• Journal of The Korean Association For Science Education
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• v.35 no.6
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• pp.931-938
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• 2015

In the study, epistemological beliefs, metacognition, and scientific inquiry skills all directly affected the science academic achievement levels of high school students. Also, epistemological beliefs indirectly affected science academic achievement mediated by scientific inquiry skills and metacognition, while metacognition had an indirect effect on science academic achievement level mediated by scientific inquiry skills. We found that scientific inquiry skills had the biggest direct effect, while epistemological beliefs showed the most robust indirect effect on academic achievement level. Thus, we argue that students' scientific inquiry skills should be nurtured for the advancement of their academic achievement. In addition, more careful scholarly attention must be given to both epistemological beliefs and metacognition, which directly and indirectly affected academic achievement level. We believe that epistemological beliefs, metacognition, and scientific inquiry skills should all be considered in an integrative manner when developing educational programs and strategies.

• Journal of Engineering Education Research
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• v.16 no.2
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• pp.50-57
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• 2013

The study to improve engineering students' performance in studying physics lacked despite of the importance of studying physics in engineering education. The cognitive belief and the motivational belief in studying physics had a strong effect on studying physics. The purpose of this study was to seek the educational way through comparing professors' expectations with students' beliefs about the cognitive belief and the motivational belief in studying physics. The cognitive belief in studying physics was considered as variables like 'knowledge', 'learning' and 'relation'. The motivational belief in studying physics was considered as variables like 'expectancy' and 'value'. It was the 'expectancy' that was the most different dimension between professors' expectations and students' beliefs. It means that students have little confidence in their abilities to study physics, though professors expect their students to be confident. Professor who teaches physics to engineering students recognize these differences, need to have interest in affective domains of beliefs to teach. In addition, there is need to teaching and learning strategies that can lead engineering students' beliefs about ability to perform the task, the purpose, importance, interesting for physics.

• Korean Journal of Human Ecology
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• v.13 no.4
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• pp.537-553
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• 2004

This ethnographic case-study explores the daily experiences in child-rearing and education among Korean full-time housewives. For this purpose, 11 full-time housewives in their thirties and forties from the middle class were interviewed with an unstructured questionnaire. The findings are as follows: Full-time housewives tend to assume the full responsibility for child-caring and education. Their time is structured around the schedules of caring children and participating in educational programs for children. The most demanding tasks for them include preparing for a preschool, getting the children ready for school, rendering supports for children's schools, extra curricular education, and arranging and offering gift money to teachers. They feel that their husbands do not provide enough supports for child-caring and education. Despite all the negative experiences, Korean full-time housewives put in whatever they have to make sure their children's well-being and to provide the best education possible for their children; the maternal identity plays a role of the utmost importance in them.

• Journal of Korean Academy of Psychiatric and Mental Health Nursing
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• v.27 no.4
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• pp.313-320
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• 2018

Purpose: The purpose of this study was to identify the associations of interpersonal relations with irrational beliefs and social supports among nursing students. Methods: Subjects were 149 nursing students attending a university in C city. The data were collected in June, 2018 using questionnaires. The collected data were analyzed by descriptive statistics, t-test, one-way ANOVA, Pearson's correlation coefficient, and multiple regression with the SPSS 23.0 program. Results: There were statistically significant differences by the level of interpersonal relations according to gender (t=3.65, p<.001) and major satisfaction (t=5.04, p=.008). Also, interpersonal relations showed a significant negative correlation with irrational beliefs (r=-.24, p=.003) and a significant positive correlation with social support (r=.44, p<.001). The influencing factor of interpersonal relations were social supports, gender, irrational beliefs and major satisfaction. These factors explained 38.2% of interpersonal relations. Conclusion: Our study finidngs support developing educational and professional training with intepersonal relationships to improve social support as a prospective health care provider.

• Educational Technology International
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• v.16 no.2
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• pp.183-200
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• 2015

This study investigated the effect of learning achievements and cognitive load according to different types of presenting learning materials and epistemological beliefs (EB). Learning achievements in this study were composed by retention and transfer of ill-structured problem. A total of 80 college students participated in the study. Prior to the learning, students were guided to fill out a questionnaire regarding epistemological beliefs and a prior knowledge test. The students of each group studied with a different type of reading material: full text (FT), full text including key questions (KeyFT) and full text including a concept map (CmFT). After a session of study was finished, they were asked to complete the posttest: retention and transfer. The results showed that there was a significant difference in transfer achievements. CmFT outperformed higher scores than the other types. There was no significant difference in retention among the groups. It is strongly believed that the types of presenting learning materials may have affected the understanding of ill-structured problem solving skills. Students with sophisticated EB showed higher achievements on retention and transfer than naive-EB and mixed-EB. Even though the data showed decrease of the cognitive load on the type of materials and EB, there were no significant differences on the cognitive load. We should consider a positive effect of types of presenting learning materials and EB enhancing capabilities of solving ill-structured problems in real life.

