• Journal of Korean Home Economics Education Association
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• v.25 no.1
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• pp.155-172
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• 2013

This study developed smart education programs on clothing in Home Economics education for middle school students and assessed the validity of the programs. To create a self-directed adaptive learning model, 'Textile fibers' was selected as a topic. A digital textbook was developed to provide an adaptive learning experience to each student. The students can learn the contents of the digital textbook via their smart phones or tablet PCs in their Home Economics classes. To create a cooperative learning model for a good communication, 'Recycling clothes' was selected as a topic. Students can cooperate to solve the problems via Google docs and facebook in their Home Economics classes. The programs gained more than 4.5 on a 5-point Likert scale. The results of the assessment indicated that the smart education programs on clothing are appropriate to enhancing the self-directed learning, communication, and cooperation competencies of the students in Home Economics classes.

• Proceedings of the KAIS Fall Conference
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• 2010.05b
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• pp.937-940
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• 2010

21세기 정보화 세계화 사회에서 창의적이고 자율적인 인간양성을 위한 교육개혁으로 창의적 인재양성, 자기주도적 학습능력 배양이 강조되어지고 있다. 그럼에도 불구하고 제주지역 농어촌의 경우 인구 집중이 도시로 이루어지면서 농어촌의 인구가 감소되어지고 그러한 결과로 소규모 학교는 통폐합이되면서 교육여건은 악화되고 있는 실정이다. 이에 제주지역 농어촌 교육문제를 해소하여 학생들의 이농현상을 줄일 수 있으며, 창의적이고 자기주도적인 학습 능력을 배양할 수 있는 프로그램 개발의 필요성을 느끼게 되었다. 본 연구에서는 도시와 농어촌의 서로 다른 교육여건에 기반하여 교육내용을 특성화함으로써 제주지역 농어촌 학생의 창의적 문제해결력 향상을 위한 통섭적 활동 모형과 프로그램을 개발하기 위한 이론적 고찰을 하였다. 도시와 농어촌의 학력격차를 해소하기 위해서는 농어촌 학생에게 적절한 교육내용과 활동으로 재편성하여 가르칠 필요가 있다. 특히 제주도는 농촌과 어촌, 도시형이 특별히 구분되어지는 것이 아니라 하나의 통합된 생활문화의 특징을 가지고 있다. 앞으로 본 연구의 이론적 고찰을 바탕으로 제주지역 농어촌 학생들의 일상적인 생활환경에서 접하게 되는 다양한 활동 속에서 창의적으로 문제해결을 할 수 있도록 통섭적 활동 모형과 프로그램을 개발하여 적용하게 되면 학생의 역량을 강화시키고 잠재해 있는 창의적 문제해결력을 개발하여 학력향상에 기여할 수 있을 것이다.

• Journal of the Korean Chemical Society
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• v.64 no.3
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• pp.189-195
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• 2020

In the study, the effect of flipped classroom approach applied to chemistry I class in a foreign language high school was explored. Flipped classroom was applied to 176 grade 10 students (43 boys and 133 girls) from a foreign language high school located in a metropolitan city for one semester and its instructional effects were studied in terms of cognitive and affective aspects. Before the class, students were provided with guiding worksheets and asked to summarize contents. Within the class, various student-centered activities were adopted. After the flipped classroom for one semester, mid-term and final-term exam scores were analyzed, and students' attitude toward chemistry class and flipped classroom were surveyed. Analysis on the exam scores showed the possibility for positive impact on students' achievement and perceptions on chemistry class including flipped classroom approach. Moreover, some students mentioned flipped classroom was helpful for self-directed learning and meta-cognition. Based on these results, educational implications were discussed.

• Journal of Gifted/Talented Education
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• v.21 no.4
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• pp.907-925
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• 2011

This study is a report about the two summer camps of 2009 and 2010, which were held by some gifted classes of Liberal Arts areas in Chungnam Province. The students' self- directed methods, making an own project topic and an outline plan for that by students themselves before the camp, raised up the students' satisfaction of the camp effectively. Staying with their peer students and teachers for 3 days gave the gifted students a chance for relationship, self-confidence, and self-sufficiency. These joint summer camps provided the students with cognitive development, motivations and a chance to meet other gifted students. Teachers' preparation for the camp, their concrete feedback to each student's project, and students' time spending on one's own camp project were correlated with the students' satisfaction of the camp program. Experience of teacher training in gifted education made significant differences in understanding gifted students and expectations of students' social and emotional development throughout and after the camp.

• The Journal of Korean Association of Computer Education
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• v.7 no.6
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• pp.37-45
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• 2004

With the rapid growth of the Web technologies, the Web has changed teaching and learning as well as our life in various ways. Web-based instruction (WBI) supports self-directed and creative learning at anytime anywhere. However, learners may experience the problems of disorientation and cognitive overload when the hyperspace that consists of learning materials is complex. In this paper, we present a Web-based adaptive hypermedia system based on cognitive load theory which can reduce cognitive loads that novices may experience when they learn programming

• Journal of Korean Public Health Nursing
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• v.31 no.1
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• pp.71-83
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• 2017

Purpose: It is thought to be crucial to guide diabetic children and adolescents through their adolescent period psychologically and emotionally. Therefore, we investigated what positive roles a type 1 diabetic camp program would play on subjects in terms of depression, anxiety, self-esteem and self-efficacy. Methods: This study evaluated 38 diabetic children and adolescents with type 1 diabetes who attended summer camp. Subjects were analyzed using a one-group pretest-posttest quasi-experimental research design. Results: There was a significant decrease in depression (t=3.55, p=.001) and anxiety (t=3.09, p=.004) after attending camp, as well as a significant improvement in self-efficacy (t=-3.64, p=.001). However, there was no significant change in self-esteem (t=0.14, p=.891). Conclusion: The results of this study indicate that type 1 diabetic camps are an effective intervention program to promote psychological and emotional stability among diabetic children; therefore, it is recommended that various diabetes programs related to camps be developed.

