• Journal of The Korean Association For Science Education
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• v.36 no.3
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• pp.457-470
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• 2016

We investigated the conceptual and methodological characteristics of self-study as an innovational way with reflective research methods and explored the possibility of application of self-study in the field of science education by reviewing previous researches done in foreign countries. The results show that Self-study in education means the study of self, self-practice, self-thought, and so on in the teaching and learning context. It is a kind of new research method to pursue the improvement of teaching and learning practice with integrated perspectives on the context of instruction, identities of members, their beliefs and values, innovation agenda for better education, etc. This can be attained by collective and critical reflection in doing research. Most previous articles on the methodology of self-study suggested that the self-study should be more than just daily journals written only by her/him self. To do self-study in the academic way, they requested interaction with critical and cooperative colleagues, multiple but strict qualitative research methods, and participants' efforts for making better practice in instruction. Similar features to the above are found in the previous 14 self-study papers related to science education done in foreign countries. Based on the results, we concluded that self-study could be applied usefully into the field of science education in Korea. This paper could contribute to stimulation in the innovation of science instruction in a more practical way by increasing the attention to self-study and provoking its practice in Korea.

• Journal of the Korea Convergence Society
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• v.8 no.6
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• pp.209-218
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• 2017

Flipped Learning is being suggested which is well known as a teaching method which lets students learn the contents they will learn in advance through the advance online video and have a discussion through the team interaction in the main class for them to solve the assignment through the cooperation in a self-initiated way. Therefore, this study was intended to confirm if the flipped learning class could improve the students' learning ability and raising the interest in math by complementing the problem on the lecture-type class by applying the flipped learning class to the college basic math subject. As a result, in the unit test result, the average score of the experimental group was more than 20 higher than one of the control group indicating that Flipped Learning had a great effect on improving the learning ability, and as for the introspection journal analysis, many subjects from the experimental group showed the positive attitude toward math they felt difficult unlike ones from control group indicating that it was effective in improving the interest level.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.4
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• pp.154-160
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• 2018

This thesis aims to develop PBL (Problem-Based-Learning) problems. Its goal is for some groups of students to creative their own problems and to confirm the effectiveness of PBL as they apply it to AI (Artificial Intelligence) in engineering schools. Modern industrial society needs competent people who have abilities in cooperative learning, self-controlled learning, united knowledge application, and creative problem-solving. Universities need to offer their students the opportunity to improve their problem-solving and cooperative learning abilities in order to train the competent people that society demands. PBL activity is an appropriate learning method for the accomplishment of these goals. The study subjects are 37 sophomore students in H University who are studying 'AI'. Five PBL problems were submitted to the class over a period of 15 weeks. The students wrote and submitted a reflective journal after they finished each PBL activity. In addition, they filled out a class evaluation form to assess the performances of each member when the $5^{th}$ PBL problem activity was accomplished. The study shows that the students experienced the effectiveness of PBL in many fields, such as the comprehension of the studied contents (86.48%), comprehension of cooperative learning (94.59%), authentic experience (75.67%), problem-solving skills (89.18%), presentation skills (97.29%), creativity improvement (81.08%), knowledge acquisition ability (86.48%), communication ability (97.29%), united knowledge application (78.37%), self-directed study ability (86.48%) and confidence (97.29%). Through these methods, the students were able to realize that PBL learning activities play an important role in their learning. These methods prepare and enhance their ability to think creatively, work systematically and speak confidently as they learn to become competitive engineers equipped with the knowledge and skills that modern industrial society demands.

• The Journal of Korean Association of Computer Education
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• v.20 no.4
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• pp.1-14
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• 2017

The purpose of this study was to compare the composition of the government guidelines for the educational curriculum of Japan announced in 2016 with the outline of the 2015 revised educational curriculum of Korea. To compare the composition of the national level curricula of the two countries, the composition systems and content details were analyzed along with the trends of emphasis placed on informatics education. The analysis indicated that as for the Japanese government's guidelines, it was suggested that the causes of revisions, and purposes and methods of fulfilling goals be added, and thus the appropriateness of the guidelines was emphasized. As for Korea's revised curriculum, a gap caused by segmental development of the outline and details of the curriculum were found in addition to errors in curricular composition and direction setting which were carried out without consideration to the transition time required or changes of subjects. To ensure sufficiency of the curricular contents and education reflecting the situations of each time phase, the necessity to improve the overall curricular framework was suggested. This study holds significance as it provides the introspective insight that the goals and directions of education cannot be set properly when the curricular framework is established without recognition of the contents.

• The Journal of the Convergence on Culture Technology
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• v.9 no.6
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• pp.637-645
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• 2023

This study was conducted to confirm the meaning and essence of the interpersonal caring experience of nursing students who participated in an enneagram-based care intervention program. The subjects of the study were nine second-year students in the Department of Nursing at a university located in the region, and data were collected from April 25 to August 26, 2022, through interview records, statements, and reflection journals. The collected data were analyzed using Colaizzi's phenomenological method. Results, It appeared in three categories and 10 topic groups 'Recognition through sharing and listening', 'Acceptance through comfort and forgiveness', 'Praise and giving hope through participation and companionship in daily life', While writing a person care reflection journal, you can realize the meaning of care through critical reflection, understand the essence of the person care experience, and confirm the vivid person care experience, and develop the ability to care for people through in-depth reflection on personal experiences, feelings, and deep understanding. As this improved and internalized care, confidence in one's own ability to care increased. Therefore, it is believed that the experience of caring for people based on the Enneagram can be confirmed, the results can be used for learning, and it will be used as educational material to perform people care, contributing to the development of people care education.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.1
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• pp.671-676
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• 2015

