• Journal of Science Education
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• v.37 no.1
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• pp.68-78
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• 2013

Until now, research to integrate art activities and science education have been making steady progress in the field of primary education and early childhood education that are directly involved in the art education of students. However, some science educators were interested in visualizing the artifacts by using design principles and experimental results through STEAM education. So, when conducting lessons for integrating science education with art activities, research is needed on the changing of the students' ability. Therefore, the purpose of this study is to investigate the effect of science experiments in collaboration with art activities for students' self-directed learning skills and creative personality in elementary school. This study was applied to 30 students(16 male, 14 female) of 4th grade in Changwon C elementary school. The teaching materials of this study was extracted some of the experiments from the 2007 revised national curriculum in elementary science textbook and 'Teachers for Exciting Science'. Experimental treatment was performed over a total of 10 class 5 subjects and a pre-post test was conducted through G-TAGAS. As a result, science experiments in collaboration with art activities have improved significantly students' self-directed learning skills and creative personality.

• The Journal of Korean Institute for Practical Engineering Education
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• v.2 no.1
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• pp.52-57
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• 2010

Using the Operating Systems course that is offered by online, a blended learning mixed up with face-to-face lecture and e-learning for O.S. course has been carried out. In order to find a efficient management way of the blended learning, we build up two groups: one group named 01 takes a class which consists of two hours face-to-face lecture and one hour online study per week and the other group named 02 takes a class which consists of two hours online study and one hour face-to-face lecture. According to the result of a mid-term examination, the Cohen's d between two groups is 0.165. It means the small effect size. The 01 group has higer average and smaller variance than 02 group. However, 02 group has more students who earn high score than 01 group. In conclusion, if students can well carry out the self-regulated learning, then the blended learning mixed up with 02 group style is suitable. Otherwise, face-to-face lecture or the blended learning like 01 group style is suitable.

• Proceedings of the Korean Society of Computer Information Conference
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• 2013.01a
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• pp.165-167
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• 2013

이 연구의 목적은 자기주도 초등교재의 조망인지기제 활용이 학업성취도 향상에 미치는 효과에 대해 살펴보고 학업성취도 향상에 영향을 주는 조망인지 하위 구성요소(계획, 점검, 평가)가 무엇인지 알아보고자 하는 데 있다. 연구목적을 달성하기 위해 실험집단(조망인지기제 활용 학습교재사용 집단)과 통제집단(기존 교재사용 집단)으로 구성된 초등학생 55명을 대상으로 실험을 실시하였다. 분석결과 첫째, 자기주도 초등교재의 조망인지기제 활용집단(M=70.38)과 전통식 학습집단 (M=60.84)의 학업성취도 평균은 통계적으로 유의미한 차이를 보였다. 둘째, 조망인지 하위 구성요소 중 '점검' 요소가 학업성취도 향상에 긍정적인 영향을 미치는 것으로 밝혀졌다.

• Annual Conference of KIPS
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• 2003.05b
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• pp.903-906
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• 2003

인터넷 문화의 급속한 보급과 더불어 일반 학생들이 스스로 지식을 획득하고 구조화하여 자기 주도적 문제 해결 능력을 기를 수 있는 다양한 학습 코스웨어들이 개발 보급되어 왔다. 대부분의 코스웨어들은 학업 성취도를 평가하기 위해 사지선다형이나 단답형 방식을 채택하였다 그러나. 정보처리기능사 자격증 취득을 위한 실기 평가와 같이 기존 방식과는 다른 평가 체계의 개발이 요구되고 있다. 이에 본 연구에는 웹을 통해 정보처리기능사 자격 취득을 위해 실기 시험의 전 과정을 자기 주도적으로 학습하고, 상호작용을 통해 학습 결과와 학습 진행 정도를 확인하고 피드백이 가능하도록 하는 코스웨어를 개발한다.

• 한국정보교육학회:학술대회논문집
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• 2004.08a
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• pp.272-280
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• 2004

전통적인 수학교육은 간단한 수학적 사실을 이해하고 활용하는 측면에 있어서는 효과적일 수도 있지만, 수학적 개념, 원리, 법칙을 학생 스스로 탐구, 발견하고 창조하는 능력을 기르는 데는 적절하지 않다. 이러한 능력을 기르기 위해서는 학생들 스스로가 관찰, 조작, 분석, 종합하는 활동을 강화할 필요가 있다. 구체적 조작물을 학습도구로 활용하는 경우, 수학 학습에 대한 흥미와 자신감을 길러 주고, 자신의 수준에 맞는 내용을 자기 주도적 학습을 통하여 성취감을 가지게 하며, 학생 스스로 탐구 활동을 활발히 하는데 도움이 된다. 삶의 질이 급격히 향상되는 정보사회에서는 사이버 공간의 등장으로 공간감각 기능의 필요성이 더욱 절실한 바, 현행 수학교과서에서 제공되는 각종 공간 도형들은 3차원 공간에서 이루어지지 않고 평면도형으로 처리함으로써 아동의 도형인지 능력 향상에 큰 효과를 기대하기 어렵다. 이에 본 연구에서는 아동의 인지발달 단계를 고려, 도형인지능력 향상을 위한 선 및 점대칭 관련 동기유발, 선수, 기본, 보충, 심화, 평가, 도움말 관련 프로그램을 개발, 적용한 결과 학습자의 동기가 유발되고, 도형 인지능력 향상에 유의미한 결과를 얻었다.

