• 대한공업교육학회지
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• v.33 no.2
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• pp.170-191
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• 2008

Many former researchers demonstrated that algorithm learning has a positive outcome on students' problem-solving abilities. One of the methods for algorithm learning, the 'programming learning' method is highly effective. However, there are numerous constraints in schools for programming learning. This study attempts to overcome these issues. Squeak Etoys, one of the educational visual programming languages for easy and interesting learning, has been selected as a learning tool. We developed the algorithm-learning curriculum for middle school students. They were divided into a control group and an experimental group. The students learned on the basis of equal curriculum but, they used other learning tools through over a total 6 sessions. The result showed that Squeak Etoys based Algorithm learning has a positive effect on improving middle school learners' problem solving abilities, self-efficacies and logical thinking abilities. Although the students' logical thinking abilities in the experimental group are improved a lot more than the students' abilities in control group, the students' logical think abilities in the both groups are improved. Therefore, algorithm education in secondary schools are necessary. In conclusion, Squeak Etoys based Algorithm learning has a positive effect on problem solving ability and self efficacy. The developed curriculum can be applicable as a basis for study on algorithm learning and educational programming language.

• 대한공업교육학회지
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• v.33 no.2
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• pp.137-153
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• 2008

This study has 4 purposes which are as the followings. First, it is to lay out the project based learning method which enables students to improve their creative skills. Second, it explains the appropriate way to apply the project based learning method to real learning situations. Third, it identifies how the students recognize the effectiveness of learning after the learning method has been applied. Finally, it discusses how learners recognized the effectiveness of project based learning method and how it enhanced their creative skills. During this study, research was conducted on students at J Industrial technical high school in a real learning situation. The study included 60 participants from 2 classes selected from 9 classes in third grade at the high school. Data was collected using surveys. Results indicated participants recognized the project based learning method allowed them to solve problems creatively. It enabled them to improve their creative skills and apply them to learning situation. Also, they recognized that this method provided them with varying creative thinking opportunities. The most effective technique to improve their creative skills was the brainstorming(42%), followed by creative problem solving(17%), and then the checklist method(15%). The content creation(32%), topic selection(32%), and project implementation(18%) for presentations best illustrated student originality.

• 대한공업교육학회지
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• v.38 no.2
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• pp.240-266
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• 2013

The purpose of this study is to investigate the self-directed learning readiness of university students' majored in science and engineering as life-long learners, and to analyze the relationship between self-directed learning readiness and learning style. Participants of this study are 142 students majored science and engineering in H university of Chung-nam province to participate in taking self-directed learning readiness tests and Kolb's learning style tests. The results of this study are as follows: First, the average of overall participants' self-directed learning readiness is 3.41, which is possibly regarded as 'an average' according to Guglielmino & Guglielmino (1991)'s interpretation of scores. Second, among four basic scales of participants' learning styles, the highest is found in Active Experiment (AE), the lowest is found in Abstract Conceptualization (AC). In addition, the highest thing of the four learning styles found among the participants is divergers (36.6%) and the lowest is convergers (13.4%). Finally, this study compares the high-level and low-level groups of self-directed learning readiness score with learning style. there is a statistically significant correlation between the score of self-directed learning readiness and CE, AC (p=.01). Therefore, self-directed learning readiness is related to learning style.

• Journal of the Korean School Mathematics Society
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• v.5 no.2
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• pp.1-15
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• 2002

