• The Journal of Korean society of community based occupational therapy
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• v.1 no.1
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• pp.49-57
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• 2011

This study investigated the relationship between learning strategies and achievements of the students in the department of health science, and differences between higher academic achievers and lower academic achievers in the use of the learning strategies. The results were as follows. First, there was a correlation between academic achievements and self-efficacy and power of execution in the personality area. Second, there was a positive correlation between academic achievements and academic motivation, a negative correlation between academic achievements and avoidnat motivation, in the motivation area. Third. there was a correlation between academic achievements and all 8 factors in the behavior area. In the use of learning strategies, there was a difference found in self-efficacy and the power of execution between the higher academic achievers and the lower academic achievers. It also was found that the lower academic achievers perceived more depression, showed remarkably lower motivation and higher avoidance motivation, than the higher academic achievers. Lastly, the lower academic achievers was lagged behind noticeably compared to the higher academic achievers in the ability of using all factors of the behavior area.

• Journal of The Korean Association For Science Education
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• v.20 no.4
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• pp.680-692
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• 2000

An assessment instrument dealing with secondary students' views on the nature of science was developed in this study. The features in aspects of the nature of science are generally accepted as characterizing the scientific enterprise and we have focused on are: 1) the purposes of the scientific enterprise, 2) the nature of scientific enquiry, 3) the nature and status of scientific knowledge, and 4) the nature and functioning of the scientific community. The questionnaire is made of three sections; that is, "Scientific Question", "Experiment", and "Belief". The Scientific Questions probe was designed to examine the ways in which learners mark out science as a particular domain, and particularly the types of questions that they think are open to scientific investigation. The Experiment probe was designed to throw light on the ways in which learners may think about theories and their relationship to evidence in a range of contexts. A related aim concerns the sorts of activities that learners consider to be experiments, and their reasons for this. The Belief probe was designed to see whether students are able to articulate the grounds for their acceptance of a proposition and, if they are, to explore the nature of these grounds. The reliability of the instrument developed in this study was found to be 0.86.

• Communications of Mathematical Education
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• v.28 no.4
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• pp.475-492
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• 2014

This study aimed to explore the affective characteristics of primary and middle school students in mathematics and to analyze the relationship between the affective characteristics and initiative in mathematics learning. For the purpose of this study, a survey was conducted for students in a primary and a middle school in Incheon area. The questionnaires using in this study consisted of five affective domains of interest, self-efficacy, value, self-regulation, and mathematics anxiety. The results of this study showed that the participant students' affective characteristics tended to be decreased by grades. Moreover, the gender differences were increase as the participant students grew older. Students who take the initiative in mathematics learning showed better affective characteristics in general than students who depends on other assistants.

• Journal of Digital Convergence
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• v.15 no.2
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• pp.335-345
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• 2017

It is necessary for an instructor to understand the student's team building behavior for an effective guidance of team activities. In this study, we developed an agent-based computational model for simulating the student's self-controlled behavior. We validated the model by comparing the actual behavior. Through the simulation, we found that the time to stabilization of team formation and the ratio of the students having no team are decreasing as the population of the student increases. However, we also found that over a certain amount of population, the time and the ratio do not show much progress in the difference. The simulation also shows that the more heterogeneity between the students the higher chance of delaying the team formation and increasing the ratio. We expect to use the model as a tool for guiding and supporting students' team activities.

• Communications of Mathematical Education
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• v.32 no.3
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• pp.385-406
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• 2018

The purpose of this study is to investigate the effect of mathematics classes focused on mathematical problem posing activities on 10th grade students' mathematics achievement and affective characteristics of mathematics. This study was conducted in a total of 45 regular mathematics classrooms with 81 students from two classes through a nonequivalent control group design. The results of the study showed that the teaching method based on mathematical problem posing activities had a more positive effect on students' mathematics achievement and the affective characteristics of mathematics than the teaching method that focuses on problem solving. The teaching method based on problem posing activities proposed in this study could induce students' self-reflective learning motivation, which in turn gave them a more solid understanding of the mathematical concepts they had learned. In addition, it was found that students' problem solving ability, mathematical communication ability, and mathematical thinking ability were positively influenced by problem posing activities. Regarding the affective characteristics of mathematics, the mathematical problem-posing activity suggested in this study turned out to be a very effective strategy for improving students' interest in mathematics.

