• Journal of The Korean Association For Science Education
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• v.31 no.8
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• pp.1092-1109
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• 2011

The purpose of this study was to analyze of the effects of instructional supervision emphasizing reflective thinking on science teaching of elementary teachers. The participants in this study were two teachers. This study was divided in former, middle, and later periods, and consisted of monitoring their own teaching, interviewing, journal writing, discussion with peer teachers and teacher training. Data included descriptions of nine science classes, nine interviews, seven journals and the journals of the researcher. Data analysis tools were the frameworks of the questions, feedback, teaching methods, elements of teaching behavior, and reflection levels. This study employed qualitative research, analysis of the frequency of data, and quoting of descriptions related to the result. The results of this study were as follows: First, teachers showed mainly technical reflection, but changed to show more practical reflection, and critical reflection in the later period of instructional supervision. Second, instructional supervision emphasizing reflective thinking on science teaching for elementary teachers meaningfully changed the question, feedback, teaching methods and teaching elements of teachers. From the results of this study, instructional supervision emphasizing reflective thinking on science teaching for elementary teachers can be considered an effective method in improving teaching elementary science, and instructional supervision used in this study made possible the higher level of reflection and appropriate teaching behavior.

• Journal of Digital Convergence
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• v.13 no.5
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• pp.375-384
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• 2015

This study is aimed at analyzing class participation value of the students who participate in physical education class implemented by university, and inquiring into the convergence relations between students-perceived class participation propensity and participatory behavior. In an effort to verify hypotheses consequent on this research objectives, this study conducted confirmatory factor analysis, reliability analysis, correlation analysis, and structural equation model analysis using PASW 18.0 and AMOS 18.0. The concrete results of this research are as follows: First, the class participation value of the students participating in general physical education was found to have an influence on participatory propensity. Second, the participatory propensity of the students participating in general physical education was found to have an influence on class participation behavior intention.

• Journal of Korean Home Economics Education Association
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• v.16 no.2
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• pp.55-72
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• 2004

The Purpose of this study was to investigate the influences of the teacher-directed and the learner-directed ICT used instruction on learning achievement of home economics and resource management behavior according to the learning ability of students and resource management behavior of a mother. The subjects of this study were middle school students, who was divided into three groups traditional instruction group, teacher-directed ICT used instruction group, and learner-directed ICT used instruction group. This study was carried out the experimental instruction. After experimental instruction, the learning achievement and resource management behavior was estimated by test sheets. The data were processed with two-way ANCOVA and Scheffe test for post-hoc analysis The results of study were as follows : First, there was no significant difference in the influences of the ICT used instruction on learning achievement of home economics according to the learning ability. Second, there was significant difference in the influences of the ICT used instruction on learning achievement of home economics according to the resource management behavior of a mother. Third, there was no significant difference in the influences of the ICT used instruction on the resource management behavior according to the learning ability. Fourth, there was no significant difference in the influences of the ICT used instruction on the resource management behavior of a student according to the resource management behavior of a mother.

• 한국체육학회지인문사회과학편
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• v.51 no.5
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• pp.229-241
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• 2012

The purpose of this study was to identify the reexamination effects of behavioral activation·inhibition scale(Choi & Huh, 2010) on self-determination in order to analysis situational structure for P·E class which is perceived by students. To obtain the purpose, 656 high-school students from Gyeonggi-do area answered questionnaire using convenient sampling method. Data which is obtained through self-administration was analyzed using by the frequency analysis, multiple reguression analysis, EFA, and CFA with SPSS 18.0 and AMOS 16. Results were as followed. First, the more students have friend relation, teacher behavior, emotion change, and positive class attitude that are sub-factors of behavioral activation·inhibition, the more they have self-determination. Second, the less students have typical class structure, negative teacher's attitude, punishment, and lack of self-efficacy, the more they have self-determination. Overall results were discussed for practical application in P·E class.

• Communications of Mathematical Education
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• v.29 no.4
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• pp.643-660
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• 2015

This study investigated how pre-service mathematics teaches' experience in microteaching influences their motivations toward teaching behaviors and changes by analyzing their teaching records and class reports. Although respondents planned to conduct various strategies pertaining to motivations, some of them were not used. Also, motivations toward their teaching behavioral changes leaded to positive aspects, but also leaded to negative ones. These findings imply that only two times microteaching experiences would not be sufficient to lead to positive teaching behavioral changes through their motivations. However, pre-service mathematics reported a high level of intention to change their teaching behavior through a comprehensive review process regarding their teaching. Therefore, teacher eduction institutions should develop well structured educational programs and apply them to pre-service mathematics teachers for a better understanding of their teaching and its review through motivations. In addition, providing opportunities for pre-service mathematics teachers to experience various educational programs including microteaching would be necessary for improving their teaching behavior through motivations.

