• Korean Journal of Cognitive Science
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• v.18 no.3
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• pp.255-284
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• 2007

This study explored the ESL college learners' perceptions on integrating reading and writing in the context of the reading-to-write composition classroom. Using the panel survey (N=60) that repeatedly measured the same set of individuals at three different times during a semester, this study examined whether students' perceptions on reading-writing integrations were reshaped over the course of classroom practices. The survey instrument was developed to assess the perception scores from less integrative continua to more integrative continua on a 5-point Likert scale. A two-factor ANOVA with repeated measures was performed to evaluate mean differences across the perception groups and over the three treatment times. The results do not demonstrate a significant treatment effect, suggesting that L2 learners' integrative perceptions were stable over the course of the semester. The dynamics in the perception changes differed widely across the perception groups. This result provides insights into understanding students' reading-writing practices and thus into instructional practices applicable to the classrooms. The present study argues for 12 learners' perceptions on integrating reading and writing as a key construct to understand their literacy practices involved in the composing process.

• Journal of The Korean Association of Information Education
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• v.13 no.4
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• pp.489-496
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• 2009

In this study, we designed and developed new Blog community for the improvement of Self-directed learning competency. We analyzed the effect through series of tests on Self-directed learning competency to obtain the following results. As a result of inspecting the same quality of Self-directed learning competency, this study shows the learning in utilizing weblog suggested that it has more significant difference in improving Self-directed competency than utilizing the normal homepage for learning. Moreover, according to the inspection of low measurement, motivation control and acting control made a significant difference, but the cognitive area has no significance. In conclusion, the proper learning and operation in the class in utilizing Blog community suggested that through the study of Self-directed learning competency is the best because it affects the learner's motivation and behavior.

• The Journal of the Korea Contents Association
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• v.12 no.7
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• pp.223-231
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• 2012

This study aims to suggest proper alternatives of college practice and to do a effective practice in institute of clinical training, through analyze empowerment factors of health-related college students who experienced clinical practice. The scale of empowerment was consisted of self-esteem, self-control, personal control, major career control, morale for major, growth of knowledge and technique. Reliability of scale(Cronbach ${\alpha}$ value) was .944. Factors of health-related college students' empowerment was related to gender(${\beta}$=-.029), satisfaction to major department(${\beta}$=.194), satisfaction to supervision(${\beta}$=.196), and satisfaction practice class(${\beta}$=.204). As results, to increase empowerment, students have to be content with major and class, supervisor have to make full use of the clinical manual for student and supportive relation with student to be a systematic practice. In college, students have to take an clinical class and sufficient orientations before practice, and assign clinical institution and practical duration that they want.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.22 no.2
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• pp.345-353
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• 2021

This study examined the level of resilience and forgiveness, which are important factors of the future competencies of university students. First, a liberal arts course based on mindfulness theory, "Future Society and understanding of the human mind," was developed with expert validity. This class was opened as a liberal arts class. A test of resilience test and forgiveness scale were conducted before and after the class to determine if there was any change in the level of resilience and forgiveness of university students. There were 18 students in the experimental group and 21 general students in the control group attending S University in Seoul. In both groups, a structured resilience test and forgiveness scale were conducted before and after the experiment. SPSS 20.0 program was used for data processing, and the effectiveness was analyzed using a t-test, paired t-test, and cohen d score for the effect size. The group that showed an effect was verified by confirming the effect size to determine if it was meaningful. The analysis revealed a significant difference in the total resilience score and the sub-factors in positivity and control ability.

• Journal of The Korean Association For Science Education
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• v.26 no.7
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• pp.843-855
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• 2006

The purpose of this study was to understand the substance of the reflective inquiry of students and obtain educational suggestion to the inquiry class for the promotion of the reflective inquiry, by checking out which characteristics the reflective inquiry showed according to the modes of interaction of small group in highschool earth science inquiry class. The result of study is shown as follows. At the stage of developmentand conclusion, the reflective inquiry relating the task context to data context was often appeared on the group of the modes of comfort interaction, but it was very rare on the group of modes of confrontation interaction. And the reflective inquiry scale value of the latter was two times lower than the former, The comfort group showed much more reflective inquiry statements quantitatively and performed much more meaningful reflective inquiry relating the task context to the data context. The heterogeneous group in the inquiry ability and the cognitive style showed confrontation interaction modes in the affective domain, having the most negative influence on the reflective inquiry. The homogeneous group both in the cognitive style and the inquiry ability showed the comfort interaction mode, having positive int1uence on the reflective inquiry.

• The Journal of the Korea Contents Association
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• v.20 no.11
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• pp.435-446
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• 2020

This research analyzed elementary pre-service teachers' perception on the importance and performance of major factors that constitute good instruction, and attempted to find ways to improve pre-service teacher education. A survey was conducted to 157 pre-service teachers who were senior students at a university. The questionnaire consisted of four main areas of good instruction and major factors for each area, and the importance and performance of each factor were answered on a 5-point scale. As the result of the t-test on the difference between importance and performance, significant differences were found between the importance and performance of all 24 factors. In addition, the importance-performance analysis showed that there were 3 factors to be concentrated for the improvement, 9 factors to be kept up because of their good work, 9 factors to have low priority, and 3 factors to avoid excessive effort. Based on the results, the research proposed issues to be considered in organizing and operating the elementary pre-service teacher education program.

