• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.19 no.1
• /
• pp.477-485
• /
• 2018

The aim of this study was to improve the 'self-directed learning ability and attitudeselementary school students by applying a brain education-based learning program based on brain science in the form of a short term camp in consideration of the elementary school students' brain characteristics and mechanisms. For this purpose, this study was conducted on 4, 5, and 6 elementary school students in Korea. The brain training based learning camp program was conducted for two nights and three days. The camps were conducted twice from February 3 to 5, 2017 with 45 students from grade 6 and from February 22 to July 24, 2017, with 56 students from grades 4 and 5, 101 students in total. The conclusions of this study are as follows. The brain education-based learning camp program was found to be effective in improving the elementary school students' self-directed learning ability and learning attitude. First, the brain education-based learning camp program can increase the learning concentration through brain gymnastics, breathing, and meditation. Second, brain training called 'Brain Screen' among the brain education-based learning camp program can improve the brain ability of memory. Third, it can establish a self - directed learning philosophy of 'My study is done by me' by giving reason and motivation to study through the brain education-based learning camp program.

• Proceedings of the Korea Society of Design Studies Conference
• /
• 2002.11b
• /
• pp.28-29
• /
• 2002

• Journal of the Korean Society of Earth Science Education
• /
• v.5 no.3
• /
• pp.235-244
• /
• 2012

This study examined the learning tendency & social characteristics and the science camp participation attitude of the global science talented and the science gifted c. The survey was carried out on children who are taking part in Global Bridge project group and in Science Education Institute for the gifted S National University of education. The results of this study were as follows. First, the science gifted children was more superior to the global science talented, when it comes to task commitment and fluency, creativity, enthusiasm for learning on the learning tendency. Second, the science gifted children have much more sociality than the global science talented in the sense of social characteristics. The global science talented showed lack of interpersonal relationship & confidence for human relationship. Third, both parties were positive in terms of attitude which participating science camp. It was proved that science camp made a positive affect on both groups in several senses such as improving awareness & attitude of science activity and enhancing sociality. As a result, unlike ordinary program for the science gifted children, one for the global science talented in global bridge project is highly demanded that it should be considered the characteristics of the multi-cultural students. Moreover, it might be considered that educational circumstance would be needed, under which it is able to stimulates students' scientific curiosity throughout launching science hands-on program, such as systemized science camp etc.

• English Language & Literature Teaching
• /
• v.17 no.4
• /
• pp.293-312
• /
• 2011

Many immersion programs have been established and managed throughout Korea in recent years in schools, English villages and camps. Research on the effects of various programs has been reported with focus on the program types or the benefits and learning outcomes for the participants. The purpose of this study is to find out the effects of participation at English camp as a teaching assistant by comparing some factors such as competence, English abilities, and connection to current studies/career before and after camp experience. The results show that all 17 competence rates rose with 'crisis management' showing prominent change. Also, the camp experience provides opportunity for improving English Test scores, conversational skills, teaching skills, and mostly language confidence. Lastly, the camp helped in setting career goals and was helpful in the preparation process of job seeking. Most of the subjects, the teaching assistants at camp, replied that the impact of camp experience is useful in current studies/career. In conclusion, the experience as camp teaching assistant is valuable in many aspects.

• The Journal of the Korea Contents Association
• /
• v.20 no.9
• /
• pp.604-614
• /
• 2020

Contemporary Christian educators emphasize that the student has to become not a passive beneficiaries of knowledge, but an active subject for self-directed learner to pursue a Bible training. In addition, learning environments need to be converted into a learning place in which students can learn the principles of the Word, taste its meaning, and apply them into the scene in their lives. This study is to investigate new possibilities of self-directed volunteer camp, developing it as an alternative program for summer retreat and evaluating its effectiveness. According to qualitative research findings. self-directed volunteer camp provide for the youth students to develop their leadership as well as their faith. Especially, the higher effect of self-directed volunteer camp was found on program satisfaction, promoting cooperation through real problem-solving, and internalizing of the faith. Therefore, self-directed volunteer camp for vacation Bible church programs can be expected as an alternative teaching method for church education in the 21st century.

