• Journal of Korean Library and Information Science Society
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• v.51 no.4
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• pp.1-24
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• 2020

The purpose of this study is to explore the process of forming practical knowledge about library-based instruction of low-experienced teacher librarians. The study conducted interviews with six teacher librarians with less than three years of teaching experience. The analysis of the data collected focused on the teachers' self-knowledge and instructional knowledge, which are in the areas of practical knowledge. The results of the analysis of the study are as follows. First, the self-knowledge of teacher librarians was a teacher with leadership, who led students and teachers to reading education and information literacy instruction. Second, the self-knowledge of teacher librarians was most concretely formed in the process of pre-service teacher training, and the reflection on the teacher's image was taking place in the school field. Third, the knowledge of the instructional knowledge for library-based instruction was focused on library collaborative instruction, and various teaching methods were being learned and applied in school field. Fourth, there was a difference in the instructional knowledge of library-based instruction among teacher librarians. Through this study, it is suggested that the teacher training course and educational practicum activities should be changed by reflecting the contents of the actual school field, and the analysis of library-based instruction should be continued.

• Journal of Engineering Education Research
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• v.9 no.1
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• pp.43-60
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• 2006

This study was examining and analyzing the perception and significance for engineering teaching objectives and strategies designed for students. The optional sampled method with various levels was applied to all the junior students at college of engineering in Jeola North Province. The five applied universities were again divided into three divisions. The result of this study was as follows ; First, according to the analysis of students' conception about the significance degree of good education suitable for engineer and a number of a community, leaner's attitude and opinion learning were more important than any other instruction objectives. Second, according to the other analysis regarding to the significance degree of instruction objectives and methods, the teaching of technical operation was thought more important than any other instruction objectives. Overall, this study showed that the significance degree of instruction objectives and teaching strategies of engineering education had a little difference according to a various factor but they were arranged from three points (importance) and four points (very importance).

• Korean Journal of Child Studies
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• v.6 no.2
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• pp.21-33
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• 1985

This study was conducted to ascertain whether a didactic mode of instruction, favored students who indicated a preference for left hemispheric information processing. The subjects were 50 fifth grade students whose California Achievement Test score percentile ranks were between 50 - 80. They were randomly selected from one elementary school in Chapel Hill, NC, USA. All Ss completed the Form CC of "Your Style of Learning and Thinking" (Torrance and McCarthy, 1980) which is a paper/pencil inventory designed to categorize the subjects according to their hemispheric preference for processing information; right hemisphere, left hemisphere, and integrated. Then all Ss received a didactic mode of instruction, a verbal question/answer followed by teacher's reading of a fictional animal story, "The Chinese Bee-eater". After completion of instruction, the Ss were asked to respond to eighteen open-ended questions about the animal. Eight of the 50 subjects were found to fall into the right hemisphere style of information processing group; fourteen into left; and fourteen into integrated. The remaining fourteen could not be assigned to either of these three categories and were not included in the analysis of the results. the mean scores of the comprehensive test among hemispheric groups and among sex groups. A two way analysis of variance also presented no significant differences among the hemispheric preference combined by sex groups. These results failed to prove the research hypothesis that students who indicate a preference for left hemispheric information processing will have higher scores on a comprehensive test after receiving a didactic mode of instruction, the so-called left style of instruction. Some limits in research process and conceptual confusion about hemisphericity were discussed. Finally, it was suggested that educators need to be more careful in drawing educational implications from neurological hemispheric research.

• The Journal of Korean Academic Society of Nursing Education
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• v.7 no.1
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• pp.94-112
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• 2001

The main purpose of this study was to investigate the effectiveness of a standardized patients managed instruction program for a fundamentals of nursing. The standardized patients managed instruction was evaluated by using a quasi-experimental, nonequivalent control group posttest design with two separate classes of sophomore students attending fundamentals of nursing classes at one baccaleureate nursing school in Korea. Control group was taught by traditional lecture/model instruction and experimental group was taught by standardized patient managed instruction. Data were collected from December, 1999 to July, 2000 using checklist developed by researcher on following areas; clinical nursing performance, communication skills, and learning motivation. There were 36 students in the experimental group and 40 students in the control group. Data analysis was done using SPSS WINDOW. The results were summarized as follows ; 1. Clinical nursing performances were evaluated by change position, back care and hot bag apply. The total score was statistically significant higher in the experimental group than the control group(t=3.325, p=.000). Thus hypothesis 1 was supported. 2. Communication skill was evaluated by professional attitude and ability to explain to patients. There was a statistically significant difference between the experimental group and the control group (t=4.232, p=.000). Thus hypothesis 2 was supported. 3. Learning motivation was evaluated by self-reported questionnaires. There was statistically a significant difference between the experimental group and the control group(t=3.024, p=.004). Thus hypothesis 3 was supported. In conclusion, this study suggests that standardized patients managed instruction is an effective learning method to nursing students. By utilizing a standardized patient managed instruction, learning can proceed in a more relaxed environment and reduce the risks to patients because student inexperience are avoided. It is recommended to develop more standardized patients cases for wider areas of nursing educational and evaluate the program with more students using logitudinal method.

