• Research in Community and Public Health Nursing
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• v.6 no.2
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• pp.197-211
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• 1995

This study was designed to identify school health nurses' attitudes toward sex education through a Q-methodological approach. Research was done from Apr. 3, 1995 to Oct. 15, 1995. A final Q-sample was selected to 37 statements out of initial 128 statements after consultation from counselors, educators and writers related to sex education. The P -sample was consisted with 32 school health nurses in Chonbuk province. The collected data were analyzed by Quanal program on PC. The results of the study were as follows: School health nurses are categorized into 6 types. The first type, receiving type with cognition deficiency about general learning objectives of sex education were consisted with 4 subjects. The second type, valuing type with cognition deficiency about general learning objectives of sex education were consisted with 6 subjects. The third type, adopting behavior type with cognition deficiency about specific learning objectives of sex education were consisted with 5 subjects. The fourth type, receiving type with cognition deficiency about specific learning objectives of sex education were consisted with 5 subjects. The fifth type, making sense of information type with cognition deficiency about specific learning objectives of sex education were consisted with 5 subjects. The sixth type, adopting behavior type with cognition deficiency about general learning objectives of sex education were consisted with 7 subjects. As a result of this study, we may realize necessity of prepared sex educators. Sex the educators must be fully cognitive and affective toward sex education before practicing sex education.

• The Journal of Korean Association of Computer Education
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• v.17 no.1
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• pp.51-63
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• 2014

Learning objectives is used to be a good guidance of a class evaluation and activity design for an effective teaching and learning activities in class. Anderson's taxonomy of Educational Objectives that was a revision of Bloom's taxonomy has presented in research field of other subject matters and used as a better guideline for analyzing learning objectives in textbook and achievement levels in test recently. This study has behaved some questionnaires for that Anderson's taxonomy is suitable for a guideline of stating learning objective in Informatics subject matter, and analyzed the learning objectives in 6 Informatics textbooks by Anderson's taxonomy. It has proposed that Anderson's taxonomy is satisfactory for expressing learning objective of Informatics subject matter in class and some dimensions, such as conceptual and procedural knowledge, understand, and apply, are much more used in learning objectives in 6 Informatics textbooks. This results will be a good case study in research about taxonomy of educational objectives and development of Informatics textbooks.

• Journal of Gifted/Talented Education
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• v.27 no.1
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• pp.17-35
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• 2017

The purpose of this study is to analyze the learning objectives characteristics of educational programs of centers for the university affiliated science-gifted education using semantic network analysis, we examined the applicability of semantic network analysis in analyzing learning objectives by comparing the results of analysis with Bloom's revised taxonomy. For this purpose, 702 learning objectives presented in 169 science subjects were selected as subjects to be analyzed. After classifying and coding the learning objectives according to Bloom's revised taxonomy, we conducted a semantic network analysis to investigate the relationship between learning objectives. The results of the analysis are as follows. First, we looked at the number of learning objectives used for each subject, and about 3 elementary school levels and about 6 middle school levels were used. Second, the knowledge dimension such as 'factual and conceptual knowledge' and cognitive process dimension such as 'remember', 'understand', and 'create' was high regardless of the research method and school level. Third, the results of analysis based on the weighting through the semantic network analysis method, the elementary school level emphasize activities th be applied to the actual experimental process through learning about scientific facts, while the middle school level emphasize the understanding of scientific facts and concepts themselves. As a result, it can be seen that the semantic network analysis can analyze characteristics of various learning objectives rather than the conventional simple statistical analysis.

• Journal of the Korea Society of Computer and Information
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• v.19 no.9
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• pp.185-196
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• 2014

This study has analyzed the learning objectives in 6 Informatics textbooks that were published this year in the basis of 2009 revised curriculum using Anderson's taxonomy of Educational Objectives that was a revision of Bloom's taxonomy and Fuller's taxonomy that was presented for programming activities. Some dimensions of Anderson's taxonomy, such as conceptual and procedural knowledge, understand and apply in cognitive process are much more used in learning objectives in 6 Informatics textbooks. Interpreting and producing dimensions of taxonomy are well presented to balance in 6 Informatics textbooks by analysis of Fuller's taxonomy. This results will be a good case study in research about taxonomy of educational objectives and development of Informatics textbooks.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.1
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• pp.1-16
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• 2015

This study investigated the analysis of examples that gifted students' realizing the learning objectives through teaching method of the teacher's questions and advice. 6 gifted students were selected to be examined with 'magic square' in class. The teacher emphasized the learning objectives without directly proposing. Whereas, the teacher proposed the learning objectives by questioning and giving advice to students. After the class, the 6 gifted students were surveyed to answer about realizing the learning objectives of mathematics (about contents, process, and attitude in mathematics learning objectives). Mathematical gifted students thought about the process that consists of deductive thinking, analogic thinking, extensive thinking, creative thinking, and critical thinking. But, they underestimated the deductive thinking. So the teacher should develop the questions and advice to teach the mathematical gifted students according to the level of them. The high level of mathematical gifted students were able to realize the value and the importance of the mathematical attitude, while the low level of mathematical gifted students were able to realize them little. For this reason, the teacher should apprehend the level of the students, and propose materials and contents of the learning. The teacher should also make the gifted students realize value, will, and personality of mathematics by questions and advice. Lastly, like it is needed in general classes, there should be a constant researches and improvements about questions of the teacher that are appropriate to each student's learning abilities and cognition ability.