• 대한공업교육학회지
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• v.37 no.1
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• pp.107-124
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• 2012

The purpose of this study is to provide the basic pedagogical resources for designing the optimum teaching and learning environment in e-Learning through the survey study on learning behavioral styles (LBS) of the gifted students and ordinary students who have experienced e-Learning. And the major results of the study are as follows: The Major field made a very strong difference to the learning behavioral styles between the gifted students and the ordinary students in e-learning environment. On the basis of the study, the LBS sequence of gifted students is the 'passive learning behavioral style', 'environment-dependent and self-directed learning behavioral style', 'positive and cooperative learning behavioral style', 'environment-independent and self-directed learning behavioral style', and the LBS sequence of ordinary students is the 'passive learning behavioral style', 'positive and cooperative learning behavioral style', 'environment-dependent and self-directed learning behavioral style', 'environment-independent and self-directed learning behavioral style'. Simultaneously, there are some individual difference in the learning behavioral style by gender, grade, and the time of using computer between the gifted students and the ordinary students.

• Journal of agricultural medicine and community health
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• v.47 no.2
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• pp.78-89
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• 2022

목적: 이 연구는 2019학년도 역학조사관 입문교육 과정에 참여한 29명의 수습과정생에게 참여형 자기주도 학습 역학조사관 연수 프로그램(FETP)의 효과와 만족도 등 역량 변화를 분석해 그 결과를 향후 과정 개발의 참고 자료로 활용하고자 하였다. 방법: 교육 프로그램의 만족도와 교육 후 모듈에 대한 역량 변화를 평가하는 연구가 수행되었다. 만족도와 역량의 차이 비교는 크루스칼 왈리스 검정(Kruskal-Wallis test)를 실시하였고, 역량의 차이는 윌콕슨 부호순위검정(Wilcoxon signed rank test)에 의해 이루어 졌다. 결과: 2019년 FETP에 참여한 역학조사관 중 여성은 48.3% 였으며, 40세 미만은 9.4% 였다. 역학조사관 입문교육과정 모듈(역학조사, 보건통계 및 정보통계, 감염병 국가 체계, 감염병 질환 감시 체계, 진단 및 실험실 검사, 생물 안전 및 관리, 주요 감염성질환 관리와 조사, 커뮤니케이션, 협동과 리더십, 일반과정)별 만족도는 실무적 도움, 전문성, 기능, 태도 등에서 4점(5점 만점)을 초과하였고, 전체 4.2±0.21(5점 만점)점으로 높은 수준이였다, 모듈의 교육훈련 전후 평균 점수는 2.25±0.91, 3.68±0.63점 등으로 유의한 향상이 있었으며, 모든 모듈 및 하위 주제들도 유의한 향상이 있었다(p<0.001). 그 중에서 현장역학조사 경험이 가장 높은 변화가 있었고, 표본 수집과 실무가 가장 낮은 역량 변화가 있었다. 결론: 2019년 진행된 입문교육 과정은 수료 후 학생들의 역량은 개선되었고, 만족도는 높은 편이었다. 참여형 자기주도학습의 촉진은 역량을 향상시킬 뿐만 아니라 보건 종사자들의 자신감을 높일 수 있었다.

• Journal of Agricultural Extension & Community Development
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• v.8 no.2
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• pp.179-190
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• 2001

The purpose of this study was to analysis the education effects of web-based on-line cyber program mesaured by Kirkpatrick’s evaluation process. The average score on satisfaction of the program was 4.28(.59), which was designed to evaluate the level 1, reaction. To test level 2, learning, the average score that students achieved was calculated and it was 86.87(std.=7.05) in the term examinations. The level 3, job months. It was reported that most employees who took the course are utilizing the knowledge that they acquired from the course(mean=3.80, std.=.77). To identify the level 4, business results, the mean score of the number of accidents and near misses that happened in their factories for 3 months before and after the course were compared. There was statistically significant difference between the number of accidents that happened 3 months before the course and 3 months after the course, at the significance level of .01, which was tested by Paired t-test.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2021.10a
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• pp.287-289
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• 2021

Smart farming education service based on network are important factors for farming sector. The lack of time and space has to lead to their limited appliance to farmers. Limited information support and low background knowledge in farming production is a lot of trial and error in farming production. Smart farming education as a service based on cloud provide the farming information that is the farming knowledge, farming skill, and farmer's experiences and knowhow, etc. And real-time information such as climate change, soil environment and market trends is very important. This paper proposes a framework for applying farming education service based on cloud. It consists of smart farming function and smart farming education function