• Journal of The Korean Association of Information Education
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• v.15 no.4
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• pp.603-612
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• 2011

This study suggested an educational curriculum(12 class periods) in order for higher level elementary school students to learn programming in discretionary activity hours using a line tracer and evaluated achievement level based on the outcome of learning by class period to assess the possibility of success. As a result, it could confirm that the programming learning using the line tracer was more excellent in creativity than the computer programming learning. In addition, it has been found that the programming learning method using the line tracer had a potential to be successful as a new creative tool that could replace the computer.

• The Journal of Korean Association of Computer Education
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• v.17 no.1
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• pp.75-82
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• 2014

This thesis focuses on developing an appropriate model for teaching internet ethics based on problem-based learning, and studying its effect on morality. The PBL model is focused on encouraging participation from students through discussion and essay-writing. To test the validity of the new model, the control group was constructed and was assigned an existing lecture-based model. The research applied the new method at class and compared changes in Internet ethics between two groups. The results showed that the PBL model was more effective in enhancing internet ethics among students than the lecture-based model, and they were statistically valid. Especially, the "responsibility" part within the internet ethics showed the biggest improvement.

• The Journal of Korean Association of Computer Education
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• v.13 no.2
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• pp.15-23
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• 2010

Computational Literacy education is being required in current digital age, but the educational strategy of it is lacking. In traditional education, instructors have been teaching by considering learners' characteristics for effective learning. It is necessary to investigate their characteristics for applying this method to computational literacy education. Therefore, we taught programming that is main area on computational literacy, and analyzed learners' characteristics focused on Felder's learning style and multiple intelligence. That is, we taught 194 university students computational literacy with scratch that was one of the popular educational programming languages, and analyzed the relation among learning style, multiple intelligence and the students' programming performance. Also, we found considerations through comparing students' characteristics with experts' ones.

• The Journal of Korean Academic Society of Nursing Education
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• v.25 no.3
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• pp.331-343
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• 2019

Purpose: This study focuses on investigating the effectiveness of simulation education on emergency management using a low-fidelity simulator as related to clinical skill performance, self-confidence, knowledge, learning satisfaction, and critical thinking disposition in new nurses. Methods: A pre-post test experimental design of nonequivalent control group was applied. Fifty-five new nurses were recruited, 28 nurses for the experimental group and 27 nurses for the control group. A simulation education for emergency management comprising knowledge lecture, team learning, skill education, team simulation, and debriefing was developed and implemented from Feb. 14 to 27, 2015. Data were analyzed with percentage, average, and standard deviation, chi-square, and t-test using SPSS. Results: The experimental group showed significantly higher knowledge (t=5.81, p<.001), clinical skill performance (t=10.08, p<.001), self-confidence (t=-6.24, p<.001), critical thinking disposition (t=2.42, p=.019), and learning satisfaction (t=4.21, p<.001) for emergency management compared with the control group who had traditional lecture education. Conclusion: The results indicate that a simulation education using a low-fidelity simulator is an efficient teaching method for new nurses to deepen their clinical skill performance, self-confidence, knowledge, learning satisfaction, and critical thinking disposition in learning emergency management.

• The Journal of Korean Academic Society of Nursing Education
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• v.6 no.1
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• pp.64-76
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• 2000

The purpose of this study is to identify the difference in learning styles, learning stages, and preferred nursing specialties between two groups of nursing programs, regular BSN and RN-BSN. The survey instrument was a simplified version of the Kolb's Learning-Style Instrument which was developed by the researcher, a self- reported learning style questionnaire with twelve questions related to the four learning stages. The sample of the study was the 218 nursing students in a university in Korea which consisted of 58 junior and 67 senior students in the regular BSN program, and 58 junior and 35 senior students in the RN-BSN program. Main findings of the study were as the following. 1) Over all, the major learning style was either the diverger or the accomodator; the most preferred learning stage was the concrete experience and the leastly preferred learning stage was the abstractive conceptualization learning stage; and the most preferred nursing specialty in the future was the clinical nursing. 2) Students in the BSN program preferred four learning stages with rather equal proportion, whereas the students in the RN-BSN program preferred the concrete experience learning stage as high as 60.3% and the abstractive conceptualization learning stage as low as 9.5%. 3)For the future career, the junior students of both programs preferred clinical and educational nursing areas, and the senior students of both programs preferred clinical and research areas. The main reason of the difference seemed to result from the different courses such as Health Education or Teaching Method for the juniors and the Nursing Research for the seniors of both groups. Because the sample of the study was limited to a university, it is difficult to generalize the study results for the entire nursing students in Korea. Continuous studies with larger numbers of nursing students and nurse educators, and experimental studies measuring the effects of new curricula are needed for the future.

• The Journal of the Korea Contents Association
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• v.16 no.12
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• pp.203-212
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• 2016

The purpose of this study was to determine the effects of simulation practice education applying problem-based learning on problem-solving ability, critical thinking disposition, and learning satisfaction of nursing students. 63 nursing students taking the practice subject for integrated simulation at U University in K region were asked to complete a self-administered questionnaire to collect data before and after the simulation practice. The simulation practice education applying problem-based learning was effective in improving problem-solving ability and learning satisfaction significantly and positive correlation was found among problem-solving ability, critical thinking disposition, and learning satisfaction; that is, the better problem-solving ability, the higher level of critical thinking disposition and learning satisfaction. While the results of this study conducted in nursing students at a single university cannot be generalized, it was confirmed that simulation practice education applying problem-based learning was an effective teaching method in improving problem-solving ability and learning satisfaction of nursing students. It is therefore necessary to give simulation practice education applying problem-based learning on a systematic and continuous basis with the objective of improving problem-solving ability and learning satisfaction and promoting critical thinking disposition.

