• Journal of The Korean Association of Information Education
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• v.12 no.3
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• pp.355-363
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• 2008

In order to enhance the effect of Problem-based Learning, the role of scaffold as a learning support strategy is necessary. Collective intelligence provides scaffolding in the sense that it integrates users' knowledge, information, experiences, values, etc. Based on these factors, collective intelligence determines the direction of behavior, revises the direction continuously, and provides problem-solving methods. Teaching and learning situations emphasize learners' initiative, voluntary, and active participation. Thus, this study was conducted to find out if collective intelligence can be an effective and attractive alternative of learning strategy. Specifically, this study purposed to examine how collective intelligence performs the role of scaffold on the Web and what types of scaffolding are provided to learners. According to the results of this study, collective intelligence had a positive effect on learners' learning attitude, confidence, interest, etc. in the affective aspect, but its effect on the cognitive aspect was different according to learners' school year and learning level. Because collective intelligence had a positive effect on learners, we identified scaffolding types explanation, suggestion of direction, illustration and feedback in the cognitive aspect, and positive response and encouragement in the affective aspect.

• Journal of The Korean Association For Science Education
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• v.28 no.5
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• pp.359-382
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• 2008

There are so many research literatures on conceptual change theory and the nature of concepts such as p-prims, mental model, ontological belief, and cognitive structure. Conceptual change means learning (Vosniadou, 1999; Duit;1999). It is necessary to review and elaborate existing conceptual change theories in order to explain the learning process and its implications. Therefore, we derived from reviewing literatures that learners construct new conceptual structure in response to given contexts at the same time activating their beliefs. We reviewed some mental theories that integrated cognitive and affective components and were based on framework/specific theory or information processing theory. We suggest learners' framework of conceptual structure and conflict model of conceptual structure. We expect to obtain effective ways of science teaching and learning and implications for cognitive conflict and conceptual change from using conceptual structure later.

• The Korean Journal of Elementary Counseling
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• v.10 no.1
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• pp.1-17
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• 2011

The purpose of this study was to review of the psychology experiment researches in gratitude and the definition of gratitude, the effects of gratitude on happiness and mental health was examined. And examine the effectiveness of the cognitive behavioral gratitude program on gratitude disposition and happiness for elementary school students. The subject group consists of 2 classes from the 5th grade at G elementary school in Daejeon. For the experimental group, total 10 sessions of a cognitive behavioral gratitude program were applied once a week for 10 weeks, while there's no special treatment to the control group, The result were as follows. Cognitive behavioral gratitude program is shown to very effective in improving on gratitude disposition and happiness for elementary school students.

• The Journal of the Korea Contents Association
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• v.21 no.7
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• pp.500-509
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• 2021

The purpose of this study is to find out the effect and possibility of instructional design conducted by integrating writing education and community service activities based on service learning. Service learning is a teaching method that encourages students to improve learning and self-development through experience by applying the knowledge they have learned in college to the real life of the community. After the course was operated, the effectiveness of the teaching method investigated and analyzed for the participating university students, beneficiaries of service, and staffs of service organization. As a result of the study, meaningful results in cognitive, affective, and social aspects were presented for university students, and positive effects and high satisfaction were confirmed for beneficiaries of service and staffs. As a teaching methord that considers the growth and development of students from various angles. the quantitative and qualitative performance analysis and research of service learning should be conducted continuously.

• Journal of the Korean School Mathematics Society
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• v.13 no.3
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• pp.459-483
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• 2010

This study aims to develop materials related to math education for the aged and to identify the effects of application as part of active measures to the aging society with its growing elderly population which is one of the greatest changes in our society. In this purpose, the necessity and objectives for development of materials of 'Silver Math' as education for the aged are explained. Developing and disseminating materials with a role as a program for intelligent needs and physical and spiritual health of the aged presents standards for development of more systemic and meaningful educational materials at this point of time when the importance of education of the aged increases to help the old enjoy qualitatively successful lives in later years in the perspective of lifelong education. Also it aims to present standards of contents and requirements in learning that are adequate and meaningful to old learners at the actual learning sites where education takes place only in terms of making good use of spare time while at the same time suggesting plans of teaching and learning as well as conditions for learning environment. Next, the effectiveness of 'Silver Math' are explored by applying developed materials to the aged. materials of 'Silver Math' for the aged with contents that are appropriate to the definitive and cognitive level of the aged are presented. The developed materials for mathematical activities are divided into 'computation of basic numbers' for those wishing to learn calculation and concepts of numbers, 'active math' that corresponds to definitive factors of old learners, facilitates leisure time through mathematical activities, and Improves communication abilities through cooperative learning among learners, and 'math with thinking power' to solve simple calculation problems by applying to various actual situations.

