• Journal of the Korean Society for Library and Information Science
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• v.42 no.4
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• pp.5-31
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• 2008

In this study, after Library-Assisted Instruction is set out and executed, it is surveyed and verified the connection between Learning Attitude and Life competence. This study indicates that Learning Attitude and Life skills of Library-Assisted Instruction have close correlation and the extension of Life competence(Communication, Problem Solving. Self-Directed Learning) is under the influence of Learning Attitude. This study suggests that cooperative learning, Information Processing Model and constructivism learning theory have to be adopted as a means of increasing more educational effects and extensions of Library-Assisted Instruction.

• Journal of Elementary Mathematics Education in Korea
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• v.5 no.1
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• pp.121-142
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• 2001

The purpose of this study is to investigate elementary teacher's beliefs and attitudes about mathematics and how those reflect their teaching practices. For this goal : (1) Designing questionnaire to measure elementary teachers' beliefs and attitudes about mathematics (2) Inquiring into character of elementary teacher's beliefs and attitudes about mathematics after analyzing questionnaire (3) Analyzing two teachers' mathematics teaching practices to understand how teacher's beliefs and attitudes affect mathematics teaching practices.

• Journal of Science Education
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• v.35 no.2
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• pp.119-126
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• 2011

The purpose of this study was to examine the effects of experimental learning using the small-scale chemistry (SSC) on high school students' academic achievement, scientific attitude and science-related attitude in high school chemistry I. For this study, two high school 2nd grade classes were divided into an experimental group and a control group. Experimental learning using the SSC in the experimental group, traditional experimental learning presented in the textbook in the control group were performed. The results showed that experimental learning using the SSC compared to traditional experimental learning was effective in improving academic achievement. The experimental learning also was effective in improving voluntary, patience, cooperativity in the scientific attitudes and social implications of science, attitude for science curriculum, attitude toward science in the science-related attitudes. Therefore, experimental learning using the SSC is necessary to actively utilize in high school chemistry curriculum.

• The Journal of the Convergence on Culture Technology
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• v.10 no.5
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• pp.513-521
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• 2024

This study aims to investigate how the social capital of middle school students is influenced by their grades, attitudes, and school interests, which are defined as school adjustment flexibility, and how they affect the social capital of middle school students. This study aims to provide a basis for policy discussions on how to shape the social capital of adolescents. The results of the analysis show that school adjustment flexibility has an impact on each factor of social capital. Trust is positively related to school attitudes, and norms are positively related to school compliance and school interest. Network has a positive effect on school attitude and a negative effect on school enjoyment. These results suggest that the higher the ability to follow the rules, the higher the norms of social capital, which suggests that social norms internalized at the individual level also affect group norms, which are the standards of behavior or rituals that members of a group follow when they want to behave as expected of them. We were able to find out that the normative domain of social capital is expanded by increasing the interest in school life of elementary and middle school students, and we confirmed that school class attitude is a major influencing factor in developing the network of social capital. Therefore, in order to increase the social capital capacity of elementary and middle school students, it is necessary to devise a plan to form various networks through multifaceted efforts to increase interest in school life and changes in school class attitude.

• Journal of the Korean School Mathematics Society
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• v.19 no.4
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• pp.329-356
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• 2016

The purpose of the study was to develop project based math learning using future prospective jobs to find out its effects on elementary school student's attitude toward mathematics and career awareness. Also, this study aims at implementation of this project based math learning program in school math education. The project based math learning using future prospective jobs was conducted through 19 lessons for 7 weeks. As a result, the project based math learning using prospective jobs is turned out to be effective on developing attitudes on mathematics and career awareness positively.

• Journal of the Korean School Mathematics Society
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• v.14 no.4
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• pp.519-538
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• 2011

The purpose of this study is to test whether the teaching method with the Zone of Proximal Development (ZPD) proposed by Vygotsky can be more effective at learning attitudes and problem-solving abilities in the middle school's after school class. This study find that there is meaningful difference between before and after learning attitudes and problem-solving abilities of control group students. This results accord closely with expected of after school as mentioned earlier.