• Journal of Korean Library and Information Science Society
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• v.40 no.2
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• pp.355-373
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• 2009

School library concentrates its focus on how information literacy is implemented through the collaborative efforts of classroom teachers and teacher librarian. The role of teacher librarian and the competencies they need in order to succeed have changed over many years. However, current LIS education for teacher librarian has limitations in terms of institution, curriculum. In this research, I designed and implemented an Internet-based educational contents development and evaluation for teacher librarian's competency. This system was development by lecture authoring tool(LectureMAKER v2.0). This study tested the effectiveness of the system was verified by survey by 51 college students. The test paper consisted of 20 items(5 scale) for measuring teaching competencies of college students. This study verified effectiveness of the Internet-Based Educational Contents by two dependent samples t-test, Levene test.

• Journal of the HCI Society of Korea
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• v.13 no.4
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• pp.25-34
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• 2018

This study is a literature study that analyzes empirical case study of Flipped learning application which has emerged as a method of future university education in Korea. The purpose of the study is to explore the use of digital media by learners in the Flipped learning applied courses in domestic universities considering current digital-based media environment. For this purpose, we analyzed the measurement variables and statistical significance of the preceding studies and analyzed the media utilization. The most important measurement variables were 'learning achievement' and 'class satisfaction', which were measures of effectiveness on the Flipped learning classes. All studies analyzed used media, but most studies focused on verifying the effectiveness of classroom classes, resulting in separate media utilization measurements in one study and statistically meaningful results for the 'video learning recognition' variable. The qualitative measurement related to the use of media for each study was presented as a separate analysis result. In the future, in order for effective follow-up studies on application of Flipped learning and digital media utilization, there are five main issues that need to be studied, which are securing the necessary treatment period for accurate effect measurement, etc.

• Journal of The Korean Association For Science Education
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• v.23 no.1
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• pp.35-46
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• 2003

Problem solving ability, having been thought as one of the most important goals of science education is also a primary task for the current education. Indeed, the students' problem solving ability has shown almost no actual progress, despite our long accumulated science education. Under this circumstances, cooperative learning, a way to grow students' positive inter-dependence and problem solving ability in the basis of their active participation and discussion, was proposed as an effective teaching method. But, results have not consistently shown the advantage of cooperative learning over traditional learning for promoting academic achievement in science. Studies have consistently shown greater effectiveness on affective aspects. But, relatively few have focused on biology in Korea. The purpose of this study was to examine the effects of cooperative learning on the achievement and attitude of high school biology students. The pretest-posttest control group design was applied. The sample consisted of 50 11th-grade female students in experimental group(cooperative learning Student Team Achievement Division model) and 50 students in control group(traditional learning). Students in both groups recieved identical content instruction on the unit 'II. Methabolism'. These groups were treated for 13 hours during 5 weeks. Achievement data were collected using a 24-item multiple-choice test(content validity= .85). Science attitude was measured by an instrument which adapted by Kim In Hee(1994). The instrument(Cronbach $\alpha$=.89) included 40 items in four subscales: attitude toward science, social meaning of science, attitude toward science class, and scientific attitude. An analysis of covariance (ANCOVA) was used as the data analysis procedure. For the achievement data, no significant difference exists between the cooperative and traditional groups (p> .05). But, cooperative learning was effective in low-ability students(p < .05). For the science learning attitude data, cooperative learning was more effective than the traditional one(p< .05). Students in the cooperative group acheived better than those in traditional one especially in the subscale of attitude toward science class. There was no meaningful difference of the two methods in both high and average ability students, while cooperative learning was more effective than the traditional one in low ability students(p<.05).

• Journal of the Korean earth science society
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• v.36 no.3
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• pp.246-257
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• 2015

The purpose of this study was to develop and apply three types SMART instructional modules about the mineral resources and investigate its effect. One hundred students in the experimental group and 111 students in the control group from 6 classes in the $1^{st}$ year of a girl's high school participated in this study. One unit of tablet PC was provided to every two students in the experimental group and three types of SMART classes were implemented in class. Teacher-centered traditional classes were carried out for the control group. The instrument designed to assess the level of students' interest in mineral resources consisted of 10 items using 5-point Likert scale. To investigate the level of students' understanding, 15 items were developed on the mineral, mineral deposits, and the development of mineral resources. In addition, the participants were asked to describe advantages and disadvantages of the classes using the SMART modules. Results are as follows. First, participants in the experimental group showed a significantly higher level of interest on the mineral and the mineral learning than those in the control group. However, there was no significant difference between the two groups in terms of the desire to observe minerals and rocks. Second, students in the experimental group showed a higher level of understanding than the control group. The students with higher learning ability showed a significantly higher level of understanding than the lower group students. Third, the participants pointed out that the advantage of the SMART instructional modules was their experience in searching the relevant information and producing diverse outputs about mineral resource. On the contrary, the difficulties in coordinating opinions and decision making due to the excessive quantity of information were perceived as the disadvantage.