• Journal of Engineering Education Research
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• v.22 no.1
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• pp.48-54
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• 2019

This study examined the effects of free writing in writing class targeted for engineering students on their writing skills. To assess the effects, we have asked 100 engineering students from writing class to write free writing, classifying them as the test group(N=50) and the control group(N=50). We have also compared their learning effect, their writing ability, and learning satisfaction via pre and post intervention surveys. The results showed higher change in learning effect, interest in writing, learning attitude, writing ability, learning satisfaction in the test group compared to the control group. This positive change proves that free writing is a significant teaching method in writing class for engineering and science students.

• Journal of Korean Elementary Science Education
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• v.21 no.2
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• pp.143-157
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• 2002

The aims of this study are to develop web-based learning materials for science and environmental education of elementary school. The effect of environmental education was divided into eight to measure: the awareness of using web as environmental material, the ability to use web as environmental material. the awareness of environmental problems, the satisfaction for environmental education using web, the awareness of preserving local environment, self-leading ability to learn environment, the effect of using environment homepage, and the internalization of environmental awareness. This study obtained the following results; First, as a result of post-test, the average of the test group of web-based learning was 1.29 points higher than the control group having traditional learning in the awareness of using web as environmental material, showing a statistically significant difference. Second, as a result of post-test, the average of the test group of web-based learning was 2.80 points higher than the control group in the ability to use web as environmental material, showing a statistically significant difference. Third, as a result of post-test, the average of the test group of web-based learning was 1.10 points higher than the control group in the awareness of environmental problems, showing a statistically significant difference. Fourth, as a result of post-test, the average of the test group of web-based teaming was 0.89 points higher than the control group in the satisfaction for environmental education using web, showing a statistically significant difference. Fifth, as a result of post-test, the average of the test group of web-based learning was 1.70 points higher than the control group in the self-leading ability to learn environment, showing a statistically significant difference. Sixth, as a result of post-test, the average of the test group of web-based learning was 1.21 points higher than the control group in the effect of using environment homepage, showing a statistically significant difference. Finally, as a result of post-test, the average of the test group of web-based learning was 1.39 points higher than the control group in the internalization of environmental awareness, showing a statistically significant difference. Based on these results, it is assumed that the teaching method which applied web-based teaming to science and environmental education in elementary school is a effective strategy for elementary science and on environmental education.

• Journal of Korean Society for Quality Management
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• v.38 no.2
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• pp.161-170
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• 2010

Diffusion of e-learning has been accelerated according as the convenience and effectiveness have been increased rapidly due to the advancement of information technology. However, there has been few studies on systematic evaluation of its performance. SERVQUAL model was applied to evaluate the service quality of a 100% on-line lecture opened in a major Korean university. Two classes, one for 71 undergraduate students, the other for 79 graduate students, were opened for the lecture. The gaps between the expected service and the perceived service scores were compared with respect to sex, age, and e-learning experience. Although the gap score of male and female students were not different significantly, the gap scores among the other comparative groups were different. The perceived score of the older group with more than thirty ages was lower than that of the younger group. It seems that the older group evaluated the score based on the practical use of the subject since they are part-time students with jobs. Also, the perceived score of the group with previous e-learning experience was higher than that of the group with no e-learning experience. It seems that the experienced group evaluated it compared with the previous e-learning satisfaction. As it might be expected, the groups with higher perceived scores had stronger intention to recommend the e-learning lecture to other students.

• Journal of The Korean Association For Science Education
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• v.15 no.3
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• pp.284-290
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• 1995

This study examined the effects of the learning cycle model by learner's characteristics such as I.Q., cognitive levels, inquiry skins, cognitive style, activity, reflectiveness. To see the effects of the learning cycle model, nonequivalent control group pretest-posttest multiple treatment designs was used in the study. 99 middle school second-graders(female) were divided into two groups. One group was selected as the experimental group (n=50), the other served at the comparison group(n=49). During the eight-month period, the students in the experimental group were instructed according to the learning cycle model, while the students in the comparison group were instructed according to the traditional instruction methods. Achievement data from science achievement test were analyzed by an ANOVA technique. The results of the study are as follows : 1. Science knowledge achievement. For the lower level students of activity, the learning cycle model is superior to the traditional approaches in science knowledge achievement. 2. Science inquiry skills. For the upper level students of I.Q., cognitive levels, inquiry skills, cognitive style and reflectiveness, the learning cycle model is superior to the traditional approaches in science inquiry skills. 3. Attitudes toward science. For the lower level students of I.Q., cognitive levels, inquiry skills, cognitive style, activity and reflectiveness, the learning cycle model is superior to the traditional approaches in attitudes toward science.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.16 no.1
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• pp.64-72
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• 2009

Purpose: The objective of this study was to identify the effects of problem based learning (PBL) combined with simulation on the basic nursing competency of nursing students. Method: A pretest-posttest design with a nonequivalent control group was used to examine the effects of problem based learning combined with simulation for 9 weeks in a group of 283 nursing students. The PBL group of 141 students participated in PBL classes with simulation, 4 hours a week for 9 weeks compared to control group of 142 students who received the usual fundamental nursing class. Results: The group that had PBL with simulation showed significant increases in problem solving and self-directed learning competency, although there were no significant changes in communication competency as compared to the control group. Conclusion: The findings of this study demonstrate that PBL with simulation for nursing students may increase problem solving and self-directed learning competency and suggest that utilizing this teaching-learning method may be beneficial as an effective nursing education strategy.