• Korean Journal of Health Psychology
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• v.19 no.4
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• pp.929-955
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• 2014

The purpose of this study was to 1) explore the effectiveness of a college-level self-management (SM) course in improving a target behavior and reducing impulsivity, 2) investigate improvements in other non-target self-control behaviors(generalization of self-control), and 3) determine whether change in impulsivity could predict the generalization of self-control. A total of 128 College students who took the SM course were included. Participants completed the computerized delay-discounting task, self-report impulsiveness scale, and general self-control behavior questionnaire at the beginning and end of the course. After participants had defined their target behaviors, they self-monitored and recorded their behaviors everyday throughout the course. Results revealed that 63% of the participants successfully changed their target behaviors after the course. Although differing depending on the type of target behavior, thoes who successfully changed their target behaviors reported decreases in impulsivity and increases in other self-control behaviors such as physical exercise, healthy diet, study habits, and time management, after the course. Furthermore, the decrease of impulsivity significantly predicted the generalization of self-control in the exercise and diet groups. The results indicate that reduced impulsivity is related to improvements in a target behavior and general self-control behaviors in other spheres. Implications and limitations are also discussed.

• Journal of The Korean Association For Science Education
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• v.23 no.6
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• pp.599-608
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• 2003

The purpose of this study was to investigate the effectiveness of NIE(newspaper in education) program in improving students' environmental knowledge, attitudes, and behavior. Whereas 92 tenth-grade girls were controlled as a lecture-type group, who were taught mostly with science textbooks, 95 tenth-grade girls were experimented as an NIE group, who actively utilized newspaper into classroom discussion. After 12 units were conducted in each group, girls of NIE group improved significantly more than those of lecture-type group in environmental knowledge, attitudes, and behavior. Such effectiveness of NIE learning commonly appeared throughout all achievement levels, except that environmental knowledge of lower-achieved girls did not show significant differences between two groups. This result proposes the need for active consideration of NIE learning in developing new environmental education program.

• Journal of the Korea Convergence Society
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• v.13 no.4
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• pp.203-211
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• 2022

Due to the Corona-19 pandemic, online education has grown worldwide and it is now being predicted that online education will dominate the future of education. This study examines, as characteristics of the human factor, the effect of self-efficacy; as system factors influencing learners' satisfaction with online learning and behavioral intention to use online learning, this study examines perceived social presence and perceived teaching presence. Participating in this study were 236 students who filled out an online survey in return for course credits. Study findings suggest that individuals with high social presence and teaching presence will have higher satisfaction with online learning and higher behavioral intention to use online learning than those with low social presence and teaching presence. The study also found that individuals with high self-efficacy have higher satisfaction with online learning and higher behavioral intention to use online learning than those with low self-efficacy. This study provides theoretical implications as well as practical implications for e-learning educators when it comes to enhancing students' satisfaction with online learning and behavioral intention to use online learning.

• 한국체육학회지인문사회과학편
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• v.55 no.5
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• pp.593-604
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• 2016

The purpose of this study was to examine the effect of teaching behaviors perceived by college students' participating in liberal dance classes on learning motivation and continuous participation intention. The main target audience of this research is college students who participate in liberal dance classes in five universities in Seoul and Gyeonggi. By using purposive sampling among non probability sampling, totally 330 papers had been distributed, and 314 questionnaires had been used for practical analysis. The data process was performed by frequency analysis, exploratory factor analysis, confirmatory factor analysis, reliability analysis, structural equation modeling. The results were as follows: First, teaching behaviors perceived by college students' participating in liberal dance classes had a significant effect on learning motivation. Secondly, teaching behaviors perceived by college students' participating in liberal dance classes had a significant effect on continuous participation intention. Lastly, learning motivation perceived by college students' participating in liberal dance classes had a significant effect on continuous participation Intention. Lastly, there was the mediating effect of learning motivation was inspected in the relationship between teaching behaviors perceived by college students' participating in liberal dance classes and continuous participation intention.

• Journal of The Korean Association For Science Education
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• v.35 no.2
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• pp.247-258
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• 2015

Students are engaged in classroom learning, and classroom learning occurs not only through conversation but also through nonverbal behavior. In science classrooms especially, there are meaningful nonverbal behaviors such as practical activities like observation and measurement. But these behaviors have not been properly investigated by existing instruments that try to measure students' engagement. This study aims to develop a new instrument for analyzing students' behavioral engagement especially in science classrooms. The method of developing the instrument was structured along three steps. First, student behaviors have been classified into fourteen categories through literature review and a series of observation of elementary science classroom. Second, based on these, a framework for analyzing student behavioral engagement has been developed. With the framework, every student moment could be labeled as Participatory Speech or Participatory Silence or Non-Participatory Speech or Non-Participatory Silence. Third, an instrument to which the framework is applied has been developed by using Microsoft Excel. As a trial, two fourth-grade students in elementary science class were analyzed with this instrument. The results of the trial analysis shows that the longest period of a science lesson was occupied by Participatory Silence (63% and 72%). Among the participatory silence, 'listening' was the most common (51% and 42% of the trial lesson) and 'observing' which is a specific behavior to science was the fourth position (17% and 17% of the trial lesson). It is expected that the developed instrument could be used in improving our understanding of the patterns of student engagement in science classrooms.