• Journal of The Korean Association For Science Education
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• v.23 no.6
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• pp.617-626
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• 2003

Although many studies have investigated the effectiveness of concept mapping and the learning cycle, in Korea none have explored the effectiveness of concept mapping and the learning cycle combined. This study explored the effectiveness of concept mapping, the learning cycle, and a combination of concept mapping/learning cycle(CL) in high school biology class. Students' science achievement, the science related attitudes and scientific inquiry ability was measured. The results indicated that concept mapping, the learning cycle, and CL treatment were significantly different from the traditional one in science achievement(p< .05). However, the three treatments were not significantly different from each other. No significant difference exists among different learnings in high and average-ability students. But, concept mapping was the most effective in low-ability students. For the students' scientific inquiry ability, CL and learning cycle were more effective than concept mapping and traditional learning. No significant difference exists among different learnings in high-ability students. CL and learning cycle were more effective than concept mapping and traditional learning in average and low-ability students. For the students' science related attitudes, concept mapping, the learning cycle, and CL were more effective than the traditional learning. But, there was no significant difference among these three groups.

• Journal of the Korean Regional Science Association
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• v.15 no.1
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• pp.93-116
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• 1999

Recently the concept of learning has become very fashionable among academics from different economic disciplines. Economic geographers and spatial planners joined this fashion by increasingly speaking about the 'learning region'. This paper makes clear that this learning region'. This paper makes clear that this learning region concept has been launched from three angles; as spatial outcome of grand societal changes, as spatial concentration of entrepreneurial learning for innovation and as regional development concept. Despite the deficits and flaws such a young concept is faced with, such as vague definitions, the lack of empirical research and an insufficiently clear separation from existing concepts, the learning region concept might provide economic geography with more insight in agglomeration effects, stronger links with policy-making and more knowledge on path dependency and thus on unravelling the distinction between 'good' and 'bad' industrial agglomerations.

• The Journal of Korean Academic Society of Nursing Education
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• v.25 no.3
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• pp.277-288
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• 2019

Purpose: This study aimed to examine the effects of team-based learning using concept mapping on critical thinking disposition and metacognition on college of nursing students. Methods: A non-equivalent control group pretest-posttest design was used. The experimental group was provided team-based learning using concept mapping. The control group was provided team-based learning. A total of 77 nursing students participated. Results: The experimental group increased significantly in critical thinking, however, there were no significant differences in critical thinking or metacognition between the two groups. The four essential themes extracted were as follows: (1) Expanding the scope of thinking; (2) Strengthening learning competency; (3) Enhancing communication skill; and (4) Burden of new learning method. Conclusion: The findings indicate that team-based learning using concept maps may be an effective teaching-learning method for nursing students.

• Korean Journal of Child Studies
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• v.28 no.5
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• pp.253-267
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• 2007

This study examined the relationships between multiple intelligences as cognitive factors and affective factors of learning motivation and academic self-concept. The data were collected from 276 4th grade elementary school students and analyzed by correlation, multi-variate analysis, and step-wise multiple regression. Results were that (1) multiple intelligences, learning motivation, and academic self-concept had statistically significant correlations among themselves. Multi-variate analysis showed that intra-personal intelligence explained 58.6% of the linear combination of learning motivation and academic self-concept. (2) Intra-personal intelligence explained 29% to 58% of learning motivation and its sub-factors of achievement motivation, internal locus of control, self-efficacy, and self-regulation. (3) Intra-personal intelligence, logical-mathematical intelligence, musical intelligence, and inter-personal intelligence were explanatory variables for academic self-concept and its sub-factors.

• Journal of The Korean Association For Science Education
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• v.42 no.4
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• pp.477-486
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• 2022

This study explored a possibility of science concept learning in scientific practice-based science instruction through the review of literature about situated learning theories and practice-based science education. It was revealed that the situated learning theories were closely related to the recent trend in science education which emphasizes students' active engagement in scientific practices. From the perspective of situated learning, concept learning occurs in the process in which learners make use of concepts as resources and further develop the concepts through the emergence of conceptual agency during their participation in practices. The study also found that the situated learning perspectives could apply to science concept learning in scientific practice-based instruction: Science concepts are used as resources in practice-based science learning, students can better engage in scientific practices as they take advantage of science concepts as resources, and the emergence of conceptual agency can facilitate science concept learning during the participation in scientific practices. Implications for school science education were suggested.

