• English Language & Literature Teaching
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• v.11 no.3
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• pp.89-112
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• 2005

This study investigated the effects of collocation-based vocabulary instruction for the experimental group (G2). It was compared to the traditional wordlist-based vocabulary instruction for the control group (G1). This results reflect the development of low level high school EFL learners' vocabulary learning strategy use and the positive change in the affective domain. In the analysis of the survey responses, G1 and G2 did not differ significantly on the first questionnaire. They did, however, differ significantly on the second questionnaire. G2 used more strategies to discover and to consolidate the meaning of the words by means of combining words. In terms of the affective domain, G2 participated more actively in the learning activities, which had a significant effect on vocabulary growth, memory, self-confidence, motivation, and cooperative learning. This is attributable to the fact that G2 was more inquisitive, interested, challenged, participatory, cooperative, and attentive than G1 in performing the vocabulary task activities. Moreover, the data collected from the questionnaire showed that G2 performed more interactive and dynamic activities in solving the given tasks.

• Research in Mathematical Education
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• v.9 no.1 s.21
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• pp.69-96
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• 2005

Motivation for learning is important for positive learning outcomes as well as for measured achievement levels. When students come to our classes, they bring with them learning histories in which we as individual teachers, most likely, did not have an input. Our students do not only bring with them different levels of prerequisite leanings but also different levels of affect for what they will be learning. If we leave their final learning at the mercy of these entry characteristics, a test given the first day before the course will have almost isomorphic results with their achievement levels on the last day. The ones who had 'it' on the first day will be the ones who in the future will also have 'it', not too different from what the present situation is all over the world. These circumstances will tend to be the case ad infinitum, unless of course, we want to change the situation. This research clearly shows that effective instructional methodologies coupled with cooperative peer interactions not only have an impact on achievement but also on positive attitudes toward one's learning.

• Journal of The Korean Association For Science Education
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• v.18 no.2
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• pp.173-182
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• 1998

This study investigated the influences of metacognitive learning strategies upon 6th-graders' achievement, science process skill, use of cognitive strategies, use of metacognitive strategies, self-efficacy, intrinsic value, attitude toward science class, and scientific attitude. The metacognitive learning strategies were developed on the basis of previous results and modified in a pilot study. Before the instructions, a pretest of motivation was administered, and used as a blocking variable. The score of previous achievement test was used as covariates for achievement and science process skill. Tests of use of cognitive strategies, use of metacognitive strategies, self-efficacy, intrinsic value, attitude toward science class, and scientific attitude were also administered, and their scores were used as covariates. After the instructions, a researcher-made achievement test, the Middle Grades Integrated Science Process Skills Test, and post-tests of above variables were administrated. Two-way ANCOVA results revealed that the scores of the treatment group were significantly higher than those of the control group for all tests except for science process skill. No interactions between the treatment and the level of the previous motivation were found. Educational implications are discussed.

• Journal of The Korean Association For Science Education
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• v.43 no.6
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• pp.563-572
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• 2023

This study aimed to analyze cases of online class design by pre-service science teachers to identify the teaching strategies employed for online classes. For this purpose, the real-time online class lesson plans of 12 pre-service science teachers, who had experienced education utilizing online teaching tools for a semester, were collected and analyzed. The pre-service science teachers considered all the elements that were essential in traditional face-to-face class designs, including prerequisites, statements of learning objectives, stimulating motivation, teaching and learning methods, wrapping up, teacher-student interaction, and assessment. They devised teaching strategies that could overcome the limitations of online teaching and were not feasible in face-to-face classes for each element. Additionally, they were considering new instructional strategies tailored to the online teaching environment, such as creating a conducive environment for using online teaching tools and strategies related to checking the online teaching environment. However, for statements of learning objectives, stimulating motivation, and wrapping up, most of the pre-service science teachers predominantly utilized teaching strategies from traditional face-to-face classes, especially those involving the presentation of visual materials through online tools. Student-centered approaches were rarely implemented in stimulating motivation or wrapping up. These findings imply that one semester of exposure to the utilization of online teaching tools may be insufficient in teacher education. Thus, there is a need for a continuous and expanded educational program on the utilization of online teaching tools as part of pre-service teacher education.

• Journal of The Korean Association For Science Education
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• v.30 no.5
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• pp.609-620
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• 2010

The purpose of this study was to examine school-level science elective-centered curriculum operation and teachers' perception of their instruction of elective-centered science courses. Data were collected from 12 science teachers in 12 high schools in the metropolitan Seoul area through semi-constructed interviews. The results showed that students were supposed to select science subjects under insufficient guidance and their choices on subject were also restricted due to school administrative processes such as teacher's instructional time allocation. Participants were well-perceived different group characteristics among humanities course and science course students toward science learning, still, they felt difficulties in valuing students' variety by differentiating contents and teaching methodologies due to school assessment system and workload of extra instructional material preparation. Influenced by the current college entrance examination system, low motivation for humanities course students and students' choice concentrated in chemistry and life science for science course students, were pointed out as main problems. As a way to improve science education for 11th - 12th graders, developing customized science curriculum for humanities course and science course respectively, changing of entrance system into increasing importance of science for students who will major in non-science fields, and designations of essential prerequisite science subject for students who will major in engineering & science fields, were suggested.

