• Korean Journal of Culture and Social Issue
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• v.14 no.1_spc
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• pp.167-186
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• 2008

This study is to investigate, from the perspective of implicit theory, what elements influence children's motivation to learn and how their configurations are different according to different sexes. One analysis was based on answers to a motivation questionnaire by fourth to sixth graders from four different cities in South Korea. The subjects children were most highly motivated to learn were math and science for boys, and math and English for girls, respectively. Factors influencing the motivation were near 30 in number, including later happier life, joy of learning, parental rewards, pleasure of being informed, and meeting parental expectations, among others. Another analysis was an exploratory and confirmative factor analysis on motivation to learn among 856 fourth to sixth graders randomly sampled from 7 different cities all over South Korea. Factors revealed to contribute to the motivated learning here were five factors of utility, interest, recognition, knowledge acquisition(being informed), and expectancy sufficiency. There were some differences in the structure of factors between sexes; importance was given to five factors of utility, interest, recognition, knowledge acquisition, and expectancy sufficiency in descending order for boys, and six factors of interest, utility, rewards, recognition, expectancy sufficiency, and competition for girls.

• Korean Journal of Culture and Social Issue
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• v.14 no.1
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• pp.77-99
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• 2008

The purpose of this paper is to examine learning motivational process models, based on Self-Determination Theory(SDT) in academic settings. I examined if SDT's assumptions would fit for Korean adolescents, using a learning motivation scale(LMS), Basic Needs-autonomy, competence, and relatedness-Satisfaction Scale(BNSS), academic grades and life-quality scales, and also tried to search for the adequate motivational process models for Korean adolescents through regression analysis and structural equation model analysis. The results of this study are as follows. Basic needs satisfaction influences positively on the development of self-determinative motivation, which influences positively on academic achievement. But academic achievement and self-determinative motivation doesn't always influence on subjective well-being positively. And Korean adolescents who study autonomously or achieve good grades, are not better in a dimension of subjective well-being than others. Basic needs satisfaction while growing is more important than any other variables to improve adolescents' autonomous motivation, academic achievement and subjective life qualities.

• The Journal of Korean Association of Computer Education
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• v.8 no.6
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• pp.55-63
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• 2005

The purpose of this study is to explore which factors influence the performance of computer practice-education in vocational high schools. We collected 604 response data from total 7 vocational high schools in Seoul City to test empirical analysis using SEM(Structural Equation Modeling) frequently used in social-science area. According to our results, all independent variables(learner's response learner's motivation, learner's attitude, learning contents, intention to learn, learner's ability and learning behavior) were found positively influencing learning performance of students. Based upon them we contributed our research model to combine TRA theory in psychology with Holton theory for academic implications. And also, from the perspective of practical implication, we can expect that our results will provide some useful guidelines for operating effective computer-practice education.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.2
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• pp.579-589
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• 2016

This study examined the effects of adults' participation motives for lifelong learning, and satisfaction and learning outcomes on social capital formation. The subjects were 354 adult learners, who were over 20 years of age. They had a lifelong learning experience in various lifelong education institutes and facilities located in the D provincial areas. The statistical methods of this study were correlation analysis, multiple regression analysis and path analysis. The results showed that the adults' participation motives for lifelong learning had positive effects on the social capital formation, and it had effects on the satisfaction and learning outcomes. Adult learners' satisfaction and learning outcomes had positive effects on the social capital formation. In addition, there were mediating effects between adult learners' participation motives and social capital formation. This study is meaningful for the development of lifelong learning by providing theoretical and practical implications.

• Journal of the Korean association of regional geographers
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• v.10 no.2
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• pp.466-478
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• 2004

Regional learning in social studies has an important educational meaning in that it is a tabloid edition of social studies and it also satisfies the regionalization of national curriculum. Social studies in Korea have mainly been led by the social study curriculum of elementary school. But the local textbook which was currently used in elementary school is structured in a negative meaning of regionalization rather than positive one. It is suggested in this study that the regional learning of social studies in middle school should be pursued by the co-work of teachers and students. For this purpose, the theoretical and practical processes to develop the local textbook are compared between two distinctive localities such as Sancheong and Seosan. At first, the relative ratio among the six strands is decided to develop several themes for regional learning, considering the landscape, region-related discourses and ecological environments in each region. Secondly, several themes are extracted to organize the contents of local textbook in each region. Lastly, examples of content-organization are suggested in each region. The processes above are just an example of content-organization, not a fixed one. The process, themes extracted, and the content-organization for each region may be changed according to the school location, local situation, and the quality of classroom.

• Journal of International Area Studies (JIAS)
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• v.14 no.3
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• pp.57-80
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• 2010

This study aims at the evaluation of procedural changes and policy outcome caused by the Open Method of Coordination(OMC) on Social Inclusion in the European Union. The policy instruments of the OMC introduced by the Lisbon Council can be divided into two groups: the outcome-oriented New Public Management(NPM) and the process-oriented Directly Deliberative Polyarchy(DDP). By considering the adoption process of the NPM instruments, it can be said that OMC could not be effective due to the vagueness of its objectives, the institutional barriers in decentralized decision-making, and the rejection of benchmarking by the Member States. The intended learning by deliberation and peer review as indicated by the normative DDP, is hard to achieve because they are not so reflexive due to relatively restricted and closed participation. We also cannot find any significant reduction of poverty after the long implementation of the OMC. Considering the higher recognition of poverty problem and expanding NGOs concerned with it, however, we may see some significant impact in the future.

