 49,127 student's evaluation responses of 471 courses offered in colleges of natural science and engineering at a university in Korea. The reliabilities are quite good for every construct by producing an index value from 0.92 to 0.98. The results provides a guideline for an appropriate measurement model to report the information, to clarify quality and appropriateness of instrument items, to make recommendations for which items should be left or merged in the revised instrument. A special suggestion for improving student's evaluation of each course is to prepare a well-designed instruction for students explaining why and how to evaluate the course in order to produce reliable and valid results.