• The Journal of the Korea Contents Association
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• v.20 no.9
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• pp.129-139
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• 2020

This study was conducted to analyze the subjective perception types of college students majoring in cooking by applying flip-learning teaching and learning methods to the subject of cooking practice to improve the educational efficiency of cooking-related classes. Also, in order to study subjective perception of small students, we tried to grasp the common structure in subjective attitude and perception using Q methodology, and the analysis resulted in four types. Type 1 (N=5): Problem solving ability effect, Type 2 (N=6): Self-directed learning effect, Type 3 (N=3): Mutual cooperation practice effect, Type 4 (N=6) ): Theory learning effect was analyzed for each unique feature type. Flip-learning is applied to cooking practice classes, which is a learner-centered education that leaves the traditional teaching method. Interest was found to have a very positive effect on learners' opinion sharing and learning outcomes. However, it was revealed that all students need to find additional solutions to problems such as the operation plan for flipped learning and the free ride evaluation method in group learning.

• Journal of Korea Society of Digital Industry and Information Management
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• v.18 no.4
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• pp.55-65
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• 2022

The purpose of this study is to develop online educational contents and verify its effectiveness in order to strengthen the learning capabilities of college students. The theme of mind map online education contents is a mind map series for effective learning arrangement, and has been developed into a total of six contents. Each contents consisted of 20-30 minutes, and the details consisted of the concept, principle, learning case, how to write a mind map, and how to use a digital mind map. The results of the study are as follows. First, it was confirmed that the higher thinking ability of college students who took the mind map online education contents was improved. Second, it was confirmed that the self-directed learning attitude of college students improved after taking the mind map online education contents. Third, the reason why students' higher thinking ability and self-directed learning attitudes improved in this study is that they were developed in consideration of the composition of contents and appropriate video time. Therefore, in order to increase the effectiveness of online educational contents, it is necessary to examine specific cases using concepts from conceptual approaches to specific topics, and to faithfully reflect the procedure in which each learner can actually use the concept.

• Journal of the Korea Society of Computer and Information
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• v.18 no.11
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• pp.255-264
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• 2013

This research was conducted to analyze parents' attitudes on the issues related to the Smart Education Initiative Korea. The questions included the usefulness of major digital tools for educational purposes, knowledge on the Smart Education, necessity for better educational methods, and Bring Your Own Devices (BYOD) policy. A total of 432 response cases from the parents were analyzed considering the parents' age, academic level, and income. As a result, parents regarded desktop PCs as more effective tools for learning when compared to tablet PCs. Meanwhile, mobile devices and SNSs were hardly considered as instructional tools. Second, familarity and understanding of the Smart Education were proportional to household income and mothers' education levels. Third, parents needed for the change in educational methods and agreed with the importance of students' self-regulated learning, collaboration, inquiry ability and creativity. Fourth, regarding BYOD, parents were willing to buy devices with a reasonable price. In conclusion, it is required to reflect the results of the study when implementing the Smart Education throughout the nation.

• The Korean Journal of Emergency Medical Services
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• v.17 no.1
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• pp.51-62
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• 2013

Purpose : The purpose of this study was to verify the effects of academic self-efficacy on self-directed learning attitude of emergency medical students. Methods : A total of 209 emergency medical technology students filled out the questionnaire after receiving the informed consents. The questionnaire consisted of demographical characteristics, academic self-efficacy and self-directed learning attitude. Results : Academic self-efficacy and self-directed learning attitude of the subjects were above mean average. Higher correlations existed between academic self-efficacy and self-directed learning attitude of the subjects, and the significant positive correlations were found between sub-factors of the academic self-efficacy and self-directed learning attitude. The academic self-efficacy of the subjects had the significant influence on the self-directed learning, and self-efficacy. The self-confidence among sub-factors in the academic self-efficacy had a significant influence on self-directed learning attitude and sub-factors. Conclusion : The results of the study subjects of academic self-efficacy had a significant influence on the attitude of self-directed learning, In particular, self-efficacy and confidence of the academic self-efficacy sub-factors showed a significant impact on the sub-factors, attitudes and self-directed learning. This study will provide the basic data for the implementation of the educational programs. This will be effective in managing the knowledge, information, self-directed learning attitude and academic self-efficacy.

• Journal of Science Education
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• v.34 no.2
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• pp.405-420
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• 2010

The purpose of this study was to contrive the specific teaching plans based on the frame of 2007 revised science curriculum for applying open-inquiry lesson in real education situation and to research the effects of open-inquiry lesson on the student's science-related attitude, science process skill, and to investigate instructing teachers' cognition about open-inquiry. For this study, two fifth grade classes were chosen, one class was the experimental group, who were taught by open-inquiry based lesson, and another was the comparative group, who were taught by traditional method based lesson. The findings of this study were as follows: After open-inquiry lesson, the experimental group students came to enjoy open-inquiry learning and had the positive thought about it. After open-inquiry lesson, the experimental group marked higher mean score than the comparative group in science-related attitude's field but didn't showed the meaningful difference. On the other hand, in science process skill's field, the experimental group showed the significant higher improvement than the comparative one, especially in the subordinate area of basic science process skill. Finally, teachers who instructed students open-inquiry lesson thought open-inquiry lesson is the self-directed problem solving learning which raise the student's science process skill and interest. And the teachers thought the obstacles to instruct open-inquiry lesson are the lack of the student's cognition about open-inquiry and the insufficient circumstance for open-inquiry lesson. Therefore the teachers argued that the prerequisite for settling open-inquiry lesson successfully is to develope open-inquiry lesson curricula and teaching materials.

