• Journal of Korean Critical Care Nursing
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• v.12 no.3
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• pp.13-23
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• 2019

Purpose : The purpose of this study was to determine whether appreciative inquiry (AI) is an effective intervention for increasing the positive psychological capital and organizational commitment of new nurses. Method : The study used a nonequivalent control group pretest-posttest design. The participants were 60 new nurses in a tertiary hospital in Seoul. The experimental group received 2 classes of AI education and in-unit AI activities. The control group received the existing education program. Results : There was no statistically significant difference in the positive psychological capital and organizational commitment between the experimental group and the control group over time. Satisfaction with the AI education scored 3.69, which was higher than the average. The reason why the experimental group members were satisfied with the program was that AI education helped them to adapt and the in-unit AI activities made staff more cooperative and the atmosphere of the unit more positive. Conclusion : When applying AI activities to new nurses to promote positive psychological capital and organizational commitment, it is necessary to provide a workshop in which the participants can fully concentrate on education and to extend the period of use to one year in order to maintain the effect of AI activities.

• Journal of The Korean Association For Science Education
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• v.31 no.2
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• pp.210-224
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• 2011

The purpose of this study is to analyze students' recognition of the free inquiry activity and to investigate what effect the free inquiry activity of the 2007 Revised Educational curriculum revision has on the science inquiry ability of middle school students. To conduct the research we worked with 262 female students, 8 classes of first graders in a middle school. Among them, 4 classes were taught in free inquiry activity and the remaining 4 classes were taught in the traditional way. The results of Likert-questionnaire indicate that students were learning about cooperative spirit through group investigation activities and discussions and did not take the free inquiry activity as a hard activity. Also they showed positive reaction agreeing that this activity is both a helpful method in learning science and interesting. However, it seemed that the investigation tends to flow between the leading 1~2 members of the group and showed difficulty in carrying out the investigation as a group after school hours. It showed there are few problems and obstacles in operating the free inquiry activity. The free inquiry activity did not give any meaningful influence on the improvement of science inquiry ability of students. Integrative inquiry process skills did not give a relevant influence, however, it showed a meaningful influence on the improvement of basic inquiry process skills. Especially, among the low-ranking element of basic inquiry process skills, it enhanced the capacity for prediction.

• Journal of The Korean Association For Science Education
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• v.41 no.4
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• pp.339-358
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• 2021

This study explores the agency of a student leader, expressed through efforts to distribute power and encourage participation in elementary scientific modeling classes. The study also analyzes the context in which the leader's agency was expressed and the context in which the development of a collective agency was constrained. The participants were 22 fifth-grade students. The leader's agency was analyzed by examining his words and actions. As a result, at the outset of the study, the leader had the most power, performing all the activities as the sole authority in a non-cooperative participation pattern. However, with reflection and help from the researcher, the leader recognized the problem and facilitated the participation of other students. He developed an identity as a teacher and demonstrated the agency. The leader's agentic behaviors can be categorized into three aspects. First, regarding the cognitive aspect, the leader helped other students participate in modeling by sharing his knowledge. Second, regarding the normative aspect, he made rules to give all students an equal voice. Third, regarding the emotional aspect, the leader acknowledged the contribution of the students, increasing their confidence. The leader's agency temporarily helped the group to overcome the student hierarchy, facilitating a cooperative participation pattern. However, the development of a collective agency was constrained. The power of the leader was partially redistributed, and the other students did not position themselves as equal to the leader. To support the leader's agency to develop into a collective agency, it is necessary to redistribute the power of the leader more equally and to change the recognition of students.

• Journal of the Korean association of regional geographers
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• v.5 no.1
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• pp.163-185
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• 1999

