• 대한공업교육학회지
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• v.36 no.2
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• pp.1-23
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• 2011

The purpose of the study was to investigate the generality and applicability of Team-Based Learning model in a technical high school, based on the interviews with students and a teacher. Team-Based Learning model seems to be an effective way in improving the performance of groups as well as the individualized learning and team interaction. We applied a formative research method and identified the strengths of the model including learners' motivation and interests, learner-centered learning, self-efficacy through learning in advance, and concept acquisition from the repetitive learning process. However, we also found the weakness of the model including impracticality of instructional design, a lack of field-oriented problem banks, and needs for identifying learner characteristics and role in instruction. Finally, we analyzed the implications for the Team-Based Learning in the technical high schools in light of team formation, discussion types, active participation, and learners' prior knowledge and attitude, and pre-determined instructional design.

• Journal of Service Research and Studies
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• v.7 no.3
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• pp.93-104
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• 2017

The purpose of this study was to examine the effect of variables such as student participation and activities on university students' university satisfaction and loyalty. And the implications of this study are as follows. First, students' aptitude coincidence has a positive effect on students' activities in university. And also, the attitude of class is positively related to school activities, Second, the participation of college students in school events has a positive effect on friendship, job related behavior, and university satisfaction. The friendship of college students has a positive effect on the loyalty of university satisfaction university. and job related behavior also has positive effects on university satisfaction and university loyalty. Past marketing studies have proved that interactivity among consumers is an important factor for consumers to engage in service. In college, as well, it is found that positive interaction and friendship among students are important influences on school satisfaction. The higher satisfaction of the university, the higher the intention to recommend the school. Therefore, in order to enhance the recommendation of graduates or students, it is important to satisfy the students, and this can be accomplished by management of antecedent variables that this study suggested.

• Korean Security Journal
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• no.17
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• pp.91-107
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• 2008

This study aims to grasp the general conditions regarding university students in security related majors in Korea. Followings will be covered here: what motivated them to choose those majors, hw much are they git jobs through the education, what is their conscioucness on their majors, jobs, and courses like, and what effects their job preference. And ths study also aims at helping the student with their future plans such as admission to a school of higher grade and choosing their job. For this study, we distributed 340 copies to the students in security related majors at 4 four-year colleges and 1 two-year college, and collected 298 copies by means of quota sampling method. For collected questionnaires, we used individual T-test verification and one-way ANOVA analysis to grasp the situation. Significance stabdard for the test results was set as p<0.05. Followings are the test results. The results on analysis of satisfaction rate on their curriculums, classes, and majors show that students in security-related majors showed different satisfaction rate and different averages according to their sex and the year of the college. In the analysis on the relationship between major education and employment of students in security-related majors, the result of curriculum improvement and scholaril attainments analysis showed statistically significant relation. When students in security-related majors were surveyed on their consciousness of their future plans such as getting jibs, two-year college students had more certificates of qualification for employment than four-year college students.

• Journal of Science Education
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• v.34 no.2
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• pp.279-290
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• 2010

This study is to investigate the direction for management of informal science education center by survey of participants' satisfaction and implication. The place to study was Gwacheon National Science Museum in Kyung-gi province. $4,322m^2$ for the education space can make education done effectively. And attendees of their own education program are over 10,000 per year. 87 students who attend education program and 78 of their parents joined the survey of participants' satisfaction. The results of this study show that most of the participants want informal science education center to be able to make up for school education in part of promoting scientific literacy, heuristic method and scientific attitude. Things to be improved were feedback about student activity, segmentation of the education program for each grade, public relations exercise of program and advanced method of teaching based on each subject of classes. As ideas for improvement, it seemed that making long term program for continuous participant, limiting participant appropriately, developing guide manual of teaching, improving publicity of program were required.

• School Mathematics
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• v.13 no.1
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• pp.189-206
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• 2011

This study is to setup a mathematics PBL model that is right for elementary students. PBL models are developed and applied to actual courses and analyzed. So, a specific plan and practical understanding of PBL mathematics textbooks will be presented. But in order for this to happen, first the mathematics PBL model, that can realize 7th revised curriculum's goal, needs to setup and divided into knowledge, skill and attitude domains. Through this study, the general PBL model and the PBL model appropriate for elementary mathematics was amended and supplemented, this was then applied to courses and analyzed, and the below conclusions were realized. First, mathematical idealization stage is needed for mathematical PBL model. Since an elementary student is shortcoming in problem understanding and mathematical activity, a middle step that allows the student to understand the problem situation mathematizing and find a solution mathematically is desperately needed. Therefore, in this study, we named it the mathematical idealization stage and had it setup. Second, a mathematics information collection stage needs to be prepared for a successful PBL. Through this stage, the students will have an opportunity to gather the necessary information needed and restructure it to solve the problem. Third, the organization stage in mathematical PBL model needs to be strengthened. PBL is not just completed, through the best use of mathematics subject matter to solve the problem. Organization time is needed to allow the students to grow to a more deepened and advanced level. In conclusion, there is significance in providing a specific plan for mathematical PBL model, which can be seen through this study on applying and analyzing elementary mathematics and appropriate PBL models.

