• Journal of Korean Elementary Science Education
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• v.43 no.4
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• pp.476-492
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• 2024

This study validated the factor structure of the indicators for measuring pre-service teachers' science teaching-learning competency and analyzed the effects of simulated teaching practice on these competencies. Furthermore, it used response data from 175 pre-service teachers to verify the factor structure of the science teaching-learning competency indicators, and the data from 73 respondents from three departments to examine the effects of simulated teaching practice. To analyze the factor structure of science teaching-learning competency, the content validity index was calculated by five elementary school teachers, and the principal axis factoring with the Promax rotation and reliability analysis were conducted. Moreover, using, a paired sample t-test, the comparison of science teaching-learning competencies before and after simulated teaching practice was analyzed. The study results are as follows. The science teaching-learning competency indicators were revised and supplemented by 30 items under five factors, with a content validity index of .94. The exploratory factor analysis confirmed that 30 items were loaded onto the intended factors, and the reliability of the indicators was found to be .953 (in the sub-factor .829-.918). The paired sample t-test results revealed significant improvement in the pre-service teachers' science teaching-learning competencies before and after the simulated teaching practice. Furthermore, this study verified the significant effect of the simulated teaching practice on the pre-service teachers' science teaching-learning competencies and explained the need for continued implementation of the simulated teaching practice to reflect the specifics of school teaching in the pre-service teacher education curriculum. Moreover, it suggests the necessity of developing evaluation scales for the observer-rated scale, in addition to the self-report scales, to measure the teaching-learning competencies.

• 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.

• Science of Emotion and Sensibility
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• v.15 no.2
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• pp.183-192
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• 2012

This study aims at expressing the correlation of 'creativity' and 'emotional intelligence' in cartoon expression learning through literary research and correlation analysis. Analyses were made on each sub-factor for the self emotional intelligence evaluation and the creativity evaluation made by experts through cartoon expressions by elementary school students, who are the learners. Studies on preceding research showed that creativity and emotional intelligence had a correlation and that it is common preception that higher creativity is equivalent to higher emotional intelligence. However, results of correlation analysis in this study showed that while there is a relation between creativity evaluation and emotional intelligence in cartoon expression learning, not all factors were correlated. Furthermore, the results of emotional evaluation of the upper and lower group learners did not show similar results in the creativity evaluation. Through this study, it can be said that for emotional intelligence and creativity factors, finding the appropriate emotional intelligence development method would be the way to enhance creativity. Therefore, in order to develop creativity through cartoon expression learning, systematic research should be performed for extracting the relative emotional intelligence factors.

• Journal of The Korean Association of Information Education
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• v.18 no.1
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• pp.133-142
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• 2014

South korea's education system recently expands discretion activity classes for raising self-leading learning ability based on autonomy and creativity, and also recommends students to perform diverse field trips in order to learn the contents which can be obtained only from field learning. However most schools come hard to go on a field trip because they face many difficulties such as lack of time, expense, weather, and safety. In this paper, in order to get over these difficulties we design a teaching model for field based learning activities using a virtual reality tool. And using the developed virtual reality tool, we taught 4th grade students of an elementary school located in Seoul. As a result, most of students were engaged and interested in the class and improved their academic achievement during one semester.

• Journal of Digital Convergence
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• v.13 no.11
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• pp.119-132
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• 2015

This study empirically examined which factors facilitate or disturb the learning and practical knowledge transfer in consulting and which factors have most powerful influence on the learning and transfer of consulting knowledge. Analysing 160 data collected from FTA origin managers in export companies, the study findings show the ambiguity(-), complexity(+), consulting competences(+), intervention design and delivery(+), self-efficacy(+) and government subsidies(+) significantly affected on Client's learning, while consultant's expertise(+), consulting involvement(+), transfer culture(+) significantly affected on consulting knowledge transfer, respectively. It showed that consulting competence and causal ambiguity have an greater influence on learning while consultant's expertise has a greater influence on consulting knowledge transfer, respectively. The findings implicate that consulting success depends on rather consultant's factors(consultant's expertise and consulting competence) than client's input factors. To succeed in consulting project, it is important that the consultants effectively develop and apply consulting methods & tools as shared interfaces between consultant and client.