• Proceedings of the Korean Society for Quality Management Conference
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• 2006.04a
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• pp.182-187
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• 2006

The learning, which is an extended concept from the concept of continuos improvement and replace it, has become a very important core concept in Malcom Baldridge National Quality Award these days. The most potent core value among 11 core values is 'organizational and personal learning' Embedded learning in the organization is also a critical part to get a high score in approach scoring criteria for 6 categories except results category. But the concept of learning is often overlooked for the people who have interests in MB award or TQM. This paper review and analyze the concept of learning which has appeared In MB criteria since it's first appearance.

• Journal of the Korean School Mathematics Society
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• v.14 no.2
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• pp.199-213
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• 2011

The factors contributing to learning can be broadly classified into four different groups; Learner's characteristic variable, Instructor's characteristic variable, Learning task characteristic variable and environmental characteristic variable. And the first thing we need to do here is understanding of learner's characteristics among those factors in order to devise a plan for education. Accordingly, the purpose of this study is to find out what impact the affective traits (self-concept learning habits learning attitude), one of the learner's features, have on the mathematics-learning achievement and to seek for a good teaching method with reference to elementary school students' learning accomplishments and attitudes. For this, a questionnaire survey was conducted of 78 students of two fifth-grade classes in an elementary school located in South Chungcheong Province in this study. In consequence, it has been shown that the mathematics-learning achievement has the greatest relevance to the self-concept in connection with mathematics followed by the self-concept in connection with learning, the learning habits relating to mathematics, the attitude towards mathematics, the learning habits concerning studies and the attitude towards learning.

• Journal of Educational Research in Mathematics
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• v.14 no.3
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• pp.305-325
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• 2004

This study is on the teaching-learning of parameter concept in secondary school mathematics. In our school mathematics curriculum, parameter concept is explicitly presented at high school mathematics textbook. But student have difficulty in understanding parameter concept because this concept is implicitly used in the textbook from 7-grade mathematics. Moreover, it is true that mathematics teacher give a little attention to student's understanding of parameter con- cept. In this study, we analyzed concept definition of parameter and the extension of parameter on the basis of preceding research, our mathematical curriculum, mathematical dictionaries. After that, we concluded that parameter is explicitly called in t where x= f(t), y= g(t) and parameter is implicitly treated in the learning of relation between quantities in our mathematical curriculum. We pointed to the importance of parameter concept in the successful learning of school algebra. Specially, when the level of algebra is in the learning of relation between quantities, parameter is the key concept for understanding and representing of families of equations or functions. In mathematics class, students have opportunity to reflect that what the role of each variable(parameter, dependent variable, independent variable etc.) is, and where the information which determines it comes from. It is for mathematical communications as well as learning school algebra. Therefore, mathematics teacher's didactical attention is more needed to student have a good concept image of parameter before they learn explicitly its concept definition.

• East Asian mathematical journal
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• v.34 no.4
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• pp.451-462
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• 2018

This study analyzed the learning components of the web-based adaptive math learning programs in order to develop adaptive math learning program using artificial intelligence. The components of the web-based adaptive math learning program set for analysis are classified into learning process presentation, concept learning, problem presentation, problem solving process, and learning result processing then analyzed three programs. As a result of analysis, the typical characteristic of components is that it uses a method of repeatedly presenting the same type of problem in order to learn one concept.

• School Mathematics
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• v.3 no.2
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• pp.373-399
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• 2001

The function is a basic and key concept to understand mathematical problems. However, many students have difficulties to expand the knowledge to other related concepts and to transfer the knowledge to real world problems. The reasons for the problem may be that the concept of function is taught by simplified and abstracted formula without fully understanding of the reasoning process. Also, the examples for the concepts are artificial and not related to students' experiences. Situated learning theory provides great implications to solve these problems. So, this study was designed to teach the concept of function more meaningful to students by appling situated learning theory. Thirty-eight middle school students were participated in this study. Students were provided the instruction designed according to the principles of situated learning theory. Then, they were asked to complete attitude survey questionnair and a performance assessment task. The result showed that the instruction based on situated learning theory was useful to Promote students' understanding and motivation for learning. More implications of the study was provided in the paper.