• Journal of Korean Home Economics Education Association
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• v.30 no.1
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• pp.99-114
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• 2018

Textbooks are one of the most crucial variables that determine the quality of education and one of the most influential sources for education. Textbooks should be designed with inquiring tendencies so as to help students to practice self-directed learning. inquiring textbooks can not only intrigue students but also enhance the quality of class. Here, this author is going to analyze the inquiring tendencies of a core construct, 'management', in 12 different types of high school Technology & Home Economics textbooks reflecting the 2015 revised national curriculum based on the Romey method. According to the analysis results, only one type of textbook shows inquiring tendencies in the text, which means that the text is more oriented to delivering knowledge rather than to pursuing students' inquiry learning. Because analysis indexes for figures and diagrams fall under the range of desirable inquiring tendencies in 10 types of textbooks, the figures and diagrams presented in Home Economics textbooks are intended to induce particular learning activity. Learning activity indexes reveal 9 types of textbooks' inquiring tendencies, which means that Home Economics textbooks present a reasonable amount of learning activity in general in order to intrigue students and stimulate their inquiring mind. In terms of evaluation indexes, only 2 types of textbooks show inquiring tendencies. According to the results of examining each individual textbook, some of the Home Economics textbooks reflecting the 2015 revised national curriculum include inquiring elements in the text, figures and diagrams, activities, and evaluation all; however, some still need improvements. Regarding how to better the Home Economics textbooks, this researcher will suggest the following implications and complements. Home Economics textbooks should include inquiring elements to induce interactions properly in the class, and when they write the textbooks, the text, figures and diagrams, activities, and evaluation should be designed balancedly, and the questions need to be expressed in a way to develop students' inquiring mind.

• Journal of The Korean Association of Information Education
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• v.19 no.2
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• pp.215-224
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• 2015

For this, 410 development topics and contents were selected based on the analysis of contents related to mathematics and science, the pre-investigation and analysis of mathematics and science teachers in agricultural, mountain and fishing villages and the analysis of the 2009 revised curriculum. The validity verification of the selected subject list and implementation plan was implemented through the reviews by experts in each subject and the storyboard was designed by reflecting the examination opinion after the final revision. Development directions of the contents were set after analyzing the application result of contents from classroom for creativity and science and selected schools in agricultural, mountain and fishing villages for demonstration, and opened the platform after the revision and supplement of the expert. It is expected to elevate students' self-directed learning abilities in agricultural, mountain and fishing villages by developing and extending smart learning contents to use ICT in Mathematics and science education, which are high in urbanrural academic disparity.

• Journal of the International Relations & Interdisciplinary Education
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• v.1 no.1
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• pp.46-60
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• 2021

The main purpose of this study was to examine the satisfaction of online classes of undergraduates who have experienced sudden online classes in college because of COVID-19, and to analyze the differences of the satisfaction of online classes depending on colleges. The participants were 1,380 college students. Descriptive statistics, one-way ANOVA, and Post-hoc Scheffé were performed. Undergraduates were highly satisfied with online classes in cultural subjects and major subjects, whereas they showed low satisfaction with appropriateness of the assignment. There were statistically significant differences in online class satisfaction between colleges. Students at the College of Education were highly satisfied with online classes satisfaction, while engineering students were less satisfied with online classes satisfaction. There were statistically significant differences in students engagements between colleges. Regardless of colleges, students displayed low satisfaction in e-class server and teaching and learning infrastructure. These findings suggest that we need to provide autonomous support and make an effective online learning environment such as server expansion and e-class improvement to enhance undergraduates' self-directed learning. We also should come up with effective online classes guidelines.