• Hwankyungkyoyuk
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• v.5 no.1
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• pp.34-46
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• 1993

The international environmental activity and environmental education began in 1970's. Environmental education in Korea was emphasized since the Forth National Curriculum. The Environmental Curriculum was regarded as one of the most important part in the Sixth National Curriculum in Korea. Environment-related reference texts of Elementary school were already developed. Soon, 'Environment' of middle school and 'Environmental Science' of high school will be developed. The purpose of this study were to analyse environment-related texts in the Fifth National Curriculum and to measure how much environmental education has achieved. As a environmental text for regular class, selected the environmental part in 'Science Part 1' and as environment-related reference text, 'Survival and Environment'. The environmental part of 'Science Part 1' was unit [Life and Environment]. According to the analysis of objectives, most of unit objectives were not stated in a detailed and precise manner. When the goals of environmental education were divided into four fields as follows, knowledge and information, skill, thinking and attitude, behavior and participation, unit objectives were mostly emphasized on knowledge and information of environment, exactly 44.5% of unit objectives and 89.6% of subunit objectives. The degree of relationship between unit objectives and contents was low. All the Check up-problems were about knowledge and information of environment. Environment-related reference text, 'Survival and Environment' was the only reference text for high school students in Korea and was organized in the form of the regular curriculum text. It was developed in Korean Education Development, Center with support of Korean Environmental Ministry in 1990. According to the analysis of 'Survival and Environment', the objectives of units and subunits were less stressed on knowledge and information than those of unit [Life and Environment] in the environmental part of 'Science Part 1' On the other hand, they were a little more stressed on skill, thinking and attitude, behavior and participation. And fifteen of all the seventy subunit objectives were not related with contents. In organization, this text included Thinking problems, Experiments and Inquiries, Reading, Developed studies and Check up-problem etc. It was remarkable that Inquiries leaded to individual activities and Developed studies to group discussions or individual inquiries. And as Check-up problems were presented as a form of activities, students could achieve many various objectives at the same time by solving one problem. To measure the achievement of environmental education by questionnaire, 497 high school students in total were selected from five different schools. Scores in subtest 'behavior and participation' and subtest 'thinking and attitudes' were 13.19 and 18.18, respectively. Actually, most students had a positive thinkings and attitudes in their hearts about environmental problems, but many of them actually did not take actions to solve environmental problems and to protect environment. Scores in subtest 'knowledge and information' and subtest 'skill' were 10.76 and 10.81, respectively. The higher the score students got in 'knowledge and information', the higher the score in 'skill'. It implies that learning of skills is based on learning of knowledges and informations about environment has not always ensured positive thinkings and attitudes or active behaviors and participations to solve environmental problem.

• Hwankyungkyoyuk
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• v.14 no.2
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• pp.40-50
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• 2001

To meet the objectives of environmental education, teachers especially have to perceive the importance of environmental education, comprehend various characteristics of teaching/learning methods, and be able to conduct classes by choosing proper teaching/leaming methods in accordance with a specific purpose and educational focus about environmental education. Therefore, it Bs necessary to investigate the current status of Korean environmental education and provide teachers with appropriate environmental teaching/leaming methods. To this end this study aims to examine Korean science teachers'perceptions'on environmental education and the kind of teaching/learning methods which can be utilized in environmental education. Teachers who completed the survey were 135 science teachers from middle and high schools in Seoul, and 126 social science teachers from Kyoungki province. The majors of the science teachers were in physics, chemistry, biology, geology, and earth science. Also, there was one teacher who majored in special education. For social science teachers two majors were common, geography and general sociology. After analysis of the data from the surveys the results are as follows. First, science and social science teachers in middle and high school recognized the necessity of environmental education in school education. Second, most teachers had applied environment related topics to their subject of study occasionally, but they mostly concurred that environment related contents should be included in their textbooks. Third, science teachers agreed that field trip, discussion, and the STS approach were the most proper methods for environmental education, and social science teachers agreed that field trips, inquiry, and discussion were the most appropriate methods for a teaching environment. They realized that they should decide good teaching-learning methods appropriate to the objectives and content needed for effective environmental education as they selected different teaching-learning methods according to detailed environmental objectives and contents in their textbooks.

