• Journal of Korean Elementary Science Education
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• v.30 no.3
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• pp.330-339
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• 2011

This study was to investigate effects of instruction using the history of science on elementary school students' science learning motivation. Subjects were 48 students of two groups in the 5th Grade in Bucheon City. A Experimental group of 24 was instructed 20 lessons in Unit 1~7 using the history of science for a 11-week period. In this study, the instructional contents were selected by stories about scientists, discoveries or anecdotes about natural phenomena and related learning topics in national science curriculum. And they are presented by writings with pictures, cartoons, PPT materials and a script. Students play various learning activities such as exchanging opinions after reading instructional content, making a book or a newspaper, playing in a drama and representing by picture. A control group of 24 was instructed by traditional teaching methods in same period. To compare difference of instruction effects of the two groups, the score of pre-test and post-test were both estimated by t-test. The results of the study were as follows. Students of experimental group showed statistically a more significant increase in the science learning motivation than control group students (p<.05). Each of attention (A), relevance (R), satisfaction (S) sub-elements of learning motivation were higher in the experimental group and it was showed the instruction using the history of science was effective in improving of science learning motivation.

• Journal of The Korean Association For Science Education
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• v.42 no.1
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• pp.61-75
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• 2022

Recently, lifelong learning ability was newly proposed as scientific literacy, the goal of the science curriculum. To solve various science-related problems students encounter in life, lifelong learning abilities related to science beyond school science education are required, but empirical evidence shows that students can solve problems they actually face through scientific literacy. It is not easy to find in the existing science education research. In addition, there is a lack of discussion on how to cultivate lifelong learning ability suggested in the curriculum through school science education. In this study, attention was paid to SSI education as a method for students to cultivate lifelong learning ability through school science education and to develop their ability to solve science-related problems encountered in life. In this context, statements in the existing SSI education studies were reviewed to discover discourses related to lifelong learning, and their types and characteristics were distinguished. It was possible to confirm lifelong learning and its applicability with focus on science education research through this. For the study, 18 literature materials on the subject of SSI education were selected, and the discourses related to lifelong learning in the SSI education research were discovered by examining the statements revealed in the data. As a result of the study, there are four categories of discourses related to lifelong learning: 'awareness of science,' 'connection between science and everyday life', 'promotion of participatory citizenship', and 'construction of identity'. Various SSI education studies have already had lifelong learning perception in various contexts, and the four types of discourses related to lifelong learning could be linked to the four types of learning presented in the UNESCO Lifelong Learning Report. SSI education tends to view students' life experiences as part of their learning and aims to help students develop the character and capacity to make responsible decisions on social issues related to science and put them into practice. This competency can be continuously connected to the real-life of students outside of school as a lifelong learning ability. This study requires expanding the discourse related to lifelong learning in science education and operating and managing the overall educational system to foster students' lifelong learning ability.

• KSII Transactions on Internet and Information Systems (TIIS)
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• v.18 no.3
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• pp.610-632
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• 2024

Mobile Learning (M-learning) adoption and success in supporting students' learning engagement mainly depend on many factors. Therefore, this study systematically reviews the literature, synthesizes and analyzes the predictors of M-learning adoption, and uses success for students' learning engagement. Literature from 2016 to 2023 in various databases is covered in this study. Based on the review's findings, the factors that influence students' learning engagement when it comes to M-learning usage and adoption, can be divided into technical, pedagogical, and social factors. More specifically, technical factors include mobile devices availability and quality, connectivity to the internet, and user-friendly interfaces, pedagogical factors include effective instructional design, teaching methods, and assessment strategies, and social factors include motivation of students, social interaction and perceived enjoyment - all these factors have a significant impact on the M-learning adoption and use success. The findings of the review also indicated that M-learning has a key role in enhancing the learning engagement of students through different ways, like increasing their motivation, attention, and participation in their process of learning, paving the way for interaction and building relationships opportunities with peers and instructors, which in turn, can lead to strengthening the learning environment. The implications of these findings extend beyond immediate educational contexts, offering vital insights for future educational technology strategies and policy decisions, particularly in addressing global educational challenges and embracing technological advancements in learning.