• Journal of the Korean Society of Earth Science Education
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• v.3 no.3
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• pp.239-247
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• 2010

The purpose of this study is to examine the effects of an free inquiry method based on PBL(Problem-Based Learning: PBL) to improve students science process skills and self-directed learning characteristics. To verify this research, twenty-two third-grade students were selected from Chung-ryeol Elementary School located in Busan. They have received pre-test and post-test about their abilities in their science process skills and abilities for self-directed learning characteristics. Also, their self-reflection data was analyzed. The teaching and learning PBL process is to provide the information named 'I am the expert on Earth and Moon' which is recreated by analyzing the science curriculum and characteristics of students from Lesson 3 'Earth and Moon', and to make plans for solving the information with K/NK method. Then, to solve the information is gathered and investigated using the PBL workbook. Lastly, students present their finding using the free inquiry method in a group. The post-test showed following results : first, the free inquiry method based on PBL stimulates inquisitiveness in students about science learning and the research group shows improved science process skill. It shows us that using the free inquiry method based on PBL can be used effects to elevate science process skill. Second, the free inquiry method based on PBL has a positive effect on self-directed learning. The research tells us that using the free inquiry method based on PBL can improve a student self-directed learning characteristics.

• Journal of the Korean Society of Earth Science Education
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• v.5 no.1
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• pp.124-133
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• 2012

Modern society requires people with practical knowledge that is able to recognize actual problems in the complex reality and solve the problems. Due to that reason, the 7th National Curriculum aims to basically cultivate ability adaptable to information-oriented global age by maximizing students' individuality and creativity. However, as existing education is hard to improve creativity, logical thinking, information processing skills, and problem-solving ability in the information-oriented age, self-directed learning is getting highlighted. Therefore, this study aimed to look into how learner-oriented IPER for self-directed learning and problem-based learning(PBL) in middle school science affected academic achievement of science and self-directed learning characteristics. As the results of the study are as follows. First, as the result of pre-and post-test to compare and analyze the effects of IPER instruction model and PBL instruction model on learners' academic achievement increase, it showed that the class with IPER instruction model was more effective. Second, as the result of pre-and post-test to compare and analyze the effects of IPER instruction model and PBL instruction model on self-directed learning characters, IPER was more effective than PBL overall, and among sub-areas, 'openness', 'self-concept', 'initiative', 'future-oriented self-understanding', and 'self-evaluation' were more effective in IPER while 'creativity' was more effective in PBL. However, among sub-areas 'responsibility' and 'learning enthusiasm' didn't show statistically significant difference. Third, the results of the post-survey to compare and analyze learners' perception regarding the application of IPER instruction model and PBL instruction model, the two models were positively affective. In addition, as the result of comparing the two models, IPER was more positive than PBL.

• Journal of Korea Society of Industrial Information Systems
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• v.9 no.1
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• pp.92-102
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• 2004

Performance assessment was introduced to improve self-directed learning and method of assessment for differenced learning when the seventh educational curriculum was enforced. Written examinations often fail to properly assess students higher thinking abilities ad problem solving abilities. Performance assessment addresses this drawback and also allows normalization of class and school quality. However, performance assessment also has drawbacks that could lead to faulty assessment due to lack of fairness, reliability and validity of grading, ambiguity of grading standard etc. This study proposes a fuzzy performance assessment system to address the drawbacks of the conventional performance assessment. This paper presents in objective and reliable performance assesment method through fuzzy reasoning, design of fuzzy membership function. We define a fuzzy rule analyzing factor that influences in each sacred ground of performance assessment and accounts for the principle subject The proposed performance assessment method divides into three categories, namely, formation estimation subject estimation and design of membership function. Performance assessment result that is worked through fuzzy performance assessment system can reduce the burden of appraisal's fault and provide. We fair and reliable assessment results through grading that have correct standard mid consistency to students.

• Journal of the Korean Society of School Health
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• v.32 no.2
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• pp.67-76
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• 2019

