• Education of Primary School Mathematics
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• v.21 no.2
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• pp.151-162
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• 2018

The purpose of this study was to investigate the effects of teacher's mathematical belief and student's mathematical performance, sex on the perception of mathematics classroom quality. And this study also detailed the relation between self-directed learning attitude and perception of mathematics classroom quality. For this purpose, this study used 'Students Perception of Mathematics Classroom Quality(SPOCQ)' as an instrument. This instrument focuses on appeal, challenge, choice, meaningfulness, self-efficacy. The 430 5th and 6th grade elementary school students were included in sample. The results obtained in this research are as follows; First, there was a significant difference in the perception of mathematics classroom quality between positive mathematical belief teacher's group and negative mathematical belief teacher's group. So, teacher's mathematical belief influence on the students' perception of mathematics classroom quality. Second, there was a significant difference according to the student's mathematical performance and sex. The students of high mathematical performance usually had positive perception of mathematics classroom quality and the male students also had higher mean than female students. Third, there was positive correlation between self-directed learning attitude and perception of mathematics classroom quality.

• Journal of the Korean School Mathematics Society
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• v.9 no.1
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• pp.41-55
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• 2006

Although gifted students are well ready in the perspective of intelligence, in order to make their learning 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 the Korean Society of Food Science and Nutrition
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• v.42 no.8
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• pp.1325-1334
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• 2013

The purposes of the study were to assess the multicultural competencies and to identify potential barriers toward improving multicultural competencies of food and nutrition majors at the university level. A total of 500 students were surveyed and 457 responses were analyzed for the study. The multicultural competencies, based on a literature review, included food culture knowledge, multicultural attitude, and multicultural skills. Approximately half of the respondents took a food culture class as a college course. The food and nutrition majors showed positive multicultural attitudes; however, food culture knowledge scores for traditional Korean food culture and 11 other food cultures remained low (average score: 63.7 out of 100 points). In addition, familiarity with cultural foods and knowledge of food-related cultures were not necessarily related. As a result of factor analysis, multicultural skills, required for dietitians, were classified into three factors: professional skills, food preparation skills, and communication skills. Overall, students rated their professional skills the highest and communication skills the lowest. Multicultural attitudes and skills increased with school years, and students who took a food culture class showed significantly higher multicultural attitudes and knowledge scores compared to their counterparts. Economical issues, lack of time, and lack of opportunities for learning multicultural competencies in majors and experiencing different cultures were highly rated potential barriers for improving multicultural competencies. Our research indicates that food and nutrition educators should review their curriculums to incorporate content that encourages food and nutrition majors to learn about other food cultures and improve their multicultural competency. These skills will be critical for food and nutrition professionals in the multicultural age.

• Journal of Science Education
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• v.38 no.2
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• pp.415-429
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• 2014

The purpose of this study was to develop the 'airplane' science program based on Renzulli's Enrichment Triad Model for the gifted elementary students and investigate the effects of the program on attitude toward self-directed learning attitude, attitude toward laboratory work, and creative personality. Participants were 37 gifted students of local elementary school gifted classrooms. The results of this study were as follows: First, self-directed learning attitude was improved significantly including all sub-areas. Second, the attitude toward laboratory work was improved significantly including all sub-areas. Third, creative personality was improved significantly including all sub-areas. Finally, students' satisfaction about program had an average of 4.52 out of 5 points. Boys showed higher satisfaction on 'program management' and 'teacher's activities' than girls.

• The Journal of the Korea Contents Association
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• v.14 no.7
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• pp.550-558
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• 2014

The purposes of the study are to introduce and apply an activity that can help improve student-initiated learning on the TOEIC Speaking Test (TOEICST) performance and to see students' attitude toward the activity. Twenty-eight university students in Chungcheong province engaged in learning based on this activity. In the present study, the activity proposed by McCormick and Vercellotti (2013) and Stillwell, Curabba, Alexander, Kidd, Kim, Stone, & Wyle (2010) was modified and adapted[14][19]. The outline of the Task Recording Activity (TRA) consisted of three steps: preparation step, Task Recording Activity step, and evaluation step. As data collection of the study, a survey and students' journal were utilized and qualitatively analyzed. The results showed that student-initiated learning activity could be applied positively not only in communicative lessons, but in TOEICST specific lessons as well. Additionally, participants showed positive attitudes toward self-transcription and self-correction. Some implications of the study are that the TRA can be applied to generate autonomous learners studying for the TOEIC Speaking Test, that the guideline for different proficiency can be developed to help them improve their self-reflection, and that students need to have an active attitude to lead their own learning.