The purpose of this study came to start to be helpful in that the teachers in field produced evaluation subject about the mathematics and applied by analyzing the performance capacity for the students about the subject developed through the application of subject about the teaching-learning model that can utilize the learners' learning experience and the development of items that can evaluate it by utilizing various and concrete operational materials as an object of the first year at the middle schools. The concrete purpose of realizing it is as follows. 1. This study is to develop the teaching-learning model centered on activities adequate to utilize various and concrete operational materials. 2. This study is to develop evaluation data for utilizing the concrete operational materials by making construction through the application of developed teaching-learning model as possible. 3. This study is to present standards initiative for reliable and fair marking about the evaluation data and to analyze the students' practice capacity by using it effectively. For accomplishing the purpose of this research, this study is the work-oriented teaching and learning model using learning data that can be easily found around the surroundings and 8 evaluation programs in order that the experience-oriented learning based on circumstances learning among the learning models of constructivism. Also, it is to examine the result after applying that on a basis of 25 students, consisted of only on class in a year, in the first year at the small size of agricultural middle schools. The result of this study from this research is as follows. First, as a result of frequency survey, of response about the developed evaluation data it showed positive response more than 80% of all the items. The atmosphere of self-directed learning was produced because the developed evaluation data could induce activity-based learning naturally by stimulating the students' curiosity and promoting interest. Second, this study executed t-test for the result of questionnaire about the mathematics propensity, and there were significant differences in 19 items among 25 items. It presented that the application of data about the teaching-learning and evaluation directly using concrete operational materials to the constructional learning by level might have desirable affect on the students' mathematical propensity. It came to be a motive that could increase value recognition and interest on the subject of mathematics by investigating a mathematical principle rule and confirming it through activity learning using the concrete operational materials.

• The Journal of the Korea Contents Association
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• v.11 no.2
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• pp.495-506
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• 2011

Portfolio has recently come to gain more attention from school as an alternative evaluation tool and a self-reflective learning tool for learning. After literature reviews about the case studies on the use of portfolio in higher education including both universities in Korea and abroad, this study attempted, first, to analyze the current e-portfolio system running in Kyung Hee University for the undergraduate students starting from the spring semester, 2010, and then, suggested the ways the system can be more actively utilized among the students, and simultaneously, acquiring more interest and participation from both the faculty members and the school administrators. The data collected from the survey and reflective journals of the students suggested 1) more user-friendly, easy-to-edit version of the system, 2) more diverse modes and functions of the system which, therefore, are able to adjust well to the specific and unique features of subjects or majors of the students, and 3) collaborative learning environments among the students and between the students and the faculty members from which students can share, participate, interact with each other, getting useful feedback from those co-learners and faculty members. Eventually the study aimed to enhance the recognition of the participants about the importance of portfolio as a learning tool for self-reflective learning and authentic evaluation of the students.

• The Journal of the Korea Contents Association
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• v.10 no.5
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• pp.460-466
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• 2010

It is well-known that Korean EFL learners have difficulties in producing English fricatives which are not in the inventory of Korean and consequently tend to replace English fricatives with stops. The purpose of this paper is to investigate whether Korean students also have difficulties perceiving English anterior coronal consonants including fricatives. To this end, forty Korean college students participated in an identification test which consisted of 24 nonce words with English anterior coronal consonants in 4 different prosodic locations (CV, VC, VCVV,VVCV). It was shown that the mean accuracy rates were higher in strong position like CV and VCVV than in weak position like VC and VVCV, providing confusion matrices for each target consonant. It was also found that Korean participants had a great difficulty identifying English[$\theta$] and [$\eth$], which are novel in Korean. Importantly, the confusion patterns found in the perception test tended not to be identical with those found in the previous production studies in that both stops and fricatives were misperceived as fricatives while fricatives were misproduced as stops. Further, perceptual devoicing and intervocalic voicing were attested inVC and intervocalic position, respectively. Based on the findings of this study, pedagogical implications were drawn.

• The Journal of the Korea Contents Association
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• v.13 no.11
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• pp.477-491
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• 2013

In order to live up to public expectations, universities dedicate their best efforts to cultivating all Essential Competencies for outstanding individuals, especially reorganizing and improving their general education curricula and methods of teaching and learning, in light of the fact that a cutting-edge technology in a specific field does not bear a long span in the modern society. Through a Grounded Theory approach, the aim of this research is to study undergraduates' Experience Process of Action Learning designed to foster their Essential Competencies. With broadly selected 15 students from the courses for Essential Competencies, the method of theoretical sampling was employed so as to secure the diversity of the subjects' characteristics and backgrounds. After in-depth interviews, the data from the subjects were analyzed on the basis of Grounded theory approach of Strauss and Corbin. The conclusions of this analysis are as follows; Firstly, a learning coach should play a different role depending on the levels of Action Learning. Secondly, some time for introspection should be taken for the effective operation of Action Learning. Thirdly, learners ought to solve the problems faced during the learning process on their own. Fourthly, the aims of courses for Essential Competencies are also needed to be focused.

