• 대한공업교육학회지
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• v.32 no.1
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• pp.93-116
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• 2007

The purpose of this study was to improve the academic achievement at the public practical center of technical high school in Busan. For this study, 1 class(31 students) in the second grade at "B"technical high school were selected and these students were divided into two groups. One is the experiment group which blended learning was applied to and the other is control group which traditional lecture method was applied to. Each group was divided into three sub-groups by the level of learning ability. Non-randomized control-group pretest-posttest design was applied for this experiment planning. The subject of experiment was the unit of "3D Modeling and Making NC code" in the textbook of "Application of Automatic System" applied by the public practical center of technical high school in Busan. On-line contents were developed and applied to the blended learning to control group. In order to analyze the test result, t-test with a significance level of 0.05 was carried out using SPSS 10.0. The results of this study was summarized as follows; First, as a result of the post test performed on the experiment and the control group, there was a significant difference between two groups, that was, the blended learning was more effective than the traditional lecture method in improving academic achievement. Second, blended learning was more effective than the traditional lecture method in the group of high-leveled and middle-leveled, but was little effective on the low-leveled group. Third, blended learning was more effective than the traditional lecture method in the functional domain, but was little effective in the cognitive domain and psychomotor domain.

• Journal of The Korean Association of Information Education
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• v.15 no.1
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• pp.11-22
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• 2011

The purpose of the research is examine the effect of STEM integration education using educatinal robot on academic achievement and subject Attitude of mathematics and science. The participants were 73 students of two classes, sampled from 6th graders of an elementary school. They were divided into a control group who learned a traditional mathematics and sciences education based textbooks and an experimental group who learned STEM integration education using educational robot during 12 sessions. The results are summarized as follows : First, there is a significant difference in academic achievement between two groups. STEM integration education using educational robot based group accomplished higher achievement than textbook based instruction group. Especially, post test analyzes results on the three factors of academic achievement, knowledge, understanding and adaptation, indicate statistically meaningful difference between two groups in understanding and adaptation area except knowledge area. Second, it shows that it greatly affected a positive influence on experimental group's attitude toward subjects in affective area. So we can expect STEM integration education using educational robot to be an alternative for stimulating children's higher learning interest on mathematics and science subject.

• The Korean Journal of Elementary Counseling
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• v.10 no.1
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• pp.95-108
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• 2011

The purpose of this study was to examine variables affecting the occupational aspiration of elementary school students and the relationship of the variables in a bid to acquire empirical information on influential factors for the development of children's occupational aspiration. Out of the personal characteristics of school children, academic achievement, self-esteem and parental educational level that respectively belonged to the cognitive, affective and environmental domains were selected as the variables that might affect occupational aspiration. And the relationship of the variables to the level of occupational aspiration was selected as a research question of the study. The findings of the study were as follows: in relation to the level of occupational aspiration by gender, the girls were ahead of the boys. There were no statistically significant gaps in that aspect according to grade. And, the academic achievement of the elementary school students had a positive correlation to the level of their occupational aspiration, and there was no statistically significant relationship between self-esteem and the level of occupational aspiration. When academic achievement and self-esteem were selected as predictors, the two variables made a 8.5% prediction of the occupational aspiration of the fourth graders, and made a 12.3% prediction of the occupational aspiration of the sixth graders. There were no statistically significant differences in the level of occupational aspiration according to parental educational level. The fourth and sixth graders were found to have an occupational aspiration in consideration of not only the characteristics of occupations but their own academic achievement, namely their abilities.

• Journal of Gifted/Talented Education
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• v.13 no.4
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• pp.95-117
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• 2003

This study is to suggest the alternative to limits of intelligence focused on Psychometric tests. Through this study, it was found that triarchic theory of intelligence and thinking styles, which were suggested by Sternberg, were useful. The subjects are 122 student who are at three science-high-schools. The results show that the subjects preferred judicial, executive, and hierarchical rather than conservative styles of thinking, and they had strong analytical, creative, and practical ability. The correlation between academic achievement and triarchic intelligence except automation was significant. The difference of academic achievements was not significant by styles of thinking related to creativity and pattern of triarchic intelligence. There was no interaction between two variables as we expected. The practical ability illustrated the total academic performance very well. And executive, judicial thinking styles were prediction variable in case of considering with triarchic intelligence. Through the results, it could be suggested that triarchic intelligence and thinking styles of non cognitive concept could be important standard referred to selection for the science-gifted, and argued that the reform of the science-high-school was needed to produce the creative-productive science-gifted student.

• Education of Primary School Mathematics
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• v.22 no.4
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• pp.239-259
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• 2019

The 2015 revised mathematics curriculum specified software education as a mandatory curriculum amid a trend in which the software environment was extended to daily life due to the fourth industrial revolution. It also calls for a paradigm shift in lessons that incorporate learning and evaluation by specifying a process-oriented assessment. This study focused on addition and subtraction classes based on computational thinking skills that integrate mathematics learning and evaluation. Two fourth grade classes of elementary schools in Seoul were selected to conduct a pre- and post- test of metacognition and mathematics achievement through quantitative research. Also, a mixed study was conducted to analyze students' activities and opinions in parallel. The results of the study confirmed that the computational thinking-based classes, which incorporate mathematics learning and evaluation, had a positive effect on the metacognition of elementary school students and the improvement of their achievement scores. In addition to those identified in this study, further studies on other factors are proposed.

