• 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 Korea Convergence Society
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• v.6 no.6
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• pp.293-299
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• 2015

MOOC (Massive Open Online Course) is an online course aimed at limited participation and open access via the web. There is even the prospect that MOOC may break down the existing university system and open a new horizon of education. However, MOOC is going differently from the first prospect that it would threat the existing higher education institutions. So this study wishes to provide a starting point of discussion that we can produce and utilize MOOC to fit our situation of higher education by revealing the inherent problems of MOOC. MOOC is a basically online education, so that it cannot help inheriting the essential weakness of the existing one: the interaction, supervision and evaluation. The newly added concept 'massive' raises the problem of class size which is the most sensitive part in the field of education. The concept 'open' reverses a customized education because MOOC is a kind of video clips of a lecture for unspecific massive learners. As a conclusion, we predicts that MOOC will be positioned as a higher education service for very prominent learners in self-led learning ability and people who cannot access even traditional online higher education institutions. Also MOOC is highly likely to be used as a means of Flipped Learning in universities. Therefore, considering these points in the future, we need to develop MOOC to suit these targets.

• The Korean Journal of Elementary Counseling
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• v.5 no.1
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• pp.43-63
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• 2006

This study aims at examining effects of study skills training on elementary school children's self-directed learning ability. To achieve this goal, the following hypotheses were built. Hypothesis 1. There are significant differences in self-directed learning ability between experimental and control groups. Hypothesis 2. There are significant differences in study skills by self-directed learning ability in the experimental group. To test these hypotheses, two classes in the fourth grade were selected from S Elementary School in the city of Busan for experimental and control groups, each of which consisted of 23 children: seven for the advanced group, eight for the intermediate group, and eight for the lower group according to self-directed learning ability. The experimental group participated in twenty sessions of study skills training while the control group went through no treatment. The study skills training program was the reconstruction to meet the requirements of this study in reference to domestic study skills training programs on the basis of the Study Skills Training Program for Elementary School Children in the Higher Grades developed by Byeon and others (2001), The effects of the program was tested by using the Study Skills Test for Elementary School Children in the Higher Grades developed by the educational institute of Busan National University (Bye on et al., 1999) and Lee's (1998) translation of the Self-Directed Learning Preparation Test by Guglielmino (1977) for elementary school children. To analyze the effects of the program, the SPSSWIN (10.0) program was used to carry out ANCOVA on results of pretest and post-test for experimental and control groups, along with repetitive one-way ANOVA to examine differences in results of pretest, post-test, and further test and an individual comparative test (Scheffe) to see differences in means of the three tests. This study obtained the following results. First, there were significant differences in marks for self-directed learning ability between the experimental group participating in study skills training and the control group and the effect was shown to last. Second, in terms of three levels of self-directed learning ability, there was no significant difference between advanced and intermediate groups in the effects on study skills but there were significant differences in the lower group. The results demonstrated that study skills training had a significant effect on their self-directed learning ability. and the study skills training program had a meaningful effect on the lower group.

• The Journal of the Korea Contents Association
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• v.21 no.4
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• pp.292-302
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• 2021

The purpose of this study was to use Google Classroom for Cooking Practice Subject. We would like to present a practice class operation method suitable for the current educational environment and conditions. If the Untact Class in the Practice Subject is conducted in the future, we want to cultivate the core competencies and practical skills of the major. In addition, Q Methodology, which can be extracted by type, was applied by analyzing subjective opinions or perception structures for the cooking major students who are currently experiencing the curriculum. The survey period was conducted from March 23 to April 30, 2020 for first-year Cooking Major students taking the Cooking Practice Subject. Type 1 (N=11): Development of cooking training kit, Type 2 (N=7): Special lectures from industry experts, Type 3 (N=7): Development of practice form self-directed learning, respectively. Based on this study, it is expected to contribute to the Q Methodology on the development of the curriculum for the operation of the cooking practice subject, the effectiveness of education, and the application of learning methods.

