• Title/Summary/Keyword: National Strategies

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The Effects of Cognitive Acceleration Instructional Strategies Applied to Unit of 'The Light and Shadow' in Elementary School (초등학교 빛과 그림자 단원에 적용한 인지 가속 수업 전략의 효과)

  • Jeong, Soon-Hwa;Kim, Sun-Ja;Park, Jong-Wook
    • Journal of Korean Elementary Science Education
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    • v.28 no.3
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    • pp.321-330
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    • 2009
  • This study investigated the effects of teaching-learning lesson plan using cognitive acceleration instructional strategies applied to the unit, 'The Light and Shadow' in elementary school. Two classes of the second grade elementary students (N=63) in Chungcheongbukdo districts were assigned to control and treatment groups each, and were taught about 'The Light and Shadow' for 8 class hours. For the treatment group, teaching-learning lesson plan using cognitive acceleration instructional strategies developed by this research was applied. The traditional instruction by textbook and teacher's guides was used for the control group. All students were tested with the test for concept of the shadow and the test for academic achievement about the unit. As the result of the post-test, the scores of the treatment group were higher than those of the control group. However, it was not statistically meaningful difference. The scores of the treatment group were significantly higher than those of the control group in the delayed-post-test for concept of the shadow. No significant interaction was observed with respect to the students' gender, instruction and pre-level for the concept of the shadow. Data analysis indicated that the scores of the treatment group were significantly higher than those of the control group in the post-test and delayed- post-test for the concept of the shadow in the area of object permanence. Our research work shows the effectiveness of the teaching-learning lesson using cognitive acceleration instructional strategies for the development for concept of the shadow for elementary school students, and suggests the necessity for this kind of teaching-learning program in the fields.

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A Study on the Strategies to Extend the Borderline of University Campuses - Focused on Seoul National University - (대학캠퍼스 경계확장 전략 연구 - 서울대학교를 중심으로 -)

  • Park, Hoon
    • Journal of the Korean Institute of Educational Facilities
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    • v.19 no.6
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    • pp.25-36
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    • 2012
  • University campuses have been developed along with the historical development of mankind in association with the characteristics of urban changes. In particular, regarding the master plan reflecting periodic characteristics, now is the time to grope for crucial roles today that we are pursuing international growth of universities. Also, with the development of cities, in terms of the aspects of campus development, various borderline extension strategies are explored due to the physical limitation. And with the program methods through the exchange with the local community, we are concretizing this through the formation of new campuses. Seoul National University, the subject of this paper, is groping for ways of extension through the SNU-Valley Project with its Gwanak campus. Along with this, it is looking for ways of cubic borderline extension by forming Siheung international campus. The conclusion drawn through above contents is as written below: First, universities located in cites have relatively more limitations in the extension of campus space along with the development of urban space changes. To overcome this, various ways like political or physical space extension strategies are being explored. Second, along with the physical strategies visually shown in suggesting university campus master plans, we can recognize the importance of suggesting vision through specialization strategies. Third, it is about the importance of improving relationship with the local community. With the approaches based on human resources and reasonable connection of space, this also plays roles in enhancing the urbanity of the campus. Fourth, we can see the aspects of campus' urban function enhancing. It is needed to connect urban context that a region has with environment and grope for ways to enhance centrality, connection, and accessibility in it.

The Instructional Effects of Student-Centered Cooperative Learning Strategies in Elementary School Science Course (초등학교 자연 수업에서 학생 중심의 활동을 강조한 협동학습의 교수 효과)

  • Lim, Hee-Jun;Park, Soo-Youn;Noh, Tae-Hee
    • Journal of The Korean Association For Science Education
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    • v.18 no.2
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    • pp.201-208
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    • 1998
  • Although cooperative learning strategies in many subject areas have been found to be effective, the effect of cooperative learning on academic achievement in science laboratory setting is not clear. Reported results on the effects of the strategies for higher achieving students are not also consistent. In this study, the cooperative learning strategies emphasizing student-centered learning which included higher order thinking activities were used in a elementary school science course. The cooperative and traditional learning groups were selected from fifth-grade classes, and taught about dissolution and solution for 16 class periods. The effects of the cooperative learning strategies upon students' academic achievement, science process skill, the attitude toward science instruction, and the perceptions of classroom environment were investigated. Two-way ANCOVA results revealed that the test scores of academic achievement and science process skill for the cooperative learning group were significantly higher than those of the traditional learning group. No interaction between the instruction and the level of previous achievement was found. The perceptions of confliction were higher in cooperative learning group. In the attitude toward science instruction and the perceptions of participation, however, no significant difference between the two groups was found. Educational implications are discussed.

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Relationship among Dysfunctional Attitudes, Stress Coping Strategies and Depressive Symptoms in Psychiatric Patients (정신질환자들의 역기능적 태도, 스트레스 대처 방식 및 우울증상 간의 관계)

