• Journal of The Korean Association of Information Education
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• v.17 no.3
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• pp.243-252
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• 2013

In this paper, we analyzed and suggested an educational strategy and features for project-based learning in smart learning environment. Smart learning environment is different of e-learning environment, therefore the educational strategy for smart learning is needed. In this paper, we conducted project-based learning for elementary school students in smart learning environment, and we analyzed the difference between a normal project-based learning and a project based learning in smart learning environment and suggested the educational strategy and the considerations through questionnaire, interview, and observation, Furthermore, we figured out factors that affected educational satisfaction of student. As a result, students thought that there is difference of smart project-based learning in some factors: technology and devices, software, and participation for learning. Also, we found main factors to affect educational satisfaction are two factors: technology and devices, and always-on.

• Human Ecology Research
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• v.52 no.5
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• pp.529-539
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• 2014

The purpose of this study was to analyze the effects of the teacher-child relationship and child's perception of the psychological control of teachers on a child's aggression. A total of 216 4th graders from Dongjak-gu and Gwanak-gu, Seoul, participated in this study. A multiple regression analysis and Pearson's correlation analysis were performed using the SPSS ver. 18.0 program. The results were as follows: first, there was a meaningful relationship between a teacher-child relationship, the teacher's psychological control and the child's aggression. Second, closeness between the teacher and the child could reduce the child's overt and relational aggression, while conflicts between the teacher and the child could increase the child's overt, relational, and overall aggression. The teacher's blame, limit of the child's self-expression, and guilt induction could increase the child's overt aggression. Further, the teacher's withdrawal of affection, emotional disapproval, blame, and limit of self-expression could increase the child's relational aggression. In particular, the teacher's blame appeared to influence both the child's overt aggression and the child's overall aggression, and the teacher's withdrawal of affection appeared to influence the child's relational aggression. These results suggest that the relationship between a teacher and a child is a matter of mutual contribution. In other words, the better the teacher-student relationship is, the greater is the decrease in the child's aggression. This study provides the basic data for the development of an aggression prevention program for elementary school children.

• Journal of the Korean Chemical Society
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• v.64 no.2
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• pp.111-118
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• 2020

The purpose of this study is to explore the progression of MMK and the relationship between MMK progression level and actual practice. First, the Rasch model was used to measure MMK progression level of 51 students twice during the interval of one year. Thereafter, chi-squared test was used to determine whether there was a significant change in MMK progression. As a result of chi-squared test, there was no statistically significant change in MMK progression (p>.05). Secondly, we analyzed the relationship between MMK progression level and practice for 7 gifted students. As a result of the analysis, it was confirmed that the student's response in practice can not exceed MMK progression level. There were also cases where students have high MMK progression level showed low response in practice. The results of these two studies show that gifted education programs are needed to increase MMK progression and to provide gifted education that can connect knowledge and practice.

• Child Health Nursing Research
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• v.11 no.1
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• pp.132-141
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• 2005

Purpose: This study was conducted to describe mother's child-rearing attitudes and problem conduct of children as perceived by children and to examine correlation between maternal nurturing attitudes and child problem behavior. Method: The participants were 338 fifth and sixth graders who attended two randomly selected elementary schools in the city of G, Gangwon province. Child-rearing attitudes of the mother were rated on a 5-pointed scale that developed by Schaefer and added by Oh & Lee(1982). Problem conduct of children were rated on a 3-pointed scale of the K-YSR by Oh Kyung-Ja et al.(1997). The data were gathered from October 2 to October 28, 2004, and the collected data were analyzed with SPSS 10.0 program. Results: For the children's perception of mother's child-rearing attitude, student had a relatively high mean scores of 3.70±0.44. Correlations between the mother's child-rearing attitude and general characteristics of the children showed statistically significantly different according to grade, father-mother relations, type of residence and extent to which father shared household chores. The mean score for problem conducts of children was 0.47±0.25. The average for their internal behavior problems was 0.52±0.33, and for external behavior problems was 0.44±0.24. There were statistically significantly differences in the behavior problem scores of the children according to the general characteristics of grade, education, occupation, mother-father relations, extent to which father shared in household chores and religion. As to correlation between mother's child-rearing attitude and their problem conduct, every type of attitude had a significantly moderate reverse correlation to every type of behavior problem of the children(r=-.431, p=.000). Conclusion: Mother's child-rearing attitudes might affect the problem conduct of children, and mother should try to treat their children with affection and respect, to maintain good relations with father, and to bring their children up coherently in an autonomous, permissive, positive and democratic manner.