• Journal of The Korean Association For Science Education
• /
• v.16 no.2
• /
• pp.175-189
• /
• 1996

There is a growing tendency that it gives the first primacy to inquiry learning as lesson style from lecture or simple experiment in present primary. middle and high school. But in fact. inquiry learning is difficult due to space limit, lack of laboratory, instruments and program for inquiry learning. Therefore, it is very important for science camp which stimulates much interest in science to be activated by doing of scientific activities in out-of-doors. This study is to investigate the present operational status and educational effects of science camp in which Korean and American students and teachers found. The science camps held by Seoul YMCA Chong-Ro BR. and Dongdaemun BR., Bun-Dong middle school, and Cho-Sun IL BO and Inkel corp., were analyzed. The 284 students and 12 teachers who take part in science camps in Seoul YMCA Chong-Ro BR. and Bun-Dong middle school, and 197 students who attending in 6 schools in seoul were questionaired. The 37 American students and 16 teachers in Pennsylvania, were also questionaired, Most students and teachers thought it useful regarding science-program which proceeded at science camps. And it was thought that science program had much relation to science class in school, especially science-camp made it help to arouse interests on science.

• Journal of Engineering Education Research
• /
• v.18 no.6
• /
• pp.80-87
• /
• 2015

The aim of this study suggest the THAMS Clinic Camp program to train the interdisciplinary students with humanistic knowledge as well as the skills to perform the scientific and engineering works. Since the future of society is required students with the ability to elicit an emotional empathy, THAMS Clinic Camp program has been planed and performed from year 2012 based on the comprehensive liberal learning. The average employment rate over the past three years of the students who participated in THAMS Clinic Camp program showed 7% better than the overall average employment rate of Andong National University. The another visible educational outcomes of the THAMS Clinic Camp program are following; i) To take place the conversion of recognition for the interdisciplinary activity by breaking down the walls between fragmented disciplines to students and ii) To provide the opportunity that students will understand the past and refocus the current to have the idea to plan for the future in the right direction.

• English Language & Literature Teaching
• /
• v.17 no.2
• /
• pp.161-180
• /
• 2011

This study aims to illustrate the value of teaching English drama in the course of teaching primary English and suggests a model for primary English drama in an English camp for Children. Drama is the world of assumption where language is used just like in real life. It has a positive effect on foreign language learning by encouraging the operation of certain psychological factors which facilitate oral communication. Dramatic techniques such as storytelling, role play, chant, song and games can be used in the EFL classroom to help bring about such results. Meanwhile, making a primary English drama in an English camp for Children would be practical mode to attain the essential purpose of EFL teaching particularly to get over the drawbacks of Korean students' communicative competence under the school's inflexible EFL education curriculum. In this paper, I will present the effectiveness of English drama and the skills for using it with ESL students and suggest some notes that can be used to reinforce the goals set out from the position of the teacher, student and teaching material. It is confirmed that the trained leader, students' affirmative attitude and systematic teaching materials are needed to maximize the effects of drama activities. In addition to that, there will be showed a model of instruction targeted to the primary students learning English in an English camp for Children.

• Journal of Fisheries and Marine Sciences Education
• /
• v.29 no.3
• /
• pp.677-688
• /
• 2017

The purpose of this study is to analyze the action learning lesson about the improvement process of the job support program of P university students. As a research method, we applied the related classes during the semester to the students who took courses in the course of 'Human Resource Development', which is a subject of P university, and analyzed the learner's reflection journal, interview data. As a result of the research, we went through the problem selection stage, the team construction and the team building stage. And then we searched for the root cause of the problem, clarified the problem, derived the possible solution, determined the priority and created the action plan. There are 10 solutions to the practical problems of poor job camps. Through two interviews with field experts it offered final solutions focused on promoting employment and Camp students participate in the management of post-employment into six camps. According to the first rank, job board integration, vendor selection upon student feedback, reflecting improved late questionnaire, public relations utilizing KakaoTalk, recruiting additional selection criteria, the camp provides recorded images in order. The results of this study suggest that the university's employment support program will strengthen the competitiveness of students' employment and become the basic data for the customized employment support program.

• Journal of Gifted/Talented Education
• /
• v.21 no.2
• /
• pp.547-573
• /
• 2011

In this study, using a questionnaire about camp programs, we surveyed 375 gifted education institutes, including 285 classes for the gifted, 70 institutes for the gifted at education offices, and 20 institutes for the gifted at universities. The survey questionnaire consists of questions relating to camp design, camp operation, and camp introspection. The questions relating to camp operation are subdivided into questions relating to content, process, product, and learning environment of the camp. In the analysis of camp design, experience-centered camps entailing visits to research institutes, science museums, and so on showed the highest ratio. The camps were generally carried out in summer vacation as two day/one night programs. The average score of camp content was 3.72, that of camp process was 3.78, that of camp product was 3.77, and that of camp environment was 3.58. In the analysis of camp introspection, the item 'a lack of information about diverse camp activities' showed the highest difficult thing. Integrating these results, we suggest that information about diverse camp activities should be developed and supplied and the camp environment strengthen the freedom of students to select camp activities.