• Journal of Convergence for Information Technology
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• v.11 no.3
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• pp.174-184
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• 2021

The present study intends to understand how multimodality can be implemented in a content course curriculum and how students perceive multimodal tasks. Twenty-eight students majoring in English were engaged in a digital storytelling assignment as a part of the content curriculum. Findings from the questionnaire and reflective essays that investigated students perceptions of digital storytelling showed that students felt that the assignment helped them engage in the task and felt motivated. In comparison to traditional writing tasks, students perceived digital storytelling to be more engaging and motivating, but felt that the assignment required more mental effort and caused more anxiety. By supporting students to explore technology and implement multimodal aspects in the learning process, digital storytelling can encourage engagement and autonomous learning to create meaningful works that are purposeful and enjoyable.

• Journal of The Korean Association For Science Education
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• v.19 no.3
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• pp.461-470
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• 1999

The purpose of this study was to investigate teachers' perception about 'Science Field Trip(SFT) to Korean historical sites'. Ninety-seven teachers were asked to reply the questionnaire about SFT to Korean historical sites. This questionnaire was divided into three parts: educational value, teaching method, and difficulty of management. Firstly, teachers indicated that SFT to Korean historical sites had much educational value in that it could give students chances to understand Korean culture, to acquire investigative process skills, to experience divergent investigation and cooperative learning, to raise integrated thinking skill concerning science and other subjects, and to learn contents related with science curriculum. It also had advantages of caring for students out of school and giving the information for future occupation. Secondly, teachers suggested the desirable teaching method: teachers' explanation about SFT to Korean historical sites with worksheets before it, students' group work during it, and the presentation and discussion after it. Finally, the most frequent answer in the difficulty of management was the lack of teaching materialsfor SFT to Korean historical sites.

• Journal of the Korean Geographical Society
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• v.36 no.1
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• pp.66-77
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• 2001

The contents and results of teaching should be evaluated periodically and intermationally in the age of globalization. The Third Internatinal Geography Competition, held from August 13 to August 19,2000 in Seoul, was a good opportunity to compare the level of achievement in geography among Korean students with that of other countries. Students from 13 countries competed with one another by demonstrating their geographical knowledge via three kinds of test. The aim of this study is to evaluate the international level of high school students in geography education in light of the result of the competiton. Four specific contents ate analysed here: 1)the process and result of the competiton, 2) the analysis of test scores of all students, 3) the international comparison of achievement level of the Korean students, and 4)the evaluation of the examination items and their comparison with those of the first competition. The result of this study will help to evaluate ths competitive achievement of geography education in high school. Although the Korean studenrs scored high marks overall, their were relafively weak in the fieldwork assignment. This shows that instructions in geography are unbalanced.

• Science of Emotion and Sensibility
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• v.23 no.2
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• pp.23-34
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• 2020

Loneliness is an unpleasant experience due to the human need for social connection. Anthropomorphism is the attribution of human traits, emotions, and intentions to nonhuman entities. The inverse process of anthropomorphism is dehumanization in which individuals treat humans like animals or objects. Two studies were conducted to investigate whether relationships exist among loneliness, anthropomorphism, and dehumanization. In Study 1, loneliness was measured via self-reports, and an anthropomorphism task was introduced to examine the extent to which subjective experiences of loneliness related to the tendency to describe nonhuman agents with humanlike characteristics. According to the results, lonelier participants attributed more humanlike capacities to computers and cats. Study 2 examined whether significant differences emerged in anthropomorphism and dehumanization between the experimental condition of loneliness and the control condition. After having been induced to the emotion of loneliness using an experimental writing task, the participants tended to perceive nonhuman agents to be more humanlike in the condition of loneliness than in the control condition. Moreover, there was a stronger tendency of dehumanization toward other humans in the condition of loneliness than in the control condition. There was also higher levels of negatively biased perceptions of neighborhood characteristics. This scenario implies that anthropomorphism is related to sociality motivation, which is the need for social connection through establishing bonds with nonhumans, and may result in the dehumanization and emotional experiences of other humans.

• Journal of Korea Entertainment Industry Association
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• v.14 no.7
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• pp.389-395
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• 2020

This discussion is a study that proposes to introduce a strategy to positively interpret the narrative meaning in media language based on a generalized cognitive environment in order to activate correct media literacy in the era of cultural convergence. have. In particular, by using advertising content that has the most reinforced creativity related to cultural interpretation, it was induced to grasp the informational manifestation of that era and to reproduce meaning interpretation with relevance. In addition, it attempted to utilize an argumentative writing strategy in the process of reproducing Korean language learners' writing, which was capable of cognitive interpretation. The intention of the public service advertisement content developer always expects a positive effect in the social and cultural aspect, and the learner dreams of reflection and a correct future through the effect. The research on activating media literacy in the era of cultural convergence, which I intended, has not yet been much discussed. We hope that the proposed discussion of this study will be actively utilized in mass media language education of the contents of textbooks for Korean language learners, and we are sorry for the part that does not contain quantitative analysis contents, and we expect the results in subsequent thesis.

• Journal of Engineering Education Research
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• v.10 no.3
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• pp.64-78
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• 2007

For Korean researchers, English is essential. In fact, this is the case for any researcher who is a non-native English speaker, as recognition and success is predicated on being published, while publications that reach the broadest audiences are in English. Unfortunately, university science and engineering programs in Korea often do not provide formal coursework to help students attain greater competence in English composition. Aggravating this situation is the general lack of literature covering this specific pedagogical issue. While there is plenty of information to help native speakers with technical writing and much covering general English composition for EFL learners, there is very little information available to help EFL learners become better technical writers. Thus, the purpose of this report is twofold. First, as most Korean educators in science and engineering are not well acquainted with pedagogical issues of EFL writing, this report provides a general introduction to some relevant issues. It reviews the importance of contrastive rhetoric as well as some considerations for choosing the appropriate teaching approach, class arrangement, and use of computer assisted learning tools. Secondly, a course proposal is discussed. Based on a review of student writing samples as well as student responses to a self-assessment questionnaire, the proposed course is intended to balance the needs of Korean EFL learners to develop grammar, process, and genre skills involved in technical writing. Although, the scope of this report is very modest, by sharing the considerations made towards the development of an EFL technical writing course it seeks to provide a small example to a field that is perhaps lacking examples.