• Journal of The Korean Association For Science Education
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• v.36 no.3
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• pp.445-455
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• 2016

The purpose of this study is to identify the structural relationship among students' grit, interest, self-regulation ability, task-commitment and achievement within science learning. Our concern is understanding how grit is related to the other non-cognitive variables, i.e., interest, self-regulation ability, and task-commitment, which are widely known as significant predictors of science achievement. Based on literature review, we evaluated two hypothetical models in the frame of structural equation modeling as follows: first, grit was assumed to mediate relations of interest and self-regulation ability, and interest and task-commitment. Second, grit was assumed to have a direct effect on self-regulation ability and task-commitment independent of interest. In both models, grit was assumed to be indirectly associated with science achievement. A total number of 180 high school students (77 boys, 103 girls) participated in surveys on grit, interest, self-regulation ability, and task-commitment and reported their science test scores on mid-term/final exams. Results revealed that students' grit and interest were indirectly associated with their science achievement with the mediation of their self-regulation and task-commitment. We also found that task-commitment was highly correlated with interest and self-regulation. Furthermore, we found different patterns of correlations within the five variables between female and male students. From these results, we suggested that researchers need to investigate whether students' grit and task-commitment can explain their interest decreasing as they move to higher grade levels, how teachers can help students to maintain their interest in learning science from early childhood, and relationships of these non-cognitive variables and science achievement.

• Journal of radiological science and technology
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• v.30 no.4
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• pp.419-426
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• 2007

In this paper, the input pattern vectors are extracted and the learning algorithms is designed to recognize taste(bitter, sweet, sour and salty) pattern vectors. The signal intensity of taste are used to compose the input pattern vectors. The SOM(Self Organizing Maps) algorithm for taste pattern recognition is used to learn initial reference vectors and the ot-star learning algorithm is used to determine the class of the output neurons of the sunclass layer. The weights of the proposed algorithm which is between the input layer and the subclass layer can be learned to determine initial reference vectors by using SOM algorithm and to learn reference vectors by using LVQ(Learning Vector Quantization) algorithm. The pattern vectors are classified into subclasses by neurons in the subclass layer, and the weights between subclass layer and output layer are learned to classify the classified subclass, which is enclosed a class. To classify the pattern vectors, the proposed algorithm is simulated with ones of the conventional LVQ, and it is confirmed that the proposed learning method is more successful classification than the conventional LVQ.

• Journal of the Korean Society for Library and Information Science
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• v.47 no.1
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• pp.399-417
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• 2013

The purposes of this study are to investigate students' attitudes regarding group projects and to suggest an effective way to promote collaborative learning using Wiki. This study employed a survey questionnaire, which was distributed to students enrolled in classes provided by a university in Seoul. The result revealed that students preferred individual projects to group projects because various barriers occur in the process of group projects. Students' responses also indicated that rapport among group members influences the success of a group project. In addition, Wiki, as a Web 2.0 tool for group collaboration, was recognized as being useful in terms of promoting openness, modification, and effectiveness. Based on these findings, this study suggests the following for effective collaborative learning: (1) conducting peer- and self-assessments to avoid social loafing, (2) establishing rapport among group members, and (3) using Wiki in an active manner.

• Journal of The Korean Association of Information Education
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• v.24 no.1
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• pp.117-129
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• 2020

The purpose of this paper is to explore ways to assess computational thinking from a formative perspective and to design a process for assessing programming learning using Python. Therefore, this study explored the computational thinking domain and analyzed research related to assessment design. Also, this study identified the areas of Python programming learning that beginners learn and the areas of computational thinking ability that can be obtained through Python learning. Through this, we designed an assessment method that provides feedback by analyzing syntax corresponding to computational thinking ability. Besides, self-assessment is possible through reflective thinking by using the flow-chart and pseudo-code to express ideas, and peer feedback is designed through code sharing and communication using community.

• Journal of Korean Home Economics Education Association
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• v.28 no.3
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• pp.65-77
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• 2016

The purpose of this study is to develop an inquiry sheet for the contents of the clothing curriculum of home economics in middle schools using a physical fiber Identification method to increase students' interests in and understanding of clothing materials. Therefore, a physical fiber Identification method suitable to middle school students was developed in actual classrooms and the effects were analyzed. As a result, the physical fiber identification method was developed to distinguish between wool and acrylic knits; moreover, the identification method between silk and polyester fiber was studied. And then the inquiry sheet using fiber identification method was also developed. When interests in learning, attitudes of acceptance toward learning, and learning achievements of the experimental group (used the inquiry sheet) and the control group (did not use the inquiry sheet) were compared, the experimental group scored higher in every category, all of which were meaningful differences. Thus, this study demonstrated that the developed fiber differentiation method and inquiry sheet improved self-directed learning as well as learners' understanding of clothing materials by enabling the application the knowledge to the learners' realities.