• Journal of the Korean School Mathematics Society
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• v.9 no.3
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• pp.265-286
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• 2006

Given that less attention has been paid to teachers than students in mathematics education, this study attempted to provide theoretical foundations to understand better mathematics teacher learning and teaching practice in transition. First, this paper summarized three conceptions of teacher learning on the basis of the relationships of knowledge and practice followed by several implications to mathematics teacher education. Second, this paper provided a brief overview of cognition as situated, social, and distributed. This paper then explored new implications and issues about mathematics teacher learning that the overview brought to light. It is expected for teacher educators and researchers to participate in rich discussion of many implicit issues about teacher learning that this paper begins to raise.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.13 no.4
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• pp.49-58
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• 2018

In recent years, various studies have been carried out on various types of entrepreneurship and comparative activities according to policy efforts and support such as the activation of a bachelor's degree in the establishment of a university, and attention has been paid to the fact that the participation and the educational effect of the students may be different depending on the type. The purpose of this study is to investigate entrepreneurial motivation, entrepreneurship, and entrepreneurial intention in the case of experiential entrepreneurship class focusing on the theoretical-oriented general entrepreneurship class, And the effect of entrepreneurship on entrepreneurial intention. The data were collected and empirical analysis was conducted to compare the difference between the two groups. The results of this study are as follows: First, out of the motivation factors of entrepreneurs, entrepreneurship education, achievement desire, human network, self - esteem, etc. We can confirm that the motivation of entrepreneurs is recognized more greatly. Second, the entrepreneurship factor was not significantly different from the perception between experiential entrepreneurship lecture and theoretical entrepreneurship learner. Third, experiential entrepreneurship learner perceived more willingness to start business than theoretical entrepreneurship learner. Finally, among the entrepreneurship motivation factors, among the entrepreneurship education, achievement desire and entrepreneurship factor, the risk sensitivity affects the entrepreneurial will. This study suggests that the direction of entrepreneurial education focused on quantitative expansion and the creation of qualitative effects of entrepreneurship education are needed. In the future, it will provide policy implications for revitalizing experiential entrepreneurship education In addition, it can contribute to the diffusion of research on the effect of entrepreneurship education.

• Korean Journal of Heritage: History & Science
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• v.56 no.4
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• pp.248-267
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• 2023

Cultural heritage teaching and learning, which uses cultural heritage as educational content, has not been sufficiently analyzed and studied based on clear educational theories so far. Among educational theories, constructivism is a theory in which learning is a process of constructing learning contents determined by learners' individual experiences and interests, and the result is evaluated as a confirmation of whether or not they have the ability to carry out the process. Cultural heritage is a lively and interesting social and cultural product, and it is an educational content that has sufficient educational function and meaning for a textbook. It is considered to be a very meaningful study to apply the constructivist educational theory to the educational contents of cultural heritage with these characteristics. Based on this awareness of the problem, this study examined the characteristics and principles of constructivist teaching and learning, the characteristics of cultural heritage, and the principles of constructivist teaching and learning on a theoretical basis. In addition, from the perspective of constructivism, the current cultural heritage teaching and learning was analyzed and problems were derived. Based on this, the direction of cultural heritage teaching and learning is that the cultural heritage teaching and learning process should be learner-centered, the teaching and learning principle should be cognitive conflict, the teaching and learning content should be in the form of task solving, and teaching and learning activities should be cooperative. presented. In addition, an example of a program was presented to specifically show the actual state of teaching and learning of cultural assets from the perspective of constructivism. Cultural heritage teaching and learning research from the perspective of constructivism will be an opportunity to discover new meanings of cultural heritage that we have not yet found, and it will also serve as an opportunity to present and establish the direction of cultural heritage teaching and learning, which has been barren until now.

• 한국정보교육학회:학술대회논문집
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• 2006.08a
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• pp.295-300
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• 2006

지식 정보 사회라 불리는 현대사회에서 학생의 정보 활용 능력의 증진은 매우 중요한 문제이다. 학교에서의 프로그래밍 교육은 문제 분석 능력, 논리적 사고력, 절차적 문제 해결 방식 등의 긍정적 역할을 한다. 그러나 제 7차 교육과정 중 초 중등 학교의 기본 교육과정에서 프로그래밍 교육이 제외되어 있는 상태이다. 따라서 GBS이론에 기초하여 초등학교 성장 발달 단계에 맞는 비주얼 베이직 학습 시스템 설계를 제안한다. GBS를 활용하여 학생들에게 미션, 커버스토리 제공, 역할을 주어 주입식의 교육이 아닌 능동적으로 학습할 수 있는 프로그래밍 학습 환경을 조성한다. 계속적인 연구와 설계에서 구현까지의 개발 완성을 통해 실제 수업에서 활용을 기대해 본다.