• Journal of Elementary Mathematics Education in Korea
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• v.11 no.2
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• pp.137-160
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• 2007

Within the field of mathematics education there is an active movement which attempts to apply more beneficial learning activities, like mathematical writing activities, for the students. In this context, the current study attempts to identify elementary school students' cognitive and affective aspects as they participate in a novel writing activity, the 'mathematical fairy tale.' Some positive outcomes from the mathematical fairy tale writing activities were as follows: First, from these mathematical writing activities, students began to reconstruct and adapt the mathematical contents they've learned through their reflective thinking. Second, while the mathematical fairy tale writing activities were going on, the communication of mathematics was greatly animated between the students, and they could get the restudying chance about they've learned. Third, from these mathematical writing activities, many of students became discover the practical using case of the mathematical contents they've learned and they perceived the necessity of the mathematics learning. Forth, from these mathematical writing activities, most of students felt the delights of the mathematics learning and the achievement, so they indicated that their attitude for the mathematics course was changed positively. Lastly, students began to concentrate on their mathematics learning through participation in mathematical fairy tale writing activities of their own accord.

• Journal of Convergence for Information Technology
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• v.11 no.12
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• pp.138-147
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• 2021

This study aims to analyze the characteristics and preferences of learners who participated in college online classes for effective online learning. A total of 101 college students who participated in online classes completed the survey including personal characteristics of students and learning factors that affect online classes. The results showed that male students were more likely than female students to respond that online classes were more effective. Likewise students who learned from video recordings compared to those who learned from real-time lectures. As a result of analyzing the difficulties of online learning, there was a high probability that online learning was ineffective for students who had difficulties in self-learning and asking questions to their lecturers. Likewise, students who spent a lot of time studying online lectures, there was a high probability that online classes would be more effective for students who spent a lot of time on assignments. The results suggest that online learning is more effective for students who learn actively and self-directedly than those who passively participate in classes. This study implies that it is necessary to design online classes based on the characteristics and preferences of learners to improve the quality of education.

• Journal of The Korean Association For Science Education
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• v.40 no.2
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• pp.203-216
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• 2020

The purpose of this study is to explore the effects of a VR(virtual reality)-based biology class on both the cognitive and affective domains by developing and applying a VR-based biology program for 6th-grade elementary school students. For this research, we developed a VR teaching material about 'digestion' reflecting virtual reality characteristics and one hundred five students in an elementary school in an urban area participated in this study and took three VR-based lessons. To examine the cognitive effects of a VR-based biology class, the study subjects were divided into two groups. The experimental group was composed of 50 individuals who participated in VR-based biology lessons, while 55 students of a control group learned through general lessons. We collected data using drawing tasks for measuring students' modeling performance level from these groups and analyzed the cognitive effect of VR-based instruction. We also recorded 21 interviews of students after the intervention, which were transcribed to verify the students' perception of cognitive and affective effects. The key results are as follows: First, we demonstrated the possibility of applying a VR program reflecting VR characteristics (manipulation, multi-sensory, and interaction). Second, we found out that a VR-based biology class significantly enhances higher levels of thinking (spatial, abstract, and reflective thinking). Third, we examined students' perceptions on this program and came to the conclusion that VR characteristics positively affected cognitive and affective domains. This study may be able to contribute to offering guidelines on how to apply VR-programs to future science education effectively.

• Proceedings of the Korea Society of Mathematical Education Conference
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• 2006.04a
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• pp.133-148
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• 2006

Although gifted students are well ready in the perspective of intelligence, in order to make their Beaming highly effective, it is necessary to revitalize their intellectual abilities and progress it into proactive learning behaviour. It is requisite to stress on the affective variables for achieving this. This study examined and analyzed affective variables for the subject mathematics on self-concept toward mathematics, attitude, interest, mathematical anxiety, and learning habits.

• Journal of Convergence for Information Technology
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• v.9 no.10
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• pp.170-175
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• 2019

This study aimed to analyse the effects of academic self-efficacy of beauty specialized high school students on learning flow and provide basic data needed for their learning instruction. For the purpose, this study surveyed 327 students of beauty specialized high schools located in B metropolitan city and N city. The responses were analysed with the use of the SPSS WIN 21.0. The results are presented as follows: Academic self-efficacy had a significant effect on learning flow and in particular, self-control efficacy and task difficulty preference were important factors. Based on the results above, it is suggested that teachers should present data that is properly converged by techniques and academic knowledge according to levels and steps so that students can have experiences of academic achievements and be encouraged to have higher self-efficiency.