• Journal of The Korean Association of Information Education
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• v.10 no.3
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• pp.425-434
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• 2006

This study designed and implemented differentiated web courseware for ICT education based on the analysis of the contents of the guidelines for information and communications technology education in elementary schools. The web courseware was designed to provide students with self-directed, differentiated learning in ICT education. The contents of the courseware consist of 'understanding of the computer,' 'mouse and keyboard,' and 'surfing on the Internet.' Each of the contents includes diagnostic and formative evaluations so that students can select their own learning activities of the beginning, intermediate, and advanced levels. The web courseware is expected to be used as self-directed learning materials for ICT education through learner-centered differentiated learning activities.

• The Journal of the Korea Contents Association
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• v.21 no.10
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• pp.594-602
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• 2021

This study aims to identify the learning behavior patterns recognized by students to find effective tutoring operational methods, and further analyze the impact of learning behavior patterns on academic performance and learning satisfaction. To this end, 105 participants in the tutoring program at D University based in Busan Metropolitan City collected data and conducted descriptive statistics, correlation analysis and regression analysis according to research problems. First, the study found that students who participated in tutoring had the most environment-dependent and self-taught learning behavioral styles and environment-independent and self-taught learning behavioral style. Second, the correlation between learning behavioral styles and academic achievement and learning satisfaction shows that there is a high correlation between positive and cooperative learning behavioral styles and environment-independent and self-taught learning behavioral styles. Third, regression analysis on academic achievement and learning satisfaction showed that positive and cooperative learning behavioral styles significantly affects learning satisfaction, but environment-independent and self-taught learning behavioral style, environment-dependent and self-taught learning behavioral style, and passive learning behavioral style were not significant. These results suggest that from the school perspective, learning behavior can be recognized as an important factor in students' academic success and failure, so instructors need to check learners' learning behavior patterns and provide appropriate tutoring teaching and learning design plans.

• The Mathematical Education
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• v.63 no.2
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• pp.273-294
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• 2024

Recently, interest in Edu-Tech, which applies new technologies to the educational field, is growing. Edu-Tech is now being naturally used in schools, allowing both teachers and students to adapt to these changes. Particularly, there's significant attention on using Edu-Tech to bridge the educational gap through various teaching and learning strategies. This study focuses on the importance of self-directed task management by students for supplementary learning. It developed and utilized a math learning platform that enables teachers to easily provide and manage necessary tasks for students. Initially, the study developed "Sussam-MathTeacher" a problem-based learning application for middle school students, aimed at enhancing problem-solving abilities. This platform operates as a task management system, allowing teachers to assign or recommend problems to either the entire class or individual students. It aims to improve students' problem-solving abilities through a process that includes presenting necessary tasks, monitoring their own progress in solving problems, and self-assessing growth. Through this study, students demonstrated improved problem-solving skills by tackling tasks suited to their levels using "Sussam" highlighting the critical role of teachers in the digital educational environment.

• Journal of the Korean earth science society
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• v.34 no.7
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• pp.727-737
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• 2013

The purpose of this study was to investigate the middle school students' perception and their learning satisfaction in SMART learning based science instruction. Three types of modules on the solar system and lunar phases unit at the middle school level were developed and lessons on each module were taught to 207 student participants. All participants were provided with tabletPC(iPad2) with iOS5 installed, and using astronomy app Solar Walk, mirroring function, QR code, and Google Presentation, the lessons were carried out both in classroom and at home. The instrument for assessing students' perception on the SMART learning-based instruction was developed based on 4 factors including Self-directed, Motivation, Adaptiveness, and Technology Embedded, with a Likert scale from 1-5 on 20 items. The learning satisfaction survey instrument was originally from Keller's work (1987), and its test items were adapted and modified. To reveal the perception and learning satisfaction about SMART learning-based science lessons, the participants were comparatively analyzed by gender and science achievement levels. Results indicated that male students showed positive perception for the SMART learning-based instruction. Group with higher science achievement scores showed more positive perception of the SMART learning-based instruction in terms of Self-directed and Motivation factor. Also, the learning satisfaction of male students was higher than female students and group with higher academic ability more satisfied with the SMART learning-based instruction than the low group. The results provide implications for future development of programs and help set a direction of increasing the use of a SMART learning-based science in school.

• Journal of The Korean Association of Information Education
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• v.18 no.4
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• pp.521-528
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• 2014

To discover an up-to-date way of learning through smart devices, our research studied the impact of Web 2.0 learning environment using smart devices on learner's academic achievement and learning attitude. We performed an experiment during 7 weeks based on elementary school 5th grade Society curriculum and the results were analyzed. Followings are the summary of results: The experimental group obtained higher academic achievement and also showed more improvements in self-directed learning attitude than the control group. Therefore, the usage of smart devices in Web 2.0 environment has positive effects on the academic achievement of students and their self-directed learning attitude within collaborate learning courses.