• Communications of Mathematical Education
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• v.26 no.3
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• pp.317-338
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• 2012

This paper compared and contrasted the views of effective mathematics instruction by 223 elementary school teachers and 151 middle school mathematics teachers using a questionnaire with 4 main domains (i.e., curriculum and content, teaching and learning, classroom environment and atmosphere, and assessment) and a total of 48 sub-elements. The analysis of results showed that elementary school teachers put their priority on the curriculum and content domain, while middle school counterparts did on the teaching and learning domain. The teachers commonly agreed with instruction which fosters students' self-directed learning ability, reconstructs the curriculum tailored to students' diverse levels, and establishes appropriate interaction between the teacher and students. However, elementary school teachers agreed more than middle school teachers with regard to the 23 elements related to effective mathematics instruction. In contrast, middle school teachers agreed more than their counterparts as for only 2 elements (instruction fostering mathematical representation and instruction eliciting students' learning motivation). This paper includes suggestions and implications related to Korean teachers' perception of effective mathematics instruction.

• Journal of the Korea Institute of Building Construction
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• v.19 no.5
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• pp.457-465
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• 2019

Technology and society have undergone continued progress and improvement. Thus, constant changes are required for university education, which then directs social development. This study analyzed the current status of educational innovations in the field of building construction at domestic universities in South Korea. The major findings of this study are as follows. Lectures on educational innovations have been introduced in the field of building construction at domestic universities. Five out of 50 universities were found to offer lectures on innovation. Notable innovative teaching methods being introduced were team-based learning and flipped learning. The biggest difference between innovative and traditional teaching methods was whether to encourage students to perform self-directed learning. In this manner, there were also differences in evaluation methods, weekly lecture schedules and learning support tools. Thus it is determined that continuous research and efforts for innovation in university education are necessary to respond to the ever-present changes in society.

• Journal of the Korean earth science society
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• v.32 no.3
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• pp.334-345
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• 2011

The purpose of this study was to find out inservice teachers' teaching skills and relevant educational settings that could be applied to an instruction of problem-based learning (PBL). Participants have been instructed PBL teacher training programs and applied PBL into teaching and learning process. Three elementary teachers were selected to participate in the study, and data were collected with semi-structured interviews. The interviews of the teachers in relation to PBL were analyzed by two main topics: (1) the teachers' teaching skills required in PBL and (2) the educational settings in implementing PBL. The results are as follows: First, there is a difficulty involved in the implementation of PBL in that its preparation and teaching process are different from the traditional teaching methodology. However, as a helper who guides the students to self-directed learning in the free and permissible learning environment in which students are motivated to develop their potential effectively, the teachers are to invest their time consistently and to put their efforts into making an effective class in the entire process of PBL. Second, as a method to apply the problem-based learning to the education settings, the teachers must spread the awareness of PBL to fellow teachers, students, their parents and the administrators in education and form the community of the teachers. Most importantly, when the teachers apply PBL in the directly, from the joy of witnessing the changes in the students, they will choose to adopt PBL.

• Journal of the Korean Society of Floral Art and Design
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• no.45
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• pp.47-56
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• 2021

It was applied by making the models such as the prior learning (e-learning), modeling by manual, learner's practice, 1:1 teaching coaching, self evaluation, coaching behavior assessment(primary, secondary), and self-directed practice. First, the cognitive practice education through the prior learning is very essential in the practice of floral design. Second, the practice class of floral design is a class where the professor generally set an example first, and the learners followed. Third, this study was to prepare the checklist, reflect it through the self evaluation, and prepare the evaluation form in accordance with the element, principle, and technical parts of floral design about the finished works. Fourth, contrary to the existing class completing within the class hour, the practice class is a process of trying to do self-directed practice, returning to home. Fifth, this study was to evaluate the works the learner made once again through the sketching and photographing by placing the work process of portfolio at the last step. To conclude, this study has found that such series of process through six steps on the practice form by the learner only would be excellent teaching learning model to improving the basic capacity of floral design. Accordingly, the development of teaching materials related to this and adaptation in the field in the future is considered as it will be very helpful to the learners' self-directed learning.

• Journal of The Korean Association For Science Education
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• v.24 no.3
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• pp.646-658
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• 2004

In this study, the effects of feedback types in self-assessment on the students' science concept understanding and science-related attitudes were investigated. Student's perceptions towards the self-assessment and the feedback provided were also examined. Ten classes from a middle school were chosen. Five of those classes were assigned to the comparative group that any type of feedback was not provided and the other five classes were assigned to the experimental group which feedback was provided. The experimental group was further divided into three groups for implement of three types of feedback. Experimental group A was given feedback in the form of written comments and experimental group B was provided feedback through correct-wrong response to the students answer. Experimental group C was provided oral feedback to the whole class. The tests of science-related attitudes were administered before and after the instruction period. The science concepts understanding test was done only after the instruction. There were significant differences between the experimental group and comparative group in understanding of scientific concepts. The enhancement of science-related attitudes was also significantly higher for the experimental group. There were significant differences between the experimental groups in science-related attitudes. However, there were no significant differences in understanding of scientific concepts in relation to the types of feedback in experiment groups. Interviews with the students of the experimental groups showed that students had positive attitudes towards self-assessment and the types of feedback. And they regarded self-assessment and feedback as helping them understand the science concepts. In conclusion, it was acknowledged that providing feedback in self-assessment showed considerably positive influences on the improvement of the understanding of scientific concepts and science-related attitudes.

