• Journal of The Korean Association For Science Education
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• v.20 no.2
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• pp.297-306
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• 2000

The purpose of this study was to examine the relationship among an achievement, a meaningful learning orientation and a reasoning ability. 149 third grade middle school students were tested. The achievement test was designed to measure students' interrelated understanding of genetics. A modified LPQ(Learning Process Questionnaires) was used to measure students' meaningful learning orientation. Students' reasoning ability were identified by the short version GALT(Group Assessment of Logical Thinking). Correlations between different variables were examined. Regression analyses were conducted to examine the predictive influence of meaningful learning orientation and reasoning ability on the achievement of students. And ANCOVA was used to identify the interaction of these variables on students' achievement. Students did not understand well enough the concepts of genetics. Meaningful learning orientation indicated a significant gender difference. Girls tend to do more meaningful learning than boys(p<.05). Many students(48.76%) were at the transitional cognitive level. Results of correlations indicated that students' attainment of meaningful understanding was significantly and positively related with a meaningful learning orientation and a reasoning ability. But there was no significant correlation between students' meaningful learning orientation and reasoning ability. Regression analyses indicated that learning orientation and reasoning ability were able to predict the achievement of students. They predicted better on solving genetics problem than understanding genetics problem. Results of ANCOVA showed that the test scores of genetics were significantly different according to not only learning orientation levels but also cognitive levels. But, there was no interaction between learning orientation and cognitive levels. Within the transitional and formal cognitive level, the meaningful learners performed significantly better than the rote learners on the test of genetics.

• Journal of Digital Convergence
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• v.14 no.4
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• pp.111-128
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• 2016

The purpose of this study was to analyze domestic research trends of social learning in higher education, and find out educational implications with regard to the effectiveness of social learning. The 63 articles on social learning were finally analyzed, which were published in KCI journals. The results are as follows: Firstly, in respect of research contents, the research area of utilization and the survey methods were most frequently used in those studies. Secondly, as to the use of SNS, the analyzed studies were centralized on Facebook and Formal Structured Learning. Thirdly, as for the effectiveness of SNS, the experimental studies showed that social learning has an effective impact on the learning outcomes, learning processes, and learners' characteristics. In addition, survey studies most frequently set the independent variables as learners' characteristics and the dependent variables as participation, satisfaction, and academic achievement. This research has a significance in terms of verifying the educational implications of social learning, and providing the preliminary data to facilitate the performance for the effective social learning.

• Journal of The Korean Association For Science Education
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• v.22 no.3
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• pp.571-585
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• 2002

This is one of the basic research for inspecting the possibility of the development of logical thinking capability to make possible formal thinking. The 5th grade students (n=306) in the elementary school were participated in this study. Performing the 6 variable-controlling activities in the 'Thinking Science' program for one semester, the SRT II test and the Variable-Controlling test were operated to examine the effects on the development of the variable-controlling ability by treatments, gender, and cognitive levels. Performing of the variable-controlling activities was highly successive on the development of students' variable-controlling ability. Although learning effect on the ability of identifying causal variable was moderate, the abilities of controlling experimental condition, measurement of variable, and identifying result variable were significantly developed. There was statistically significant difference by gender. Girls showed better performance all the time in both groups. Boys in the experimental group were getting better gradually, so the difference by gender was somewhat decreased. Examining the variable-controlling ability by cognitive levels, students in the experimental group show significant increase in all levels, especially the students in early, mid, and mature concrete level show substantial learning effects. The results of this study implied that the variable-controlling activities in the 'Thinking Science' could be effective for learning of variable-controlling and eventually for the development of logical thinking capability to make possible formal thinking.

