• Journal of Korean Academy of Fundamentals of Nursing
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• v.18 no.3
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• pp.365-372
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• 2011

Purpose: The purpose of this study was to examine the effects of the teaching effectiveness and clinical learning environment on the clinical practice competency in nursing students. Method: Undergraduate nursing students (268) enrolled in one of 4 universities in 2 cities completed a survey questionnaire. Collected data were analyzed using descriptive statistics, Pearson's correlation coefficient and multiple regression with the SPSS/Win 11.0 program. Results: The mean score for teaching effectiveness was 3.09 (${\pm}.53$) on a 5-point scale, for clinical learning environment, 3.09 (${\pm}.50$) on a 5-point scale, and for clinical practice competency, 3.94 (${\pm}.52$) on a 6-point scale. Significant positive correlations were found between teaching effectiveness and clinical learning environment, and clinical practice competency. The regression model explained 8.8% of clinical practice competency. Teaching effectiveness and clinical learning environment were significant predictors of clinical practice competency. Conclusion: The findings of the study suggest that teaching effectiveness and clinical learning environment be considered when developing strategies to increase clinical practice competency in nursing students.

• Journal of the Korean Home Economics Association
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• v.49 no.8
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• pp.85-95
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• 2011

The purpose of this study was to examine the relationship between preschool teachers' multiple intelligence and their teaching and learning plans. For this purpose, multiple intelligences test(K-MIDAS) was conducted on 80 teachers in kindergartens located in Seoul and Gyeongsangnam-do and they were asked to map out teaching and learning plans about topics. The data were analysed with descriptive statistics and Pearson's correlation using SPSS PC program(16.0 version). Major findings were as follows: Teachers had the highest levels in interpersonal intelligence, followed by musical intelligence and linguistic intelligence; interpersonal intelligence and linguistic intelligence accounted for an especially high proportion of their teaching and learning plans. The higher a preschool teacher's physical activity intelligence, the greater the proportion of physical exercise, music, and logic and mathematics in their teaching plans. It was also found that preschool teachers with higher levels linguistic intelligence made more plans on self-understanding, whereas preschool teachers with higher levels of intelligence in the observation and investigation of nature made more plans on spatial area.

• Journal of the Korean earth science society
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• v.23 no.4
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• pp.299-308
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• 2002

While the 7th national education curriculum is gradually proceeding, science education tries various teaching-learning method for integration in science education. The first purpose of this study is to investigate Earth Systems Education(ESE), which is approaching method to integrate science education, especially in its focus on planet Earth. Also, the second purpose is to know what the reactions of students are obtained after 'The Global Climate Game' in ESE active learning program is applied to the field. The results of this study are as follows; ESE is to propose the integrated approaching method of searching for natures and ESE teaching-learning method is to try to overcome fixed conventional teaching-learning method focus on the text book, and practical application of ESE teaching-learning method is that we can develope the student-emphasized instructional program through the discussional cooperation-teaming models, role-play instructional models. In this study, 'The Global Climate Game' found that was suitable of understanding about relating of atmosphere, hydrosphere, lithosphere and biosphere composing Earth System. Reaction of most students for ESE was showed a positive change of aspect affective region and ESE active learning program is more efficient to improve schoolwork achivement and students positive attitude toward science subject than conventional teaching-learning method. Thus if ESE active learning program is applied for a long time, the general positive attitude of students concerning science will be increased, and then the students is expected to extend the ability of application of science in their life.

• English Language & Literature Teaching
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• v.17 no.4
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• pp.75-95
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• 2011

The purpose of this study was to evaluate a group activity, reciprocal peer tutoring (RPT), in order to investigate advantages and challenges of RPT in promoting cooperative and collaborative learning environment for EFL University reading instruction. The participants in this study were 89 students taking an English reading course at a Korean university. RPT is a learning strategy whereby learners help each other and learn by teaching. This program was supported by a Vygotskyan perspective which assumes that learners gain mastery and develop cognitive skills through social interaction with more proficient others and their environment. This study relied particularly on participant perceptions through questionnaire survey and Anonymous Online class Report of the course. This study showed various advantages for tutors such as learning through teaching and becoming more autonomous and responsible for their own learning. Non-threatening and highly motivating learning atmosphere are parts of benefits for tutees. Other advantages for tutees included improved level of academic self-confidence, and motivation. This study also revealed several drawbacks associated with the problem of inaccuracy in students' production and students' demand for more direct teacher role. (182 words).

• Journal of Engineering Education Research
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• v.26 no.1
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• pp.27-36
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• 2023

The purpose of this study was to investigate high school students' competencies of creativity thinking, critical thinking, communication, collaboration, and digital competence by implementing science fiction STEAM program. Based on the story of 'Fritz Haber' and the 'Garden of Dawn', a STEAM program was developed according to the ADDIE model. In the analysis stage, the purpose of the teaching-learning program using novels was set, and learners and learning environments were analyzed. At the design stage, the novels 'Fritz Harbor' and 'Garden of Dawn' were selected, learning goals were set according to the achievement standards of the curriculum, and learning contents and learning activities were sequenced and designed. In the development stage, teaching and learning materials were developed in a module format, implemented to classes, and evaluated. Pre-test and post-tests were conducted to identify the five major competencies such as creativity thinking, critical thinking, communication, collaboration, digital competence. The collected data was verified by paired t-test using SPSS. The results of the study showed statistically significant results in creative thinking, critical thinking, and digital competency.

