• Journal of Korean Elementary Science Education
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• v.36 no.1
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• pp.31-42
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• 2017

This study aimed to investigate the effect of science class using multiple intelligence on science learning motivation, academic achievement and science process skill of elementary student. The number of participants were 98, 4 classes of $3^{rd}$ graders in G elementary school in B city. The experimental group, 2 classes including 49 participants, had science classes using multiple intelligence while the comparative group, 2 classes including 49 participants, took ordinary teacher-driven lessons using teacher's guidebook. Pre and post tests were done before and after executing lessons to assess the changing in each group's science learning motivation, academic achievement and science process skill. The results of this study can be summarized as follows: First, the pre and post test results of science learning motivation revealed that the experimental group had higher improvement compared to the comparative group and the difference was meaningful. Second, the post test results of the science academic achievement showed that the experimental group had higher average value compared to the comparative group and the difference was meaningful. Third, the pre and post test results of basic science process skill showed that the experimental group had higher average value compared to the comparative group and the difference was meaningful, especially in inference and prediction elements.

• Journal of The Korean Association of Information Education
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• v.22 no.5
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• pp.575-583
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• 2018

This study approached EPL learning with deductive teaching and learning methods and inductive teaching and learning methods which are grammar teaching and learning methods. In the entry site, lectures provided for elementary school students in grades 5 to 6 were set as deductive learning courses. Based on this, inductive learning process was developed and each learning process was composed of 12 periods. After conducting the research, EPL utilization evaluation, learning satisfaction and immersion test were conducted between the two groups. It was difficult to obtain statistically meaningful results between the two groups. However, in the three tests, the mean value of groups using inductive teaching and learning methods was high. If we construct a long-term learning process and conduct research, we think that statistically meaningful results are produced between the two groups.

• Journal of Engineering Education Research
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• v.20 no.6
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• pp.3-11
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• 2017

The purpose of this study is to investigate the variables that learners should consider for learning persistence when applying blended learning to mathematics class which is a basic curriculum of engineering college. For this purpose, this study compared the basic mathematics class with the blended learning and the class without it. In addition, this study analyzed the influence of the learning outcomes of the blended learning on the willingness to learning persistence by using the self-efficacy and self-regulated learning variables that can predict it. As a result, it was found that the blended learning applied mathematics class of K university which is the subject of analysis in this study has higher self - efficacy, self - regulated learning, and learning persistence intention than general classroom. Finally, the results of this study are meaningful to provide the points to be considered for improving the learning performance when applying the blended learning to the subject class in the future.

• 대한공업교육학회지
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• v.36 no.1
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• pp.167-190
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• 2011

The purpose of this study is to identify the effect of problem solving with task-based activities on understanding of major concepts and learning attitude in 'Applications of ICT' subject. In teaching the 4th class of 'Applications of ICT' subject, problem solving with reasoning task-based activities are used for the experimental groups and instructor-oriented teaching for the comparative groups. The results are as follows: First, no meaningful difference was found in the pretest result of concepts of ICT, while posttest found that the students with problem solving with reasoning task-based activities in experimental group marked average 5.87 point higher than the control group and showed meaningful difference at significance level p<.05. Dividing concepts about Information Communication Technology into four domains, there were no meaningful difference between two groups in the concept test about communication principles and methods and network, while the test results about the other two concepts, that is, expressions and patterns of information and compositions and types of communication network, showed the meaningful difference at significance level p<.05. Second, the research proved that the experimental group with problem solving with reasoning task-based activity teaching, compared to the control group with lecture, showed desirable change in learning attitude. From the results, the solving with reasoning task-based activity model is better teaching-learning method compared to lecture, revealing positive change in understanding major concepts of information and communication technology and learning attitude.

• Korean Journal of Child Studies
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• v.25 no.4
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• pp.163-175
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• 2004

In this study, 63 university seniors majoring Child Studies were in an 8-week Web Based Instruction (WBI) program. Student characteristics of learning motivation, self-regulatory learning strategy, and learning style (Kolb, 1985) were the independent variables. Learning effects as dependent variables were measured by paper test and work assessment. Spearman's $\rho$ was calculated and tests of rank order difference were used for the data analysis. Results showed that learning motivation and self-regulatory learning strategy had meaningful positive relations with learning effects on the paper test score. Learning effects showed differences by learning style. These findings indicated that the learner's characteristics should be considered in the design and development of more effective WBI environments.

• International Journal of Human Ecology
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• v.10 no.1
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• pp.99-112
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• 2009

This study explored the consistency in service-learning courses through comparing course syllabi and faculty survey in order to incorporate a service-learning course into the Home Economics practicum. The first step was to examine how consistent were between the reasons for choice of service-learning and importance of overall civic learning goals, between the importance of civic learning goals and educational objectives on syllabus, and between planned activities and accomplished activities. This study collected the descriptive and quantitative data from the syllabi for service-learning courses and a faculty survey at Texas Tech University. The major findings were that there was meaningful consistency between: the reasons for choosing service-learning and the importance of overall civic learning goals, the importance of civic learning goals and educational objectives, and planned activities on syllabus assignment and accomplished activities on the faculty survey related to course components. Future research regarding service-learning course design would be required in detail, and practice in designing service-learning courses would be consistent between the syllabus and performance in actual courses.