• Proceedings of the Korea Contents Association Conference
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• 2006.11a
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• pp.190-194
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• 2006

Recently, the education is trying to increase educational effect in self-directed teaming to attract learners' interest and concentration. For that reason, as interaction which makes learners step into lessons spontaneously than a simple convey of knowledge is getting more important, edutainment contents that introduce entertainment for education is being in the limelight. Especially, it needs how to design interaction in which the factors of pleasure and entertainment are emphasized for learners' immersion regarding with edutainment contents based on digital mediums. So, I'm going to present a method of curriculum design on educational factors and how to design interaction on enjoyment factors of interactive cartoon in order to increase educational effect. Through this research, I wish to provide the groundwork which makes interactive cartoon that carries infinite possibility become a new part of edutainment contents.

• The Journal of Korean Association of Computer Education
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• v.19 no.2
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• pp.61-71
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• 2016

The purpose of this study was to identify problems of usability and to improve an interface in the digital textbook for leaner's leading to self-directed learning. To address those goals, the theory of affordance, which was related to affordance as leading to behavior, was applied for analyzing the user interface of digital textbook. Also, 10 students, 4th grade elementary school, were participated in the study. Participants were reported affordance's problems of digital textbook through Human Computer Interaction. As a result, some affordance's problems of the digital textbook were found out as follow; difficulty of page clicking, too small touch button, confusing the button, and, need to specific guidance. Based on the result, some suggestions were recommended to improve usability of digital textbook.

• Journal of the Korean School Mathematics Society
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• v.7 no.1
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• pp.121-138
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• 2004

For the efficient application of curriculum discretion activity, I developed the program, 'Let's go together', so that curriculum discretion activity can be applied in the classroom. The program consists of several experiences, which are <Man to man paired study>, <the learning materials for Mathematics in our lives>, <the cooperative study in the class> and <the variety experiences about Mathematics>. This study shows the following results: First, T-test about the students' learning attitude and interest in Mathematics, there was dramatic change in students' desire, interest and attitude for mathematics learning. Second, as the role of Baewomi & Dowomi in 'Man to man paired study', Baewomi & Dowomi provided students with confidence of mathematics learning. We were able to ensure this fact from students' essay after the class. Third, teachers found that the number of students who had positive attitude with Self-directed study increased. And students tried to solve mathematical problems by themselves and the time using self-directed learning experience was also increased. This study suggests that there needs more development for learning materials for mathematics in our lives.

• Journal of The Korean Association of Information Education
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• v.4 no.1
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• pp.57-71
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• 2000

Generally, Web Based Instruction has been deployed through whole studies, but the characteristic that is suit various WBI materials to a course of study is a important problem of instructional practice and it also has not to overlook. Therefore, Today's problem that is application of learning materials about the regional autonomy for Web Based Instruction, A plan that it can be solved in the social studies is propelling in this paper. Each of the whole country's region, the learning about the regional autonomy with centering around text, it is a text book, 'Social Investigation', that is developed specially is teaching until now, but developmental model of learning materials about the regional autonomy for Web Based Instruction is proposed by the efforts for improve this problem. Various learning materials about the regional autonomy for Web Based Instruction applied to learn our regional cultural life through the school homepage with based on this proposal. As a result of this study, By sloughing off old sensibility with centering around text, Student's Ability of self directed learning and solving problem is expanded with the dynamic multimedia regional Webpage's environment

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.11
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• pp.399-408
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• 2017

This study was conducted to investigate the effects of a career preparation program (CPP) on self-leadership (SL) and career locus of control (CLOC) among University Students in South Korea. Self-leadership is the ability to control and lead oneself to achieve goals. CLOC is that attribute own's success of failure to own's effort and ability internally or luck or environment externally. Both have been known to strongly affect variables associated with career planning. We also explored SL and CLOC based on the variable related subjects' characteristics. Method: After receiving informed consent, 58 subjects were collected from University in D metropolitan area in Korea from March to June 2016. CPP was provided to college students who agreed to join this study, which consisted of a 15 week career development program. During the program, recruitment information was provided as well as encouragement and motivation. The program also focused on self-exploring and self-initiating experiences by themselves. Data were collected before and post CPP and were analyzed using SPSS 21.0. Result: self-leadership increased from $3.02{\pm}0.36$ points to $3.23{\pm}0.35$ points after CPP (t=-4.45, p=0.00). There were significant differences in self-leadership and in internal attribution (t=-3.26, p=0.00). The CPP based on the understanding of oneself was effective to cultivate university students' self-leadership. Moreover, the CPP increased internal attribution of the college students significantly from $2.96{\pm}0.35$ points to $3.15{\pm}0.32$ points (t=-3.26, p=0.00). CPP was also found to effectively influence the internal locus of control. Although external attribution was reduced from $2.19{\pm}0.31$ to $2.13{\pm}0.35$, this different was not significant (t=1.68, p=0.09). Conclusion: The results of this study suggest that the CPP based on understanding of oneself should be actively applied in career education.