• Journal of the Korea Society of Computer and Information
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• v.23 no.5
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• pp.73-78
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• 2018

Recently, Flipped Learning is attracting attention as a method for qualitative growth of university education. Flipped Learning is a kind of computer based education and consisted of online video lectures and offline student activities. This paper introduces the results of applying Flipped Learning for one semester to Korean linguistic norms course. As for this course, the contents related to the knowledge and information were provided individually before the class through online video, and the offline classes focused on student-led activities. When qualitatively evaluating the results of the course, students developed a more comprehensive and flexible mind set beyond the preexisting normative attitudes and showed increase in analytical and critical thinking in understanding the principles of linguistic norms and spelling system. According to these results we argue that it is necessary to actively adopt Flipped Learning in the humanities education, including the grammar classes.

• Journal of The Korean Association For Science Education
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• v.30 no.4
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• pp.487-497
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• 2010

The purpose of this study was to investigate how a teaching approach influences student's ability of classification at the brain level. Twenty four healthy and right-handed college students participated in this study, which investigated a brain plasticity associated with category-generation and -understanding in classification learning. The participants were divided into one of two groups, one each for category-generation and -understanding learning programs, which were composed of twelve topics taught over a twelve-week period. To measure the change in student competence and brain activations, a paper and pencil test and an fMRI scanning session were administered before and after the training programs. Unlike the understanding group, the generation group showed significant changes in classification ability quotients and learning-related brain activations (cerebral cortex and basal ganglia were increased and prefrontal cortex and parahippocampal gyrus were decreased). Nevertheless, the understanding group showed an increased activation in the cerebral cortex and parahippocampal gyrus and a decreased activation in the right prefrontal cortex and cerebellum. Therefore, it can be concluded that teaching styles could influence students' brain activation patterns and classification ability. The results might also be used to develop a brain-compatible science education curriculum.

• Journal of Engineering Education Research
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• v.18 no.2
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• pp.65-76
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• 2015

Despite its ineffectiveness, the dominant pedagogy for engineering education is still "chalk & talk". Meanwhile, student-centered learning models have been highlighted for strong communication, teamwork skills, deep understanding and analysis on social, environmental and economic issues as well as application of their engineering knowledge in practice. Among others, on problem- and project-based learning, this article examines theoretical background and detailed features and a comparison between both learning models including common and different features from the previous theoretical and empirical studies. It reviews some cases of where they have been practiced successfully in engineering, and further, applied strategies for engineering education are suggested.

• Journal of the East Asian Society of Dietary Life
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• v.7 no.2
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• pp.233-245
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• 1997

This study was designed to observe the nutritional knowledge, dietary life, and health condition in the middle school students. The subjects of this study were sampled out from co-ed middle schools in Seoul. The results of this study are summarized as follows: 1. The subjects take breakfast everyday by 50.4%, and their lunch depends very largely upon a lunch box by 95.2%. They take supper every evening by 79.0%. 2. The nutritional knowledge of subjects exhibits a significant difference by sex and region 3. The physical health condition of students exhibits a significant difference by sex and grade. 4. The mental health condition of students also exhibits a significant difference by sex, grade, and region. The school is required to endeavour for the student to have a correct understanding of nutritional knowledge form good dietary life. The government also should exert incessant efforts for school meal supply for their balanced nutrition.

• Journal of Korean Elementary Science Education
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• v.23 no.4
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• pp.332-343
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• 2004

Multiple choice items have been widely used. However the difficulties in understanding and solving the items have not been known well. The purpose of this study is to analyze the difficulties and errors in the process of solving multiple choice items. Twelve multiple choice items were developed based on the Unit 5 Separation of Mixtures in the 4th grade. Four items which students had hardly given the correct answer were selected and six students were chosen for interview. Interview results were analyzed with regard to the errors in the process of solving the multiple choice items. The findings of this study are as follows: I) The students who misread and misunderstand the questions choose the incorrect answers. 2) Most of the students activate daily knowledge in the process of problem solving. 3) The students who have misconception with the daily knowledge or have no experiences choose incorrect answers, while students who activate both daily knowledge and school knowledge choose correct answer. 4) The students of high level commit errors mainly in the latter part of problem solving process, but the students of low level do from early.