• Journal of the Korean Society of Earth Science Education
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• v.16 no.2
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• pp.234-246
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• 2023

This study uses Gagne's 'Differentiated Model of Giftedness and Talent (DMGT)' to collect and extract major life events of Jang Young-sil, and to investigate how giftedness was formed and developed in his life history, and what factors enabled him to demonstrate his talent in the field of science and technology. In addition, based on the framework of Gagne's Differentiation Model for Giftedness and Talent(DMGT), we analyzed the mechanism of giftedness manifestation of Jang Young-sil and sought to explore the direction of gifted education based on this. To sum up the results of the study, first, in Giftedness(G), it was found that Jang Young-sil had excellent scientific and technological skills. Second, motivation, determination, self-management, and personality factors that constitute the inner catalyst(IC) of the individual have had an impact on the development of giftedness. Third, it influenced the social environment and peer giftedness in environmental catalysis(EC). Fourth, the catalyst of chance or chance(C) was the factor that had the greatest influence on Jang Young-sil's manifestation of giftedness. Fifth, informal learning and non-institutional formal learning in the developmental process(LP) influenced the manifestation of giftedness. In this way, the talent development factors of people such as Jang Young-sil provide implications for the need to understand the manifestation mechanism of giftedness in the future, develop examination tools that can detect giftedness, and develop customized programs that can develop giftedness.

• Journal of the Korea Society of Computer and Information
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• v.28 no.9
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• pp.177-188
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• 2023

The purpose of this study is to develop and validate a scale for measuring digital literacy by identifying the factors consisting of digital literacy and extracting items for each factor. Preliminary items for the Delphi study were developed through the analysis of previous literature and the deliberation of the research team. As a result of two rounds of the expert Delphi study, 65 items were selected for the main survey. The validation of the items was carried out in the process of exploratory and confirmatory factor analyses, reliability test, and criterion validity test using the data collected in the main survey. As a result, a 4-factor structure composed of 31 questions(factor 1: digital technology & data literacy- 9 questions, factor 2: digital content & media literacy- 8 questions, factor 3: digital communication & community literacy- 9 questions, factor 4: digital wellness literacy - 5 questions) was confirmed. Also, the goodness of fit indices of the model were found to be good and the result of reliability test revealed the scale had a very appropriate level of Cronbach's alpha(α=.956). In addition, a statistically significantly positive correlations(p<.001) were found between digital literacy and internet self-efficacy and between digital literacy and self-directed learning ability, which were predicted in the existing evidence, therefore the criterion validity of the developed scale was secured. Finally, practical and academic implications of the study are provided and future study and limitations of the study are discussed.

• Journal of The Korean Association For Science Education
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• v.37 no.5
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• pp.825-833
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• 2017

The Korean Ministry of Education has emphasized human resource development with creative and convergent ability for future science and technology development. Korean STEAM Education aims to enhance students' interest and their understanding of science and technology as well as to develop students' creative problem-solving skills. Through STEAM R&E project, students experience self-directed research in order to solve the problem in the context of everyday life. In this study, we aim to find out whether the creative leader competency of high school students changed after they experienced the STEAM R&E project. The creative leader competency consisted of three domains: cognitive, affective, and societal domain. We measured the creative leader competency using the questionnaire scales. The questionnaire was administered to 612 high school students who participated in the 2016 STEAM R&E project. Pre- and post- test scores were collected, and we analyzed it. We compared the mean difference between pre- and post- test scores as well as the mean differences among science high school, gifted school, science core school, and general high school. From the result, we found that all student' creative leader competency improved after participating in the STEAM R&E project in all three domains. The result also showed that students' test scores of science high school and gifted school showed no significant mean differences, while student's scores of both science core school and general high school improved significantly. From the results, we concluded that STEAM R&E activities could be an effective tool in cultivating creative leader competency, especially for general high school students and science core school students. We also suggested that further researches are needed to find how we could enhance students' creative leader competency.

