• The Journal of Korean Association of Computer Education
• /
• v.7 no.3
• /
• pp.57-66
• /
• 2004

The purpose of this study is to determine the relationship among the hypermedia structure(hierarchical and network), learner's cognitive style(field-independent and field-dependent), and learning performance in the elementary school. 128 students(4th graders) having field-independent and field-dependent cognitive style were randomly allocated into hierarchical and network structures of hypermedia learning program. There was not significant interaction between hypermedia structure and cognitive style in learning performance. The students in the hierarchical hypermedia structure showed higher learning performance than ones in the network hypermedia structure. Field-independent students significantly got higher results than field-dependent ones. It is concluded that instructional designers should consider hypermedia structure, learner's cognitive style, and learning outcomes when they plan and design hypermedia learning program.

• Proceedings of the Korean Aquaculture Society Conference
• /
• 2003.10a
• /
• pp.47-48
• /
• 2003

• Proceedings of the Korean Aquaculture Society Conference
• /
• 2001.12a
• /
• pp.267-268
• /
• 2001

• Proceedings of the Korean Aquaculture Society Conference
• /
• 2005.05a
• /
• pp.158-158
• /
• 2005

• Proceedings of the Korean Aquaculture Society Conference
• /
• 2005.05a
• /
• pp.15-18
• /
• 2005

• Proceedings of the Korean Aquaculture Society Conference
• /
• 2002.08a
• /
• pp.208-209
• /
• 2002

• Proceedings of the Korean Aquaculture Society Conference
• /
• 2002.08a
• /
• pp.237-238
• /
• 2002

• Journal of The Korean Association of Information Education
• /
• v.14 no.4
• /
• pp.627-635
• /
• 2010

This study analysed the programming attitude and degree of achievement as the 6 types of learning styles which is suggested by Grasha and Reichmann(1974) after a performance of the programming education using the Diki-3000 which is the teaching tools of the specific manipulative activities, in order to prepare the programming education method according to the characteristics of elementary school learners. As the result of the study, the programming attitude according to the 6 types of the learning styles has indicated more positiveness in the independence type than in the dependence type, in the competition type than in the cooperation type, in the participation type than in the avoidance type. In the side of the degree of the achievement, the independent, competition, and participation types indicated more positive than the other types. Also, as the result of an structured interview with learners, which was conducted for deep understanding, there was an understanding of differences of requests to the programming learning classified by the learning styles, and suggestion of a plan for improvement of the Diki-3000 programming in the aspect of an educational environment, teaching tools, teaching contents, and teaching methods in this study.

• Proceedings of the Korean Aquaculture Society Conference
• /
• 2006.05a
• /
• pp.518-519
• /
• 2006

• Journal of The Korean Association For Science Education
• /
• v.38 no.1
• /
• pp.57-68
• /
• 2018

The purpose of this study is to categorize learning style groups and to analyze students' learning interest and self-regulated learning abilities, according to their learning style and giftedness. One hundred and twenty-three (123) science-gifted student and 296 regular students participated in this study, responding to learning style, self-regulated learning, and learning interest questionnaires. Data were analyzed, using 2-stage cluster analysis, $x^2$ test, two way-MANOVA test, and $Scheff{\acute{e}}$ test. The results are as follows: First, by 2-stage cluster analysis, four groups were categorized: 'high-score thinking style,' 'external-liberal,' 'executive-conservative,' and 'low-score thinking style.' In the gifted group, high-score thinking style (51.2%) was the most popular, then executive-conservative (30.2%), external-liberal (17.1%), and low-score thinking style (1.6%); in the regular student group, the executive-conservative group was the biggest, then high-score thinking style (20.6%), external-liberal (11.6%), and then the low-score thinking style (8.7%). Second, in terms of learning interest, the analysis by thinking style showed that the high-score thinking style group had higher learning interest compared to the executive-conservative and the low-thinking style group. The high-thinking style group's thoughtful interest also scored the highest compared with the others. The gifted students' thoughtful interest and investigative interest also were higher than regular students '. Third, in terms of the self-regulated learning, the analysis by thinking style showed that the high-score thinking style group showed higher scores on all sub-variances than other groups, especially having highest control-belief scores. Also, gifted students had higher scores on control-belief and searching information. Based on these results, the ways for effective education and support were discussed.