• Journal of Creative Information Culture
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• v.6 no.3
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• pp.179-187
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• 2020

This study was conducted to verify the effect of convergence education applying computing thinking ability of elementary school students on problem solving ability and interest. The subjects of this study were 23 students in 3rd grade elementary school and 15 students in 6th grade, totaling 38 subjects. As a research method, problem-solving ability and interest were measured through questionnaires, and data were analyzed through T-test to see the pre-post differences of the experimental group. As a result of the study, first, it was found that convergence education applying computing thinking ability had a positive effect on problem solving ability. Second, it was found that convergence education applying computational thinking has a partial effect on the degree of interest by subject. Looking at the details, interest in software education and physical activity was high, but interest in eating habits was relatively low. From the above results, it can be seen that convergence education based on computational thinking contributes to drawing students' problem solving ability, and interest.

• 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 Korea Academia-Industrial cooperation Society
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• v.20 no.3
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• pp.71-81
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• 2019

To extend the potential benefits of error, the current study examined factors that affect students' error perception in the classroom. An experimental design was used to measure relations of classroom goal structure, feedback, and social relationships on students' perception of error. A total of 316 fourth-, fifth-, and sixth-grade elementary students participated as part of their regular class curriculum. Self-reported questionnaires were administered to measure students' perception of errors and relationships with teacher and peers, and then students were manipulated by classroom goal structure and feedback. Multiple regression analysis results suggested that students' perception of learning from error was affected mostly by relationships with peers, followed by relationships with teacher and the type of feedback. Students' perception of risk taking for error was also affected by relationships with peers and teacher, followed by the classroom goal structure. However, classroom goal structure and feedback did not affect their perception of thinking about error to improve their learning as well as error strain. These results imply how the classroom climate should be structured to improve perception of errors to improve student's learning.

• Journal of Digital Convergence
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• v.14 no.8
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• pp.363-370
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• 2016

This study aimed to evaluate correlation between self-evaluation factors and academic achievement of medical students according to introduction of explanation meeting in cadaveric dissection. The students explained cadaveric structure to health allied sciences students and discussed with each other. Just after the meeting, 102 medical students filled out a self-reported questionnaire on impact of self-evaluation factors and communication. The data were analyzed by frequency analysis, t-test and analysis of variance. Regardless of their gender, age, previous experience, the majority of the students gave high scores in all of self-evaluation factors. Among them, linkage with major and verbal communication factor were closely related to their academic achievement(p<0.05). The verbal and non-verbal communication factors also had a high correlation of 0.580(p<0.01). The explanation meeting provided a chance to learn further with positive attitude to medical students and motivated them academically.

• 한국체육학회지인문사회과학편
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• v.58 no.3
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• pp.361-370
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• 2019

The purpose of this study was to analyze the student's class satisfaction toward PE Teacher's level of teaching ability in an inclusive PE environment. Twelve PE teachers were divided 3 group (upper, middle, lower) according to the their teaching ability in an inclusive PE environment and to analyze student's class satisfaction, 316 students who learned from the 12 PE teachers in an inclusive PE environment participated in the research. The results of the study were as follows. First, there was a statistically significant positive correlation among the satisfaction of teaching behavior, PE environment, exercise ability, and PE score (P<.01). Second, there was a statistically significant difference (p<.001) between group of teacher's teaching ability and satisfaction of teaching behavior. Third, there was a statistically significant difference (p<.001) between group of teacher's teaching ability and satisfaction of PE environment. Forth, there was a statistically significant difference (p<.001) between group of teacher's teaching ability and satisfaction of exercise ability, Fifth, there was a statistically significant difference (p<.001) between group of teacher's teaching ability and satisfaction of PE score.