The aim of this thesis was to develop PBL(Problem-Based-Learning) problems to supply the problems to classes and to confirm the effectiveness of PBL for PBL applications to element design in engineering schools. Modern industrial society needs competent people with abilities in cooperative learning, self-controlling learning, united knowledge application, and creative problem-solving. Universities need to offer opportunities for improving the problem-solving ability and cooperative learning to learners to train competent people that society demands. PBL activity is a proper learning method for the execution of the above offer. The study subjects were 32 sophomore students in H University who took 'Engineering design 1', which is Element design. Five PBL problems were applied to the class for 15 weeks. They wrote and submitted a reflective journal when they finished the every given PBL activity. In addition, they wrote a class evaluation form after the $5^{th}$ PBL problem's activity ended. The study showed that the students experienced the effectiveness of PBL in many fields, such as the comprehension of the studied contents(71.87%), the comprehension of cooperative learning (87.5%), authentic experience, problem-solving skills (90.63%), presentation skills (96.87%), communication ability, self-directed study ability, and confidence (96.87%). The students realized that PBL learning activities are important because students could develop into future intelligent engineers that modern industrial society demands through PBL learning activities.

• Journal of The Korean Association For Science Education
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• v.40 no.5
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• pp.565-582
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• 2020

The purpose of this study is to investigate middle school science teachers' pedagogical content knowledge for science practice-based instruction developed by five middle school science teachers in a teacher learning community. Science teachers in this study collaborated to examine lesson plans and reflect on teaching practice and collaboratively analyzed science curriculum, discussed video-recordings of teaching practice, and discussed to design detailed and elaborated lesson plans. Data collection consisted of pre and post questionnaire and interview, audio-recording of teacher discussion in a teacher learning community for one year, lesson plans, teacher written reflection, and video-recording of teaching practice. Data analysis reveals that science teachers developed pedagogical content knowledge for science practice-based instruction that consists of eleven sub-components of knowledge of science curriculum for science practice, knowledge of science practice-based instructional strategy, knowledge of students' science practice-based learning, and knowledge of science practice-based learning assessment. Science teachers in this study developed highly structured pedagogical content knowledge for science practice-based instruction.

• 대한공업교육학회지
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• v.38 no.2
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• pp.1-26
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• 2013

This study inquired following research questions by a narrative research method : What was the job of an engineer in mechanical design field? How did he fulfill his job-related learning in his workplace? What were the context and the characteristic of the job-related learning in the workplace? And some implications of the job-related learning on engineering education were discussed. We identified that the research participant's career as a mechanical engineer has developed through three stages. At first, he engaged on conceptual design of a semi-conductor test machine through self-initiated learning from basic to whole system of the machine. At second stage, he leaded a design group for the concrete design of a ball type semi-conductor test machine. In this stage he learned the meaning of cooperation and cooperative learning. At third stage, he initiated to found an entrepreneur company that was specified to design a semi-conductor test machine. He became CEO of the company. He learned the R & D policy making through contacts with global company, visiting exhibition in abroad. Eventually his main task as a mechanical engineer was the problem solving in the process of machine design. He had experienced and learned through his works : project management, independent fulfilling of tasks, functional analysis and reverse engineering, conceptualizing and test, cohesive cooperation, dialogue and discussion, mediation of conflict, human relationship, leadership. The implication of the narrative analysis on engineering education is, proposed, to give the students more chances to experience and to learn such activities.

• Journal of the Korea Convergence Society
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• v.9 no.6
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• pp.209-215
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• 2018

The college liberal arts mathematics is opened as a required course in science and engineering field, but students with low achievement experience difficulty in learning. Therefore, flip learning, which is well known as an effective teaching method based on self-led and learner, is suggested as an alternative. However, some problems are pointed out in this pedagogy. As an alternative to flip learning, we apply flip PBL classes that apply PBL to flip learning to general math subjects to supplement the problems of existing flip learning classes and increase interest in mathematics I want to know the effectiveness of whether it can be done. In this study, we investigated the educational effectiveness of the comparison study between the experimental group applying flip PBL class and the control group applying the existing flip learning class. First, the experimental group showed higher than the control group by 22 points Second, in the reflection journal analysis, in contrast to the control group, there was a positive effect on the improvement of the interest of the mathematics in the experimental group, It is expected that it will be applied as a teaching method that can complement the learning.

• Journal of Korean Home Economics Education Association
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• v.34 no.3
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• pp.101-116
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• 2022

This study aims to apply the problem-based learning method to a college course on 'Consumer Studies' in a teacher education program. The participants of this study were 27 undergraduate students who were enrolled in the course. The PBL class was implemented for seven weeks using two problems: proposing special lectures on economic concepts and financial consulting. The effectiveness of PBL was analyzed through self-reflective journals, self-assessment, and a learning satisfaction survey of students. The result of this study was as follows. Students achieved the learning objectives and strengthened their collaboration and communication skills with team members during the PBL process. Moreover, students improved their self-directed learning and problem-solving ability through the PBL class. The results of self-assessment, in terms of learning task performance, active interaction, and self-directed learning were generally high at 4.63 points. In addition, the overall learning satisfaction level was very high, with a score of 4.75. The results will provide effective information on PBL classes to instructors and prospective teachers and will be used as data for learner-centered PBL classes.