• Journal of The Korean Association For Science Education
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• v.32 no.10
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• pp.1580-1598
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• 2012

The Study aimed to observe Science Experience's Type in parent school out of school institution and Meaning of Middle School- Science Gifted Students in Korea. Twelve middle school gifted education institution and science high school students participated in this study. Data source was retrospective and in-depth interviews with individuals. Results were as follows. First, science experience with parents influenced interest and inquiring mind in science, choice of career in field of science. Second, science experience in school curriculum recognized that gifted students have talents of themselves in science and changed in Attitude toward science from science teacher. Third, science experience with education institution for out of school curriculum changed interest in science from Experiment for identified scientific knowledge and obtained new product through creative inquiry process. Furthermore, It was gained self-confidence, feel a sense of accomplishment and a challenging, the spirit of team work including of taking lead the team.

• The Journal of the Korea Contents Association
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• v.17 no.9
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• pp.88-98
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• 2017

The purpose of this study is to develop the teaching competency tool of university teachers with responsibility for college education and analyze the need for change. We have developed teaching competency to strengthen the competencies required for university professors' responsibilities and community activities in and out of universities and the contents validity was examined from 24 experts. The developed tools were used to diagnose the 83 teachers of K university in Chungcheongnam-do, and to derive basic competence, educational practice competence, and community competence through exploratory factor analysis and confirmatory factor analysis. The teaching competencies include 'Understanding of college education', 'Educational philosophy and attitude', 'Teacher attitude', 'Analysis design', 'Instruction execution', 'Guidance management', 'Evaluation feedback', 'Academic convergence', 'Sympathy learning culture', and 'Global sharing'. The results of the paired t-test and the analysis of the need for change through the analysis of Borich coefficient analysis were as follows: Understanding of university education (4th rank), analysis design (5th rank), instruction execution(2nd rank), empathy learning culture (1st rank), and global sharing (3rd rank). The competence of university teachers is not only the ability to practice teaching, but also the ability to understand university education and to empathize and share with the members of the university community. In the future, the university should actively develop and provide ongoing support programs to strengthen the capacity of professors.

• The Journal of the Korea Contents Association
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• v.19 no.1
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• pp.513-523
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• 2019

The purpose of this study is to investigate the perception of pre-service secondary English teachers on peer feedback in English composition. For this purpose, a total of 37 students who took the English composition class for 15 weeks participated in the survey. After completing the survey, data were analyzed to find out the students' perception on peer feedback performed in their English composition class through frequency analysis and descriptive statistics. The findings of this study are as follows: First, the students showed positive attitudes towards on peer feedback activities. Second, the participants had received considerable help in the content, ideas and organization of their composition. Third, noticing that they all have made similar mistakes in their writing, the subjects were relieved to know that they are not falling behind their other colleagues. Fourth, the subjects did not trust the feedback contents among the peers, which were found in both the feedback giver and receiver. In particular, feedback from peers who had low English proficiency was rarely helpful. Fifth, the students were afraid that their relationship might become uncomfortable with peers when they pointed out peer's writing errors or made specific suggestions about their peer's writing. Finally, pedagogical implications were discussed based on the research findings.

• 재활복지
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• v.18 no.4
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• pp.165-186
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• 2014

The purpose of the study is intended to analysis on students adjustment of students with disabilities in a special class of the elementary school focused on KCI journals through a systematic review. This study was searched from papers published from Jan, 2004 to May, 2014 using KISS, DBPIA, RISS, Google databases. The key words were "inclusive education, special class, inclusive class, student with disabilities, school adjustment, school life, school adjustment scale, elementary school". Results of data analysis were follows; 1. A total of 35 papers were analyzed. Except for 6 papers published in 2004~2007, 29 papers were published after 2008.; 2. The participant of study subject was total 141. Students with intellectual disability were 61.7%. Students with learning disabilities were 17.0%.; 3. The assessment domain of study was analyzed total 51 data.; academic achievement and task performance (25.4%), class attitude and participatory behavior(23.5%), problem behavior(21.5%). The Study in student with intellectual disability was 10 assessment domains.; 4. The method of assessment was total 41.; the use of operational definition(56.1%), the development of test (17.1%), and the use of assessment tool(14.6%).

• Journal of the Korean Chemical Society
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• v.63 no.3
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• pp.166-182
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• 2019

This study examined teachers' difficulties that they encountered free semester science assessment and their problem solutions. Fifteen science teachers who had experiences of free semester teaching and assessment were selected by convenience sampling in this study. The participant teachers mentioned difficulties of accurate scoring in student self/peer assessment and suggested solutions of providing studetns with detailed assessment criteria and opportunities to practice assessment. The participant teachers mentioned a lack of objective assessment criteria for affective domain and suggested solutions of providing criteria prior to assessment and developing assessment framework. The participant teachers mentioned a lack of assessment tools and references for perforamnce assesement. The participant teachers mentioned difficulties of a large teacherstudent ratio for providng feedbacks to students and suggested solutions of decreasing teacher-student ratio and teaching load. The participant teachers mentioned difficulties of identifying student characteristics for assessment reporting and suggested solutions of decreaing teacher work load. The participant teachers mentioned a lack of teacher understanding of process based assessment and inactive attitude to performance assessment and suggested solutions of professional learning community and improving teacher perceptions on performance assessment. The participant teachers mentioned difficulties of a large teacher-student ratio and a lack of time for implementing assessment methods that they learned from professional development programs. With both teacher self-efforts and systematic support, these problems would be solved and success of free semester assessment would be achieved.