• The Journal of the Korea Contents Association
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• v.22 no.5
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• pp.37-47
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• 2022

The purpose of this study was to research the effects of Korean beginner learners' perception of vocabulary learning and comparison of vocabulary learning methods between the use of vocabulary application Classcard and rote learning with writing. This experiment was conducted by 24 beginner Korean learners who were at the 1st and 2nd level in Institute of Korean Language of D University. These students were dividing into 2 groups for the test - 12 in the control group and 12 in the experimental group. They took the vocabulary tests which were designed for examining the differences between before and after learning. Study results showed that vocabulary learning using the application Classcard significantly improved learners' vocabulary scores which were statistically significant. These results demonstrated that the method using Classcard has a greater learning effect than the method of rote learning with writing. Furthermore, the survey showed that learners did not feel uncomfortable in learning vocabulary using the application Classcard, and they thought it was one of the ways to learn vocabulary easily, which means that vocabulary learning using this application has a positive effect on learners' learning achievement. This study is significant in that it suggested a vocabulary learning method that can increase learners' interest and vocabulary by proving the effect of vocabulary learning using applications.

• Journal of The Korean Association For Science Education
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• v.39 no.5
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• pp.625-635
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• 2019

Students are exposed to many visual representations in various visual cultures. Infographics combining visual representations and writing can effectively convey information. Also it can be efficient ways for teachers to focus on important contents. Students can use infographics as a method directly to organize information. Therefore, the infographics that students use both writings and images directly and visually will be more effective on elementary school science classes than the workbook. Classes are guided with the same scientific inquiry and experiment written on the science textbook. The experimental group students organized scientific inquiry by infographics, while the comparison group students still used the workbook. First, the types of infographics are determined by what students want to explain. Based on learning objectives, students used the right type of infographics to effectively convey their focus on information. Second, the infographics organizing activities used in the classes had a significant effect on students' academic achievement. Also, the infographics organizing classes are positively associated to science-related attitudes, including such+ as 'Leisure Interest in Science', 'Adoption of Scientific Attitudes', and 'Attitude to Scientific Inquiry'. Third, visual tendency and classroom treatments had no interactions, but the experimental group had a positive impact regardless of student's characteristics. Fourth, experimental group showed positive attitudes toward to students' perception of infographics. Since some of students had difficulties organizing information in infographics, further research is required to enable students to reduce their burden in application of infographics.

• Journal of The Korean Association For Science Education
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• v.44 no.2
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• pp.219-229
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• 2024

The purpose of this study is to analyze the concerns and difficulties encountered by authors involved in the development of integrated science textbooks. Specifically, it focuses on their experiences with understanding and implementing the 2022 revised science curriculum. We collected 89 opinions from textbook authors and categorized them into several key areas: understanding the terminology and descriptors provided in the curriculum, structuring learning content, inquiries and activities, and the depth and scope of learning content. The analysis revealed that the most difficulty encountered by the textbook authors was in defining the level and scope of learning content. Many also expressed concerns and difficulties related to the ambiguity of terms and predicates. In terms of the composition of learning content, difficulties were identified in concerning the repetitive descriptions of achievement standards and the discrepancy between the arrangement of achievement standards and the flow of learning. Regarding inquiries and activities, there were experiments presented that were difficult to experience or actually implement, along with limitations in activity composition due to the need to optimize learning volume. Given the importance of high-quality textbooks for effective science education at the national level, it is crucial to establish effective communication channels between curriculum developers and textbook authors. Additionally, a robust support system for textbook development should be established.

• Proceedings of the Korean Vacuum Society Conference
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• 2012.08a
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• pp.108-109
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• 2012

