• The Journal of the Korea Contents Association
• /
• v.21 no.9
• /
• pp.63-74
• /
• 2021

The aim of this study was to analyze the levels of learners' participation and interactions both quantitatively and qualitatively based on the learners' choices of topic patterns in a process of online debate of a general subject and to explore the effects in order to suggest the ways for activating online debates. For this, it quantitatively analyzed the messages and the patterns in the online debate boards and supplementally implemented a post survey in order to investigate the participants' recognition on the factors of the learners' interactions and the effects. The given topic patterns were 'the presentation of one's opinion' and 'the presentation of pros and cons.' As a result of the analysis, the participating degree was higher in the pattern of 'the presentation of one's opinion' apart from the previous study. This study surveyed and, based on the result, it proposed the teachers should refer to the participants' tendency in advance. Also, it presented the deeper meanings on the interactions extracted by the results of the survey. The learners showed the strong dependence on the teacher' lectures or his materials and a variety of interactions with diverse objects. Besides, it is revealed that debates are helpful factors for enhancing learners' argumentative thinking, writing skills, and the knowledge about the subject in terms of the participants' recognition. Based on the findings, this study emphasized the teachers' educational roles and suggested the educational effects of the online debates in each class should be activated in this era of distance education.

• Journal of the Korean Chemical Society
• /
• v.61 no.6
• /
• pp.369-377
• /
• 2017

The purpose of this study was to investigate high school students' perceptions on chemistry subjects: reasons for choosing chemistry, learning volume and content difficulty, interests, teaching/learning methods, preferable classes etc. A total of 1,087 students who took chemistry subjects at 126 high schools by proportional stratified sampling were voluntarily participated in the survey. The main reasons the students chose chemistry subjects were interests and interests in chemistry, foundation to science, relevance to college majors, and so on. Students recognized that the learning volume and content difficulty as normal level was about 60%. Reasons why chemistry was difficult was that, although there was a difference in degree, chemistry was difficult in itself and had too much things to memorize. In the case of interests in chemistry subjects, students of 43.9% of Chemistry I and 52.0% of Chemistry II recognized the level as normal. The reason why not interested in chemistry subjects was that it was the nature of chemistry contents, or students had neither interests and enjoyment of chemistry nor foundation for chemistry. Classes were mostly lectures but the students preferred mainly experimental activities, or explanation with real-life examples or science stories. The frequency of experimental activities was found to be 1 to 5 times per semester, or not experimented. Research and efforts will be necessary to improve classes and environments for students' experimental activities.

• 한국지구과학회:학술대회논문집
• /
• 2005.02a
• /
• pp.203-212
• /
• 2005

The purpose of this study was to develop e-learning contents and to examine how ICT-powered instruction using the developed e-learning contents affects the science achievements of students and how the students respond to that. After an experiment in the 7th class of the weather condition unit in high school earth science, e-learning contents were prepared by using the videotaped material and flash animation to teach key learning points. The selected two different classes, experimental and control groups, shows almost the same final scores in the first semester. The experimental group received ICT-powered instruction with the contents developed in the study, and the control group received a typical expository lesson. And then the achievement test was done to these two groups, separately. The major findings of the study were as follows: As for the effects of ICT-powered instruction on the academic achievement, the average scores of the experimental group is higher than that of the control group, but the difference is insignificant. When each group was subdivided into the upper and lower groups, the upper group got higher average scores and the difference was significant. But there was no significant disparity between the lower groups. Therefore, the ICT-powered instruction using the e-learning contents gives a good effect on the students whose levels are higher than the average. In the questionaike about the ICT instruction, they generally had a positive opinion about its impact on learning interest and class participation and its learning effects.

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

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.21 no.1
• /
• pp.494-503
• /
• 2020

This study was undertaken to compare the effectiveness of imparting education to nursing college students, using traditional teaching methods and action learning teaching methods. The target of the study was to measure nursing leadership, academic self-efficacy, and self-preservation of the students, and determine the effects of action learning method imparted 2 hours daily for 8 weeks, out of the 15-week study schedule. Ed. Notes: There is a lot of repetition, and the highlighted statement lacks clarity. I am unable to understand the study period. Does the author mean 2 hrs daily for 8 weeks? I have suggested the edits as per my understanding. Please review and revise appropriately, if required. Differences obtained between nursing leadership, academic self-efficacy, and self-leadership when comparing the experimental and control groups, were analyzed by independent sample t-test. Pre and post comparisons of the domains were analyzed with a paired t-test. The study results indicate significant differences in academic self-efficacy and self-preservation between experimental and control groups after application of the action learning teaching method, leadership in nursing as a lower area, confidence in academic self-efficiency, and self-control efficacy. Our results indicate that the recently emerged action-learning teaching is an effective method to apply in existing curriculums.