• Journal of Engineering Education Research
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• v.12 no.4
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• pp.84-92
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• 2009

The purpose of this study was to investigate the level of self-regulated learning ability for engineering students. Self-regulated learning theory has been studied as the theoretical background and assessment framework explaining life-long ability. A survey was conducted to engineering students from an engineering-centered university, located in Seoul. The research findings were as follows. First, each mean of cognitive regulation, motivation regulation, and behavior regulation was 3.041, 3.051, and 2.996 respectively, indicating that the scores were not high. Second, there was no significant difference in the mean score of self-regulated learning ability between female and male students. Third, students in ABEEK accredited program scored meaningfully higher than students in non-accredited program on only 3 sub-components of organization strategy, metacognition, and task value. Fourth, senior students scored meaningfully higher than 1st year students on only 3 sub-components of metacognition, intrinsic motivation, learning environment management. The results revealed that instructional interventions should be provided for engineering students to develop self-regulated learning ability.

• Journal of the Korean School Mathematics Society
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• v.8 no.4
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• pp.509-523
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• 2005

This study empirically examines motivations of entering college of education and academic problems that pre-service teachers encounter under the curricular activities. We analyze the phenomena of professional development under the four categories: motivation toward entering college of education, pedagogical content knowledge, subject matter knowledge and future vision. We conducted survey for the S university students first and interviewed 3 selected participants. Almost 50 students from college of education participated answering to the surveys. Using SPSS package, there was no significant difference between freshmen, sophomore and junior students in any category Male students responded more positively than female students in all the categories. To explore survey results deeply, we selected 3 students from sophomore and junior levels and 2 extra senior students to conduct interviews. The interpretation of the data described how their academic problems unfold partly because they seek another major and how their professional development take place carrying out practicum activities. Most of the interviewees felt that their academic lives were affected motivations of entering college of education and difficulties of studying subject matter knowledge. At the end, several suggestions are added for future research.

• 대한공업교육학회지
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• v.31 no.2
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• pp.41-63
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• 2006

The purpose of this study was to establish and apply 'term learning strategy' for learners whose basic skill, interest, and motivation for learning is lower, and to increase the learned capabilities of subjects' 'industry introduction', required for industrial technical high school students. Another purpose was to identify when the learning strategy established was applied, its affect on how well learners understood terms in a particular unit of material, and, after instruction presented in accordance with 'term learning strategy,' evaluate the ease with which subjects understood the teacher's explanation of the unit of subject, how well they understand the main concepts of the unit of subject, and to what extent the presentation interested and motivated the subjects. The researcher established 'term learning strategy' based on the principles of Garg's "Nine Steps for Events of Instruction." The study included 35 first grade participants purposely selected from 33 classes at 1155 students in K industrial technical highschool. Data was collected via tests and surveys. Results indicated that 'term learning strategy' facilitated thorough understanding of terms and concepts related to the unit of subject, as well as a better understanding of the teacher's explanation and increased interest and motivation in learning. In addition, the "term learning strategy" increased interaction among learners in the instruction setting. Finally, implications of this study and implementation recommendations for this instructional strategy were presented.

• Journal of Music and Human Behavior
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• v.21 no.1
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• pp.1-27
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• 2024

This study investigates the link between music integration in the lives of adults in their twenties and their school music experiences. Ten individuals in their twenties were interviewed to explore their experiences based on the self-determination theory's fundamental psychological needs (autonomy, competence, and relatedness). Participants were categorized into an active music engagement group (5 individuals) and an inactive group (5 individuals) for individual interviews. Transcripts were analyzed following the five steps of grounded theory data analysis technique. Results indicated a strong connection between music activities during school years and current motivation for music integration, associated with the fulfillment of psychological needs outlined in the self-determination theory. Particularly, this study identified the instructional methods, school music activities, and performance evaluations as closely related to autonomy, competence, and relatedness. It offers a comprehensive analysis of how experiences in these areas during school music activities correlate with values and motivations for music integration in adulthood. Additionally, the study suggests ways to promote the voluntary incorporation of music into life through positive experiences of autonomy, competence, and relatedness in music activities.

• Journal of Educational Research in Mathematics
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• v.8 no.1
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• pp.59-71
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• 1998

Recently, most classrooms in Korea are fully equipped with multimedia environments such as a powerful pentium pc, a 43″large sized TV, and so on through the third renovation of classroom environments. However, there is not much software teachers can use directly in their teaching. Even with existing software such as GSP, and Mathematica, it turns out that it doesn####t fit well in a large number of students in classrooms and with all written in English. The study is to analyze the characteristics of problem-solving process and to develop a computer program which integrates the instruction of problem solving into a regular math program in areas of quadratic functions and ellipses. Problem Solving in this study included two sessions: 1) Learning of basic facts, concepts, and principles; 2) problem solving with problem contexts. In the former, the program was constructed based on the definitions of concepts so that students can explore, conjecture, and discover such mathematical ideas as basic facts, concepts, and principles. In the latter, the Polya#s 4 phases of problem-solving process contributed to designing of the program. In understanding of a problem, the program enhanced students#### understanding with multiple, dynamic representations of the problem using visualization. The strategies used in making a plan were collecting data, using pictures, inductive, and deductive reasoning, and creative reasoning to develop abstract thinking. In carrying out the plan, students can solve the problem according to their strategies they planned in the previous phase. In looking back, the program is very useful to provide students an opportunity to reflect problem-solving process, generalize their solution and create a new in-depth problem. This program was well matched with the dynamic and oscillation Polya#s problem-solving process. Moreover, students can facilitate their motivation to solve a problem with dynamic, multiple representations of the problem and become a powerful problem solve with confidence within an interactive computer environment. As a follow-up study, it is recommended to research the effect of the program in classrooms.