• Journal of The Korean Association For Science Education
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• v.34 no.7
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• pp.625-634
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• 2014

This study has investigated the factors that make a science teacher effective by analyzing students' perception of teacher knowledge required in enhancing their science learning. The basic components of teacher knowledge identified by previous researchers have been confirmed through Exploratory Factor Analysis (EFA). Based on the findings of the EFA, the questionnaire has been further analyzed using Confirmatory Factor Analysis (CFA) by means of Structural Equation Modeling (SEM). In addition, the differences in students' perception on the identified factors of effectiveness have also been analyzed in terms of gender and achievement level. The findings of the EFA showed that five factors of science teacher effectiveness were identified; namely, substantive knowledge, syntactic knowledge, knowledge of students' understandings, knowledge of instructional strategies, and knowledge of assessment. These five components have been divided into two categories of teacher knowledge, SMK and PCK. What we found from the CFA was the respective high correlation between substantive and syntactic knowledge, knowledge of students' understanding and instructional strategies and the low correlation between substantive knowledge and knowledge of instructional strategies. Students perceived substantive knowledge as the most effective factor, knowledge of assessment as the least effective factor. Also, there have been considerable differences in students' perception by gender and achievement level. We proposed, based on the findings, that SMK and PCK need to be integrated into a coherent manner for the effective science teaching practice. This study provides some implications for science teacher professional development and the improvement of science teacher preparation program.

• Journal of Internet of Things and Convergence
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• v.10 no.1
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• pp.29-37
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• 2024

The purpose of this study is to investigate the impact of education applying the Havruta learning method in fundamentals nursing classes for nursing students on problem-solving ability, self-directed learning ability, critical thinking disposition, and learning commitment. One-group pretest-posttest design was used. Nursing students received training applying the Havruta learning method for 6 weeks (12 hours) in fundamentals nursing classes. The study was conducted from September 18 to November 6, 2023. Data were analyzed using SPSS/WIN 28.0 with mean, standard deviation, and paired samples t-test. problem-solving ability (t=4.52, p<.001), self-directed learning ability(t=-4.61, p<.001), critical thinking disposition(t=-4.10, p<.001) significantly increased before and after the 6-week Havruta learning method training for nursing students. However, there was no statistically significant difference in learning commitment (t=-0.28, p=.782). The Havruta learning method is an effective nursing education tool for improving problem-solving ability, self-directed learning ability, and critical thinking disposition. The results of this study can serve as basic data for nursing professors when planning teaching and learning strategies using Havruta. Research will be needed to utilize the Havruta learning method in various classes and evaluate its effectiveness.

• Information Systems Review
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• v.5 no.2
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• pp.241-256
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• 2003

This empirical study is to explain critical success factors for building effective regional IT cluster from the literature reviews which have some limitations, and is to suggest new key factors from the views of Regional Innovation System and Sectoral Systems of Innovation. For building successful cluster, the new key factors not only stress on regional networks, the spill-over of tacit knowledge through learning by interacting, institutions which contain regional custom, norms, established practices, culture, and characteristics from the Regional Innovation System, but also emphasize on heterogeneous agents who are interacting by each others from Sectoral Systems of Innovation. From these factors we suggest some strategies for building effective "Daegu IT Cluster" as following; making characterized IT brands which are selected and concentrated based on regional and IT sectoral characteristics, strengthening learning competence of tacit knowledge built in multiple heterogeneous agents network, establishing strong agent networks which are composed of universities, companies, institutes and government, and sharing the institution of mind-opening culture in order to correspond with environmental changes and link to other industrial clusters. By putting above strategies in force, the compatabilities of Daegu region are reinforced. Tacit knowledges spill over and the regional innovation competence are accumulated. Also IT cluster plays core role of employment in Daegu for long term. Especially, "Daegu IT Cluster" changes city's image from medium and small manufacturing city to new industrial city based on high technologies.

• Journal of the Korea Convergence Society
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• v.9 no.11
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• pp.519-527
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• 2018

The purpose of this convergence study was to examine the effects of smart learning on learner's participation, academic self-efficacy and task value in nursing education. The study was designed using a nonequivalent control group no-synchronized design. The subjects of this study consisted of 86 experimental group and 95 control group who were nursing students. Data were collected from March 2 to June 8. 2018. The data were analyzed using the spss 18.0 program to perform independent t-test. There were not statistically significant differences in learner's participation(t=1.065, p=.288) but were statistically significant differences in academic self-efficacy(t=2.668, p=.008) and task value(t=2.070, p=.040). Therefore, the smart learning was effective in increasing academic self-efficacy and task value for nursing students. The smart learning is expected to be useful as effective teaching and learning strategies in nursing education.