• 한국지구과학회:학술대회논문집
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• 2006.02a
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• pp.154-155
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• 2006

본 연구는 통합형 고등학교에서 교사가 ICT 활용 과학 수업을 수준에 맞춰 진행하였을 때 학생들의 과학 학습의 인식과 과학적 태도가 얼마나 신장되는지를 알아보고 또한 효과적인 ICT 활용 수업을 하기 위한 시사점을 얻는데 그 목적이 있다 연구 과정은 통합형고등학교 1학년 보통반 2개반 64명을 대상으로 통제 집단과 실험 집단으로 나눈 후, 통제집단은 전통적인 수업을 하고 실험집단에 대해서는 ICT를 활용한 수업을 한 후 ICT 할용한 수업이 학업 성취도 및 흥미도에 미치는 효과에 대하여 알아보았다. 실험 전에는 학생의 ICT활용 능력 검사를 실시 하였고, 실험 후에는 학업 성취도 검사, 학습 흥미도 검사 등을 실시하였다 연구 결과에 의하면 ICT 활용한 수업집단에서 학습 흥미도 에서 유의미한 결과가 나왔다 학생과 교사의 ICT활용능력을 향상 시키고 새로운 시대에 맞는 학습 개발의 중요성과 이것을 어떻게 효율적으로 잘 사용하느냐가 중요하다는 것을 알 수 있었다

• The Journal of the Korea Contents Association
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• v.18 no.5
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• pp.579-591
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• 2018

The purpose of this study was to examine how physical education class attitudes and playfulness influence school happiness among Korean elementary schoolers. The data was collected from 300 students in five elementary schools in I city. After the exclusion of 22 incomplete questionnaires, a total of 278 questionnaires were used for data analysis. For the data analysis, descriptive analysis, exploratory factor analysis, correlation analysis, and multiple regression analysis were employed. The correlation analysis revealed that every subset of variables of the study was positively inter-correlated. Multiple regression analysis showed that mental fluidity playfulness positively influenced every subset of school happiness variables. Physical animation playfulness positively influenced self-respect school happiness, optimism school happiness, and overall school happiness. Mental spontaneity positively influenced teacher relationship school happiness and overall school happiness. Physical education class attitudes positively influenced every subset of school happiness variables, and based on standardized regression coefficients, physical education class attitudes influenced school happiness variables more so than did playfulness. The findings indicate that physical education class attitudes and playfulness are important contributors for improving Korean elementary students' school happiness, and it is necessary to cultivate physical education class attitudes and playfulness in Korean elementary schoolers.

• Journal of the Korean earth science society
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• v.26 no.3
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• pp.175-182
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• 2005

The purpose of this study was to investigate the effects of STS (Science, Technology and Society) instruction on 5th graders learning motivation and scientific attitudes, using ARCS (Attention, Relevance, Confidence, Satisfaction) strategies. A total of 53 fifth grade students were sampled from an elementary school, and were assigned to the experimental and the control groups. For four weeks, the experimental group was treated with STS instruction using ARCS strategies while the control group was treated with traditional instruction. The result of this study showed that STS instruction using ARCS strategies was more effective in the development of students' learning motivation and scientific attitudes.

• Journal of the Korean earth science society
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• v.28 no.4
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• pp.445-452
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• 2007

A project-learning model of web-based self-directed (WBSD) was applied to teach a theme of 'weather and climate' to high school students in four classes of the 11th grade. Results showed that the WBSD model was overall effective in improving learning ability, self-consciousness, and attitude toward school. Specifically, the results of WBSD instructions reported that there was a significant difference in 7 variables of learning ability except for action control, 3 variables of self-consciousness, and 2 variables of school attitude when compared with those of traditional instructions. In addition, the project-learning model of WBSD presented the positive effect to all leaners at any level in self-directed learning.