• International Journal of Advanced Culture Technology
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• v.8 no.2
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• pp.101-108
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• 2020

One difficulty in language learning is the training of reading ability. The improvement on this ability directly affects the process and effect of language learning. At the same time, there are numerous difficulties in actual learning and teaching. Depending on current research, there is two ideas that can utilize to enhance the reading efficiency of learners. One is to amend objective factors; the other is to change subjective factors. Compared with the two ideas, idiosyncratic factors are more manipulable and controllable, so it is more valuable to conduct researches on this. But among the many subjective factors, the degree of their effectiveness is not the same, so this article attempts to compare and analyze the driving effects of two important subjective factors (peer-driven and task-driven) on reading performance. The results show that both factors can have a positive impact on reading comprehension, but different in driving effects. The task-driven has obvious short-term effectiveness; while peer-driven needs to establish its long-term effect on the basis of early coordination and cooperation among team members. Therefore, in order to maximize the achievement of learning, it is necessary to combine strengths and avoid weaknesses according to the characteristics of two factors, so as to help learners improve reading ability most efficiently.

• Journal of The Korean Association For Science Education
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• v.28 no.2
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• pp.169-179
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• 2008

In this study, 46 teaching materials for understanding the nature of science (NOS) were developed based on the 42 statements describing the NOS. Each teaching material involves scientific knowledge and scientific inquiry skills as well as NOS statements. Teaching materials consist of students' learning worksheets and teachers' guides. Among the materials, 11 materials for understanding the nature of scientific thinking (NOST) were applied to 3 scientifically gifted students. As results, the degree of difficulty was appropriate and students showed interests in scientific thinking rather than new concepts or inquiry activities involved in the materials. It was expected that understating the NOST would be helpful for conducting scientific inquiry in more authentic way. And similarly to the Park's (2007) theoretical discussions about the relationship between the NOS and scientific creativity, students actually responded that undertrading the NOST could help their creativity. Therefore, it was expected that teaching the NOST would be plausible elements for teaching scientific creativity.

• Journal of Engineering Education Research
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• v.23 no.1
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• pp.10-25
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• 2020

This study was conducted to identify the causes of academic weakness and to find the ways to cope with it for the students majoring in science and engineering at the top university in Korea. For this purpose, a questionnaire was conducted for students who experienced academic warning and poor academic performance at A university, and a total of 207 students responded. The results were divided into two groups majoring in science and engineering or not and the characteristics and differences of each group were analyzed. In addition, in-depth interviews were conducted with five students who had experienced academic warning and poor academic performance. As a result, the group majoring in science and engineering had a relatively low level of difficulty in forming interpersonal relationships and relatively high degree of participation of activities in their departments. The group majoring in science and engineering have a tendency to choose careers that are connected with their majors, and therefore, their response was relatively low due to lack of career goals. However, the group majoring in science and engineering had difficulty in academic performance due to the difference in basic courses and the level of recognition about self-learning strategy needed for university study was relatively low compared with the group majoring in non-science and engineering. When they experienced academic problems, they said that their interest, support, and positive feedback from professors helped them recover their motivation and continue their studies. Through these results, it was confirmed that intervention and support are needed considering the academic situation and characteristics of the students majoring in science and engineering.

• Journal of the Korean School Mathematics Society
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• v.10 no.4
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• pp.415-435
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• 2007

A transition from elementary to secondary school, and among grades, among learning contents is a essential problem in education. A connectivity between learning contents is important in student's growth and development. A gap between lower grades and higher grades in elementary school is no less extensive than a gap between elementary mathematics and secondary mathematics. In this paper, we start with a critical mind about a transition and connectivity between lower grades and higher grades in elementary school. In order to compare between elementary grades, we firstly focus 4th grade mathematics which finish lower grades and start higher grades at the same time. First, we make up a questionnaire to 4th grade students and teachers in charge 4th grade. A questionnaire is composed of questions about the degree of difficulty in the learning(and teaching) of 4th grade mathematics comparing with 3rd grade mathematics. Second, we compare to lower grades lessons(1st grade) and 4th grade lessons using a qualitative method. we analyze the lesson contents, activities and time through 'analysis of the learning course'. And we compare the pattern of eliciting questions, question patterns, nomination patterns and feedback patterns between 1st grade and 4th grade lessons. We hope that this paper is a fundamental sources in investigating a connectivity between lower grades and higher grades in elementary mathematics in the future.

