• Journal of the Korean Chemical Society
• /
• v.64 no.6
• /
• pp.429-437
• /
• 2020

This study investigated a total of 529 integrated science teachers' implementation and changes to apply the curriculum-instruction-assessment. Data was collected through online survey on scientific competencies and skills, teaching-learning and assessment methods, changes of teacher's preparation, topics/materials, teaching-learning, and assessment to apply the curriculum-instruction-assessment as teaching integrated science. The results of the study were as follows: first, in the integrated science class, teachers implemented more on scientific communication and scientific inquiry among scientific core competencies, and analysis and interpretation of data collection and communication among scientific skills. Teachers often taught in lectures and used multiple choice items and short essay for evaluation. Teacher groups with less than 10 years of teaching experience appeared to be less active in teaching scientific core competencies and skills than those with more than 10 years. Second, Teachers have increased more time and efforts to search and to organize various materials in addition to textbooks, and try to integrated concepts in various fields to prepare learning topics and textbooks. Third, even though teachers made little change in implementing the process-oriented assessment, they used instructional strategies to increase student engagement in the integrated science class, restructured the instruction to provide immediate feedback after conducting the assessment. It is necessary to build a system that ensures fairness and credibility of evaluation while respecting the autonomy and professionalism of teachers.

• The Journal of Korean Institute for Practical Engineering Education
• /
• v.3 no.2
• /
• pp.47-52
• /
• 2011

Recently, in order to increase the effectiveness of engineering education, it is a trend to get out of teacher-centered, traditional pedagogical strategy which emphasizes knowledge delivery and to utilize diverse pedagogical strategies such as project-based learning, problem-based learning, and so on. Especially utilization of project-based learning(PBL) that is very effective to improve practical ability by doing projects which students can apply their knowledge learned in class has been increasing. By the way, although students work on one or more projects in your course, only the fact shouldn't say that you properly utilizes PBL. That is, many teachers make students perform projects in their courses, but only a few teachers properly utilize PBL. This paper presents PBL procedures, evaluation criteria on project subjects, an evaluation method of team project, an evaluation table of PBL accomplishment, etc. based on many years experience in PBL as a guideline for PBL in engineering education. Also, this paper proposes some complements for better PBL by analysing strength and weakness of PBL.

• Journal of Engineering Education Research
• /
• v.14 no.3
• /
• pp.25-30
• /
• 2011

This paper is being established in Sungkyunkwan University based on a new lecture, "Scientific and Technical Writing and Presentation". The course feature and core educational goal is mainly to focus on challenging students to be able to learn scientific engineering communication, recognizing problem and solving it which involve a basic process of formulating thinking and expression skills. Basically, Scientific and Technical Writing and Presentation lecture is a blended learning that will put students in various type of problem based learning (PBL) in order to distinctively build their problem solving skills and emphasizing self-leadership skills in their profession. Through group activity participants in this learning area will be exposed to more specific problems to ensure more individual participation and in the same time they will be able to actively review the objective of their own activity which are part of this course objectives.

• Journal of Advanced Technology Convergence
• /
• v.2 no.3
• /
• pp.33-41
• /
• 2023

This study aimed to improve the quality of classes through the application experience analysis after applying the adult nursing simulation practice modules with PBL. Quantitative and qualitative data such as from satisfaction, validity, self-reflection, and lecture evaluation in 68 nursing students were analyzed after the semester. Satisfaction was 4.64 points out of 5 points, and 'I want to recommend this class to other friends' was the highest. It was appropriate for the validity as 64.7% to 100% positve answer. From the qualitative data analysis of lecture evaluation, it was categorized into 5 thematic groups : 'increased immersion related to a lively class environment', 'growth of knowledge and skills through learners' active participation', 'improvement of mutual collaboration skills through team-based problem-solving process', 'Improvement of problem-solving ability through situational crisis coping process' and 'Improvement of individual comprehension through close teaching'. The continuous development of PBL learning strategies and development of various scenarios are required in the future.

• Cross-Cultural Studies
• /
• v.42
• /
• pp.261-283
• /
• 2016

The aim of this study is to consider the possibility of learning polite expressions of English using the mobile application Naver Band. To improve communicative competence, students need to develop sociolinguistic competence as well as grammatical and discourse competence. To be accordant to social context, the roles of the participants, and the purpose of the interaction, students have to make an appropriate utterance. When a hearer has a higher social status and is older than a speaker, or have low levels of familiarity, Korean native speaker tends to use polite expressions. Students need to learn polite expressions of English because English has a different honorific system from Korean. To realize the characteristics and function of polite language is one thing, but to learn it in a real classroom is another. This study attempts to apply the use of a mobile application, which is considered a user-friendly tool for students, into learning polite language using the UK historical drama, Downton Abbey. Two tests were administered to an experimental group that used the mobile application and a control group that used group work. The results of the two tests show that the use of the mobile application has a positive effect on learning polite expressions and is effective as an after-school activity. In an open-ended questionnaire, students tend to identify polite expressions as superior or high-level language forms and separate these forms from practical expressions. It should be noted as well that teachers need to consider instructing in modern English when using a historical drama in the teaching and learning of polite expressions.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
• /
• v.18 no.1
• /
• pp.31-46
• /
• 2023