• Journal of Korean Elementary Science Education
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• v.36 no.4
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• pp.331-345
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• 2017

The purpose of this study is to collect and analyze the student's pre-inquire and to obtain information on how to use the teaching-learning process. The specific research problem is to confirm the level of the student's pre-inquire, to identify the characteristics of each type, and to check what pre-inquire can be used in the teaching-learning process. The research was conducted on 149 children in the $3^{rd}$ and $4^{th}$ grade of elementary school, and collected a total of 2,034 inquires. As a result of analyzing three times, the students' pre-inquires accounted for 90% of Level 2 and Level 3, which are the inquires that give meaningful answers in the teaching-learning process. These results show that the pre-inquires presented before the students take up the new lesson are not low-level inquires and they can present meaningful inquires that can be used for teaching-learning. Next, as a result of analyzing the student's inquire by type, the factual question was the largest with 50%, followed by comprehension question, procedural question, application question, and prediction question. The factual and procedural questions showed that they could be used as learning activities during the teaching-learning process. Comprehension questions included in the wonderment question can be used as a learning question. And the application question is a question that can be applied to deepening activities, and the prediction question can be used in the inquiry and experiment process of learning activities.

• Educational Technology International
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• v.13 no.1
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• pp.207-231
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• 2012

The purpose of this study is to analyze the effects of Critical Thinking Strategy supporting argumentation activities between learners. The research question is whether the form of Critical Thinking Strategy offered to support meaningful interaction of collaborative argumentation between learners influences the knowledge acquisition, learning outcome, and student satisfaction. For this, the collaboration outcome of the group, the level of individual knowledge acquisition, the level of students satisfaction were measured as outcome of argumentation activity and their differences analyzed. This study concludes the following: A comparison of the group that was provided with Critical Thinking Strategy (test group) and the group provided with general argumentation scaffolds (compared group) showed there wasn't statistically significant differences in the quality of the learning outcome of collaboration between the groups and in students satisfaction. But there was significant difference in the degree of individual acquisition depending on the offering of scaffolding for Critical Thinking. Therefore, as premised in this study, supporting meaningful mutual interaction between learners during collaborative argumentation using Critical Thinking Strategy has a positive influence on the individual acquisition of domain knowledge. The group provided with scaffolding for Critical Thinking gained higher effect in the degree of knowledge sharing and individual acquisition of domain knowledge compared to the group provided with general argumentation scaffolding.

• Korean Medical Education Review
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• v.24 no.2
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• pp.128-140
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• 2022

The purpose of this study was to redesign a problem-based learning (PBL) curriculum and compare the differences between the previous and redesigned PBL based on the results of course satisfaction and student assessments. The PBL was redesigned using curriculum design guidelines (including revisions of curriculum objectives, learning components, learning environments, and assessment methods) that were developed based on previous studies and evaluation results. A comparative study was employed using course satisfaction surveys from the previous and redesigned curricula, and a total of 45 students participated. We also compared student assessment results from concept mapping, learning issue reports, modified essay questions, and reflection journals. We identified four key findings. First, we explored the possibility that the redesigned PBL could be implemented by student facilitators without professors as tutors. Second, the redesigned PBL fostered group dynamics that facilitated developing communication skills and collaborative learning through small-group discussions. Third, the new learning elements added in the redesigned PBL made a meaningful contribution to enhancing students' clinical reasoning based on hypothetico-deductive reasoning. Fourth, concept maps in redesigned PBL contained more complex and various nodes and connections, and the levels of the nodes were more appropriate. The implications of this study can provide meaningful preliminary information for redesigning PBL curricula for medical students to develop their essential competencies through PBL.

• The Journal of the Convergence on Culture Technology
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• v.8 no.3
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• pp.359-365
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• 2022

This study was to provide teaching and learning strategies to develop a creative sight-singing and ear-training program that aims to design student-centered education. Therefore, the characteristics of the sight-singing and ear-training as well as teaching and learning methods were analyzed through the literature review, and the following meaningful strategies were derived. First, a student-centered teaching environment was promoted by diversifying the teaching environment through small group activities and establishing a sustainable learning environment using MyEarTraining and Musescore applications. Second, teaching and learning strategies were proposed to improve sight-singing and ear-training skills by applying for various teaching and learning methods and cultivating the qualities of a pre-service teacher. This study is expected to be used as meaningful fundamental data in developing specific teaching and learning processes for a creative sight-singing and ear-training program.