• Journal of Digital Convergence
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• v.18 no.4
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• pp.23-35
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• 2020

This study is based on prior research cases on workplace learning, which had a significant impact on corporate research. To improve problem solving and supplementing ability by keeping the opportunity to participate in workplace learning for the weak small business owners and to strengthen opportunities for practical growth, and to propose education, policy and institutional windowing. Therefore, to establish the relationship between small business owners' workplace learning, job satisfaction, and service quality, a research hypothesis was set in the background of prior research and empirical analysis was conducted. The results from 203 questionnaires were analyzed with SPSS 18.0 program. As an analytical result, first, workplace learning had a partial positive (+) impact on job satisfaction. Second, workplace learning had a partial positive (+) impact on service quality. Third, in the relationship between workplace learning and service quality, job satisfaction played a full mediating role. From this, it was found that formal learning, the subfactor of workplace learning did not have an impact on job satisfaction and service quality, as subtitle of educational environment including offsite training and self education, systematization, and structuralization depending on the poor environment of small enterprises. Therefore, it was found that small enterprises' poor environment was revealed from the managerial, economic and social perspectives and to compensate such defect, educational, policy, and institutional strategies to strengthen the opportunity for growth and development of small enterprises can be suggested to the governmental agencies or local governments. Despite the significant results of this study, there may be limitations. Therefore, further studies should be conducted in various fields with various samples in the future, and further studies should be conducted in academic and practical relationships that can improve the service quality and management performance.

• Journal of The Korean Association For Science Education
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• v.17 no.1
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• pp.75-83
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• 1997

The purpose of this study was to determine the strategies that middle school students used in solving problems concerning density and solubility. These were compared in the aspects of problem contexts for 42 students of varying logical reasoning ability, spatial ability, and learning approach. A coding scheme used consists of five categories: reading & organization, production, errors, evaluation, and strategy. Students' protocols were analyzed after intercoder agreement had been established to be .95. The results were as follows: 1. Students had more difficulties in reading and organizing the problems in everyday contexts than in scientific contexts. Students at the concrete-operational stage and / or surface approach were more likely to have difficulties in reading and organizing the problems than those at the formal-operational stage and / or deep approach. 2. Students tended to split up the solubility problems into sub-problems and to solve the density problem in everyday contexts in random manner. These were significantly correlated with the test scores concerning logical reasoning ability, spatial ability, and learning approach at the .1 level of significance. 3. Major errors in solving the density problems were to disregard the given information or generated and to use inappropriate information. Many errors in solving the solubility problems were found to be executive errors. The strategy to use the information given appropriately was positively related to students' logical reasoning ability, spatial ability, and learning approach. 4. More evaluation strategies were found in everyday contexts. Their strategies to grasp the meaning of answers and to check the math were significantly related to students' logical reasoning ability. 5. Students used the random trial-and-error strategy more than the systematic strategy and the systematic trial-and-error strategy, especially in everyday contexts. The strategies used by the students were significantly related to students' logical reasoning ability, spatial ability, and learning approach.

• The Journal of Korean Association of Computer Education
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• v.13 no.1
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• pp.27-36
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• 2010

Introducing algorithm and programming education to the middle school 'Information' curriculum is appropriate to develop higher thinking skills like problem solving ability and creativity that is the most important ability to the people living in the knowledge and information society. But to providing reduced algorithm and programming contents of higher education increase the cognitive burden on the students in the concrete operational period who is not yet reached to the formal operational period, and moreover transfering principles and strategies learned in the algorithm to the programming for the problem solving is difficult. For this study, student's developmental characteristics in the concrete operational period among cognitive developmental periods was considered, and FAAP(First-Algorithm After-Programming) learning model which can transfer algorithm to programming was developed, and finally the effectiveness of learning motivation and achievement to the concrete operational period's students was verified. Results of the tests showed that learning motivation and achievement of the concrete operational period's students that learned FAAP model were different significantly.

• The Journal of the Korea institute of electronic communication sciences
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• v.12 no.4
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• pp.663-670
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• 2017

The purpose of this study is to define On-line Video Syllabus Template which is based on adaptive mode with interaction.A syllabus has the significance as a teaching and learning plan. However, it has not only been considered as a formal document, has also been limited into a simple query since it has been made into a fragmentary structure, lacking of link between other services and reuse. Additionally, this paper is aimed to design three-dimensional syllabus which makes it possible to provide students with practical information related to teaching and learning and share it with teachers and students. The following is the technique proposed in this paper. It is made to be served for the Syllabus centered on teaching and learning, which is including the definition of hierarchy structure, the media contents application according to the learner's preference and real-time variation function. On-line Video Syllabus provided through LMS has availability and credibility of teaching and learning, in that it enable increased utilization by strengthening convenience.