  • Park, Chan-Moo;Seo, Kyung-Ran;Rhee, Min-Kyu
    • Korean Journal of Psychosomatic Medicine
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    • v.5 no.1
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    • pp.31-42
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    • 1997
  • This study was aimed to investigate dysfunctional attitudes, stress coping strategies and depressive symptoms in psychiatric patients. The subjects of this study consisted of 210 patients(138 schizophrenic patients, 29 depression patients, 43 alcohol dependence patients) according to DSM-IV criteria. Futhermore, the instruments were K-BDI(Beck Depression Inventory-Korean version), DAS(Dysfunctional Attitude Scale) and multidimensional coping strategy scale. The results were the following. 1) There were statistically significant correlations between depressive symptoms and dysfunctional attitudes in psychiatric patients. 2) In terms of coping strategies, there were positive correlations between depressive symptoms and focus on and venting emotions, accommodation, active forgetting, self-criticism, positive comparison, fatalism, passive withdrawal. Whereas, there was significant negative correlation between depressive symptom and active coping. 3) In terms of coping strategies, there were significant correlations between dysfunctional attitudes and focus on and venting emotions, active forgetting, self-criticism, positive comparison, fatalism, passive withdrawal. 4) Depression groups reported significantly higher BDI scores than schizophrenia groups. 5) In depression groups, DAS scores were significantly higher than those in schizophrenia groups. 6) In terms of coping strategies according to diagnosis, there were significant differences in venting emotions, active forgetting and self-criticism. As for venting emotions, alcoholic groups were scored significantly higher than schizophrenic groups. As for active forgetting, depression groups were scored significantly higher than schizophrenic groups. In self-criticism, depression groups and alcohol dependence groups reported significantly higher scores than schizophrenic groups.

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Hybrid Channel and e-Transformation strategies in Electronic Commerce

  • Chun, Se-Hak;Kim, Jae-Cheol
    • Proceedings of the CALSEC Conference
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    • 2005.03a
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    • pp.143-148
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    • 2005
  • The purpose of this paper is to analyze pricing strategies between conventional offline retailers and Internet retailers and discuss which strategy is more profitable when a bricks-and-mortar firm transforms into a clicks-and-mortar firm.

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Exemplary Teachers' Teaching Strategies for Teaching Word Problems (숙련된 교사의 문장제 문제해결 지도 전략 - 미국 교사들을 중심으로)

  • Lee, Kwang-Ho;Shin, Hyun-Sung
    • Journal of the Korean School Mathematics Society
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    • v.12 no.4
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    • pp.433-452
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    • 2009
  • This study investigated the teaching strategies of two exemplary American teachers regarding word problems and their impact on students' ability to both understanding and solving word problems. The teachers commonly explained the background details of the background of the word problems. The explanation motivated the students' mathematical problem solving, helped students understand the word problems clearly, and helped students use various solving strategies. Emphasizing communication, the teachers also provided comfortable atmosphere for students to discuss mathematical ideas with another. The teachers' continuous questions became the energy for students to plan various problem solving strategies and reflect the solutions. Also, this research suggested a complementary model for Polya's problem solving strategies.

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Job Stress, Depression, Social Support, and Coping Strategies of Clinical Nurses (임상간호사의 직무스트레스, 사회적 지지, 대처전략과 우울)

  • Kim, Jeong-Hee;Hyun, Mi-Yeol;Kim, Souk-Young
    • Korean Journal of Occupational Health Nursing
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    • v.18 no.2
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    • pp.219-231
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    • 2009
  • Purpose: The purpose was to investigate the relations among job stress, depression, social support, and coping strategies of nurses. Method: The data were collected from 362 nurses. A self-administered questionnaire was used to assess general characteristics, job stress, depression, social support and coping strategies. Results: The prevalence of depression was 41.7%. Scores of job demand and insecurity, and organizational climate were very high. Logistic regressions showed that nurses, who were single, their 20s, had less than a career year, or working in private hospitals, associated with an increased risk of depression. The sub-scales of job stress except interpersonal conflict and lack of autonomy contributed to an increased risk of depression (lower group; OR=0.248, 95% CI:0.14-0.43). Also individual and organizational support and control coping strategies were associated with depression(lower group: OR=2.993, 95% CI: 2.11-6.30; OR=2.993, 95% CI: 1.51-5.65; OR=2.372, 95% CI=1.43-3.93). Conclusion: These findings indicated that the job stress, especially organizational climate, insecurity of job, lack of reward, individual and organizational support, and control coping strategies contributed to a risk of depression. In order to prevent the depression, the organizational support and strategies will be needed. The depression in specific context and organizational climate should be considered in future studies.

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The Effects of Science Classes Using Abductive Strategies Applied to Elementary School Students on Scientific Concept Understanding and Meta-cognition (귀추전략 과학수업이 초등학생의 과학적 개념 이해와 초인지에 미치는 영향)

  • KIM, Hee-Yeon;KANG, Beodeul;YOO, Pyoung-Kil
    • Journal of Fisheries and Marine Sciences Education
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    • v.28 no.4
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    • pp.1133-1142
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    • 2016
  • The purpose of this study was to verify the effects of science classes using abductive strategies on the scientific concept understanding and meta-cognition. The subjects included two classes of sixth graders from K Elementary School in B Metropolitan City and they divided into two groups. Research group was composed of 21 students(10 boys, 11 girls) and comparative group was composed of 21 students(11 boys, 10 girls). In order to achieve aims of this study, proper contents to apply abductive strategies were selected from the first semester science curriculum for sixth graders. Also five-steps study papers were designed to elicit abductive reasoning. While the research group received 20 times of reframed science lessons using abductive strategies, the comparative group received common science lessons according to the teachers' manual. The results of this study are as follows. First, science classes using abductive strategies were effective for the scientific concept understanding. Also there were statistically significant differences between the research group and the comparative group in overall science sub-domain. In the process of hypothesis formulating, students tried to find out scientific causes thoroughly to present the optimal explanation and they concentrated on the analysis of each scientific concept. It is thought that this process contributed to better understanding in scientific concepts. Second, science classes using abductive strategies were effective for improving meta-cognition. There were statistically significant differences between the two groups and especially in monitoring that is one of sub-factors of meta-cognition. It indicates that hypothesis formulating process gave positive effect on meta-cognition by stimulating critical thinking and manifesting elaboration.