The purpose of this study is to develop the model of constructivist multimedia-assisted instruction(CMAI) and to analyze the effect of it in the secondary school geography. The main results are as follows : (1) The conceptual model of CMAI can be defined as an instruction aiming at making a person who has self-directed learning ability through constructivism and multimedia. The procedural model of CMAI based on PIDA instructional strategy is divided into four stages : prediction & explanation, inquiry activity, discussion & fixation, application & synthesis stage. (2) CMAI is typed by offline CMAI and online CMAI. that is, O/WCMAI(online CMAI by web-based courseware). Offline CMAI is subdivided into P/TCMAI(offline CMAI by presentation-based courseware) and C/RCMAI(offline CMAI by cd-rom based courseware) according to authoring tool and function. (3) Offline constructivist multimedia course-ware(offline courseware) was developed for 2 periods as the material to analyze the effect of CMAI. Offline courseware is received development level of it. (4) After offline courseware being applied to the class, the effect of it according the types of the CMAI instruction(lecture instruction, whole teaching, individualized learning, cooperative learning) was analyzed. As the result of analyzing the descriptive statistics of the level of learning achievement and instruction response, there isn't big relationship between them. As the result of analyzing the inferential statistics of the level of learning achievement, there wasn't significant difference between the types of CMAI instruction in whole student of the classes and certain students who improved their grades. But as the result of analyzing of the level of instruction response, there was significant difference between lecture instruction and other types of the CMAI instruction(whole teaching, individualized learning, cooperative learning).

• 대한공업교육학회지
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• v.45 no.1
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• pp.20-41
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• 2020

The purpose of this study is to explore ways to improve teaching and learning in specialized high schools by investigating the relationship between creativity and class satisfaction in classes using the NFTM-TRIZ model for specialized high school students. In order to achieve the purpose of the research, first, the differences between the applied effects, experiments, and control groups were analyzed when the NFTM-TRIZ model was applied. Second, when the NFTM-TRIZ model was applied, it was analyzed whether there was a significant difference in creativity and class satisfaction by group size. The conclusions of this study are as follows. First, as a result of comparing the preand post-tests of the experimental group and the control group applying the NFTM-TRIZ model through the t-test, the experimental group showed significant differences in creative spontaneity, identity, attachment, curiosity and class satisfaction. Second, in experimental groups with the NFTM-TRIZ model, the size of groups of 4 and 6, rather than the size of groups of 2, had positive effects on class satisfaction. Therefore, the NFTM-TRIZ model based on collaborative learning was effective as a teaching and learning method that promoted creativity and satisfaction of students in specialized high schools.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.10
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• pp.6303-6309
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• 2014

In this thesis, PBL was applied to the subject for improving students' many skills that modern industrial society demands. Our engineering school developed PBL problems for PBL use, applied the problems to classes and confirmed the effectiveness of PBL. The study subjects were 63 freshman students in H University who took the 'Introduce of computer engineering'. We applied 5 PBL problems for 15 weeks. They wrote and submitted a reflective journal when they finished the every given PBL activity. In addition, they completed a class evaluation form after the activity of 5th PBL Problem ended. The study showed that the students experienced the effectiveness of PBL, such as the comprehension of the studied contents, the comprehension of the cooperative learning, authentic experience, creative problem-solving skills, presentation skills, communication ability, self-directed study ability and confidence. Some difficulties in gathering together and spending much time were also encountered. The students realized that the PBL learning activities were important methods because the students could develop into future intelligent engineers that modern industrial society demands through PBL learning activities. The main goal of an engineering school is to produce specialists with creative problem solving ability so that the effects of this study are quite promising for our engineering school.

• Journal of The Korean Association For Science Education
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• v.39 no.2
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• pp.307-320
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• 2019

This study explores how an elementary school homeroom teacher who continued to lecture, can use diversified science teaching methods for learner-centered instruction. Using an auto-ethnographic approach over the course of a year, self-memory data, facebook diaries, class diaries, and interview data of an elementary teacher's day-to-day preparations and practice of elementary science, in the context of a Korean elementary school, were collected. The data was analyzed through cultural historical activity theory, examining how the interplay of key elements (i.e., the subject as a homeroom teacher with instructional expertise, norms, community, division of labor, tools, and goals) was characterized within and across distinct two-activity systems, and how these elements shaped the teacher's teaching methods into either lecture format or diversified teaching. The study revealed that a non-cooperative community, lack of division of labor, and norms that neglect preparation for science class were the elements that perpetuated the lecture format, and that a contradiction between goals and tools occurred in the activity system. However, these elements were able to be transformed into a cooperative community, shared labor, and norms that saved preparation time for both science class and diversified teaching methods, and those changed elements facilitated the teacher in using diversified teaching methods (e.g., experiments, subject-integrated classes, field work), thereby mitigating the contradiction. This study also discusses that diversified teaching methods can be facilitated when dealing with norms, community, and division of labor elements in an elementary school context as well as improving individual teachers' instructional expertise.

