• Title/Summary/Keyword: 수업능력

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The Effect of Basic Learning Ability Improvement Clinic Classes on Self-efficacy, Immersion, and Major Satisfaction in College Students

  • Jung-Oh Lee;Gyeoung-Ran Moon
    • Journal of the Korea Society of Computer and Information
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    • v.28 no.11
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    • pp.135-145
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    • 2023
  • Due to the decrease in the school-age population, the number of freshmen at local college who lack basic learning skills is increasing. Thus, C college has been running a basic learning ability improvement clinic program. This paper is a case study that investigates the effect of basic learning ability improvement clinic programs on major class immersion, efficacy, and major class satisfaction. In 2022, a total of 459 students were surveyed, including 238 students who participated in online and offline classes for basic learning ability improvement clinics and 221 students who did not participate in classes. Data processing was performed using SPSS Ver. 26.0 was used. The results of this study are as follows. First, among the sub-factors of academic self-efficacy, the group participating in the basic learning ability improvement clinic showed significant differences in task difficulty preference and confidence. Second, the class participation group showed a significant difference in learning immersion in major classes. Third, the class participation group showed significant differences in all sub-factors of major satisfaction. In conclusion, it was found that the basic learning ability improvement clinic class had a significant effect on academic self-efficacy, learning immersion, and major satisfaction.

An Effect of Class Satisfaction and Academic Self-efficacy of Nurses Majoring in Nursing Science of Korea National Open University on Self-directed Learning Ability (방송통신대학 간호학 전공과정 간호사의 수업만족도와 학업적 자기효능감이 자기주도적 학습능력에 미치는 영향)

  • Kim, Se-Eun
    • The Journal of the Korea Contents Association
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    • v.16 no.11
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    • pp.594-604
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    • 2016
  • This study was performed by targeting nurses majoring in nursing science of Korea National Open University in order to examine the level of their class satisfaction, academic self-efficacy and self-directed learning ability and to identify their effects on self-directed learning ability. Data was collected by targeting 231 nurses majoring in nursing science of Korea National Open University and for data analysis, technical statistics, correlation analysis and multiple regression analysis were performed through statistical analysis program. This study revealed that there was significant correlation among the levels of participants' class satisfaction, self-directed learning ability and academic self-efficacy and it was identified that class satisfaction and self-directed learning ability affected academic self-efficacy. The findings of this study could be utilized as base data when developing a program to enhance nursing student's self-directed learning ability and it is suggested that an interventional research of analyzing validity and effectiveness of developed education program would be also required.

Development of The Design Principles for Engineering Mathematics Teaching Model for Improving Students' Collaborative Problem Solving Abilities In College (협력적 문제해결능력 신장을 위한 공학수학 수업모형의 설계원리 개발)

  • Chung, Ae-Kyung;Yi, Sang-Hoi;Hong, Yu-Na;Kim, Neung-Yeun
    • 전자공학회논문지 IE
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    • v.48 no.1
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    • pp.36-44
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    • 2011
  • The purpose of this study was to develop the basic design principles for the engineering mathematics teaching model that supported college students to become collaborative problem solvers. For this purpose, the following four design principles were drawn from the steps of systems approach, especially with consideration of needs of engineering students, professors, curriculum and relevant research on mathematical education. As a result, the four design principles for the engineeering mathematics teaching model were drawn as follows: (1) Improve students' basic mathematical learning abilities through repetition and elaborative practice of the basic mathematical concepts and principles, (2) Develop students' problem solving abilities through collaborative projects or learning activities with peers, (3) Facilitate students' reflection and provide teacher's monitoring and prompt feedback during their learning process, and (4) Build up online learning environments that enable students to become self-regulated learners.

Improving English Reading Competence for Middle School Students through Newspapers in Education (영자신문 활용을 통한 중학생의 독해능력 향상)

  • Kim, Kyung-Hoon
    • The Journal of the Korea Contents Association
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    • v.11 no.4
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    • pp.477-484
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    • 2011
  • The purpose of this study is to research middle school student's reading problem and to suggest how to improve their reading competence through the use of the NIE. For this research, we proposed three research questions of study as below. First, what difference is there in English reading competence between experimental and control group? Second, what difference is there in the English reading competence according to English proficiency? Third, what are the effects of interest and satisfaction through NIE? The subject of a sample was 34 experimental group and 36 control group, total 70 eighth graders in Kwangju. The experimental group had been taught through NIE for 10 weeks. Grammar Translation Method was applied while teaching English to the control group. The data analyzing method was t-test through the statistics program SPSS12.0. Based on the result of this study, NIE approach was effective in improving the students' reading competence. Most of the students who were taught reading by NIE responded that they had more interest and satisfaction in the reading lesson.

