• Journal of Korea Entertainment Industry Association
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• v.13 no.6
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• pp.297-306
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• 2019

The purpose of this study was to develop a scale for measuring obsessive compulsive and to verify structural validity from students participating in physical education class. The procedure for this purpose was firstly conducted through an open questionnaire, followed by item search and appropriateness assessment, then analyzing the reliability of the final version based on the preliminary criterion and checking the construct validity. After analyzing the factors of the criticism, We collected the data and analyzed the items and the factors from 387 respondents. The subjects were social obsession (4 items), psychological obsession (3 items) and physical obsession (3 items) The final determinant of the 10 factors was completed. We conducted A multivariate analysis on the determinants of gender and class satisfaction to confirm the external relationship review. The reliability of the scale developed in this study showed not only a high level of confidence from .856 to .907, but also reasonized and proved to be an obsessional scale for physical education for the promotion of life care. These measures can be used as a data for measuring physical education compulsion in class.

• Journal of Science Education
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• v.35 no.2
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• pp.295-306
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• 2011

Self-directed learning ability is more important than before. It is well-known that traditional teacher-directed lecture class, seminar-like oral presentation class, and even discussion/debate class have not been enough to enforce self-directed learning ability for students. To resolve the problem, a new dynamic complex instruction model (DCIM) was developed for undergraduate and graduate students and a basic frame of DCIM was published by Oh (2010). Here, it is examined if the application of DCIM to a biology class of graduate school can cause improvement of self-directed learning ability. For this, the self-directed learning readiness scale (West & Bentley, 1990) translated by Ryu (1997) and motivation scale (Hayamizu. 1997) translated by Oh (2001) were employed, and then measurements performed with the translated scales were done in the beginning and the last of two DCIM-adapted graduate biology classes at K university, Daegu, South Korea in the first semester of the year 2010. The results show that self-directed learning ability could be significantly improved through the DCIM-adapted class, compared to the result of a teacher-directed lecture class as a control group. With respect to the motivation, there was not found any statistically significant difference between control and experiment groups of graduate students. The present study seems to be meaningful in that it is the first work proving the effect of improvement of self-directed learning ability of graduate students through the DCIM-adapted classes.

• The Journal of the Korea Contents Association
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• v.18 no.12
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• pp.547-557
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• 2018

The purpose of this study was to investigate the effects of teacher preparation programs with project-based learning for strengthening preservice special education teachers' practical teaching abilities. The results of this study showed that the practical teaching ability of preservice special education teachers (n = 39) improved by a total of 6.76 points after receiving action learning-based instruction. The improvement was 1.49 points for planning and designing, 1.49 points for communication, 0.49 points for interactions with students, 2.49 points for teaching and learning environment, and 0.89 points for sincerity and enthusiasm. The results of paired t-test showed that preservice special education teachers' practical teaching ability has significantly improved on the total scale score (p < 0.01). Preservice special education teachers' improvements were also significant on three out of five subscales: planning and designing, communication, and teaching and learning environment. Correlations between the practical teaching ability subscales ranged from 0.64 to 0.90, indicating a statistically significant correlation.

• Proceedings of the Korean Society of Computer Information Conference
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• 2021.07a
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• pp.261-263
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• 2021

비대면 프로그래밍 수업에서도 대면 수업에서와 유사한 학습 실재감을 느낄 수 있는 수업 방법을 모색하기 위해, 2020학년도 1학기부터 2년에 걸쳐 실시간 화상수업과 미리 제작된 동영상 콘텐츠를 제공하는 온라인 콘텐츠 수업 방법을 순차적으로 적용해보았다. 두 방법의 공통점은 중요한 단원을 공부하는 4주 동안은 플립러닝을 적용하여 예습 동영상을 제공하고 본 수업은 실시간 화상수업으로 진행하면서 예습확인 퀴즈를 실시하고 심화수업으로 운영하였다. 각 수업 학기말에 학생들을 대상으로 5점 척도 방식의 만족도 조사를 실시하여 수업 내용의 이해도, 수업에 대한 흥미도 그리고 수업 참여의 적극성에 대한 학습 효과를 비교해보았다. 그 결과, 세 가지 학습 영역 모두 실시간 화상수업 방식에 참여한 학생들의 만족도가 높은 것으로 분석되었다.

