• The Journal of Korean Society for School & Community Health Education
• /
• v.23 no.4
• /
• pp.17-28
• /
• 2022

Objectives: This study aimed to provide the measures for improving the self-directed learning ability and the reference data for substantializing the educational programs by verifying the main factors affecting the self-directed learning ability of dental hygiene students in reality when the learners' autonomy is emphasized than ever. Methods: From June 20 to July 4, 2022, an online survey was conducted targeting total 218 dental hygiene students. The collected data was analyzed by using the SPSS Program Version 22.0. Results: First, in the results of analyzing differences in detailed items of self-directed learning ability according to the general characteristics, the 'students who entered the department of dental hygiene by considering their aptitude and interest' showed higher results than the 'students who entered the department by considering their high school record'. Second, when the academic efficacy, study immersion, and problem-solving ability of dental hygiene students were higher, their self-directed learning ability was also high. Third, the factor that had the greatest effect on self-directed learning ability of dental hygiene students was problem-solving ability, which was followed by academic efficacy and study immersion. Conclusion: Putting together the results above, in order to cultivate the problem-solving ability of dental hygiene students, it would be necessary to operate the problem-solving-centered simulation course that could foster critical thinking, interactions with others, and creative approach and solution to problems in dental medical site. It would be also possible to improve their academic efficacy by applying the learning mentoring & one-to-one learning counseling program, and also strengthening proper feedbacks for learners. Moreover, the study immersion could be strengthened by developing and operating the emotion-based learning motivation program & learning coaching program through the process of verifying the potential and growth needs of learners, exploring one's own resources through learning diagnosis/introspection, and exploring the career-related vision for strengthening the learning motivation, which could have positive effects on the improvement of self-directed learning ability.

• Journal of The Korean Association For Science Education
• /
• v.35 no.5
• /
• pp.829-840
• /
• 2015

In this study, we analyzed the teaching practices of science teachers using smart technologies and investigated their difficulties in implementing smart education and their educational needs. We also studied their opinions on the application of smart technologies in science education. The participants were seven science teachers who participated in the smart education study group of a science teacher association in Seoul. We elaborated on the characteristics of smart education in science education during comprehensive analyses of instructional materials used in science classes and the initial interviews. We then analyzed the second interviews by categorizing their responses inductively. All the science teachers used the 'instant access as needed', but their interactions, simply answering students' questions, were found to be at a low level. They did not effectively use the 'collaborative interaction with SNS or wiki-based service' for the support for interactive learning. While most collected learning results of their students and provided feedback in the aspect of 'individualization according to leaner level', they were not aware of 'context, situation, and location of learners' in smart education. While all the teachers extended learning opportunities by using learning resources widely in smart education, most were not aware of 'support for self-directed learning'. Most teachers believed that smart education should be developed to help students learn interactively and in a self-directed manner. They also provided many opinions on teacher training programs and environmental support for smart education. Based on the results, some considerations for implementing smart education in science instructions effectively are discussed.

• 한국사회정책
• /
• v.25 no.2
• /
• pp.95-124
• /
• 2018

This study aims to compare and analyze the work-based learning programs of the U.K. in order to find out the successful strategies of the Korea's youth internship which has not got employment effects. Furthermore, to seek a fundamental improvement plan of the Korea's work-based learning programs. The implications through comparative analysis are as follows. For internship performances, the curriculum should be standardized on the basis of industry-specific job criteria, which can be reflected by industrial demands and be correspond to needs at the workplace. Also, it is imperative that the curriculum is linked to national qualifications to guarantee the job ability. Additionally, an infrastructure for effectively monitoring, managing, and evaluating programs should be established. However, these strategies are still constrained in improving the job ability of vulnerable targets and fostering the future-leading manpower in the new industry. In order to reform the work-based learning program, it needs to be structured with a variety of programs suitable for different levels of participants by introducing traineeship, apprenticeship and further education.

• The Journal of the Korea Contents Association
• /
• v.14 no.4
• /
• pp.522-533
• /
• 2014

The capability of the digital communication would need to be strengthened for leveraging collaborative knowledge building and problem solving skills of the middle aged people. It was developed and implemented a smart learning model by utilizing the formative intervention based on the logic of change laboratory to target learners of 'K organization', As a results, smart learning model was composited several activities and supporting systems such as learning instructions of Smart Pad, communication games and SNS, using self-diagnosis and making posters and role-playing video by the internet applications. This research is significant that it finds efficient method to fit design of smart learning and the needs of target learners by using them as testbed which is mixed with different background and digital communication experiences.

• Journal of Korean Elementary Science Education
• /
• v.35 no.3
• /
• pp.377-387
• /
• 2016

Whether textbooks faithfully reflect the curriculum contents is an important educational issue. The previous studies on the textbooks did not analyze the relationship described in the textbooks or the structure. In this regard, this study aims to analyze how the concept of life science area in the elementary school science textbooks developed on the basis of the 2009 revised curriculum is linked. In addition, it seeks to analyze how the concept presented in the learning content achievement standards of the curriculum is connected to other concepts. Towards this end, the conceptual linkage of eight units in the life science domain of elementary school science textbooks based on the 2009 revised curriculum was analyzed. The contents of the life science domain in the science textbooks were analyzed through a semantic network analysis, and the semantic network on the concept linked to the one described in curriculum's learning objectives was also analyzed. The results are as follows: 1) It will be difficult for students to understand the concept due to the complexity of the semantic network resulting from a number of concepts. 2) The curriculum's learning objectives presented in the curriculum are not faithfully reflected in the textbooks. 3) The textbooks are described on the basis of specific curriculum's learning objectives. Based on the findings of this study, the number of concepts described in the elementary school science textbooks needs to be significantly reduced so that the concepts can be meaningfully linked to each other.