• International Journal of Advanced Culture Technology
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• v.8 no.4
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• pp.89-94
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• 2020

This study attempted to investigate cognitive load, vividness, and cybersickness in nursing students, in the last year of nursing college, who used a 360-degree video content for studying intravenous fluid infusion, one of the core fundamental nursing skills. The aim was to determine the correlation between the variables, and to decide whether the 360-degree video content can be used as an effective supplementary educational material in the regular curricula. This study, a descriptive research, was conducted from October 31, 2019 to November 14, 2019. The participants in this study were 64 students in the 4th year of nursing college at a university located in B City, South Korea. They were instructed to watch a 360-degree video content for intravenous infusion using a Samsung Head Mounted Display (HMD) while ensuring the safety of the students. The results showed that the scores, out of 7 points, for material design, self-evaluation, and physical effort for cognitive load in nursing students were 5.93±0.71, 5.92±0.71, and 5.64±0.74 points, respectively. In addition, the scores, out of 7 points, for mental effort and task difficulty were 2.55±1.08 and 1.94±0.75 points, respectively, and the scores for vividness and cybersickness in the participants were 5.82±0.84, and 2.57±0.98 points, respectively. Physical effort, self-evaluation, and material design for cognitive load in the participants were positively correlated with vividness (r=.379, r=.458, r=.507). In addition, mental effort for cognitive load was positively correlated with cybersickness (r=.684), whereas self-evaluation and material design were negatively correlated with cybersickness (r=-.388, r=-.343). Based on the results of this study, we believe that the 360-degree video content for intravenous fluid infusion can be used as an educational medium in regular and non-regular curricula. In addition, future studies are needed to specifically develop and verify teaching and learning methods on how to apply 360-degree video contents..

• Communications of Mathematical Education
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• v.23 no.2
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• pp.383-398
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• 2009

We conduct a survey on mathematics academic achievement to 4th, 5th, and 6th grade elementary school students at Dong-Gu in Busan in order to provide teachers in elementary schools with basic research data. The survey questionnaire includes home background, private education, the difficulty degree of mathematics textbook, practical usage of computers, group-teaching, teaching methods, preview, review, homework amount, learning attitude, problem solving ability, interest for mathematics, and the relationships of a home room teacher and friends. Based on survey data we perform factor analysis to find major factors affecting mathematics academic achievement. We identify if there are statistically significant differences in responses of survey for gender group and grade group with regard to survey questions belonging to the major factors obtained in factor analysis.

• Journal of Korean Elementary Science Education
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• v.37 no.2
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• pp.206-218
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• 2018

The purpose of this study is to analyze the teaching behaviors and visual attention according to teacher's career in Elementary Science Inquire-based Class. Participants were four elementary school teachers in Seoul. They were all in grade 5 and taught science. According to the experience of elementary science education, two novice teachers and two expert teachers were identified. Participants taught Respiration in the 'Structure and Function of our Body' in the elementary science fifth grade. The mobile eye tracker used in this study is SMI's ETG 2w, which is a binocular tracking system. In addition, a video camera was installed behind the classroom to record the entire class. We recorded all the contents of the recorded video and analyzed the results. In this study, the actual practice time, participant's visual attention, and decentralized attention ability were analyzed by class phase. The results of the study are as follows. First, there was a difference between planned class time and actual practice time. The novice teachers were having difficulty in reconstructing the contents of education, and the expert teachers were reconstructing the curriculum and interacting with the students with high understanding and application of the curriculum. There were many differences between the novice teachers and the expert teachers in the tour guidance to confirm student activities. Second, if we look at the visual attention on the area related to teaching and learning by class phase, the novice teacher concentrates all the steps in a specific area, expert teachers showed an equal visual attention to meaningful areas of teaching and learning activities. Third, there was a statistically significant difference in activities 1-1, 1-2, 2-1, and 2-2 when the participants' decentralized attention ability. Expert teachers frequently checked students' understanding and interests. There was a lot of interaction with students. It is also shown through the decentralized attention ability that the novice teachers concentrate on a specific area, and the expert teachers have a high degree of decentralized attention ability and visual attention evenly.