• English Language & Literature Teaching
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• v.13 no.1
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• pp.111-131
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• 2007

This study explores teacher's corrective feedback types in an error treatment sequence in Korean EFL classroom setting. Corrective feedback moves are coded as explicit correction, recast, or initiations to self-repair. The frequency and distribution of each corrective feedback type are examined. But the special focus was given on feedback types eliciting learner's self-repair (clarification request, metalinguistic feedback, elicitation, and repetition of error) because initiations to self-repair are believed to facilitate language learning more than other strategies. The results of the study are as follows. First, there was an overwhelming tendency for teacher to use recasts whereas initiations to self-repair were not used as much as recast (52.4% vs. 29.5%). Second, the teacher tended to select feedback types in accordance with error types: namely, recasts after phonological, lexical, and translation errors and initiations to self-repair after grammatical errors though the differences were not significant. Finally, teacher's belief and students' expectation on corrective feedback were compared with actual corrective feedback representations respectively and some mismatches were found. Though both teacher and the students acknowledged the importance and necessity of self-repair, self-repair were not put into practice as such. Therefore, this study suggests more initiations to self-repair be used for effective language learning.

• Computers and Concrete
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• v.14 no.6
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• pp.727-743
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• 2014

The management of existing concrete bridges has become a major social concern in many developed countries due to the large number of bridges exhibiting signs of significant deterioration. This problem has increased the demand for effective maintenance and renewal planning. In order to implement an appropriate management procedure for a structure, a wide array of corrective strategies must be evaluated with respect to not only the condition state of each defect but also safety, economy and sustainability. This paper describes a new performance evaluation system for existing concrete bridges. The system evaluates performance based on load carrying capability and durability from the results of a visual inspection and specification data, and describes the necessity of maintenance. It categorizes all girders and slabs as either unsafe, severe deterioration, moderate deterioration, mild deterioration, or safe. The technique employs an expert system with an appropriate knowledge base in the evaluation. A characteristic feature of the system is the use of neural networks to evaluate the performance and facilitate refinement of the knowledge base. The neural network proposed in the present study has the capability to prevent an inference process and knowledge base from becoming a black box. It is very important that the system is capable of detailing how the performance is calculated since the road network represents a huge investment. The effectiveness of the neural network and machine learning method is verified by comparing diagnostic results by bridge experts.

• Communications of Mathematical Education
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• v.25 no.2
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• pp.431-450
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• 2011

Formative assessment is considered one of the effective strategies for teaching and learning mathematics. But it seems that there are few systematic researches which cover the process of practicing formative assessment in a class and providing feedback to the students. This study adopts CRESST Formative Assessment Program as a prototype. After some modifications of it to suit our educational system, this study analyzes the effectiveness of applying that program to the 7th grade level-differentiated math classes. Afterwards, this study tries to draw some significant educational discussions and implications for improving teaching and learning mathematics.

• English Language & Literature Teaching
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• v.7 no.1
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• pp.179-208
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• 2001

Using literary materials as resources for English learning rather than an object of literary study can be a genuine tool for the students to learn English in the form of oral and written communication. This case study treated the applications of a whole text to the overall course divided into pre-reading activities, while-reading activities, and post-reading activities and the applications of some partial passages extracted from various texts to teaching objectives with many levels of difficulty. This study found that literary texts could be good materials to teach the target language in EFL setting. The English-speaking students with little linguistic competence as a foreign language may be limited in learning English at first, but soon they can accelerate their linguistic competence by reinforcing the literary competence through the literary texts. To achieve effectively a desired goal through the use of literary texts as resources for language development several concrete techniques should be introduced: teacher-guided question strategies laying a central emphasis on the text itself, a problem-solving ability through student-centered activities, process-based and open-ended activities should be presented in a variety of ways using many appropriate activities according to teaching procedure with a careful selection of the texts.

• Communications of Mathematical Education
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• v.23 no.3
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• pp.823-848
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• 2009

In this paper, we try to find improved solutions for problems with general mathematics education courses. We suggest effective management strategies and teaching-learning methods by level-based classes with utilizing students survey and scholastic level assessment, and management of Mathematics Cafe and its homepage, and also setting example classes for assignments on the Webwork system and evaluating the class.

• International Journal of Advanced Culture Technology
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• v.11 no.3
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• pp.18-25
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• 2023

The COVID-19 pandemic has had a significant impact on the educational landscape for students across the globe, leading to a shift towards long-term online learning. This study aims to examine the changes in the health status of college and university students before and after the transition to online classes. We conducted a survey questionnaire among 200 students enrolled at K University in Gangwon-do, including participants from both the Department of Visual Optics and the Department of Physical Therapy. The survey employed a 5-point Likert scale to evaluate a range of health-related factors, including physical and mental well-being, alterations in lifestyle, and academic performance. Both male and female students experienced a decline in physical strength and exercise during the online class period, while mental health and overall happiness showed improvement, particularly among female students. Notable shifts in lifestyle emerged, including an increased usage of electronic devices and enhanced familial connections. The study also shed light on intriguing trends related to academic accomplishments and adherence to official quarantine guidelines. In sum, the findings of this study offer valuable foundational information for the maintenance of students' well-being during online learning, as well as the development of effective strategies for online education in future academic settings.