Purpose: The purpose of this study was to explore self-directed learning ability and its affecting factors among undergraduate students. Methods: A descriptive cross-sectional study design was used. Using a convenience sampling method, data were collected from 196 undergraduate students enrolled in one national university. Negative psychological tendency (i.e. Type D personality), academic engagement, and self-directed learning ability were assessed using a structured questionnaire. Data were analyzed by descriptive statistics, t-test, and analysis of covariance, Pearson's correlation coefficients, and stepwise multiple linear regression, using SPSS/WIN 23.0 program. Results: The mean age of the students was $21.61{\pm}2.40years$ and 56.6% were male students. Approximately, one third (n=67, 34.2%) of the students had Type D personality. The average scores of academic engagement and self-directed learning ability were $3.01{\pm}1.14$ and $3.46{\pm}0.50$, respectively. After controlling for sociodemographic variables, the Type D personality and academic engagement were significant predictors of self-directed learning ability (${\beta}=.64$, p<.001; ${\beta}=-.13$, p=.021, respectively). This model explained 53.6% of the variance in self-directed learning ability. Conclusion: The study identified that Type D personality and academic engagement affect self-directed learning ability of undergraduate students, one in a negative way, the other in a positive way. Educators and educational policy makers need to make efforts to include interventions and strategies that increase academic engagement and change negative psychological dispositions such as D-type personality in the undergraduate education curriculum.

• Journal of Engineering Education Research
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• v.23 no.6
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• pp.17-26
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• 2020

In this paper, the effect of daily creativity of engineering students on problem-solving ability is addressed through the dual mediating effect of teamwork competency and self-directed learning ability. To this end, a regression-based statistical mediation analysis has been performed on the dual mediation model in which daily creativity and problem solving ability were treated as independent and dependent variables respectively, and teamwork competence and self-directed learning ability were included as mediation variables. The analysis result confirmed that the daily creativity has direct effect on the problem-solving ability, as well as indirect effects through teamwork competence and self-directed learning ability. In particular, the serial mediating effect of teamwork competency and self-directed learning ability was also confirmed to be statistically significant in the relationship between daily creativity and problem-solving ability. This verifies that problem-solving ability can be improved not only directly by improving daily creativity but also indirectly by improving teamwork competence and self-directed learning ability. In addition, teamwork competency showed greater indirect effect on problem-solving ability than self-directed learning ability, so increasing teamwork competency has a more significant effect on improving problem-solving ability than increasing self-directed learning ability. Therefore, in order to develop better problem-solving ability, it is necessary to identify and improve the learners' teamwork competency first and to strive to create an environment where learners can solve problems based on mutual trust with their teammates.

• Journal of Korean Library and Information Science Society
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• v.54 no.3
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• pp.223-248
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• 2023

This study was conducted to compare and analyze trends in research on reading ability. To do this, collecting articles searched for 'reading ability', a keyword network analysis was performed based on the author's keyword. As a result of the analysis, it was found that the terms were used interchangeably in studies related to reading education at universities. In the study related to reading ability 1, the main research areas are school library, school librarian, information literacy, self-directed learning, and information service. In the study related to reading ability 2, the main research areas are children's early literacy, related reading difficulty and disability. In addition, studies on reading evaluation are being conducted in both areas, but not much activation has been performed. Studies involving adolescents show limited activity in both areas.

• Communications of Mathematical Education
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• v.21 no.1 s.29
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• pp.107-124
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• 2007

This study, at this point where a national attention is being focused on the special education for brilliant children after the enactment of the law regarding the promotion of the special education for brilliant children and the establishments of various policies on the education of excellence, investigated and analyzed the perceptions of students who are participating in the program for elementary school brilliant children on mathematics. First, the understanding of the area of the definition of brilliant students by the teachers with the institutions for the special education for brilliant children that use the program for elementary school brilliant children on mathematics should be increased. Second, the professionality of the teachers should be secured for an efficient operation of the program for elementary school brilliant children on mathematics. Third, the students who participated in the special education lot brilliant children tended to be self-initiative in participating in the program but the self-initiative aspect was insufficient in the lessons. Fourth, the students who are participating in the special education for brilliant children have positive opinions on the contents and methods of the lessons. Fifth, as for the materials for brilliant children's learning supplied to the program for elementary school brilliant children on mathematics, the brilliant students perceive them as the teaching materials for brilliant children. In this thesis, the program for special education for brilliant children was assessed and analyzed through the questionnaires to the teachers and students participating in the program. More abundant brilliant children programs should be developed so that the programs suitable the brilliant students can be provided to the students and the studies to improve the programs with regards to the effectiveness etc should be continually done from now on.