• The Journal of Sustainable Design and Educational Environment Research
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• v.12 no.1
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• pp.1-14
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• 2013

This study focuses on the criteria for lessons that develop secondary students' creativity and character in mathematics classes. Literature used in this study is related to the future direction of education (e.g., Core competencies, Information and Communication Technology, Constructivism education) and intent of the revised mathematics curriculum. Lesson criteria for developing students' creativity and character include educational content associated with the real-world contexts, use of tools and resources, active participation and interaction, problem-solving skills, teachers' attitudes, and the classroom environment. This study suggests ways to implement mathematics lessons that build students' creativity and character.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.22 no.3
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• pp.80-87
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• 2021

This study examined the influencing factors of learning satisfaction for real-time online adult nursing classes to provide basic data for the design and operation of online lectures in nursing subjects and help prepare a new educational paradigm. The subjects of the study were 105 3rd graders taking real-time online adult nursing classes, and data collection was conducted through structured online questionnaires from June 20 to July 30, 2020. The subjects were analyzed using a t-test, one-way ANOVA by Scheffe test, Person's correlation coefficients, and Hierarchical multiple regression analysis. The results showed that the learning flow was 3.07, academic engagement was 3.46, and learning satisfaction was 3.88. Learning satisfaction showed a positive correlation with learning flow (r=.41, p<.001) and academic engagement (r=.56, p<.001). In addition, the factors influencing the learning satisfaction of the subjects of this study were academic engagement (��=.47), very high in the level of interest in adult nursing classes (��=.21), and high (��=.20) followed by 34% (F=14.53, p<.001). Therefore, the learning outcomes of nursing students and the effective achievement of their learning goals are expected by developing plans and teaching methods for active participation in classes.

• Journal of The Korean Association of Information Education
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• v.14 no.2
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• pp.241-251
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• 2010

In knowledge-based society, various forms of visible and invisible works are produced and published. As production and distribution of those works are increased, importance and value of copyright are gradually emerged. In the light of importance, students must learn and understand the concept and the right use of copyright as early as possible. Scales that students experience in the introduction stage of the class take the role of Advance Organizer. Through these scales, students can combine concept of copyright into their existing recognition structure and are interested in study contents. According to test results, it is concluded that the proposed system is very useful to enhance copyright consciousness for students.

• Journal of Digital Convergence
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• v.13 no.9
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• pp.277-286
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• 2015

The purpose of this study is to analyze the effects of creativity instruction activities on academic motivation and career maturity of university students and the relationship between these factors. The subjects of this study were university students who took creativity liberal arts based on NFTM-TRIZ creativity education model for a term. The research scales were the self-efficacy scale and failure tolerance scale of academic motivation tests and the Career Maturity Inventory Attitude Scale. The results of this study were as follows : First, creativity instruction activities had a positive influence on academic motivation and career maturity. Especially the effects on self control efficacy, task preference level, career decisiveness and compromise showed significantly(p<.01). Secondly, academic motivation showed positive relationship with career maturity(p<.05).

• 한국체육학회지인문사회과학편
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• v.57 no.3
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• pp.375-389
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• 2018

This study aims to development and validation a tool to measure physical education teaching anxiety(PETA) among preservice special teacher. In order to achieve this study purpose, first, the preliminary items for measurement scale were collected through open-ended questions and were developed by inductive content analysis from the 100 preservice special teacher. Second, investigation for construct validity was conducted on exploratory factor analysis from the 100 preservice special teacher. Third, in the final process, verify exernal validity was conducted by confirmatory factor analysis and t-test from the 300 presevice special teacher. As a result, the measurement scale of physical education teaching anxiety(PETA) among preservice special teacher consists of 4 main factors with 14 items: pedagogical content knowledge(n=4), understanding students(n=4), class environment(n=3), class management(n=3) factors and this scale has enough suitability.

• Journal of the Korean Society of Radiology
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• v.16 no.7
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• pp.995-1006
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• 2022

The purpose of this study was to investigate the current status of practical course operation in a non-face-to-face online environment, learning effects, and students' experiences and perceptions for radiology major students using a survey. The questionnaire consisted of a total of 34 items in 5 areas: general characteristics of subjects, current learning participation in non-face-to-face environments, learning satisfaction, learning outcomes, improvement and requirements. For the analysis of the questionnaire responses, frequency analysis was performed on the response frequency, ratio, and scale for each item. Based on the general characteristics of the survey respondents, cross-analysis was performed using the chi-square test for participation in non-face-to-face learning, learning performance, and learning satisfaction. implemented. Improvements and requirements were qualitatively analyzed for the repetition frequency of words with the same meaning. Through the results of analyzing the responses of a total of 397 questionnaires, the direction of design and development of practical classes in a non-face-to-face environment in the future and basic information and implications for efficient operation were confirmed. Based on this, it is necessary to continue to think and make efforts for the efficient operation of non-face-to-face practice classes in the post-corona era.