• Hwankyungkyoyuk
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• v.11 no.1
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• pp.195-216
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• 1998

This study was planned to define the concept and the patterns of the fields for environmental education through the theory review about the fields for environmental education that were important at school environmental education for field-experience learning, and to survey the using status of the fields for environmental education and the awareness of teachers who have been teaching practically students environmental education in school through the questionnaire. The results derived from this study were as follows ; First, the use of the fields for environmental education in environmental education is necessary aspect of the importance of field-experience learning and the environmental education strategy through personalization of environment and is essential to the substantiality of school environmental education. The concept of the fields for environmental education is defined that it is used as place(space) for environmental education, is located most outdoor space, promote students the concern and consciousness about environment. The patterns of the fields for environmental education may be classified the field for nature observation learning surrounding, the fields for nature observation and field survey, the fields for visit and field trip, and the fields for experience and participation by the contents and the purpose of educational program. Second, according to the results of the teacher's awareness survey, most responded teachers gave an affirmative answer about the necessity of practical use of the fields for environmental education, and it was used mainly in special lecture, weekend, and legal holiday. Also, it was surveyed that time for using the fields was brought as the most serious obstacle by teachers. In particular, teachers preferred the environmental education fields for experience and participation above all others. Third, from the results about the using status of the fields for environmental education, school environmental education mostly have been taught in indoor classroom, school landscape(school grounds) was evaluated the most easily useful the fields for environmental education in formal lecture, because it can solve the lack of time. Also, it was proved that eco-park, stream, and river were fit for the field-experience learning with small students group.

• Journal of Fisheries and Marine Sciences Education
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• v.10 no.1
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• pp.100-113
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• 1998

The information society is characterized by rapidly increasing and changing information. Traditional models of learning and instruct on have emphasized forms of mastering the information in content domains. Storing information and being able to recall it has been central to formal education. But it is no longer possible to master content domains. This paper discusses constructivism as a shifting paradigm for educational research and practice in information society. Constructivism provides an alternative epistemological base to the objectivist tradition. Constructivism holds that there is a real world that we experience. However, the argument is that meaning is imposed on the world by us, rather than existing in the world independently of us. Meaning is seen as rooted in experience. The experience in which an idea is embedded is critical to the individual's understanding of that idea. From the constructivist perspective, learning is not a stimulus-response phenomenon. It requires self-regulation and the building of conceptual structures through reflection and abstraction. Problems are not solved by the retrieval of rote-learned right answers. The effective motivation to continue learning can be fostered by leading students to experience the pleasure that is inherent in solving problems chosen as one's own. Constructivism requires the change of the teacher's role from a knowledge transmitter to a coach or facilitator of student's understanding. Constructivist teachers inquire about students' understanding of concepts before sharing their own understandings of those concepts, and encourage students to engage in dialogue, both with them arid with one another. In Korea, the educational reform called open education has been spreading through out the country. There should be a paradigm shift in learning and instruction from objectivism to constructivism for better educational reform in Korea.

• Communications of Mathematical Education
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• v.32 no.4
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• pp.519-536
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• 2018

This study is intended to develop a numeracy program for late-adult learners. For this study, firstly, characteristics of numeracy were analyzed and based on those characteristics, numeracy learning contents for late-adult learners were selected. Also, teaching and learning materials were developed by linking the mathematics contents selected to experience-based real lives of late-adult learners. When this numeracy program was applied to late-adult learners, it was observed that there was a change in the affective domain like interest at the early stage of learning and that as learning continued, mathematical elaboration occurred by way of mathematical formalization. In conclusion, this study has significance by re-defining arithmetic for late-adults from a perspective of numeracy, based on experience of late-adults, and making a contribution to mathematical elaboration of late-adult learners so non-formal problem-solving processes of lat-adult learners can be justified as elaborate mathematical problem-solving.