• Journal of the Korean School Mathematics Society
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• v.10 no.3
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• pp.401-413
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• 2007

This study was some part of the main program making better the lessons in the classroom in which those should focus on the creative and self-leading method. The purpose of study was to create the model of Problem Based Learning and investigate its efficiency For the purpose, those researchers tried to reform the Myers' PBL model through the pilot experiment and could get the Model of Korean School PBL appropriate to the our classroom situations. Thirty six students from the enriched class in the junior high school 3rd grades was involved in the experiment for 8 weeks. The results showed that the experimental group had statistically significant difference in the real problem solving test and attitude test. Specially, those students also showed that the ability to translate the variety of problem situations mathematically was so excellent and they also had their own technique to generate the understand of problem solving situations, but they aid not show the significant ability to pose the meaningful problem.

• School Mathematics
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• v.16 no.3
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• pp.567-584
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• 2014

Recently professional development of teaching competence is emphasized for mathematics teachers. It is necessary to teaching experience in pre-service mathematics teacher for development of teaching competence. It need to systematic self-reflection and improvement in instruction performance for development of teaching competence of pre-service mathematics teacher. That is, Theory of teaching practice for reflect thinking and practical knowledge of teaching and systemic guidance on theory and practice of teaching practice. Therefore, the aim of this study is to develop an component and application procedure of Teaching and Learning portfolio for improvement teaching component of pre-service mathematics teacher. It is effective in improving teaching component of pre-service mathematics teacher after make Teaching and Learning portfolio for improvement teaching component.

• Journal of The Korean Association of Information Education
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• v.14 no.2
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• pp.229-240
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• 2010

The purpose of this paper is to develop and apply an electronic English textbook for the teaching and learning of 3rd grade students. For this purpose, the textbook was based on XML to maximize the advantages of the electronic textbook format, and avoid the disadvantages of the CD-ROM that $3^{rd}$ grade classes currently use. After electronic textbook was developed, focus group interview was implemented to confirm the effectiveness of that based on interaction, satisfaction, and interests. As a result of this study, interaction, satisfaction, and interests of students will be improved through the use of electronic textbook and it is anticipated self-directed learning ability will be improved. Also, we anticipate that the students' learning effectiveness will be enhanced.

• Journal of the Korean School Mathematics Society
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• v.1 no.1
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• pp.97-109
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• 1998

The activities of teaching and learning are to try to reach the lesson object most closely in many ways. Considering that the lesson objects are to get the principle or law of a concept, to acquire the mathematical function, to master it through repeated exercises and to solve mathematical problems, we need many ways to reach such objects. Among the many ways, we can first think of one: the students will learn with curiosity and according to their own ability or advancing level in learning when teachers study and prepare necessary contents enough in advance by using computers, showing the right program to learners' needs. For example, defining definite integral by measuration by parts will help understand measuration by parts well and know the meaning of definite integral correctly, In teaching and learning by the use of this program, the educational effects are expected as follows. 1. It is thought that this program will stimulate the desire for and interest in learning because it used animation and acoustic effect. And voluntary and positive thinking activity will be shown. 2. It is expected that the conviction of formulas will be got and the concept of definite integral will be remembered firmly by showing how to measure the width of circle with the use of measuration by parts in various other ways instead of the ways used at present. 3. It is expected that students will feel the pleasure of mathematics in life when they recognize mathematical facts scattered really in our life rather than mathematical difficulties. 4. It is expected that the repeated review of programs already designed will remove the fear of incomplete parts and help review again. 5. It is certain that positive attitude in life will be formed as teacher-centered class is changed into learner-centered class and unwilling study is changed into self-oriented study. However, I think this program is insufficient for humanbeing-centered education given directly in contact with students on the ground of the variety in mathematical education and applications in many ways. And mechanically inhuman computers leave some solutions to be desired

• Journal of the Korean School Mathematics Society
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• v.15 no.3
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• pp.487-509
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• 2012

This study, in order to contribute to improvement of the affective domain for mathematics which is one of the largest issues of mathematics education, examined the background variables influencing mathematics anxiety of middle/high school students. As the result, the middle school students showed a greater level of anxiety than the high school students did, and especially the anxiety level according to environment factor and learning strategy factor was high. Also, male students showed overall a greater mathematics anxiety than female students did, and both group of students showed a higher anxiety level according to environment factor and learning strategy factor. Besides, the greater the time spent on private education was, the higher the mathematics anxiety level, and in test/performance factor, the group with low self-initiated learning time showed a higher level of mathematics anxiety compared to other two groups. Among four subfactors of mathematics anxiety test, the students overall scored lowest in anxiety for test/performance factor, and highest in environment factor.