• Journal of the Korean Chemical Society
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• v.57 no.3
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• pp.389-397
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• 2013

In this study, the effects of STAD cooperative learning strategy on students' achievement, learning motivation, perceptions of learning environment, and perceived classroom goal structure were investigated in terms of students' collectivism level. Two classes (64 students) from an elementary school were respectively assigned to a control group and a treatment group. A individualism-collectivism test, a learning motivation test, a perceptions of learning environment test, and a perceived classroom goal structure test were administered as pretests. The intervention of cooperative learning lasted for 24 class periods. After instruction, an achievement test, the learning motivation test, the perceptions of learning environment test, and the perceived classroom goal structure test were administered. The results indicated that the students of the treatment group significantly outperformed those of the control group in the achievement test. There was a significant treatment-aptitude interaction effect in the scores of the attention subcategory of the learning motivation. In the perceptions of learning environment, the score of the treatment group was significantly higher than the control group in the cohesiveness subcategory, whereas the score of the treatment group was significantly lower than their counterpart in the competitiveness subcategory. It was also found that the score of the treatment group was significantly higher than the control group in the performance subcategory of the perceived classroom goal structure.

• Journal of The Korean Association For Science Education
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• v.24 no.5
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• pp.843-850
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• 2004

This study investigated the effects of group processing in cooperative learning using task-oriented reward on students' science achievement, science learning motivation, and attitude toward science instruction. Eighth graders (N=58) selected from a middle school in Seoul, were randomly assigned to either the treatment or comparison group, and taught on the 'Separation of Mixture' over 8 class hours. The treatment group received cooperative learning using task-oriented reward containing group processing (GCL), while the comparison group received cooperative learning using task-oriented reward without group processing (CL). Significant interactions between the instruction and prior achievement level were found in the achievement and the attitude toward science instruction. High-level students in the GCL group performed better than those in the CL group, while low-level students in the CL group performed better than their counterparts.

• Journal of Creative Information Culture
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• v.5 no.1
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• pp.1-13
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• 2019

This study investigated how general blended learning strategies and flipped-learning instructional strategy affect college students' social presence and group cohesion. The main results of this study were summarized as follows. First, the group of flipped-learning instructional strategy was more effective in college students' social presence than general blended learning. Second, it was found that groups using flipped-learning instruction strategy had more positive effects on improving group cohesion among college students than those using the general blended learning instructional strategy. The results of this study can influence the identification and verification of the main components to be considered when using flipped-learning instruction strategy in blended learning environment. The results of this study can influence the identification and verification of the main components to be considered when using flipped-learning instruction strategy in blended learning environment.

• The Journal of the Korea Contents Association
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• v.22 no.6
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• pp.413-427
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• 2022

The purpose of this study was to improve and verify task value and academic self-efficacy of university students with metaverse gamification teaching method combining flipped learning and project-based learning. The subjects in this study were 16 university students majoring in counseling psychology who engaged in K university in cheong-ju. The subjects were assigned to the experimental group or the comparison group. The experimental group received the proposed metaverse gamification teaching method combining flipped learning and project-based learning while comparison group received teacher-centered learning. The dependent variables in this study were task value and academic self-efficacy. Each variable was assessed before class, after the end of the class. At the end of the class, the experimental group engaged statistically significantly higher levels of task value and academic self-efficacy than the comparison group. The findings of this study suggest that this metaverse gamification teaching method combining flipped learning and project-based learning is effective at improving task value and academic self-efficacy.

• Journal of The Korean Association For Science Education
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• v.15 no.2
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• pp.223-232
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• 1995

The purpose of this study is to investigate the effect of concept mapping strategies on the learner's achievement and their attitude change in science learning. The subject was 159 male students in a middle school in Seoul. Three experimental groups were instructed with different kinds of teaching methods about the unit of photosynthesis and digestive organs. Group I was instructed with traditional teaching method, GroupII was instructed with guided concept mapping strategy, GroupIII was instructed with student-centered concept mapping strategy. The major findings of this study are as follows. 1. Student-centered concept mapping strategy was observed effective at 0.05 significance level in achievement and retention. 2. Only student-centered concept mapping strategy changed students' attitude toward science learning positively. 3. It was observed that there was very significant correlation between the learning ability and science achievement (p<0.01). 4. Student-centered concept mapping strategy was found effective in upper learning-ability group, and guided concept mapping strategy in middle learning-ability group(p < 0.05). 5. Student-centered concept mapping strategy was effective to the groups of upper and middle learning-ability in changing students' attitude toward science learning(p < 0.05).