• The Journal of the Korea Contents Association
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• v.22 no.8
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• pp.435-443
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• 2022

The purpose of this study was to analyze the relationship between learning motivation, learning strategies and Korean proficiency. Therefore, this study conducted a learning motivation and learning strategies survey on 101 learners of Korean language from Korean and Chinese universities who obtained a middle and high-level on the Test of Proficiency in Korean. A frequency analysis and correlation analysis was conducted on these students using the SPSS 28.0 program. As a result of the study, it was found that the motivation for learning Korean in Chinese learners was high in the order of integrated motivation and instrumental motivation. The frequency of using metacognitive strategies was the highest. There was no difference in learning motivation corresponding to Korean language proficiency, but there was a correlation in the use of social strategies for learners in levels 3, 4 and 5. Based on these research results, I proposed a teaching and learning method for Chinese learners. Further research should be conducted by comparing the learning motives and learning strategies of learners in the beginner-level group and learners in the middle and high-level group.

• Journal of Korean Home Economics Education Association
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• v.19 no.3
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• pp.149-168
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• 2007

The purpose of this study was to analyze the home economics education items in the teacher recruitment examination for secondary school. To achieve the purpose, all the home economics education items, which were carried out for seven times from the school year 2001 to the most recent year 2007, were compared and analyzed. The form of items was analyzed by frequency and rate. Behavioral domain of items was analyzed by content analysis. In this study, some recommendations were suggested for the quality of home economics education items through discussion of science education and society education items, which were abstracted from the school year 2001 to the most recent year 2007. The results of this study were as follows. First, the score ratio of home economics education items was fluid as 20-30% from the school year 2001 to 2004 but it fixed as 30-35% since the school year 2005. In subcategory of home economics education, curriculum items accounted for highest ratio(43%). In the next thing, items of teaching-learning method(35%), evaluation(19%) and philosophy(3%) related to home economics education were followed in order. Second, the form of home economics education items was coexistent form of single item and subordinate item from the school year 2001 to 2004. But it was changed into form of single item by 100% since the school year 2005. Third, regarding the content of home economics education items, most of the curriculum items were related to the content of the 7th National Curriculum. Teaching-learning method items were taken mostly from model of teaching-learning. Evaluation items were taken mostly from performance assessment. Philosophy items related to home economics education were taken only from Habermas's three systems of action on the school year 2005. Fourth, about behavioral domain of home economics education items, most of the curriculum items were level of 'simple knowledge or memory'. Therefore, it was suggested that behavioral domain of curriculum items had to be changed into 'complex knowledge or comprehension and application'. The behavioral domain of teaching-learning method items and education evaluation items was mostly 'complex knowledge or comprehension and application'. However, to bettering the items it was suggested that the behavioral domain of them has to be changed 'comprehension' into more 'application'. Fifth, regarding the coverage of home economics education items, curriculum items were limited only superficial content of the 7th National Curriculum. Therefore, it was suggested that coverage of curriculum items had to be extended to theoretical content, which was philosophical background and various principles of curriculum. It was suggested that coverage of teaching-learning method items had to be extended to the content including various teaching-learning theories and the practical reasoning home economics instruction proved effective as home economics instruction recently. Evaluation items were taken mostly from performance assessment. Therefore, it was suggested that coverage of evaluation items had to be extended to analysis of evaluation result, item validity and reliability, and evaluator's philosophical perspective.

• English Language & Literature Teaching
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• v.9 no.2
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• pp.133-149
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• 2003

As the world becomes a global village, national conferences become more frequent, and the language of choice to mediate the exchange of information is English. Accordingly, the purpose of this research is to find several methods to prepare L2 students for English communication at conferences. Various studies about discourse markers can be found in this study. Discourse markers are indicators of fluency in spoken language, and indicators of improvement from features of spoken English to more typical forms of formal writing. In this study the presentation styles of native speakers and Asian non-native speakers are compared, and the difference between efficient and non-efficient speakers at conferences are discussed. As a study of conference English teaching and learning method, this research targets suggestion and application of discourse markers for L2 speakers. As a result, the fact that discourse markers are very important in effective writing and conference English is found and accordingly we can see that developing the ability to use discourse markers in writing and speaking are essential for L2 speakers.

• 한국정보교육학회:학술대회논문집
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• 2010.01a
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• pp.45-50
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• 2010

컴퓨터 보급의 일반화와 빠르게 변화하는 학습 환경의 변화에 따라 학생의 정보 활용수준 향상에 부합할 수 있는 교육 내용의 개선이 크게 요구된다. 하지만, 현재, 초등학교에서의 재량활동을 활용한 정보통신기술 교육과정은 적은 수업 시간 수 등의 이유로 유명무실하게 운영되고 있으며, 더욱이 초등학생들의 정보통신기술 활용능력과 교재 내용간의 수준 차이로 인해 일부 학생들에게는 효과적인 정보통신기술 교육이 어려운 실정이다. 이에 본 연구에서는 초등학교 학생들의 효과적인 정보통신기술 교육 방안을 모색하기 위하여 모듈 교수-학습 모형을 기반으로 한 응용 소프트웨어 활용 교육 방안을 마련하고 이를 실제 교육 현장에 적용하여 그 효과를 연구해보았다.