• Journal of The Korean Association For Science Education
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• v.39 no.4
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• pp.525-534
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• 2019

The purpose of this study is to investigate the influences of Science Core schools on students' positive experiences about science (PES) through in-depth interviews with teachers in charge of science core schools. In-depth interviews with teachers were conducted to explore the factors that led to the effectiveness of science core schools in improving the student's PES in light of operational characteristics of science core schools as leading schools, characteristic factors of science core schools on students PES, and improvement plans and requirements of science core schools as leading schools, as well as implications for general high schools. In the case of science core schools, the teacher's enthusiasm for science teaching encouraged students' participation in science classes, promoted students' interest in science other than science-core classes, improved students' inquiry and research skills, increased students' competencies such as communications and collaboration by improving science instructions, and affected career search and exploration based on interests in science experiences. Based on the results, ways to spread the characteristics of science core schools to general schools' curriculum implementation are suggested including providing opportunities to experience the value of science study, to experience science and engineering careers through senior students, to participate in team projects and self-regulated science inquires, and so on.

• Journal of The Korean Association For Science Education
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• v.27 no.9
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• pp.907-918
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• 2007

This study was conducted to explore key factors of expertise development of talented scientists who achieved outstanding research performance according to the stages of expertise development and dimensions of individual-domain-field. To fulfill the research purpose, 31 domestic scientists who were awarded major prizes in the field of science were interviewed in-depth from March to September, 2007. Stages of expertise development were analyzed in light of Csikszentmihalyi's IDFI (individual-domain-field interaction) model. Self-directed learning, multiple interests and finding strength, academic and liberal home environment, and meaningful encounter were major factors affecting expertise development in the exploration stage. In the beginner stage, independence, basic knowledge on major, and thirst for knowledge at university affected expertise development. Task commitment, finding flow, finding their field of interest and lifelong research topic, and mentor in formal education were the affecting factors in the competent stage. Finally, placing priority, communication skills, pioneering new domain, expansion of the domain, and evaluation and support system affected talented scientists' expertise development in the leading stage. The meaning of major patterns of expertise development were analyzed and described. Based on these analyses, educational implications for nurturing scientists were suggested.

• Journal of The Korean Association For Science Education
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• v.39 no.6
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• pp.729-738
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• 2019

Research and Education(R&E) program has been emphasized for scientifically gifted students since it can improve scientific research abilities and problem solving abilities because it provides scientific research experiences with professional researchers. The purpose of this study is to investigate the effect of R&E program on creative leader competency and science career orientation. For this study, 62 science high school students participated from 78 science high school students participating in an R&E program. Pre and Post surveys of creative leader competency and science career orientation were administered to the students. The results showed that R&E program improved students' creative leader competency in intellectual and affective characteristic. However, there are no differences in science career orientation because science high school students already had high science career orientation. The implications of this study were discussed.

• The Journal of the Korea Contents Association
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• v.14 no.8
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• pp.453-465
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• 2014

The purpose of this study was to find out the change in psychological well-being of middle school students by participating in after school physical training activities. To achieve this object, 100 male students of M middle school in K city. "Teenagers' psychological well-being measurement tool" developed by Chung-hee Park(2007). Twice a week, for twelve weeks, the experimental group took part in an after school physical training activity, and the control group, in non-physical classes. The conclusion reached based on the result of this study are as follows. First, there was a statistically significant difference in the change of the family relations factor. Second, there was no statistically significant difference in the change of the student-teacher relations factor between the group Third, there was a statistically significant difference in the change of the self-awareness factor between the group. Fourth, there was no statistically significant difference in the change of the self assertiveness factor between the group. Fifth, there was a statistically significant difference in the change of the friendship factor between the group. Sixth, there was no statistically significant difference in the change of the self-initiative studying factor between the group. In conclusion, taking part in an after school physical training activity on a regular basis can increase the feeling of care and love from family relations, give positive self awareness and attitude towards life, and help building mutual trust between friends by having close relationship.

• Journal of Korean Library and Information Science Society
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• v.54 no.2
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• pp.131-154
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• 2023

This study analyzed the effectiveness of visiting reading programs for vulnerable children, focusing on the case of libraries in A-si, Gyeonggi-do. Library A utilized a visiting teacher to deliver books that matched the children's levels and interests through non-face-to-face interactions, or to engage in face-to-face reading sessions and deliver books together. In 2022, a total of 158 individuals from 103 families participated in the program, with 103 individuals from 67 families delivering books and 55 individuals from 36 families engaging in book reading activities. Pre- and post-project surveys were conducted to assess the reading effects, and interviews were conducted with the visiting teachers. The analysis revealed that the level and interest of the children during book delivery and reading sessions were identified, and the effects of reading books with high levels of interaction were significant. Infants who were able to easily acquire reading experiences according to their age exhibited better reading effects compared to elementary school students. The program aimed at the new participant group showed slightly greater effectiveness than the group of continuing participants. Furthermore, following the implementation of the program, improvements were observed in reading interest, reading attitude, reading environment, reading interaction, self-esteem, social skills, language ability, reading proficiency, self-directed learning ability, and library utilization rate.