• Journal of Digital Convergence
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• v.10 no.10
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• pp.439-445
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• 2012

The aim of the work that is presented in this paper is to develop the new prior educational materials which use the field trip and to present educational possibilities. The QR codes were used to develop the prior materials. The developed materials applied to elementary students who attended to filed trips in 2012. This was practically achieved by the use of smartphone which enhance the learning experience of a physical visit by providing personalized information with QR codes. The results demonstrate the technology supported physical field trips provides significantly improved learning outcomes, increases students curiosity. Furthermore the findings of the study demonstrate that the application of the specific emerging technologies could facilitate the development of advanced learning experiences in field trips, increasing at a significant level the learning outcomes and the motivation of the participating students.

• Journal of Internet Computing and Services
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• v.16 no.3
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• pp.33-41
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• 2015

In this paper, the simplification procedure of Karnaugh Map, which is essential to design digital logic circuits, was implemented as web-based educational Java applets. The learners will be able to experience interesting learning process by executing the proposed Java applets. In addition, since the proposed Java applets were designed to contain educational technologies by step-by-step procedure, the maximization of learning efficiency can be obtained. The learners can make virtual experiments on the simplification of digital logic circuits by clicking on some buttons or filling out some text fields. Furthermore, the Boolean expression and its schematic diagram occurred in the simplification process will be displayed on the separate frame so that the learners can learn effectively. The schematic diagram enables them to check out if the logic circuit is correctly connected or not. Finally, since the simplification algorithm used in the proposed Java applet is based on the modified Quine-McCluskey minimization technique, the proposed Java applets will show more encouraging result in view of learning efficiency if it is used as assistants of the on-campus offline class.

• Journal of Science and Technology Studies
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• v.3 no.1 s.5
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• pp.19-39
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• 2003

It is often assumed by many people that science is male-oriented subject area. It is due to the fact that many examples and models dealt in the science teaming are male, and also there are more male scientists and female. Because the content of many science books are male-centered, it reinforces interest and self-confident for boys, whereas, it discourages the inspiration to develop the identity of scientists as a woman. In the West, in order to solve these issues, the educators have attempted to identify various factors in the science achievement, job description, and others which may contribute in developing gender difference in science learning and attitude towards science. It is also further attempted to develop girl-friendly science learning materials to facilitate education of woman scientists and also encourage their participation in the areas of science and technology. In this study, various strategies for female science education have been explored and suggested by examining science learning programs for female students, analyzing research literatures on the gender difference in science education.

• Journal of Digital Convergence
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• v.13 no.4
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• pp.191-203
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• 2015

In foreign language, vocabulary is the most essential and fundamental elements. Traditional language learning methods that are to understand and to memorize the English contents can only be obvious limitations. In this paper, we proposed the speaking-centered learning methods based on cognitive strategies and speech recognition considering the learner characteristics. We have designed and implemented the cognitive strategy-based speaking training system for acquisition elementary English vocabulary. We were divided into control group and the experimental group and applied to the system to analyze the learning effect. The result of Analysis, the proposed system is increased motivation and achievement of learners. In addition, the proposed system is improved an academic learning participation, Project accomplish, self-interesting and leadership skills. Through this study, we expect that students improve the ability of practical skills in speaking English.

• The Mathematical Education
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• v.56 no.3
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• pp.319-340
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• 2017

The purpose of this study is to develop teaching and learning materials for the mathematics project inquiry subject. Since this subject is newly opened in the 2015 revised mathematics curriculum, there are no textbooks and materials. Hence it is required to help teachers plan lessons of the mathematics project inquiry subject. For this study, developing directions and objectives are established. Ten hours of lesson plan and teaching and learning materials are also developed for the two themes of 'big data' and 'industrial mathematics'. Suitability and validity of the developed material are verified positively from a survey of 8 teachers and 2 professionals. The detailed result findings are as follows. First, teaching and learning notes are suggested for each lesson plan. They are comprised of building inquiry plan, doing inquiry, summarizing results, and presentation. Second, driving questions of each theme are developed as "What is the big data and where is it used for ?" and "How various is the use of the industrial mathematics ?" respectively. Third, poster-types of each project product are developed. Fourth, three inquiry activity sheets and examples which are theme selection, inquiry plan, and group activity are developed. Fifth, 4 assessment sheets of self, peer, group, and teacher-use are developed.