• Journal of the Korea Society of Computer and Information
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• v.24 no.6
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• pp.37-43
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• 2019

This study focused on the design and development of contents using Unplugged CS method to learn computer science knowledge. With the strengthening of software education, all universities students including elementary and junior high school students are demanding knowledge of computer science centered on the computational thinking. We have developed educational contents using unplugged computing method as a way to effectively learn the concept of computer science. First, we analyze the related research of Unplugged CS theory and investigate the educational method accordingly. And we divided the areas of computer science and selected learning concepts in each area. The contents of learning were divided into basic and intermediate classes considering the level of the learner. The subject of learning contents was selected evenly in the area of computer science and it consisted of 16 basic subjects and 16 intermediate subjects based on concepts that are important in each field. In order to confirm the validity of the Unplugged CS learning topic and the development contents for computer science, we conducted expert reviews and content validity tests. As a result of the validity test, the validity of the learning topic and area selection was found to be more than .92 for the CVI value and the validity of the 32 subject learning contents was over .935 in basic level and .925 in intermediate level for the CVI values. Based on the design contents, we developed digital contents for online learning and put them in the system. We expect that this study will contribute to the understanding of computer science for all, including elementary and junior-high school students as well as students at software - oriented universities, and contribute to the spread of software education.

• Journal of Korean Biological Nursing Science
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• v.25 no.2
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• pp.87-94
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• 2023

Purpose: The purpose of this study was to identify the impact of cognitive flexibility and e-learning digital literacy on the learning flow of nursing students who had experienced e-learning. Methods: The research design for this study was a descriptive survey using convenience sampling. Data were collected using online questionnaires completed by 134 nursing students in Andong city and Pocheon city. The data were analyzed using percentages, mean values, standard deviations, Pearson's correlation coefficients, and multiple regression with SPSS for Windows version 22.0. Results: Positive correlations were found between learning flow and e-learning digital literacy (r = .43, p < .001), between learning flow and cognitive flexibility (r = .52, p < .001), and between e-learning digital literacy and cognitive flexibility (r = .65, p < .001). In the multiple regression analysis, cognitive flexibility (β = .42, p < .001) was a significant predictor that explained 27.8% of variance in learning flow. Conclusion: The results of this study show that cognitive flexibility is a factor influencing learning flow in nursing students. Based on the results of the study, educational programs aiming to improve learning flow should include methods that improve cognitive flexibility.

• Journal of Korean Academy of Nursing
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• v.39 no.2
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• pp.249-258
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• 2009

Purpose: The purpose of this study was to develop a multimedia learning program for patients with diabetes mellitus (DM) diet education using standardized patients and to examine the effects of the program on educational skills, communication skills, DM diet knowledge and learning satisfaction. Methods: The study employed a randomized control posttest non-synchronized design. The participants were 108 third year nursing students (52 experimental group, 56 control group) at K university in Seoul, Korea. The experimental group had regular lectures and the multimedia learning program for DM diet education using standardized patients while the control group had regular lectures only. The DM educational skills were measured by trained research assistants. Results: The students who received the multimedia learning program scored higher for DM diet educational skills, communication skills and DM diet knowledge compared to the control group. Learning satisfaction of the experimental group was higher than the control group, but statistically insignificant. Conclusion: Clinical competency was improved for students receiving the multimedia learning program for DM diet education using standardized patients, but there was no statistically significant effect on learning satisfaction. In the nursing education system there is a need to develop and apply more multimedia materials for education and to use standardized patients effectively.