• Proceedings of the Korea Contents Association Conference
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• 2018.05a
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• pp.235-236
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• 2018

본 연구는 대학 영어 교육에 다양한 멀티미디어를 활용함과 더불어, 온라인 학습관리시스템을 영어교육에 접목시킴으로써 상호 작용과 학습공동체 활동을 강조하는 다양한 기능들이 대학생들의 영어 학습태도와 결과에 어떠한 영향을 끼쳤는지를 알아보고자 하였다. 연구결과에 따르면 다양한 멀티미디어의 활용과 온라인 학습관리 시스템의 기능과 활동들을 통한 대학 영어수업이 학생들에게 영어수업에 대한 관심과 흥미를 높이고 보다 효과적으로 영어를 학습할 수 있는 경험을 제공해주었다고 할 수 있다.

• Journal of Engineering Education Research
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• v.15 no.4
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• pp.85-93
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• 2012

This paper is to explore the effects of Robot Based Instruction(RBI) on the learning attitude of elementary school students. According to this research, researcher found out that there is significant improvement in learning attitude score after RBI was applied. The result of verification on the learning attitude is difference by sex showed that male students' learning attitude score is more high better than another group. In particular, it showed that there is more significant improvement in science art discretionary activities subjects. The above-mentioned results are based on as follows two reasons. First, RBI is efficient to improve students' internal motivation and ownership about tasks, and that is related to environment of learning and instruction focused on authentic task and practice. Second, educational advantages of robot media was reflected appropriately in RBI, also appropriate instructional environment for RBI was supported.

• Communications of Mathematical Education
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• v.12
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• pp.103-124
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• 2001

수학은 계통성이 강한 학문이다. 이러한 수학의 특성은 학습의 결손이 있거나 학습속도가 느린 학생들에게 수학을 학습하는 데 어려움의 근원이 된다. 특히 중학교 수학에서는 처음으로 형식적인 수학이 도입되기 때문에, 중학교 1학년에서 수학을 제대로 이해하지 못할 경우 그 학생은 수학 장애아, 수학부진아로 전락할 가능성이 있다. 그러나 학교에서의 개별지도는 어려운 실정이다. 따라서 수학 부진아를 선정하여 수학학습에서의 어려움을 진단하고, 학생의 오개념과 오류를 분석한 후, 그 학생에게 맞는 학습전략을 선택하여 처방 지도하고자 한다. 이를 통해 학생의 이해와 사고과정을 알아보고 태도변화를 고찰하는 것을 목적으로 한다.

• Korean Educational Research Journal
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• v.40 no.1
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• pp.1-16
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• 2019

The purpose of this study is to explore the relationship between parental attitudes, teachers' autonomy support as perceived by high school students, and the self-directed learning abilities of high school students. A total of 341 high school students from South Korea participated in the study. A survey instrument was used to measure parental attitudes, teacher autonomy support, and students' self-directed learning ability. The results of the study are as follows. First, the rearing attitudes of parents were perceived by the participants as oriented more toward being attainable and relatively less self-directed. There were no significant differences between male and female students, though male students were more likely to perceive their parents' attitudes as more attainable-oriented. The results also show that, in terms of self-directed learning skills among high school students, the more goal-oriented, compassionate, and autonomous the parental attitudes are, the likelier are students to have developed self-directed learning skills. Second, the male students were more aware of the autonomy support of teachers than were the female students. This shows that the results have significant predictive power over the self-directed learning ability among high school students. Accordingly, the perception of autonomy support by teachers affects the development of self-directed learning among students. We can therefore conclude that self-directed learning skills develop most effectively in students who are supported by their teachers.

• Proceedings of the Korea Multimedia Society Conference
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• 2002.05d
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• pp.792-796
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• 2002

새로운 교육적 매체로서의 인터넷과 웹은 이제 전통적 교육 패러다임에 대한 강고한 도전이 되고 있다. 정보화사회의 열려진 공간으로서의 인터넷은 우리의 어린이와 청소년들에게 자발적이고 스스로의 학습 전략과 문제해결 대안을 찾아가는 발견적 학습이론과 구성주의이론에 의한 열린 학습환경을 지향해 가고 있는 것이 사실이다. 그러나 정보화 과학화 합리화를 지향하는 사회와 학교의 흐름속에서 실제 상처받고 잊혀져 가는 부분이 학생들의 감성이나 태도와 관련된 영역들이다. 본 연구는 유아들의 감성교육을 위한 보조자료로서의 동화 컨텐츠를 개발하여 유아들을 위한 감성교육의 자료를 축적하고자 한다.