• Journal of the Korean Society of Manufacturing Technology Engineers
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• v.8 no.5
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• pp.70-75
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• 1999

Adaptive control in the robotic GMA(Gas Metal Arc) welding is employed to monitor the information about weld characteristics and process paramters as well as modification of those parameters to hold weld quality within the acceptable limits. Typical characteristics are the bead geometry composition micrrostructure appearance and process parameters which govern the quality of the final weld. The main objectives of this paper are to realize the mapping characteristicso f penetration through the learning. After learning the neural network can predict the pene-traition desired from the learning mapping characteristic. The design parameters of the neural network estimator(the number of hidden layers and the number of nodes in a layer) were chosen from an error analysis. partial-penetration single-pass bead-on-plate welds were fabricated in 12mm mild steel plates in order to verify the performance of the neural network estimator. The experimental results show that the proposed neural network estimator can predict the penetration with reasonable accuracy and gurarantee the uniform weld quality.

• Asia pacific journal of information systems
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• v.19 no.4
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• pp.149-176
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• 2009

In the recent e-learning environment, avatars are often used to help learners get familiar with the contents, which is ultimately to motivate them to study more. Therefore, it is important to investigate whether avatars have actually the desirable effect on users of e-learning materials. Surprisingly, however, no extensive study has been conducted on this crucial issue Accordingly, main objectives this study are summarized as follows. First, we need to gain better understanding of how much learners' trust towards avatars (termed as "avatar trust") is transferred to learners' trust towards e-learning contents (termed as "contents trust"). Second, we need to investigate how much learners' personal relationships with avatars as well as learning behaviors change depending on avatar types (attractive vs. professional) and contents complexity (easy vs. difficult). As described in the study objectives, in order for us to analyze empirical data more systematically, we classified avatar types into two: "attractive" and "professional;" the contents are categorized as either "easy" or "difficult." Therefore, it is essential for this study to build a prototype e-learning website on which our research purpose can be realized and tested effectively with proper avatar types and e-learning contents. For this purpose, we built a prototype e-learning website, in which avatars are invited from currently working avatar instructors used in real-world e-learning websites, and e-learning contents are adapted from real-world contents about Java programming topic, which have been proved to have shown high quality and reliability. Our research method includes questionnaire survey by inviting a number of valid respondents comprised of office workers who are believed to have high demands for the e-learning contents as well as those who have previous experience with avatar instructors. Respondents were given one of the four e-learning experiment conditions (2 avatar types x 2 contents types) on a random basis. Each experimental e-learning condition is framed to have the same quality but different avatar type and content complexity. Then the respondents are asked to fill out the survey form which has questions about avatar trust, contents trust, personal relationships with avatar, and learning behavior, among others. Regarding the constructs used in research model, we based them rigorously on previous studies. For example, we used six constructs such as behavior to give information (BGI), behavior to obtain information (BOI), need for inclusion wanted, need for control wanted, contents trust, and avatar trust. To measure them, 7-Likert scales were used in the questionnaire. E-learning performance was measured indirectly through two constructs such as BGI and BOI. Six constructs used in the research model were adopted and revised from the FIRO-B model suggested by Schutz. Empirical results are as follows: First, professional avatars are more effective for difficult contents, while attractive avatars were not as effective for easy contents. Second, our study results ascertained that avatar trust transfers to contents trust regardless of avatar types and contents complexity.

• Journal of Korean society of Dental Hygiene
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• v.13 no.2
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• pp.343-350
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• 2013

Objectives : The objective of this study is to analyze about learning styles and self-regulated learning strategies of dental hygiene students and to find methods that may increase learning outcomes by selecting effective learning methods. Methods : The subjects of this study are 524 dental hygiene students in region of chonbuk from May, 2012 to June, 2012. collected informations are analyzed with SPSS. Results : 1. 38.1%, assimilator is most of learning styles of dental hygiene students, followed by 29.7%, converger, 16.2%, diverger, 15.8%, accommodator. 2. 28.0%, converger and diverger are most of subjects whose grade score is between 2.0-2.9, 41.50%, accommodator is most of 3.0-3.4, and 41.61% accommodator is most of 3.5-3.9, and 28.0%, converger is most of subjects whose grade score is more than 4.0. this results has statistically signification(p<0.01). 3. $8.71{\pm}1.78$, assimilation strategy is most self-regulated learning strategies of dental hygiene students, followed by $8.26{\pm}1.94$, control strategy, $7.52{\pm}2.00$, memorization strategy. accommodator is most showed $7.82{\pm}2.24$, $9.13{\pm}1.74$, $8.71{\pm}2.20$ in memorization strategy, assimilation strategy, control strategy. 4. It is showed that assimilator is significantly related with satisfaction for major(p<0.01), accommodator is significantly related with academic records(p<0.05), and diverger is significantly negative related with academic records, through the results of the analysis of factors that affects learning styles. Conclusions : Organizing above results, It is considered that instructor needs to acknowledge learning styles of students through understanding about various learning styles of students, and may has to develop suitable teaching method for students based on that.