• Journal of Community Nutrition
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• v.3 no.1
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• pp.30-35
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• 2001

The purpose of this study was to determine the effect of nutrition instruction using a curriculum guide on nutrition knowledge attitudes and food behaviors of students in a junior high school home economics course. We used three instruments co collect data: a nutrition knowledge test, a food and attitude instrument containing four scales, and a two-part food behavior assessment form A quasi-Solomon four -groups experimental design was used One experimental group was pretested taught nutrition via the curriculum, and posttested A Second experimental group which was not pretested was taught nutrition via the curriculum and posttested One control group was pretested and posttested and a second control group was only posttested Neither control group receive food and nutrition instruction until after the study was complete The results indicate that the experimental group had significantly improved knowledge scores and improved attitude scores on the scale entitled Eating New Foods Nutriton Affects Health Caring about Nutrition Significant changes were observe in posttest scores on the food behavior assessment form Key findings useful in understanding the impact of education on adolescent food choices were that 1) study participants nutrition knowledge improved 2) their attitudes toward nutrition became more positive 3) their intention to include more high-nutrient foods in their diet increased significantly.

• Hwankyungkyoyuk
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• v.24 no.2
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• pp.21-34
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• 2011

Recently, project activity on environmental education has been overwhelmingly presented that is considered as a key learning & teaching strategy in Korea. This Study finds that Environmental project activity requires consideration of project-based Learning for sustainable development. The purpose of this study is to conduct project-based learning for eco-campus which is focused on sustainable development and to find out the learner's understanding sustainable development. The results of this study can be summarized as follows. First, project-based learning for sustainable development is concerned about enhancing learner's understanding sustainable development. It can be emphasized a viewpoint of sustainable way, a way of educational approach, and a possibility of expanding learner's experience in dealing with sustainable development. Second, this study showed also a results of application about project-based learning for eco-campus. Twenty three pre-service teachers conducted six different eco-campus projects. It is considered to make the student be able to catch up core knowledge and apply it during the project activity. In conclusion, this research asserts that project-based learning on sustainable development is needed to make students see the knowledge and value of sustainable development. It is considered to advance education for sustainable development as a new teaching & learning strategy.

• Hwankyungkyoyuk
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• v.24 no.3
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• pp.78-88
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• 2011

The purpose of this study is to conduct classroom-friendly learning activity for sustainable development and to find out the learner's understanding level of experiences on sustainable development. The results of this study could be summarized as follows. First, classroom-friendly learning activity for sustainable development which is focused on the sustainable flea market is concerned about enhancing learner's understanding sustainable development. It could be emphasized a viewpoint of sustainable development, and a possibility of expanding learner's experience in dealing with sustainable development. Second, this study shows also a application of the teaching & learning strategy for classroom-friendly learning for sustainable development. Three different group of pre-service teachers were participated in sustainable flea marker activity. It is considered to make the student be able to catch up core knowledge and value of sustainable development during the classroom-friendly learning activity. In conclusion, this research asserts that classroom-friendly learning activity for sustainable development could make students improve the knowledge and value of sustainable development. It is emphasized to advance education for sustainable development as a new teaching & learning strategy.

• Journal of the Korean Society of Earth Science Education
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• v.17 no.1
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• pp.49-59
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• 2024

In this study, we investigated the philosophical background and progress of the 2022 revised curriculum development in the high school earth science field. Research that was not covered in the research report includes the relevance of the transformative competency of OECD Education 2030, and that core ideas and achievement standards are organized around knowledge understanding, process functions, and value attitudes that constitute the learning compass needle. In addition, the composition of core ideas and Earth science electives in light of the understanding-centered curriculum, and IB type inquiry-based teaching and learning. Main research results include that the 2022 revised Earth science curriculum emphasized the student agency to foster the transformative competency and scientific literacy, and the curriculum document system in the field of earth science uses a learning compass needle. In addition, based on the understanding-centered curriculum, core ideas of Earth science were derived, and elective courses were organized to help students reach these core ideas. Also, IB-type inquiry-based teaching and learning was emphasized to foster student agency with knowledge construction competency. Based on the research results, slimming of the national and general level curriculum, the need to develop process-centered assessment methods for value and attitudes, the need for curriculum backward design, and ways to develop student agency through inquiry-based teaching and learning were suggested.

• Hwankyungkyoyuk
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• v.18 no.2 s.27
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• pp.101-112
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• 2005

The purpose of this study is to develop environmental inquiry activities for teaching the 10th grade students in science classes of high school. The activities are developed to perform goals of environmental education for sustainable development. In order to this, activities are sequently organized in order of context of laboratory, field, and problem solving in respect of one learning topic. The object of inquiry activities in laboratory context is understanding concepts related environment and environmental pollution. The inquiry activities in field context have an object of attaining good awareness and attitude toward environment. Throughout the activities in probem solving context students are expected to have a mind of participating in environmental issues. The activities are designed to learn and use integrated science knowledge in many domains. Some activities are intended to utilize MBL(Microcomputer-based Laboratory). The ICT materials, lesson plans, instructional sheets for teaching and student' sheets for inquiry were produced to guide these activities. It is expected that this effort will contribute to cultivate environmental literate persons who have not only scientific understanding but also practical will of environmental issues.