• The Journal of the Korea Contents Association
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• v.20 no.9
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• pp.99-106
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• 2020

Though it has been known that self-efficacy is a predictor to the successful L2 learning, the majority of studies on self-efficacy cases were targeted at secondary school students. This paper aims to explore the effects of the intermediate college students' essay writing experiences on their English self-efficiency. For this purpose, pre and post course surveys were conducted on a hundred or so freshmen who took intermediate college English classes which focused on improving English reading and writing skills. Interviews with teachers were also conducted in order to find out whether the differences of their teaching styles had any meaningful impact on their students' self-efficacy. Paired t-test was run on the responses of the post-questionnaire to identify any differences in the self-efficacies of the students before and after taking the classes, and the one-way ANOVA was conducted to find out whether the different instruction types had any significant impact on the differences. The results of the both analyses confirmed the differences of self-efficacies by the two predictors at a statistically significant level. Based on the findings of this paper, various types of writing assignments and efficient procedures of teachers' feedback need to be developed further in order to design and run an effective college English course which can contribute to enhancing self-efficacy of students.

• Journal of the Korean Geographical Society
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• v.33 no.1
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• pp.109-122
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• 1998

The purpose of this study is to develop value instruction program which can deal with geographic value problem(GVP) in geographic education. This program is organized into seven stages: identification of GVP(reading of content of GVP, and categorization and description of action which involved in content), analysis of GVP(comparison and analysis of GVP, and ordering of value positions), decision making, justification of decision making and actualization. The processes of decision making and their related activities are emphasized in this program. In experimental classroom, it took effects to providing subjective experiences with students, developing decision making ability, and giving responsibility of decision making. Therefore this study suggests that this program helps students to improve their social participation ability as the democratic citizenship.

• Journal of Science Education
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• v.33 no.1
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• pp.122-132
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• 2009

This study aimed at designing an effective earth science instruction which would help to improve students' scientific creativity using the questioning strategies. The developed questioning strategies were applied to 153 students of $10^{th}{\sim}11^{th}$ grades from March, 2004 to February, 2006. The Reaction Evaluation of Educational Program was used for students' reponses on these questioning strategies. And the Creativity Test developed by the Korea Institute for Aptitude Test was used for the changes of students' scientific creativity. The students responded that these questioning strategies improved students' scientific creativity, and those did not promoted interaction between the teacher and the students. After implementing these questioning strategies, students' analogical ability of language was evaluated the largest score among the 6 categories of scientific creativity. The survey about students' scientific creativity showed that there are meaningful differences between before and after implementing these questioning strategies : analogical ability of figure, analogical ability of language, reading comprehension ability.

• Journal of The Korean Association For Science Education
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• v.12 no.2
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• pp.97-107
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• 1992

ln this study, we analyzed 5 science textbooks currently used for the 7th graders quantitatively by using the science textbook rating system of Collette and Chiappetta(1986), making meta-analysis of the results of 17 graduate school students of Seoul National University. The rating system consists of 11 categories with detailed items respectively : content, organization, reading level, instruction approach, illustrations, end-chapter teaching aids, laboratory activities in text and/or accompanying manual, teacher aids, indices and glossaries and mechanical makeup of text. Each item in the checklist is to be given between one and five points and the total number of possible points in this rating system is 290. It was shown that 5 science textbooks currently used for 7th-year-students were all "poor" in terms of total points and had, at large, uniformed results especially in 10 items; 7 items concerning moral and ethical implications of science, vocabulary lists, accompanying laboratory manual, annotated editions for test, supply list for laboratory program, student workbook and glossary with low points, while 3 items concerning facilities needed for laboratory activities, activities relevant to the content and textbook size with high points. A Science teachers could get a broad view with a correct impression of the books usefulness in making an evaluation of available textbooks.