• Journal of Gifted/Talented Education
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• v.21 no.4
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• pp.979-992
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• 2011

Gifted children cultivate their many talents through experience. For the purpose of revealing the talents or abilities of gifted children, it is necessary to provide them with various types of environment for their exploration from the early stage of their school age. In addition, knowing their concern, aptitude and interest from the early stage of their school age will be much helpful for them to grow, advance and search for their future career path. Accordingly, the purpose of this study is to examine the definitional and cognitive characteristics of gifted children through tests on the creative disposition, creative thinking power, multiple intelligences and morality of gifted children at the early stage of their school age in order to provide basic information on the gifted children studies. Accordingly, 90 gifted children were selected as the participants of this study through observation and recommendation. The result showed much difference between the second grade and the third grade in their creative disposition, creative thinking power, multiple intelligences and morality according to school year. As for the difference according to gender, the second grade female students showed meaningful differences in the sub-domain of creative disposition, multiple intelligences and morality and the third grade showed no differences. Such study result shows that students in upper school year clearly have their own sense of purpose.

• The Journal of Korean Society for School & Community Health Education
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• v.23 no.4
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• pp.17-28
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• 2022

Objectives: This study aimed to provide the measures for improving the self-directed learning ability and the reference data for substantializing the educational programs by verifying the main factors affecting the self-directed learning ability of dental hygiene students in reality when the learners' autonomy is emphasized than ever. Methods: From June 20 to July 4, 2022, an online survey was conducted targeting total 218 dental hygiene students. The collected data was analyzed by using the SPSS Program Version 22.0. Results: First, in the results of analyzing differences in detailed items of self-directed learning ability according to the general characteristics, the 'students who entered the department of dental hygiene by considering their aptitude and interest' showed higher results than the 'students who entered the department by considering their high school record'. Second, when the academic efficacy, study immersion, and problem-solving ability of dental hygiene students were higher, their self-directed learning ability was also high. Third, the factor that had the greatest effect on self-directed learning ability of dental hygiene students was problem-solving ability, which was followed by academic efficacy and study immersion. Conclusion: Putting together the results above, in order to cultivate the problem-solving ability of dental hygiene students, it would be necessary to operate the problem-solving-centered simulation course that could foster critical thinking, interactions with others, and creative approach and solution to problems in dental medical site. It would be also possible to improve their academic efficacy by applying the learning mentoring & one-to-one learning counseling program, and also strengthening proper feedbacks for learners. Moreover, the study immersion could be strengthened by developing and operating the emotion-based learning motivation program & learning coaching program through the process of verifying the potential and growth needs of learners, exploring one's own resources through learning diagnosis/introspection, and exploring the career-related vision for strengthening the learning motivation, which could have positive effects on the improvement of self-directed learning ability.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.19 no.1
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• pp.157-174
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• 2008

Information Technology is making a lot of changes in the library. Especially the library computerization made the business of librarians convenient and made an impact in outsourcing and job reduction. The number of library users is decreasing because they can find information easily in the internet instead of library. But librarians are suspended in traditional business; they are not carrying out new role in changed environment. So, their identity is shaken. If a job does not have their identity, the job can not but disappears. This paper wished to find the identity of librarians in digital environment. For research the author examined literatures about new role of librarians and compared with librarian's opinions. To collect librarian's opinions, the author took e-mail survey to librarians who are working more than 20 years at libraries. Questionnaire consists of open-ended question. As a result, librarians are feeling their professional rewarding in public service. But they do not have much opportunity to service as professional. In some case librarians have opportunity to secure their expert area in reading education, information literacy and computer program teaching. This means the information education and medium education. The information education means to and necessary information. The medium education means to approach at information. The ability that can utilize information and medium is very important in lifelong learning society. Librarians can achieve the role of information and medium education. Librarians can find their identity in information and medium education which make users as intellectual person.