• The Journal of Korean Association of Computer Education
• /
• v.19 no.2
• /
• pp.21-29
• /
• 2016

The introduction of educational programming language has changed programming learning environment to learn programming through various learning activities. We need to analyze how effective these learning activities could be in programming learning. We performed a meta analysis of the programming learning effects according to 8 types of learning activities. The 44 studies were collected from 1993 to 2015 for the meta analysis. The study data of 77 were extracted among 44 studies through several steps. The major results were as follows. The effect size of cognitive domain was shown to be mid-level with .595 and the effect size of affective domain was shown to be mid-level with .594. We analysed according to learning activities. The effect size were no significant difference between learning activities in the cognitive domain. But simulation, animation and mathematical activities was shown to be more consistent results and mid-level effect size. Although the effect size were no significant difference, the homogeneity was shown to be high in the affective domain. The implications were suggested from research findings. First, it is desirable that learners learn programming according to various learning activity themes. Second, instructors should pay attention to simulation, animation and mathmatics activities. Third, researchers need research to find another factors for effective learning.

• Journal of Science Education
• /
• v.36 no.2
• /
• pp.251-262
• /
• 2012

In this study, we develop 15 learning programs to enhance the variable identification and control abilities for the middle school students and analyze the effect of the programs applied to the class. To increase the learning effect of the variable identification and control abilities, we design the programs so that the students can monitor their thinking processes and also they can evaluate the results from their cognitive activities objectively. We analyze the effect of the programs applied to the class and the results show that the test group, which uses the program, marks higher scores in the variable identification abilities compared to the control group. Also, the test group has the increased level of logic to control the variables. Especially, the effect is higher with the students who do not have any logic to control the variables. From the results, we know that it is possible to improve the variable identification and control abilities of the students through the meta-cognitive learning programs developed by us. Furthermore, the results show that the score of variable control abilities positively correlate with that of meta-cognitive level. It means that the meta-cognitive strategy meaningfully increases the variable control abilities of middle school students.

• Journal of Gifted/Talented Education
• /
• v.18 no.3
• /
• pp.591-612
• /
• 2008

In order to investigate the composition and characteristics of instructional objectives in a teaching-learning material for gifted elementary students in science, 217 instructional objectives across 13 themes in 4 areas of 'energy','materials', 'life' and 'earth' were analyzed by Bloom's revised taxonomy of educational objectives. Four types of factual, conceptual, procedural and meta-cognitive knowledge in knowledge dimension were all comprised in the objectives. Conceptual knowledge was primary constituent of the objectives and the proportion of factual knowledge was the least. On the other hand, all 6 categories of 'remember', 'understand', 'apply', 'analyze', 'evaluate' and 'create' in cognitive process dimension were also comprised in the objectives. The category of 'understand' was primary constituent and that of 'remember' was the least one. While conceptual knowledge in knowledge dimension was primary constituent of the objectives in 'energy', 'materials' and 'earth' areas, procedural knowledge was the most objectives in 'life' area. The least type of knowledge was factual knowledge in all 4 areas. In cognitive process dimension, the category of 'understand' was primary constituent and that of 'remember' was the least one in all 4 areas. In conclusion, it was showed that the instructional objectives in the teaching-learning material reflected the characteristics of educational objectives for gifted students in science.

• Journal of agricultural medicine and community health
• /
• v.28 no.1
• /
• pp.1-13
• /
• 2003

Objectives: The purpose of this study is to summarize results from 11 domestic studies about sick role behavior applied health belief model and to assess the effectiveness of components on behavior change by using meta-analysis. Methods: We collected the existing literatures by using major web search of 'pulmonary tuberculosis patients', 'health belief model', and 'sick role behavior' as key words and by reviewing content of journals. Quantitative meta-analysis was performed by SAS program. Results: Among 66 articles, 11 studies were selected for quantitative meta-analysis. The knowledge level about pulmonary tuberculosis had more effect for only sick role behavior as general characterisitcs(d=0.7870). All the components of health belief model produced significant effects on sick role behavior with the magnitude of effect size from 0.31 to 0.73. The largest effects were benefits on actions of sick role behavior. Conclusions: Overall, these investigation provide very substantial empirical evidence supporting health belief model dimensions as important contributors to the explanation and prediction of sick role behavior among the type of health related behavior in pulmonary tuberculosis patients. Strategic intervention including health education, etc. based on health belief model showed clear advantage in improvement of behavioral change.

• Journal of the Institute of Convergence Signal Processing
• /
• v.23 no.2
• /
• pp.91-96
• /
• 2022

At the current camera-based technology level, sensor-based basic life pattern recognition technology has to suffer inconvenience to obtain accurate data, and commercial band products are difficult to collect accurate data, and cannot take into account the motive, cause, and psychological effect of behavior. the current situation. In this paper, radar technology for life pattern recognition is a technology that measures the distance, speed, and angle with an object by transmitting a waveform designed to detect nearby people or objects in daily life and processing the reflected received signal. It was designed to supplement issues such as privacy protection in the existing image-based service by applying it. For the implementation of the proposed system, based on TI IWR1642 chip, RF chipset control for 60GHz band millimeter wave FMCW transmission/reception, module development for distance/speed/angle detection, and technology including signal processing software were implemented. It is expected that analysis of individual life patterns will be possible by calculating self-management and behavior sequences by extracting personalized life patterns through quantitative analysis of life patterns as meta-analysis of living information in security and safe guards application.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.12 no.1
• /
• pp.170-180
• /
• 2011