This study classified and confirmed the learning modes about start-ups that are based on the accelerator's program which was focusing on the Korean accelerators in the ICT field targeting global market. Eight accelerator practitioners were interviewed who were in charge of operating programs for accelerators, qualitatively analyzing method of the interview was conducted. The interview results to identify various learning modes that accelerators provide to startups through programs. In order to identify and classify learning modes, the researcher reviewed various prior documents and using categories of experience accumulation, observation, experimentation, trial and error, and improvisation as a priori code for the qualitative analysis. The interview results were analyzed through a subject analysis. As the result of the study, the learning modes offered by the accelerator's programs to startups were confirmed, with two subcategories identified for each of the five categories: experiential, learning from others, experimental, trial and error, and improvisation. Given the limited research on accelerator programs and their main function, the main function of accelerators, this study identified the types of learning modes that offered by the accelerator's programs to startups from the perspective of learning. This study provides important insights into the types of learning modes that offered by the accelerator programs, which can help to improve our understanding of how accelerators support organizational learning for startups. Additionally, this information can be useful for startups considering in participating in the accelerator programs, as it can help them making informed decisions about their involvement.

• Journal of the Korea Convergence Society
• /
• v.6 no.3
• /
• pp.127-134
• /
• 2015

In this paper, we design a semantic-based syllabus template including learning ontologies. A syllabus has been considered as a important blueprint of teaching in universities. However, the current syllabus has no importance in real world because most of all syllabus management systems provide simple functionalities such as, creation, modification, and retrieval. In this paper, our approach consists of definition of hierarchical structure of syllabus and semantic relationships of syllabuses, formalization of learning goals, learning activity, and learning evaluation using Bloom's taxonomy and design of learning subject ontologies for improving the usability of syllabus. We prove the correctness of our proposed methods according to implementing a real syllabus for JAVA programing course and experiments for retrieving syllabuses.

• Transactions of the KSME C: Technology and Education
• /
• v.2 no.1
• /
• pp.15-20
• /
• 2014

Intuitive learning method was applied at the beginning of each lecture to induce students to draw their interests. Avoiding simple explanation of equations and problem solving by using them, we repeated theoretical concepts verbally and applied physical meanings when we developed and wrote equations. By these methods we expected to find a way to increase students' learning effects. We also took a group investigation on pursuing term projects. Students choose their own subjects individually and submitted reports according to the time schedule. The reports included the contents that they learned during classes. After choosing best reports for each group by instructor, students at each group divided roles and prepared presentations. Thorough these methods they increased their scores from mid-term to final exams, and got aquatinted with responsibilities among group and organizations. They also experienced physical meanings from the usual daily life phenomena which could be connected to the engineering concepts and improved abilities as junior engineers.

• Journal of The Korean Association of Information Education
• /
• v.23 no.6
• /
• pp.583-590
• /
• 2019

The purpose of this study is to develop an educational program for learning deep learning concepts for elementary school students. The model of education program was developed the deep-learning teaching method based on CT element-oriented teaching and learning model. The subject of the developed program is the artificial intelligence image recognition CNN algorithm, and we have developed 9 educational programs. We applied the program over two weeks to sixth graders. Expert validity analysis showed that the minimum CVR value was more than .56. The fitness level of learner level and the level of teacher guidance were less than .80, and the fitness of learning environment and media above .96 was high. The students' satisfaction analysis showed that students gave a positive evaluation of the average of 4.0 or higher on the understanding, benefit, interest, and learning materials of artificial intelligence learning.

• Journal of the Korea Society of Computer and Information
• /
• v.18 no.8
• /
• pp.167-174
• /
• 2013

The objectives of this study are to investigate core learning ability necessary for the 21st century and to develop core human resources required for social and national development in the future. The '21st Century Learning Ability Project' is to approach the existing knowledge and learning multidisciplinary and interactively based on the learning ability of each learner and individually and socially valuable themes. Even in Korea, a variety of intersubject integrative educational curriculum was attempted to cultivate learning ability. However, there are not enough teachers who can teach the differences between the content and characteristics for each subject by fully understanding them. Thus, it is difficult to apply them easily to the field of education. Thus, this study develops the multidisciplinary customized educational curriculum in order to develop the learning ability necessary for the 21st century, analyzes the reality of the educational curriculum integrating the academic knowledge in order to support this effectively. As a result, this study offers the interdisciplinary customized integrated model applicable to elementary and middle schools.