• Asian-Australasian Journal of Animal Sciences
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• v.29 no.5
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• pp.607-614
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• 2016

The objectives of the study were to estimate genetic parameters for milk production traits of Holstein cattle using random regression models (RRMs), and to compare the goodness of fit of various RRMs with homogeneous and heterogeneous residual variances. A total of 126,980 test-day milk production records of the first parity Holstein cows between 2007 and 2014 from the Dairy Cattle Improvement Center of National Agricultural Cooperative Federation in South Korea were used. These records included milk yield (MILK), fat yield (FAT), protein yield (PROT), and solids-not-fat yield (SNF). The statistical models included random effects of genetic and permanent environments using Legendre polynomials (LP) of the third to fifth order (L3-L5), fixed effects of herd-test day, year-season at calving, and a fixed regression for the test-day record (third to fifth order). The residual variances in the models were either homogeneous (HOM) or heterogeneous (15 classes, HET15; 60 classes, HET60). A total of nine models (3 orders of $polynomials{\times}3$ types of residual variance) including L3-HOM, L3-HET15, L3-HET60, L4-HOM, L4-HET15, L4-HET60, L5-HOM, L5-HET15, and L5-HET60 were compared using Akaike information criteria (AIC) and/or Schwarz Bayesian information criteria (BIC) statistics to identify the model(s) of best fit for their respective traits. The lowest BIC value was observed for the models L5-HET15 (MILK; PROT; SNF) and L4-HET15 (FAT), which fit the best. In general, the BIC values of HET15 models for a particular polynomial order was lower than that of the HET60 model in most cases. This implies that the orders of LP and types of residual variances affect the goodness of models. Also, the heterogeneity of residual variances should be considered for the test-day analysis. The heritability estimates of from the best fitted models ranged from 0.08 to 0.15 for MILK, 0.06 to 0.14 for FAT, 0.08 to 0.12 for PROT, and 0.07 to 0.13 for SNF according to days in milk of first lactation. Genetic variances for studied traits tended to decrease during the earlier stages of lactation, which were followed by increases in the middle and decreases further at the end of lactation. With regards to the fitness of the models and the differential genetic parameters across the lactation stages, we could estimate genetic parameters more accurately from RRMs than from lactation models. Therefore, we suggest using RRMs in place of lactation models to make national dairy cattle genetic evaluations for milk production traits in Korea.

• Journal of The Korean Association For Science Education
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• v.20 no.3
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• pp.384-395
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• 2000

Recently performance assessments have been recommended as an alternative to traditional assessment methods such as multiple-choice written test. Performance assessment is suggested to facilitate students' creativity, participation and learning motivations in science classes. In this study, performance assessment materials were developed for a biology unit of middle school science 1, 'Plants Around Us', and then the assessment materials were applied to assess students' understandings and attitudes related to each topic of the unit. A total of 186 7th grade students at a southern large city participated in this study. From the study, the following were obtained: 1. Various type of the performance assessment materials, such as observation report, peer evaluation, interview have been developed for the unit 'Plants around us.' 2. Students' understandings on the topics appeared to be sound, and the students' interest and cooperative problem-solving abilities have been cultivated through the small group activities. The science classes became more student-centered. 3. Teacher's burden has increased due to the practices of performance assessment, but it could be handled by teacher's commitment and management skills. 4. The students' responses to performance assessments were positive, in general.

• Journal of The Korean Association of Information Education
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• v.14 no.3
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• pp.291-300
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• 2010

Group-based learning is known to be an effective means to improve scholastic achievement in online learning. Therefore, there are some previous researches for the group-based learning. A lot of previous researches define factors for grouping from the characteristics of classes, teacher's decision and students' preferences and then generate a group based on the defined factors. However, many algorithms proposed by previous researches depend on a specific class and is not a general approach since there exist several differences in terms of the need of courses, learners, and teachers. Moreover it is hard to find a automatic system for group generation. This paper proposes a grouping system which automatically generate a learner group according to characteristics of various classes. the proposed system automatically generates a learner group by using basic information for a class or additional factors inputted from a user. The proposed system defines a set of rules for learner grouping which enables automatic selection of a learner grouping algorithm tailored to the characteristics of a given class. This rule based approach allows the proposed system to accommodate various learner grouping algorithms for a later use. Also we show the usability of our system by serviceability evaluation.