A Study on the Structural Equation Model for Students' Satisfaction in the Blended Leaning Environment (블랜디드 러닝 환경에서 수업만족 영향요인의 구조적 모델 연구)

  • Heo, Gyun
    • Journal of Internet Computing and Services
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    • v.10 no.1
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    • pp.135-143
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    • 2009
  • The purpose of this study was to explore factors that affected the satisfaction of students' experiences in an education course, with the educational method and educational technology designed with a blended learning strategy. Blended learning is currently recognized as a good solution for the problems posed by both online and face-to-face learning, because it has features like flexibility and accessibility by using tools supporting both individualization and socialization. This study is one case that illustrates how blended learning can be applied at the university level. Subjects were 56 students who had participated in the class and responded to the survey questions. The gathered data were analyzed by using Factor Analysis and the Structural Equation Model. Based on the results of Factor Analysis, data revealed 5 factors: learning motivation, previous experience, ability to use information & technology, capability of self-regulated learning, and learning satisfaction. The results of the Structural Equation Model revealed causal relationships among the aforementioned factors as follows: (a) there was a statistically meaningful causal relationship between "learning motivation" and "capability of self-regulated learning", (b) there was a statistically meaningful casual relationship between "previous experience" and "capability of self-regulated learning", and (c) "capability of self-regulated learning" directly affected "learning satisfaction".

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The Effect of Classes with Enhanced Science Process Skills on Inquiry Ability and Science Attitudes of Middle School Students (과학 탐구 기능을 강화한 수업이 중학생의 탐구 능력과 과학 태도에 미치는 효과)

  • Kim, Hyunry;Son, Junho
    • Journal of the Korean Society of Earth Science Education
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    • v.15 no.1
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    • pp.1-15
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    • 2022
  • In a situation in which online classes were suddenly introduced due to COVID-19, there were many cases where learners did not properly learn science process skills that were not presented in the achievement standards for reasons such as reducing the number of class hours. It is difficult to expect positive science inquiry ability and science attitude from learners who have entered middle school without understanding the process skills. Therefore, in this study, the effect on science inquiry ability and science attitude was investigated by developing worksheets with enhanced process skills and applying it to learner-centered teaching linked online and offline. As a result, it was confirmed that there was a statistically significant positive difference between both. Based on this research, it is expected that students will pay attention to the process skills, which is the basis of science subjects, and continue to experience the process skills through learning-centered classes.

통합형 고등학교의 ICT 활용수업이 과학적 태도에 미치는 영향

  • Byeon Yeong-Ran;Guk Dong-Sik
    • 한국지구과학회:학술대회논문집
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    • 2006.02a
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    • pp.154-155
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    • 2006
  • 본 연구는 통합형 고등학교에서 교사가 ICT 활용 과학 수업을 수준에 맞춰 진행하였을 때 학생들의 과학 학습의 인식과 과학적 태도가 얼마나 신장되는지를 알아보고 또한 효과적인 ICT 활용 수업을 하기 위한 시사점을 얻는데 그 목적이 있다 연구 과정은 통합형고등학교 1학년 보통반 2개반 64명을 대상으로 통제 집단과 실험 집단으로 나눈 후, 통제집단은 전통적인 수업을 하고 실험집단에 대해서는 ICT를 활용한 수업을 한 후 ICT 할용한 수업이 학업 성취도 및 흥미도에 미치는 효과에 대하여 알아보았다. 실험 전에는 학생의 ICT활용 능력 검사를 실시 하였고, 실험 후에는 학업 성취도 검사, 학습 흥미도 검사 등을 실시하였다 연구 결과에 의하면 ICT 활용한 수업집단에서 학습 흥미도 에서 유의미한 결과가 나왔다 학생과 교사의 ICT활용능력을 향상 시키고 새로운 시대에 맞는 학습 개발의 중요성과 이것을 어떻게 효율적으로 잘 사용하느냐가 중요하다는 것을 알 수 있었다