• Journal of the Korean School Mathematics Society
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• v.13 no.2
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• pp.205-224
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• 2010

This paper examined what structural relationship metacognition and flow, which are identified as major variables that positively influence creative problem solving ability, had with mathematics creative problem solving ability. For this purpose, the Mathematics Creative Problem Solving Ability Test (MCPSAT) was given go 196 general second-year middle school students, and their cognitive and affective states were measured with metacognition and flow tests. The three variables' relationships were examined through a correlation analysis and, through structural equation modeling, the mediating effect of flow was tested in the structural relationships between the three variables and in the relationship between metacognition and mathematics creative problem solving ability. The results of the research show that metacognition did not directly influence mathematics creative solving ability, but exerted influence through the mediating variable of flow. A more detailed examination shows that while metacognition did not influence fluency and originality from among the measured variables for mathematics creative problem solving ability, it did directly influence flexibility. In particular, metacognition's indirect influence through the mediating variable of flow was shown to be much stronger than its direct influence on flexibility. This research showed that the students' high metacognition ability increased flow degree in the problem solving process, and problem solving in this state of flow increased their mathematics creative problem solving ability.

• Journal of The Korean Association For Science Education
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• v.39 no.3
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• pp.415-426
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• 2019

This study compared the types and creativity level of scientific humors made by general and scientifically-gifted elementary students and their perceptions for educational benefits of making scientific humor. To do this, fifth graders (n=42) at an elementary school and fifth graders (n=38) at a gifted science education institutes in Seoul were selected. Scientific humors made by the students were analyzed and compared according to their types and creativity levels in scientific humor. The students' perceptions for educational benefits of making scientific humor were also analyzed and compared through a questionnaire. Analysis of the results reveal that there were some differences in the incidence rates in 'form' aspects (e.g., generative and descriptive forms) and 'content' aspects (e.g., inclusion of curriculum, scientific discipline, type in use of scientific knowledge, and nature of the situation) between the scientifically-gifted and general elementary students. The scientifically-gifted students also made more fluent, flexible, and original, but similarly useful scientific humors than the general students. Most of general and scientifically-gifted elementary students perceived positively the educational benefits of making scientific humor based on various cognitive and affective aspects.

• Science of Emotion and Sensibility
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• v.13 no.1
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• pp.225-234
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• 2010

To investigate the role of positive emotion in education, we have reviewed the previous studies on positive emotion, learning and motivation. In the present study, we examined the definition of positive emotion, and influences of positive emotion on cognition, creativity, social relationship, psychological resource such as life satisfaction, and interactive relationship among positive emotion, motivation and learning. To investigate the role of positive emotion on motivation and learning more scientifically, we examined the recent results of neuroscience. In other words, we have reviewed diverse research on positive emotion, learning and motivation based on brain-based learning. We also examined the research of autonomy-supportive environment as the specific example of improving positive emotion. As one of the most effective methods for emotional education, we discussed brain-based learning, the new research field. As the future prospects, we discussed the implications, possibilities and limitations of brain-based learning.

• Journal of Satellite, Information and Communications
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• v.11 no.3
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• pp.43-50
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• 2016

This study quantitatively measured the impact of blended learning with smart devices for learning satisfaction. It is targeted in specialized domestic company with IT Service which build smart learning systems and utilize for employee training. Specifically, it empirically analyzed that learning attitude(Self-efficacy, Self-innovativeness, Perceived usefulness, Perceived ease of use) with smart devices affect acceptance of smart learning and offline face-to-face learning satisfaction. As a result, the learning attitude of the smart learning gave a positive effect on the acceptance of the smart learning and then acceptance of the smart learning gave a positive effect on offline face-to-face learning satisfaction. Additionally learning the attitude of the smart learning even gave a positive impact, as well as the acceptance of smart learning experience in offline training. It imply that this variables of smart-learning attitude affect the self-directed learning and positive learning experience.

• Journal of Practical Engineering Education
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• v.14 no.3
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• pp.505-512
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• 2022

The purpose of this study is to synthesize effects of the living lab-based education through meta-analysis. Seven primary studies reporting the effect of living lab-based education were carefully selected for data analysis. Research questions are as follows. First, what is the overall effect size of the living lab-based education? The overall effect size refers to the effect on the cognitive and affective domains. Second, what is the effect size of the living lab-based education according to categorical variables? Categorical variables are outcome characteristics, study characteristics, and design characteristics. Results are summarized as follows. First, the overall effect size of living lab-based education was 0.347. Second, the effect size according to the cognitive domain was 1.244 for information process, 0.593 for communication, 0.261 for problem solving, and 0.26 for creativity. Third, the effect size according to subject area was shown in the order of electrical and electronic engineering 1.146, technology and home economics 0.489, artificial intelligence 0.379, and practical arts 0.168. Fourth, the effect size according to school level was 1.058 for high school, 0.312 for middle school, and 0.217 for elementary school. Fifth, the effect size by grade level was 0.295 when two or more grades were integrated and 0.294 for a single grade.