• The Journal of Industrial Distribution & Business
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• v.9 no.8
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• pp.35-40
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• 2018

Purpose - The purpose of this study is to conduct a monitoring study on the learning process of e-learning contents. This study has two research objectives. First, by conducting monitoring research on the learning process, we aim to explore the implications for content development that reflects future student needs. Second, we want to collect empirical basic data on the estimation of appropriate amount of learning. Research design, data, and methodology - This study is a case study of learner's learning process in e-learning. After completion of the study, an in-depth interview was made after conducting a test to measure the total amount of cognitive load and the level of engagement that occurred during the learning process. The tool used to measure cognitive load is NASA-TLX, a subjective cognitive load measurement method. In the monitoring process, we observe external phenomena such as page movement and mouse movement path, and identify cognitive activities such as Think-Aloud technique. Results - In the total of three research subjects, the two courses showed excess learning time compared to the learning time, and one course showed less learning time than the learning time. This gives the following implications for content development. First, it is necessary to consider the importance of selecting the target and contents level according to the level of the subject. Second, it is necessary to design the learner participation activity that meets the learning goal level and to calculate the appropriate time accordingly. Third, it is necessary to design appropriate learning support strategy according to the learning task. This should be considered in designing lessons. Fourth, it is necessary to revitalize contents design centered on learning activities such as simulation. Conclusions - The implications of the examination system are as follows. First, it can be confirmed that there is difficulty in calculating the amount of learning centered on learning time and securing objective objectivity. Second, it can be seen that there are various variables affecting the actual learning time in addition to the content amount. Third, there is a need for reviewing the system of examination of learning amount centered on 'learning time'.

• Journal of Science Education
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• v.41 no.1
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• pp.98-110
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• 2017

The purpose of this study is to compare the friendship expectation that gifted students perceived in the gifted class and the regular class. To this study, friendship expectation survey, which sub-domains were intimacy, ability similarity, and morality, was conducted to 121 gifted students. The results of this study were as follows: First, according to the results of comparing the friendship expectations of gifted students in the gifted class and the regular class, there were statistically significant differences in the sub-domains of intimacy and morality. But there was no significant difference in the sub-domain of ability similarity. Second, there were statistically significant differences in the some detail items of all sub-domain(intimacy, ability similarity, and morality). Based the results of this, the implications to understand the friendship of the gifted students were suggested.

• Journal of Educational Research in Mathematics
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• v.13 no.3
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• pp.247-265
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• 2003

The purpose of this study is to analyze the essence of ratio concept from educational viewpoint. For this purpose, it was tried to examine contents and organizations of the recent teaching of ratio concept in elementary school text of Korea from ‘Syllabus Period’ to ‘the 7th Curriculum Period’ In these text most ratio problems were numerically and algorithmically approached. So the Wiskobas programme was introduced, in which the focal point was not on mathematics as a closed system but on the activity, on the process of mathematization and the subject ‘ratio’ was assigned an important place. There are some educational implications of this study which needs to be mentioned. First, the programme for developing proportional reasoning should be introduced early Many students have a substantial amount of prior knowledge of proportional reasoning. Second, conventional symbol and algorithmic method should be introduced after students have had the opportunity to go through many experiences in intuitive and conceptual way. Third, context problems and real-life situations should be required both to constitute and to apply ratio concept. While working on contort problems the students can develop proportional reasoning and understanding. Fourth, In order to assist student's learning process of ratio concept, visual models have to recommend to use.

• The Journal of the Korea Contents Association
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• v.15 no.11
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• pp.74-82
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• 2015

Crime inflicted harm to civilians. Crime inflicted direct damage and indirect damage. Crime affected the lives indirect damage caused by the fear of crime. Fear of crime has creating anxiety gives bad influence to a large number of citizens. It was studied to find the cause of the fear of crimes. As a result, the fear of crime affected the demographic characteristics and the direct and indirect experiences of crime. This study researched about physical environment and experience the effects of violence on the fear of crime. The analysis results, Chaotic environment has significant impacted direct and indirect experience of violence. And chaotic environment has significant impacted fear of crime. Comparison result, The indirect force experience the greatest affected fear of crime. Arranged in order of importance result, disorder, direct of violence experience influence on fear of crime. The study demonstrated that when the physical environment is the fear of crime reduction.

• The Journal of Korean Association of Computer Education
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• v.19 no.1
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• pp.101-109
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• 2016

Designing algorithms is a very important learning process in computational thinking education because it requires learner's logical and procedural thinking. But the case studies that have topics of algorithms learning and students' types of errors in learning algorithms are not enough. So the purpose of this study is to analyze students' errors that discovered in the process of learning three control structures of programming using flowchart and provide types of errors in designing algorithms. Results about tests of three types of control structures in university student's algorithms learning class showed different cases of types of errors; types of sequential control error are not presented in the class, types of conditional control error are presented in the case of setting the conditions of nested conditional control, and types of iterative control are showed in the many cases of iterative conditions, statements of single and nested iterative control structure. The results of study will be a good case study about teaching designing algorithms of computational thinking education in elementary, secondary school and university.

• Journal of The Korean Association of Information Education
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• v.16 no.3
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• pp.337-352
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• 2012

In this paper, a smart education system is developed and implemented for ADHD students. Usually, ADHD students lack of self efficacy. Self efficacy is very important factor for improving social adaptability and learning effect of ADHD students. In the proposed system, MLE concept is adapted. MLE concept is used to improve self efficacy of ADHD students. The purpose of the proposed system is to help ADHD students have high study capability. The proposed system is applied an ADHD student. The following results are obtained. First, the system can improve study interests. In turn, the system is helpful to improve concentration and learning effect. Second, based on successful study experience, self efficacy is improved. Third, study achievement is improved by changing cognitive structure that is due to development of meta-cognition.