This talk will begin with the demonstration of facile synthesis of silicon nanostructures using the magnesiothermic reduction on silica nanostructures prepared via self-assembly, which will be followed by the characterization results of their performance for energy storage. This talk will also report the fabrication and characterization of highly porous, stretchable, and conductive polymer nanocomposites embedded with carbon nanotubes (CNTs) for application in flexible lithium-ion batteries. It will be presented that the porous CNT-embedded PDMS nanocomposites are capable of good electrochemical performance with mechanical flexibility, suggesting these nanocomposites could be outstanding anode candidates for use in flexible lithium-ion batteries. Directed self-assembly (DSA) of block copolymers (BCPs) can generate uniform and periodic patterns within guiding templates, and has been one of the promising nanofabrication methodologies for resolving the resolution limit of optical lithography. BCP self-assembly processing is scalable and of low cost, and is well-suited for integration with existing semiconductor manufacturing techniques. This talk will introduce recent research results (of my research group) on the self-assembly of Si-containing block copolymers for the achievement of sub-10 nm resolution, fast pattern generation, transfer-printing capability onto nonplanar substrates, and device applications for nonvolatile memories. An extraordinarily facile nanofabrication approach that enables sub-10 nm resolutions through the synergic combination of nanotransfer printing (nTP) and DSA of block copolymers is also introduced. This simple printing method can be applied on oxides, metals, polymers, and non-planar substrates without pretreatments. This talk will also report the direct formation of ordered memristor nanostructures on metal and graphene electrodes by the self-assembly of Si-containing BCPs. This approach offers a practical pathway to fabricate high-density resistive memory devices without using high-cost lithography and pattern-transfer processes. Finally, this talk will present a novel approach that can relieve the power consumption issue of phase-change memories by incorporating a thin $SiO_x$ layer formed by BCP self-assembly, which locally blocks the contact between a heater electrode and a phase-change material and reduces the phase-change volume. The writing current decreases by 5 times (corresponding to a power reduction of 1/20) as the occupying area fraction of $SiO_x$ nanostructures varies.

• The Journal of Korean Association of Computer Education
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• v.18 no.3
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• pp.59-68
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• 2015

The purpose of this study is to analyze the learner's characteristics, and relationship between learning styles and achievements in online programming learning environment. For the analysis, after performing the inspection of learning styles of Grasha-Reichmann for 104 middle and high school students, online programming learning were performed for 12 weeks. First, according to learner's variable, boy was higher than girls in dependent learning style. Middle school student higher than high school student in competitive and avoid learning styles. Independent and participant learning styles show a significant difference in achievement level. Analysis of the relationship between learning styles and achievements show that independent(r=.253, p<.01) and participant(r=.303, p<.01) have the positive correlations. As a result, independent and participant learning styles are confirmed to be related with achievements. In addition, we analyzed each learning style characteristics by writing survey of the impression of the learners by main learning styles, through which we could derive teaching and learning strategies for the online programming by learning styles.

• Journal of the Korean School Mathematics Society
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• v.3 no.1
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• pp.149-163
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• 2000

The Ministry of Education have had us practice the performance test as a substitute proposal, however, all the more for the idealistic purport, our education front does not have such a sufficient condition as to practice the performance test for many classes and miscellaneous duties and over-populated class, and that practice has been enforced so abruptly without any drastic preparation and has caused much confusion from the beginning of that enforcement. Thus, these problematic concerns are remained as the tasks of the teachers to be solved by themselves in the front of education, and herein I came to do this research. The followings are the conclusions that I got as the results of the research (1) Performance test style should be applied in consideration of the students' achievement level and the gap of the teachers' recognition; descriptive test, portfolio assignment and formative test styles were proper for the students lacking basic study ability. (2) Descriptive test should have its beginning with the question items to which students can write the problem solving procedure logically rather than those to evaluate the creation ability and thinking ability: and putting down specifically the assessment standard could prevent students' confusion and scheme the impartiality of the assessment. (3) Portfolio assignment evaluation should be given with as interesting and suitable amounts as possible so that the students can do by themselves. (4) Utilizing the performance test table enabled easy management of documentary evidence. And it is needless to say that the success of the performance test should have preceding conditions like the teachers' understanding and their positive participation. Therefore, I'd like to give suggestions herein like the followings; (1) The performance test should not always be made into grades, and there is a need to develop the test gradually in the condition that the education surroundings permit by checking time, frequency, ratio and contents of the test while practicing the multiple choice writing test. (2) As long as the performance test has the aims of improving the studying and learning activities, any performance test only for the sake of making numerals with the thought that assessment is the disposal of the grades should be avoided, and the change of the lecturing styles and development of various assessing types and studying materials should be endeavored to confirm with the aims.

• Journal of Elementary Mathematics Education in Korea
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• v.22 no.1
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• pp.25-46
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• 2018

The purpose of this study is to investigate the effects of mathematics instruction for the formation of mathematics classroom culture on cognitive and affective domains of elementary school students. Two classes of 3rd grade elementary school in Seoul were chosen for the study. Twenty math classes were conducted, discussing the norms and using mathematical communication and journal writing activity was carried out. A mathematical achievement evaluation was performed for the inspection of the cognitive domains and a mathematical aptitude test was performed for the inspection of the affective domains. Research has shown that the mathematics classroom culture have a positive effect on the development of students' cognitive and affective domains. In particular, in the course of forming a mathematical classroom culture, students showed a change in the affective domain of a mathematics. Based on these findings, a change in teacher's perception of the importance of mathematics is needed and a variety of circumstances surrounding the students suggested the formation of a mathematical classroom culture.