• International Journal of Advanced Culture Technology
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• v.1 no.2
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• pp.24-32
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• 2013

This paper determined students' ranks of difficulty on the use of materials in terms of 1) understanding the layout of the learning materials, 2) reading comprehension of the learning materials, and 3) realization on relevance to needs of the learning materials. It also determined students' 4) rank and frequency of attitude on the materials. With the data gathered through 128 survey questionnaires, 7 focused group discussions, and 10 interviews, the results were found out that there was an inappropriate assessment procedure set by this particular university. The researcher concludes that: 1) design of four types of classes by just using the two textbooks with their respective workbooks is grammar-based with limited conversation activities; 2) placement for these students in one big class size was implemented without considering their common interest and motivation and language levels; and, 3) qualification of teachers teaching these EFL students did not support students' real needs and the language program itself. Content professors who were made to teach may have the ability to input learning, but their teaching styles may differ from the ones who are real English teachers. This paper then recommends that teachers and school administration should have an appropriate placement exam before students attend the class, especially in a big class size. There could only be a few problems among students in one big class size when students' level of competence is proportioned. With this, topics and conversation activities can even be more flexible with the maneuver of art of questioning, various dimensions of thinking, strategic competence, learning attitude or behavior, etc. to ensure sustenance of communicative mode and level of interest and motivation in the classroom. Grammar-based instruction can only be taught when a need arises. Thus, the course description of each class will be able to transact the objectives ready for developing students' communication competence. Moreover, proper measurement can be utilized to validly assess the amount of students' learning and the progress of language curriculum design in terms of materials selection and teaching approach.

• The Journal of Korean society of community based occupational therapy
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• v.8 no.1
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• pp.45-54
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• 2018

Objective : It is one of the most important job tasks to write to occupational therapist, so I want to apply the writing program to the students who use mobile language as the main communication and to investigate the effect. Methods : This study was conducted with 7 freshman students for a total of 10 sessions, once a week, for 2 hours at a time. In addition, after reading the recommended books, I made a total of two manuscripts with the book report and then carried out the supplementary instruction. Changes in the writing program were made using self - questionnaires and changes in the writing of the manuscripts were confirmed by the number of times. Results : As a result of the self-questionnaire, the participants considered the logical aspect of the writing and the consistency of the writing after participating in the writing program, and after the writing, the grammatical aspect was reviewed and the sentence was revised. In addition, the number of secondary corrections was reduced by an average of 7 times more than the number of primary corrections. Conclusion : In order to create a document which is one of the important tasks for occupational therapist, systematic education will be needed to create a more logical and grammatical error-free article.

• The Korean Nurse
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• v.31 no.4
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• pp.62-76
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• 1992

The intent of chis descriptive study is to investigale lhe patients perceived effect and expectance of activity therapy. The subjects for this study were 56 patients from the psychiatric ward in Severance Hospital. The data were collected during Lhe period from June 1, 1991 to January 18, 1992. The effect and expectance of the activity therapy was measured using a questionnaire developed by this study's investigators. The date were analyzed by descriptive statistics, t-test ancl one-way ANOVA, using the SPSS program. The results of this study can ue summarized as following ; 1. For motivatiorc for the accivity therapy, the response range was from 64.;] % to 89.3 %, that is, it showed a relatively positive response. 2. For the degree of improvement according to the nurse's method in the activity therapy, it was shown that the nurses need professional skill and meeting after activity therapy. 3. For the relevance of the nurse in the activity therapy, 90 % of the subjects had a positive answer for all of the activity therapy except the painting therapy. 4. For the perceived effect of the activity therapy, the following results were obtained. 1) 92% of the subjects had a positive response to the dance therapy, that is-I am vigorous physically. 2) 90 % of the subjects had a positive response to the reading therapy, that is-I acquire good ideas and instruction. 3) 98.1 % of the subjects had a positive response to the recreation therapy, that is-I am joyful. 4) 88.9% of the subjects had a posilive response to the writing therapy, that is-I am interested and become acquainted with other patients. 5) 86.8 % of tbe subjects had a positive response to the occupation therapy, that is-I am happy when I work. 6) 92.6 % of the subjeccs had a positive response to lhe painting therapy, that is-I can express myself in painting. 7) 87.3% of the subjects had a positive response to the musie therapy, that is-I am comforted. 5. For the expectance related to the activity therapy, 97.1 % the subjects had the most postive response to the music therapy which is a pleasant comfortable time. From the above-mentioned findings, it is suggested that psychiatric nurses need to development systematic and professional group activity therapy, and know the patient premorbid hobbies, interests and occupations.