• Journal of Digital Convergence
• /
• v.16 no.8
• /
• pp.221-231
• /
• 2018

The purpose of this study was to identify the effect of simulation integrated with problem based learning(SIM-PBL) on nursing students. A non-equivalent pre-post test of quasi-experimental design was used. 37 were assigned to an intervention group and 41 to a control group. SIM-PBL was applied to intervention group and simulation was applied to control group. Data were analyzed using the SPSS 20.0 program. There were significant increases in system thinking(t=2.14, p=.036), proactivity in problem solving(t=2.07, p=.042), and performance ability for medication(t=5.26, p=<.001) in the intervention group compared to the control group. However, there was no difference in learning flow between the intervention and control groups. In order to adapt to the clinical setting, it is necessary to consider the SIM-PBL needs to be considered in the curriculum of nursing students.

• Journal of Digital Contents Society
• /
• v.8 no.2
• /
• pp.235-243
• /
• 2007

Students develop mathematical concepts through concrete operations in the area of mathematics. However, most of the learning contents provided on the web are not interactive and limit interactions with learners. To overcome the limitations, there have been needs to develop learning contents to support active interactions with students according to their cognitive levels. In this study, the curriculum of numbers and number operations in elementary mathematics was analyzed. Based on the object-oriented design principle, "Number Classes" on numbers and number operations were designed and implemented. A class-based learning applet was developed with theses "Number Classes". It was developed in small unit programs based on learning themes of mathematics in elementary schools. With this learning applet, the active explorations through easy operations will help students to learn concepts and principles of numbers and number operations. It will strengthen active interactions of students with computer.

• Journal of Korean Elementary Science Education
• /
• v.23 no.4
• /
• pp.305-317
• /
• 2004

The learning materials in elementary school science textbooks should include all kinds of materials being used by both teachers and students in the science teaching. The major purpose of this research is to analysis textbooks and teacher's guidebooks prepared for the science teaching of 3-6 grade students. To clarify this research, we listed whole of the learning materials of science teaching for each grade and counted numbers being used for whole of the lessons of science. And according to the characteristics and the methods of its preparation of materials, the types of learning materials can be divided into 10 categories such as teaching equipments for science, test materials, consumables, audio-visual aids, teaching equipments in general, collecting' recycling materials, field studies' collected data, breeding' cultivation materials, manufacture materials, and etc. At the result of this research, the 7th national science curriculum needs total 844 items of learning materials for science education. They could be separated into ten types of categories such as 159 items of teaching equipments for science, 65 items of test materials, 116 items of consumables, 198 items of audio-visual aids, 64 items teaching equipments in general, 31 items of collecting' recycling materials, 38 items of field studies (collecting) materials, 17 items of breeding-cultivation materials, 58 items of manufacturing materials, 105 items of other materials. And we found out that there were 332 items of materials for the 3rd grade, 303 items for the 4th grade, 324 items for the 5th grade, and 254 items for the 6th grade. The result of this research could be useful for classroom activities for science teaching.

• Journal of The Korean Association of Information Education
• /
• v.12 no.2
• /
• pp.223-234
• /
• 2008

Educating qualified elementary school teachers depends on excellent pre-service education. The high quality of education is accomplished by various interactions between teachers and learners, as well as active participation by students. In the present study, online problem-based learning and an e-portfolio were used to examine the effect on the computer-curriculum education to reflect social and individual needs, and to enhance the quality of instruction at universities. Students (n=105) participated in six different problem-based learning sessions. At the same time, they developed Blog e-portfolios as individual and group products, and wrote reflective journals that focused on their learning processes and results. A qualitative analysis method was employed to analyze the reflective journals. The results of the analyses showed the following: 1) Increasing the understanding of the computer-curriculum education, 2) enhancing students' competence in using ICT potentially, 3) cultivating student-centered teaching and learning strategies on ICT, and 4) enhancing competence of future teaching activities through experiencing e-portfolio as a performance-assessment tool.

• Journal of The Korean Association For Science Education
• /
• v.32 no.8
• /
• pp.1356-1366
• /
• 2012

As the recent demand for human resources in science, technology, engineering, and mathematics (STEM), the development of professional STEM teacher is called worldwide. It is becoming a critical need in teacher education in order to educate student teachers, and prepare pre-service and beginning teachers for high quality of teaching competency. To promote the competency for $21^{st}$ century STEM teachers, the epistemology of technological pedagogical content knowledge (TPACK) is currently considered as the essential qualities of knowledge for highly qualified teachers. The aim of this study is explore the effect of case-based learning approach on TPACK competency of pre-service STEM teachers. In order to develop the pre-service teachers' competency regarding effective integration of technologies into teaching specific content areas, a series of innovative case study teaching in science and mathematics was presented to 43 participants of pre-service physics, chemistry, biology, mathematics, and computer teachers during a course of information and communication technology (ICT) in Education at Khon Kaen University, Thailand. After finishing a case presentation, the pre-service teachers were encouraged into a forum of critical open discussion by considering the potential impact of the case and the TPACK framework. They were investigated instructional design competency of using ICT tools into student learning process and their personal beliefs about ICT in educational process both before and after. The participant's reactions and learning was evaluated by using a self-reported questionnaire and an implementation log of content-specific learning process design, respectively. Results showed a change of their beliefs and the transformation of their TPACK competency in STEM teaching. In an effort to better serve the needs of high quality STEM teachers, the results of this study illustrated that the competency of TPACK could be particularly considered as a core attributes for future STEM teachers. By the way, case-based learning approach can play an effective part in preparing and professing the TPACK competency for STEM teachers.