• Journal of Science Education
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• v.40 no.1
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• pp.52-71
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• 2016

The purpose of this study is to analyze the learning activities which use asexual reproduction learning application(app) of students with special needs through the Cultural Historical Activity(CHAT). The asexual reproduction learning app was developed for students with special needs, and analyzed the learning activities of students with special needs in perspective of CHAT. The app was developed as subsidiary study material for asexual reproduction inquiry learning. Main functions of the app were composed of concept learning, problem solving, video playing, and report writing. According the CHAT analysis, findings indicated that students with special needs as the subject were able to organize division of labor demonstrated in cooperative learning with the object to actively participate in the class by using the tool of an app. This study also showed effective teaching strategy for improvement of learning achievement and task behavior level of student with special needs.

• Journal of the Korean Society of Food Culture
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• v.23 no.4
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• pp.455-461
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• 2008

The purpose of this study was to investigate the actual conditions, satisfaction towards, and effects of children's cooking activity programs held at children's cooking schools, which have recently been gaining interest as an effective integrated educational method. Also, based on the results, the study provides information on good teaching-learning methods, which can be applied to kindergarten and elementary schools. The results of the evaluation showed that 84.1% of the respondents were satisfied with the educational aspects of the programs. People were most satisfied with the teachers' "teaching ability", and were least satisfied with "the educational fees". The satisfaction scores for the children's cooking programs were higher when they were performed in a school class environment as compared to a cultural center environment, and children who had participated for more than 12 months were more satisfied than those who had only participated 1 to 3 months. Quantitatively, of the 24 measured evaluation categories grouped into 6 fields that measured the effects of participation in the cooking programs, the greatest effects were found on the children's self-confidence and sense of achievement in the social emotion field, and the lowest effect was found on their writing ability in the language field. In addition, scores were higher when the cooking activities were performed in a private cooking school environment as compared to a cultural center environment. Scores were also higher when the educational program lasted 7 to 9 months as compared to only 1 to 3 months.

• Journal of the Korean Society for Library and Information Science
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• v.18
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• pp.277-325
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• 1990

The purpose of this study was to determine the effectiveness of instructors' utilization of the reserve collection in the university library. To accomplish this, an experiment-and-questionnaire study was done by selecting an experimental group for whom the teaching method utilizing the reserve collection was used and a control group for whom the method was not used. An experimental group and a control group studied were as follows: (1) Students take the 'Comparative Politics' course in the Department of Political Science. (2) Students take the 'History of 'English Literature' course III the Department of English Language and Literature. The data to test the hypothesis were analyzed by SPSS/PC+ routine. The results are as follows: (1) There were significant differences between the experimental group and the control group in academic achievement(T(228)=6.69, P<.01). To investigate the difference in effect by major, the one-way analysis of variance was employed. According to the results, there were significant differences between the experimental group and the control group In the Department of Political Science and the Department of English Language & Literature. Therefore, students for whom the teaching method utilizing the reserve collection was used have higher academic achievement than those for whom the method was not used. (2) As for the degree of utilizing the library and its materials, there were significant differences between the experimental group and the control group(T(228)=8.87, P<.01). As for the results of the one-way analysis of variance to investigate the difference in effect by major, there were significant differences between the experimental group and the control group in both departments. As for the degree of utilizing library catalogues and bibliographical tools, there were significant differences between the experimental group and the control group(T (228)=8.55, P<.01). As stated earlier, the one-way analysis of variance to investigate the difference in effect by major has shown that there were significant differences between the experimental group and the control group in both departments. As for the degree of sincerity in doing homework and writing papers, there were significant differences between the experimental group and the control group(T(176)=8. 03, P<.01). To investigate the difference in effect by major, the one-way analysis of variance was again employed. According to the results, there were again significant differences between the experimental group and the control group in both departments. So, the students for whom the teaching method utilizing the reserve collection was employed used library catalogues and bibliographical tools much more than those for whom the method was not employed, and were more sincere in doing homework and writing papers. (3) There were also significant differences between the experimental group and the control group in degree of satisfaction in taking the course (T (228) = 6.61, P<.01). The results of the one-way analysis of variance to investigate the difference in effect by major was that there were significant differences between the experimental group and the control group in both departments. Therefore, the degree of satisfaction of students who were taught by the teaching method utilizing the reserve collection is higher than that of those who were not taught by the method. On the other hand, the responses of the experimental groups of two departments as to the degree of satisfaction with their teaching method was investigated. The result shows that students who took the 'Comparative Politics' course in a small class which employed the seminar method were higher in degree of satisfaction with the teaching method than students who took the 'History of English Literature' course III a large class which employed a lecture-oriented teaching method.