• Journal of Korean Library and Information Science Society
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• v.45 no.3
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• pp.213-247
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• 2014

The purpose of this study is to develop the curriculum for the private certificates of reading instruction newly which can perform a reading instruction effectively in digital environment as the digital technology has changed the overall paradigm of reading. The curriculum for the private certificates of reading instruction was designed and proposed finally through deriving the implications over an study of the changes about reading paradigm in digital environment, searching the features and benefits over an in-depth analysis of domestic and international curriculum practices for training reading specialist, collecting the opinions and verification work over a Delphi survey of experts in the field of reading instruction. The finally developed curriculum consists of 6 kinds of training area, 21 kinds of subject and 82 kinds of training course content respectively to achieve the main function and purpose of the changed reading instruction in digital environment and in order to train reading specialist capable of applying properly them in reading instruction field.

• Journal of The Korean Association of Information Education
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• v.8 no.1
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• pp.27-35
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• 2004

In Web-based instruction, learners are the subjects. learners differently accept web-based instruction that educational experts and system developers should think effectively that. This study was researched evaluation criteria that learners should think web-based instruction successively. research method process was following. driving 35 criteria in literary review about effectiveness web-bases instruction strategies and the questionnaire was marked up by learners and the questionnaire was conducted by factor analysis, driving 4 factors 28 criteria. By study findings learners think important component for effective web-based instruction to instructional strategis, system facility, tutor to help learning course, screen design. finally, for impletation effective web-based instruction consider implementation process by ISD.

• Communications of Mathematical Education
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• v.26 no.3
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• pp.317-338
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• 2012

This paper compared and contrasted the views of effective mathematics instruction by 223 elementary school teachers and 151 middle school mathematics teachers using a questionnaire with 4 main domains (i.e., curriculum and content, teaching and learning, classroom environment and atmosphere, and assessment) and a total of 48 sub-elements. The analysis of results showed that elementary school teachers put their priority on the curriculum and content domain, while middle school counterparts did on the teaching and learning domain. The teachers commonly agreed with instruction which fosters students' self-directed learning ability, reconstructs the curriculum tailored to students' diverse levels, and establishes appropriate interaction between the teacher and students. However, elementary school teachers agreed more than middle school teachers with regard to the 23 elements related to effective mathematics instruction. In contrast, middle school teachers agreed more than their counterparts as for only 2 elements (instruction fostering mathematical representation and instruction eliciting students' learning motivation). This paper includes suggestions and implications related to Korean teachers' perception of effective mathematics instruction.

• The Journal of Korean Institute of Communications and Information Sciences
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• v.34 no.9B
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• pp.939-946
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• 2009

In this paper, we propose a new network ASIP(Application Specific Instruction-set Processor) which was designed for simulation models by a machine descriptions language LISA(Language for Instruction Set Architecture). This network ASIP is aimed for an exclusive engine undertaking packet processing in a router. To achieve the purpose, we added a new necessary instruction set for processing a general ASIP based on MIPS(Microprocessor without Interlock Pipeline Stages) architecture in high speed. The new instructions can be divided into two groups: a classification instruction group and a modification instruction group, and each group is to be processed by its own functional unit in an execution stage. The functional unit was optimized for area and speed through Verilog HDL, and the result after synthesis was compared with the area and operation delay time. Moreownr, it was allocated to the Macro function ana low-level standardized programming language C using CKF(Compiler Known Function). Consequently, we verified performance improvement achieved by analysis and comparison of execution cycles of application programs.

• Journal of The Korean Association of Information Education
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• v.17 no.4
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• pp.383-391
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• 2013

This study developed an adaptive instruction system for individual learning. We applied Gregorc's learning style to support the adaption. This proposed Instruction system provides instruction content based on a more effective instruction method that takes into consideration the learner's individual learning style. We applied Gregorc's learning style to create a clear treatment of differing learning styles. Proposed adaptive instruction system was applied to college students studying computer learning. A t-test indicated that our proposed adaptive instruction system resulted in positive effects in an overall style comparison. In addition, our Abstract-Sequential learning style indicated the most effective results while the Abstract-Random learning style indicated no difference between the experimental and comparative groups in each style analysis for Gregorc's learning style.

• Korean Journal of Childcare and Education
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• v.5 no.1
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• pp.59-79
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• 2009

The purpose of this study to analysis the response pattern of the constructive instruction model that reflect constructivism learning theory for change on 6 science concepts. Specially, this study analyzes the constructive instruction model's effect among 3, 4, 5 years old and explain to the 6 scientific concepts that change from false response to correct response. The subjects are 34 public institution children who located in the Jinju city and was need to explain the scientific concepts. For the response pattern analysis of the this study is using scientific conceptual task on the function of ear and blood, the reason of thunder, typhoon, evaporation and ship's flotage. Conclusions that appear through result of constructivism activities effect on change of six scientific concepts and the constructive instruction's effect is more 5 year old than 3, 4 years old age.