• Journal of the Korean School Mathematics Society
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• v.14 no.2
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• pp.179-198
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• 2011

Developing Mathematical Thinking has been continually emphasized in the Korean curriculum and this emphasis has demonstrated its impact on math textbooks and classes in South Korean schools. This study intends to discover how the Developmental Mechanism of Mathematical Thinking should be reflected through School Mathematics regardless of subfields of Mathematics or its levels. Finally, this study concluded that the Developmental Mechanism of Mathematical Thinking is being reflected on School Mathematics. However, more research in certain areas needs to be done. Through analyzing textbooks, it is certain that the Developmental Mechanism of Mathematical Thinking is being reflected on School Mathematics. Moreover, it appears that students are able to develop new concepts using Developmental Mechanism of Mathematical Thinking. Mathematical Thinking is a subject that many scholars and mathematicians have taken an interest in. Especially with the math curriculum in Korea, designing and implementing classes that would help students develop their mathematical thinking are increasingly being emphasized. This study defines what mathematical development mechanism is, and based on this definition, it further analyzes the math textbook of the revised 2007 curriculum. As a result, textbook developers and math teachers should examine and analyze the concepts that learners need to acquire and how they develop. Further, this study not only presents the concepts students are expected to acquire, but also looks at the flow in which concepts have been introduced to students. It concludes that activities that can help students have an idea of what they are going to learn in the future should be provided during class time.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.10
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• pp.6475-6482
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• 2015

The purpose of the study was two folded: to examine whether form-focused instruction (FFI) with corrective feedback (CF) is effective for the acquisition of the target linguistic forms and to find out the extent to which of the students' perceptions as well as their attitudes towards English instruction that they received. Tests and questionnaires were implemented to 122 Korean EFL students from eight classes enrolled in an English communication course. They were randomly assigned to three groups: the input-based group, who received typographical input enhancement materials, so-called the TIE group, the output-based group, who performed dictogloss tasks, so-called the DICT group, and the control group (CG). The data analysis was made on both tests and questionnaires by using SPSS 21.0 for Windows. The study found that different types of FFI with CF contributed to the improvement of students' grammatical knowledge and both the TIE and DICT task group students positively changed their perceptions and understanding as well as their attitudes towards the English instruction given, and students in all groups preferred pair work activities. In addition, most of the TIE and DICT students showed their interest and satisfaction with English class, whereas the CG group students did not. Based on the findings, this study suggested that well-planned and properly-chosen FFI in the form of pair work activities should be applied in classrooms with consideration of students' instructional preference in Korean EFL contextual settings.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.3
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• pp.510-521
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• 2020

The university is attempting educational innovation to cultivate talents required by society. The purpose of this study was to prove the educational effect by applying the PBL to on a fashion theoretical course. The research methods are theatrical research and model development research to guide to utilizing PBL. As a result of this study, the learners' satisfaction with the subject applying PBL was evaluated quite positively. In general, it has been shown to have a very effective effect on improving the learner's problem-solving capability, cooperative learning capability, and self-directed learning capability. In particular, the problem-solving capability is relatively high compared to other factors. The result is consistent with the educational goal of the PBL for improving the learner's problem-solving capability. Perceivable correlation analysis on the relationship between the factors to grasp the educational effect of the PBL revealed the factors with a static correlation. In particular, the problem solving capability and cooperative learning capability developed a significant correlation with self-directed learning capability. This is a testament to their ability to exert greater influence when the competencies that each learner develops are combined.