• Journal of Engineering Education Research
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• v.26 no.6
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• pp.19-29
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• 2023

This study aims to develop and apply a metaverse-based instructional design model for the education in science and technology. It analyzed the concept and characteristics of metaverse, existing non-contact education models, and major teaching strategies systematically. Based on the prior researches, an instructional design model using metaverse is developed that presents metaverse-related teaching strategies and design principles for the before-, during-, and after-lesson phases. Then, this model was applied to a project-based learning program, conducted a perception survey on instructors and learners, and revised the metaverse instructional design model based on the results of the survey. In the Metaverse Instructional Design Model, before-lesson phase is a physical and psychological preparation stage for class participation, which includes familiarization with the Metaverse learning environment, formation of expectations for education, and self-directed pre-learning. During the lesson, to effectively deliver the lesson content, it is necessary to build confidence in the learning environment, promote learning participation, provide reference materials, perform team projects and provide feedback, digest learning content, and transfer learning content. The after-lesson phase provides strategies for ongoing interaction between learners and mentors. This study introduces a new instructional design model that utilizes metaverse and shows the potential of metaverse-based education in science and technology. It also has important implications in that it provides practical guidelines for the effective design and implementation of metaverse-based education.

• Journal of Korean Elementary Science Education
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• v.36 no.2
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• pp.163-179
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• 2017

This study is to examine whether elementary science textbooks in Korea and Singapore are applicable to flipped learning. By comparative study we sought to identifying appropriate features of science textbooks for learner-centered teaching. We analyzed text pages on the unit of 'Working of electricity' in Korean elementary science textbook for sixth grade and three chapters of 'Electric circuits, Using electricity, Conductors of electricity' in Singaporean elementary textbook, 'Science : My pals are here!'. We designed evaluating frameworks for science textbooks based on the four pillars of flipped learning. and applied it to 10 elementary teachers evaluate two textbooks. They evaluated textbooks with Likert Scale items and wrote detailed statements and exemplars about their choices. We analyzed the teachers' evaluative descriptions inductively and chose commonly mentioned characteristics. Based on the analysis, we got to the conclusion about specific features of two elementary science textbooks in terms of flexible environment, learning culture, intentional contents, and teachers' expertises. Implications for improving science textbooks towards flipped learning and learner-centered teaching through comparative study were discussed.

• Journal of Korean Elementary Science Education
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• v.33 no.1
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• pp.129-139
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• 2014

This study was conducted to examine the effect of elementary science class using name card method on scientific learning motivation and academic achievement of elementary students. Two sixth grade classes were divided into experimental group and comparison group to treat the experimental group with elementary science class using name card method. General class according to teacher manual was implemented for the comparison group. Elementary science class applying name card method was conducted for 10 sessions throughout the experimental period of 8 weeks. The results of this study were as follows. First, elementary science class with name card method was effective in improving scientific learning motivation. Second, elementary science class with name card method had significant effect on improvement of scientific learning academic achievement. The study results showed that elementary science class with name card method was effective for scientific learning motivation and academic achievement of elementary students.

• Journal of Science Education
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• v.39 no.1
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• pp.28-43
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• 2015

The purpose of this study was to measure middle and high school students' stage of concern(SoC) and their level of use(LoU) on the self-directed learning in science learning based on the CBAM(Concern-Based Adoption Model). Additionally, this research was designed to analyze the difference between the degree of students' SoC and their LoU according to the their background variables. For this, 440 middle and high school students participated in the research. The results of this study were as follow: Firstly, since the students' SoC and LoU about the self-directed learning in science learning are low(Stage0 : awareness and Level II : preparation), we should draw students' immediate concern by developing training programs that would enable them to actually participate in the process of implementing the self-directed learning. Secondly, the students' SoC and LoU on self-directed learning in science learning vary depending on their residence, gender, and grade. This is the reason why we have to develop customized training programs on self-directed learning that suits their background. Thirdly, it shows that students, who have higher concern on self-directed learning in science learning, implement it better than those who are not concerned with it at all. It implies that we need a training program that considers both the students' concern and implementation on self-directed learning in science learning.