• The Mathematical Education
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• v.39 no.2
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• pp.127-144
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• 2000

School mathematics are composed of five major units of numbers& algebraic expressions, equations & inequalities, functions, figures, and statistics & probabilities. But if we look into the general activities of mathematics teachers in their class, they rather do not take into account students\` cognitive and affective traits or degree of difficulty which each of the unit has. For successful teaching of mathematics, teachers should take into consideration many affective items which influence the students\` scholastic achievement. Among them student\`s liking for the mathematics is commonly accepted as the most important factor for successful learning. In this study, with the five units of school mathematics, we investigated the students\` degree of likings for each unit. To fined out whether there are any differences in students\` likings for the mathematics, between regions and kind of schools, we classified the population according to the locations and kinds of schools. To do this, we divided the whole region into four parts such as Seoul, large city, medium city and town. Moreover, we partitioned the whole secondary school students into four groups of middle school students, vocational high school students, pro-science students of academic high schools, and pro-liberal arts students of academic high schools. From each partition, we sampled similar size of experimental groups which came up to total 1260 students. Analysing the answer sheets which the students responded about the questionnaire, we investigated the following questions using the ANOVA test. 1. Is there any differences in the trend of likings for each unit between the regional classifications? 2. Is there any differences in the trend of likings for each unit between the classifications of secondary schools? 3. What trends of changes are there in the degree of likings for each unit according to the rising of students\` grade?

• Korean Journal of Comparative Education
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• v.27 no.4
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• pp.73-96
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• 2017

This study aims to investigate the primary teachers' perception of social emotional learning (SEL) in Malawi. To achieve this purpose, total 78 questionnaires were gathered from 9 primary schools in rural area. The data was analyzed with independent-samples t-test, correlation analysis, and multiple regression analysis. The results of this study are follows. First, the sub-factors of the Malawian primary teachers' perception of SEL shows that Comfort is 4.10, Commitment is 4.59, and Culture is 3.78. Second, there was a significant difference in the Malawian primary teachers' perception by age, years of teaching, and participation to in-service training about SEL among the individual characteristics. Third, the Malawian primary teachers' degree of implementation of SEL in school was 4.01, and there was a significant difference by years of teaching. Forth, among the sub-factors of teachers' perception of SEL, Comfort had a positive effect on the degree of implementation of SEL. This result implied that the reason why Malawian primary teachers had difficulty in implementing SEL in the school might be not a lack of individual competence but feel uncomfortable with implementation. Therefore, in order to implement SEL in the Malawi school, it is necessary to support teachers so they have confidence and comfort psychologically.

• Education of Primary School Mathematics
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• v.22 no.4
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• pp.261-280
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• 2019

This study is a qualitative study on the case of teaching mathematics between parents and children. 12 lesson units were applied to the 5th grade elementary school child for the first semester, 2019. The purpose of this study was to identify conceptual understanding in the area, the types of problems that child felt difficult during the learning and parents' advantages and difficulties in this setting. For this study, video recording and voice recording were collected for each lesson class. The concept of the area was recognized correctly, the awareness of reconstruction became clear, and the concept of partitioning, unit iteration and structuring an array was more clearly rebuilt. He showed difficulty in conversion between units of the area, in displaying height of the shape whose height is displayed outside and drawing type of figure with same area after the value of the area was offered. In the learning situation of parents and children, parents who are researchers have the advantage of being able to customize up to their children and being free from time and cost constraints. There were difficulties in controlling negative emotion toward the child, determining the level of the children, distribution the class time and deciding the degree of intervention. Furthermore, research on parenting and child-to-parent teaching in mathematics is recommended.