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The Effects of Coteaching Science Instruction in Elementary Science-Gifted Education upon Students' Concept Application Ability and Perception of the Instruction (초등 과학영재교육에서 코티칭 과학수업이 학생들의 개념 적용 능력과 수업에 대한 인식에 미치는 효과)

  • Im, Ah-Reum;Kang, Hun-Sik
    • Journal of The Korean Association For Science Education
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    • v.32 no.4
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    • pp.641-654
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    • 2012
  • In this study, we investigated the effects of coteaching science instruction in elementary science-gifted education upon students' concept application ability and their perception of the instruction. Fifth graders (N=37) from two science-gifted classes in two elementary schools were selected and assigned to control (n=19) and coteaching instruction (CI, n=18) groups. Two teachers prepared, executed, and evaluated together the instructions for science-gifted elementary students during twelve classes in the CI group, and so did one teacher with the same programs in the control group. After the instructions, the students in the two groups were administered with a test of concept application ability. All students in the CI group were also administered with a questionnaire on the perception of the instruction and were deeply interviewed. The results revealed that the scores of those in the CI group were significantly higher than those in the control group in the test on concept application ability. Many students in the CI group perceived the coteaching science instruction positively upon verbal interaction, class management, and cognitive/affective aspects. However, some of them also pointed a few disadvantages of the instruction. Educational implications of these findings are discussed.

Effect of Collaborative Problem-Solving for Competency Instruction Strategy Using Science Reading Text on Elementary Sch ool Students' Science Reading Ability (과학 읽기 자료를 이용한 협력적 문제해결 중심 과학 수업이 초등학교 학생들의 과학 읽기 능력에 미치는 영향)

  • Park, Jihun;Jun, Jaekyoung;Lee, Sujin;Nam, Jeonghee
    • Journal of Korean Elementary Science Education
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    • v.41 no.4
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    • pp.642-657
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    • 2022
  • This study aimed to investigate how elementary school students' science reading ability is influenced by collaborative problem-solving for competency instruction strategy using science reading text. This study recruited two groups of elementary students in fifth grade. The experimental group underwent an instruction strategy using science reading text, while the comparative group experienced a science class using a textbook. Afterward, data from the science reading ability tests, voice recordings of the discussion process involving each group, and class videos were collected and analyzed. The results showed that science classes that used collaborative problem-solving for their competency instruction strategy via science reading text were effective in enhancing elementary school students' science reading ability. Meanwhile, the science reading ability test results indicated that the experimental group had statistically higher total scores than the comparative group in the three subelements, especially "introspection and evaluation" and "integration and interpretation" owing to their significant improvement in high-level cognitive processes. In these classes, the students read the materials that the teacher provided, participated in the discussion based on what they have read, and had the chance to reflect on their reading processes. Overall, students' science reading ability was enhanced through this process.

Secondary School Teachers' Perception and their Application Methods of Problem-based Learning (중.고등학교 교사들의 문제중심학습에 대한 인식과 수업 진행 방식에 대한 탐색)

  • Yoon, Heo-Jeong;Woo, Ae-Ja
    • Journal of The Korean Association For Science Education
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    • v.30 no.5
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    • pp.621-635
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    • 2010
  • Problem-based Learning (PBL) has been known as an effective strategy for dealing with various aspects of education such as the enhancement of students' motivation, interest in subjects, academic achievement, and cooperative abilities. However, PBL has not been widely implemented in secondary schools. The purpose of this study is to investigate secondary school teachers' perception of problem-based learning and their way of applying it. Data was collected through semi-structured interviews with nine secondary school teachers. Five of them had experience in implementing PBL, while four of them had interest in using PBL but had not yet had the experience. Different concepts were extracted and categorized. Nvivo 2.0 was used for analysis. The results were as follows: Changes in student attitude toward class, improvement on cooperation with others, self-regulated learning skills, and satisfaction from students' positive comments on PBL enabled teachers to become more enthusiastic and positive toward PBL. The stress of developing proper problems and the enormous amounts of time and efforts required in using PBL were shown as barriers for teachers in implementing PBL. However, some negative perspectives about PBL changed into positive after teachers experience PBL. By examining each teacher's way of implementing PBL, several teaching strategies suitable to their school systems were suggested.