• Journal of The Korean Association For Science Education
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• v.35 no.6
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• pp.931-938
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• 2015

In the study, epistemological beliefs, metacognition, and scientific inquiry skills all directly affected the science academic achievement levels of high school students. Also, epistemological beliefs indirectly affected science academic achievement mediated by scientific inquiry skills and metacognition, while metacognition had an indirect effect on science academic achievement level mediated by scientific inquiry skills. We found that scientific inquiry skills had the biggest direct effect, while epistemological beliefs showed the most robust indirect effect on academic achievement level. Thus, we argue that students' scientific inquiry skills should be nurtured for the advancement of their academic achievement. In addition, more careful scholarly attention must be given to both epistemological beliefs and metacognition, which directly and indirectly affected academic achievement level. We believe that epistemological beliefs, metacognition, and scientific inquiry skills should all be considered in an integrative manner when developing educational programs and strategies.

• Journal of The Korean Association For Science Education
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• v.37 no.4
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• pp.669-677
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• 2017

The purpose of this study is to estimate the direct and indirect effects of relevant variables on students' science achievements. Path analysis was conducted with data from middle school to examine the effects of perceived positive parenting attitudes, attitudes toward science, science inquiry skills on the science achievements of middle school students. A total of 502 middle school students from the metropolitan area participated in this study. Results suggest that students' perceptions of positive parenting attitudes had no direct influence on their science inquiry skills. However, the students' attitudes toward science and science inquiry skills were found to have meaningful direct effects on their achievements. Students' perception of positive parenting attitudes also presented a significant direct effect on their attitude toward science. In addition, the students' perceived positive parenting attitude revealed an indirect effect on science achievement, through their own attitudes toward science and science inquiry skills. Research findings called for more educational programs and teaching methods considering students' attitudes toward science and science inquiry skills to improve their science achievements. At home, parents need to have positive parenting attitudes to influence their children's attitudes regarding science.

• 전자공학회논문지 IE
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• v.47 no.1
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• pp.22-33
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• 2010

The main purpose of this study was to develope a reflective journal and examine its effects on student's academic achievement and self-regulated learning strategies. For this study, 'a structured reflective journal' was designed through the steps of systems approach with the purpose of enhancing student's academic achievement and self-regulated learning strategies, especially meta-cognition and critical thinking. The reflective journal used in this study contained the constructive elements of (1) self-evaluation with 5 likert scale, (2) learning essay, (3) dialogue with peers, and (4) dialogue with professor. A total of 94 freshmen enrolled in one of two sections of the engineering courses(theory-based class and experiment and practice-based class) participated in the study for 8 weeks. A pre-test-post-test design was used to examine the effects of the application of reflective journal on student's achievement and self-regulated learning strategies. For the result, analysis of covariance was conducted to determine whether there were any academic achievement differences and self-regulated learning strategy differences. The results suggested that students were taking advantages of the reflective journal, and there were statistically significant differences in academic achievement in the experiment and practice-based class and self-regulated learning strategies in both classes.

• The Transactions of the Korea Information Processing Society
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• v.3 no.5
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• pp.1059-1069
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• 1996

The purpose of this paper is to examine some effects of four menu types: icon menu, context menu, pulldown menu, and bar selection menu. In order to find whether there are some effects of menu types or learning stages (the first, intermediate and the last stage) on skill-based errors, each of the menus has been studied in relation to hyperemia instruction, menu search time, scholastic a chievements and learners' metacognitionon their errors. A further purpose of this paper is to suggest some strategies for enabling learner to select menus more efficiently in order to enhance the learner's own learning effectiveness in hypere mia instruction.The results of this study are as follows. The menu types had a significant effect on the low metacognition regulation group. The context menu types had a significant effect on achievements. In contrast, it was also noticed he the menu types did not have any significant effect on the high metacognition regulation group. The bar-selection menu type and the icon menu type had a relatively significant effect on skill-based errors in the first stage of learning.

• Journal of the Korean School Mathematics Society
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• v.19 no.4
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• pp.441-457
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• 2016

The purpose of this study is to analyze Korean students' mathematics achievement characteristics and draw implications for better math education in schools through comparing the results of three east Asian top level countries, Korea, Singapore, and Japan in PISA 2012 results. As a results, the rate of correct answers of Korea students was relatively low compared with those of Singapore, but relatively higher than Japan. From the results of effect size, similar results from t-test was discovered. As shown in analysis according to sub-elements in math assessment framework, the Korean students had low effect size in every sub-elements than Singapore. and they had high effect size at most of sub-elements than Japan, except "personal" context. In top performing level(above level 5), the Korean students had high effect size at "quantities" in mathematical contents, and "employ" in mathematical processes compared with Singapore. And they had row effect size at 6 sub-elements compared with Japan.