• Journal of Elementary Mathematics Education in Korea
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• v.18 no.1
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• pp.149-168
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• 2014

Growing in its size, the contents of the teaching-learning programs for mathematically gifted children from A program in Seoul Metropolitan Office of Education were examined in terms of the individual subjects provided through the courses of gifted education programs, and it was evaluated based on the revised version of the existing module. As a result, the educational objectives of teaching-learning program were clear, differentiated and obtainable. Among the program, the advanced parts were more than the selective parts, which mainly consisted of numbers and calculation, shapes, regularity and problem solving parts and had latest contents of research in balance. Additionally, every part of the program needs mathematical and creative thinking and approach and has proper evaluation index for problem solving. The presented materials in the programs are specific and appropriate, though some of them did not suggest the evaluation index for cultivating personality and value clearly and the reference books. The teaching-learning programs were focusing on problem-based learning and cooperative learning and using performance assessment for evaluation.

• The Journal of Korean Association of Computer Education
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• v.6 no.1
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• pp.87-94
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• 2003

Recently there are many tries and researches for using web agent in education. The agent is a computer program as a common name which takes a role like a proxy or a middle ware for accomplishing the given something on behalf of user. Lately the agent is being used in the various fields. The teaching and learning is the one of those. It is the web agent that support the teaching and learning on the web. It has a concept of the program or the engine is able to do teachers roles on the behalf of him on the web. Not only the web agent is able to do teachers roles on the behalf of him, but also it is a helper that helps learners on the web. The web based teaching and learning environment has the web agent offers the personal and the adaptive information, interface, or contents.

• Journal of Practical Engineering Education
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• v.14 no.1
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• pp.49-59
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• 2022

This study was conducted to develop a teaching competency scales customized for teaching programs conducted by Center for Teaching & Learning at A University. To achieve this purpose, a preliminary study was set up, which consists of three competency groups (basic competency, practice competency, innovation competency) and 26 learning competency factors through a review of previous studies. In order to verify the reliability and validity of the provisional teaching competency scales, an online survey was conducted on A university teachers in September 2020, The collected questionnaire data were organized and exploratory factor analysis and confirmatory factor analysis were conducted. As a result of exploratory factor analysis, 26 teaching competency was reduced to 17. As a result of the confirmatory factor analysis, the model was found to be good, Also, as a result of analyzing the construct reliability and AVE of the confirmed teaching competency factors, all 17 factors showed a good level of .7 or more. The teaching competency scales developed through this study can be used as basic data for performance evaluation and development of new programs of CTL teaching program.

• Journal of the Korean Society of Environmental Restoration Technology
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• v.7 no.5
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• pp.1-11
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• 2004

The purposes of this study are to revise an site-based environmental education(EE) Program evaluation chart and to evaluate site-based EE programs using the chart. For revising the evaluation chart, several elements in the former chart were changed, infused, deleted, integrated, or split. The points of some elements in the former chart were also changed. The revised chart consist of 38 elements in 6 areas: purpose and goal, teaching and learning plan, teaching and learning process, educational effect and programs evaluation, Program characteristic, and program operation. Using the revised chart, the researchers evaluated 159 site-based EE programs, funded by the Korean Ministry of Environment in 2002. The result indicated that the mark of 'teaching and learning plan' area is higher than other areas, while the mark of 'educational effect and programs evaluation' is the lowest. On the basis of evaluation, the researchers offered some recommendations for the Korean site-based EE programs.

• Hwankyungkyoyuk
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• v.19 no.3
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• pp.102-113
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• 2006

The purpose of this study is to devise proper plans for sustainable energy management in schools through applying school eco-audit to energy field. This study is performed by literature review and the analysis of case study. This study analyzes the energy-saving model school according to the three cores of eco-audit such as school administration system, teaching-learning method, and ecological policy, and the result of the study is as followings. First, according to the analysis of school administration system for energy education programs, the participation of all the school staff is very low, and the democratic decision-making system is unsatisfactory. Second, according to the analysis of teaching-learning method, the program is mainly managed by teacher-oriented method not by learner-oriented one. The effect on the education of energy-saving program is a little improved in cognitive area, but is insufficient in affective area. Third, in the aspect of the ecological policy, the practical energy-saving effect in schools is unsatisfactory, and shows the difficulty of continuing application of the program. Consequently, it is desirable to integrate the energy-saving program with the eco-audit for sustainable energy management in schools. Implementation of the energy eco-audit in schools for the sustainable development education as teaching-learning method could achieve extended effect for the earth environmental conservation.