The purposes of this study are to find out the effectiveness of the tutoring program and the level of self-regulated learning ability in tutoring program attending students. This study has been performed for team-tutoring program attending students(n=183) who are in 15 department, D college in Daegu. Following results were drawn thought correlation analyses of variables obtained during the survey period. The results were as follows; There was statistically significant difference among perception controlling ability, purpose controlling ability, and action controlling ability. In over 20 ages, organization, meta-perception stratagem, arrangement, self-effectiveness, controlling learning time ability were higher than of lower 20 ages(p<0.05). In tutors, demonstration, organization, meta-perception stratagem, arrangement, checking, purpose intentions, self- effectiveness, achievement, controlling action, help requirement ability were higher than tutees(p<0.05). As results, the tutoring program was effective for both tutors and tutees in college students. Further studies in an education program for students in all years should be implemented to examine tutoring effects. Implementation of tutoring should address the frustrations and difficulties encountered by the students to facilitate better outcomes.

• Journal of The Korean Association For Science Education
• /
• v.26 no.1
• /
• pp.16-24
• /
• 2006

The purpose of this study was to compare student-student verbal interaction from two type's experiments; problem-solving and task-solving. For this study, five 3rd grade middle school students were selected and their verbal interactions recorded via voice and video; and later transcribed. The student-student verbal interactions were classified as questions, explanations, thoughts, or metacognition fields, which were separated into deep versus surface learning approaches. For the problem-solving experiment, findings revealed that the number of verbal interactions is more than doubled and in particular, the number of verbal interactions using deep-approach is more than quadrupled from the point of problem-recognition to problem-solution. As for the task-solving experiment, findings showed that verbal interactions remained evenly distributed throughout the entire experiment. Finally, it was also discovered that students relied upon a more deep learning approach during the problem-solving experiment than the task-solving experiment.

• Journal of Gifted/Talented Education
• /
• v.19 no.3
• /
• pp.457-476
• /
• 2009

The research aimed to investigate characteristics of middle school students in a biology class as science gifted education in terms of self-regulated learning abilities, personality traits and learning preferences. The twenty subject in the study responded to questionnaires of a self-regulated learning ability instrument, a personality trait tool, and a learning preference survey in March, 2009. It was found that the research subjects showed higher levels of cognitive strategies, meta-cognition, and motivation than those students in a previous study(Jung et. al., 2004), while environment was opposite. The level of cognitive strategies was significantly correlated with meta-cognition(r=.610, p=.004) and motivation (r=.538, p=.014) and meta-cognition with environment(r=.717, p=.000). Those students who showed highest levels of self-regulated learning ability displayed various personality traits. One male student with the highest level of self-regulated learning ability showed a personality of hardworking, tender-minded, and conscientious traits and wanted to be a medical doctor. The female student with the second highest level of self-regulated learning ability presented a personality as creative, abstract and divergent thinker and she showed a strong aspiration to be a world-famous biologist with breakthrough contribution. The five students with highest levels of self-regulated learning ability showed a common preference in science learning: they dislike memory-oriented and theory-centered lecture with note-taking from teacher's writings on chalkboard; they prefer science learning with inquiry-oriented laboratory work, discussion among students as well as teachers. However, reasons to prefer discussion were diverse as one student wants to listen other students' opinions while the other student want to present his opinion to other students. The most favorable science teachers appeared to be who ask questions frequently, increase student interests, behave friendly with students, and is a active person. In conclusion, science teaching for the gifted should employ individualized teaching strategies appropriate for individual personality and preferred learning styles as well as meeting with individual interests in science themes.

• Journal of Educational Research in Mathematics
• /
• v.17 no.1
• /
• pp.51-66
• /
• 2007

The purpose of this study is to analyse the cases of the posed problems while the mathematically gifted students are playing the NIM game. The findings of a qualitative case study have led to the conclusions as follows. Most of all mathematically gifted students in the elementary school are not intend to suggest the solutions of the posed problem unless the teacher or the 'problem is requested. But a higher level of promising children were changing each data components of a problem in a consistent way and restructuring the problems while controlling their cognitive process. This is compared to that a relatively lower level of promising children tends to modify one or two data components instantly without trying to look at the whole structure. And we gave 2 suggestions to teach the mathematically gifted students in the problem posing.

• The Journal of Korean Academic Society of Nursing Education
• /
• v.18 no.2
• /
• pp.323-331
• /
• 2012

Purpose: Level of meta-cognition of students has been regarded as one of the crucial factors on web-based learning. This study aimed to describe interaction type in small group discussion of the nursing graduate students and to investigate learning consequences and interaction types in group discussion on meta-cognition level. Method: Twenty six graduate nursing students attending the class on-line at the K university in Seoul were included in the study. We measured their meta-cognition level and learning attitude. We also scored their individual and group reports as well as analyzed interaction type by reviewing the dialogue of the group discussion. Results: The participants showed low frequency of exploratory interaction and high frequency of integrative interaction in the cognitive interaction category. They showed frequent modification interaction in the meta-cognitive interaction category. Interestingly, the students with lower level of meta-cognition achieved significantly greater scores in the individual assignments. High functioning group consisting of the students with high meta-cognitive level produced greater group report. Conclusion: A new strategy is needed to encourage in-depth interaction in a group discussion of nursing students. Meta-cognitive level of the students should be considered to form a small group for discussion in order to improve group activities.