• Educational Technology International
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• v.11 no.1
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• pp.69-92
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• 2010

The purpose of this study is to examine middle school teachers' use of technology and problem-based learning (PBL) in their teaching practice. Factors related to teachers' use of technology and PBL are also investigated including: teachers' computer and Internet skills, feelings of preparedness to use the Internet, attitudes toward the use of web resources, pedagogical beliefs, science teaching efficacy, and the use of general teaching strategies. Twenty-seven middle school science, math, and technology teachers participated in the study. Research results describe the participants as slightly proficient in computer and Internet skills, positive toward use of web resources, and neutral on feelings of preparedness toward use of computer and the Internet. Participants also tended toward constructivist pedagogical beliefs and used various teaching strategies. They, however, reported low science teaching efficacy. Teachers' use of computers and the Internet correlated with pedagogical beliefs and feelings of preparedness toward the use of computers and the Internet. The study also found the relationships between the use of PBL and teachers' computer and internet skills, pedagogical beliefs, and the use of general teaching strategies. Also discussed are meaningful implications for teachers' professional development, especially for the programs designed to facilitate the use of web-enhanced PBL.

• Journal for History of Mathematics
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• v.34 no.2
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• pp.75-87
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• 2021

Hirabayashi Ichiei has sought theoretical improvement of educational studies in mathematics from the standpoint that educational studies in mathematics should be practical. His beliefs and subsequent attempts have many implications for Korean educational studies in mathematics. In this regard, it is meaningful to examine his theory of mathematics education. But he is not well-known in Korean community of educational studies in mathematics today. For this reason, His life and theory of mathematics education are outlined.

• Journal of the Korea Convergence Society
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• v.11 no.10
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• pp.337-348
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• 2020

The purpose of this study is to determine whether impact of event and health beliefs affect adherence to self-care guidelines in the general public. The participants were 331 adults living in the Daegu/Gyeongbuk region. Data were collected using an online survey. The collected data were analyzed using hierarchical regression analysis and Process Procedure (Model 4). The results reported impact of event had a significant direct effect on health beliefs, and health beliefs had a significant direct effect on adherence to self-care guidelines. Also, the mediating effect of health beliefs on the relationship between impact of event and adherence to self-care guidelines was significant. To facilitate health education among the general public, it is necessary to include educational content to establish health beliefs regarding novel diseases such as COVID-19.

• School Mathematics
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• v.16 no.1
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• pp.111-133
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• 2014

This study aims to explore mathematical belief system and core belief factors to be found. The mathematical belief system becomes an auto regulation device for students' using mathematical knowledge in mathematical situations and provides them with the context to perceive and understand mathematics. They have individual mathematical beliefs for each of mathematics subject, mathematical problem solving, mathematical teaching and learning and self-concept, and these beliefs of students construct mathematical belief system according to mutual relationships among the mathematical beliefs. Using correlation analysis and multiple regression, mathematical belief system was structuralized and core belief factors were found. Mathematical belief system is structuralized and, as a result the core belief factors that are psychological centrality of high school students' mathematical belief system are found to be persistence, challenge, confidence and enjoyment. These core belief factors are formed on the basis of personal experiences and they are personal primitive beliefs that cannot be changed with ease and cannot be shared with other people but they are related with many other beliefs influencing them.

• Journal of Educational Research in Mathematics
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• v.13 no.3
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• pp.267-286
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• 2003

The purpose of this study was to understand the structures underlying Korean elementary teachers' attitudinal beliefs toward reform-oriented mathematics instruction and predict their intentions to change traditionally-oriented teaching practice. The theory of planned behavior (TPB) developed by Fishbein and Ajzen provided a conceptual framework for the examination of factors that influence Korean teachers' beliefs, attitudes, subjective norms and perceptions of control factors. Data were gathered through a survey instrument from 281 teachers who teach mathematics in a metropolitan city of Korea. Descriptive statistics and multiple regression analyses were conducted to analyze the data. Findings indicate that Korean elementary teachers' change in Instructional practice is based primarily on their judgements regarding the likelihood of occurrences of certain consequences if they engage in teaching mathematics in a reform-oriented way. Teachers' perceptions of important others regarding the reform-oriented mathematics instruction seem to play a minor role in teachers' instructional change. Teachers' perceptions about control factors that prohibit or help teach mathematics in a reform-oriented way do not seem to make significant improvement in predicting their intentions to change traditionally-oriented teaching practice.