• Journal of vocational education research
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• v.36 no.2
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• pp.68-94
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• 2017

The purpose of this study is to provide basic data for the development of school education and employment policy by analyzing the differences between image of meister high school students anticipated by industrial HR managers and image actually perceived. For this, semantic differential method developed by Osgood (1957) was selected as the study tool. To find out images of meister high school students, validity of 50 adjectives suggested by Osgood and 21 additional adjectives used in previous studies was reviewed by 10 experts. Final 20 adjectives were selected by excluding adjectives that fail to satisfy validity of contents. Proportional sampling in metropolitan and non-metropolitan areas was done to select 350 final survey samples. A total of 600 surveys were distributed and 230 were returned. Return rate was 38.3%. The results of this study are as follows. First, image of meister high school students anticipated by industrial HR managers showed average score of 2.49, which indicates a positive image. In addition, factor analysis was performed to classify adjectives into groups, and they were divided into three factors including external factor, way of thinking factor, and internal (personality) factor. Second, image of meister high school students currently perceived by industrial HR managers showed average score of 3.24, which indicates a positive image. Third, image of meister high school students currently perceived by industrial HR managers was not as positive as image they anticipate.

• Communications of Mathematical Education
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• v.14
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• pp.327-348
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• 2001

본 연구는 수학 교사가 수학 교과에 대한 학습부진 학생의 이해와 적절한 교수-학습 방법의 탐색을 위한 기초 자료를 제공하기 위해 두 가지 유형의 질적 자료를 중심으로 자료를 수집하고 심리검사, 일반 학습습관, 수학 학습습관, 수학 교과에 대한 태도 등 4가지 선문지를 사용하여 여고생을 대상으로 부진요인 분석에 그 목적을 두었다. 본 연구에 따르면 대표적인 부진 요인은 의문 해결을 위한 의지 결핍과 장기 기억방법을 알지 못하고 수학교과목 자체를 싫어하는 경향이 있는 듯 하였다. 스스로 수학 문제를 풀 수 없다는 선입감 때문에 해답을 보고 문제를 풀게 되고, 검산을 하지 않는 특성을 보였다. 이들 수학 학습부진 학생들을 지도할 때는 선수학습을 반드시 확인하는 수업을 고려해야 하며, 수학적 의사 소통 능력 등 보다 수학적인 내용과 과정에 대한 후속 연구가 필요하다고 본다.

• Journal of dental hygiene science
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• v.10 no.5
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• pp.307-314
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• 2010

This study aimed to measure such features of emotional responses perceived by students as learning climate, department living stress, and perceived helplessness to analyze their effects on major satisfaction among students at the department of dental hygiene; to do this, a survey was conducted with 431 students, regardless of college year, who were at the department of dental hygiene in four colleges in Gyeonggi Province, Daejeon, and Chungcheong Province. An existing emotion scale which went through the generalization process was used to draw a multiple model in the combination form in order to collect emotional factors affecting college students' satisfaction with their major, which had existed as a hypothetical proposition, and make overall interpretation of relevance through the explainable, predictable modeling process by measuring emotional factors and phenomenal description of the level of general perception. The results showed that major satisfaction was very significantly affected by emotional features among students at the department of dental hygiene, which needs to be treated as an important factor to enhance expertise related to major learning and improve students' living.

• Journal of Gifted/Talented Education
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• v.17 no.2
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• pp.307-337
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• 2007

The purpose of this study is to verify the validity of a creativity measurement tool and to discover the creativity characteristics of creative gifted students by assessing the difference in the creativity characteristics of creative gifted students, who were selected from gifted students in elementary and middle schools through the Torrance Test of Creative Thinking(TTCT), according to school level and the type of the students (gifted student in mathematics, gifted student in science). To this research purpose, creative gifted students were selected by the Torrance Test of Creative Thinking(TTCT) on 594 students, who had applied for super gifted education, from 17 gifted students institutes under the jurisdiction of Jeollabukdo office of education, Then, t-tests and multiple regression analysis were performed to analyze the creativity factors between elementary students and middle school students and between mathematics-gifted students and science-gifted students. From the research, the following results were obtained. Although TTCT is effective in distinguishing gifted students with and without creativity, correlation coefficient values between creativity factors(the correlation coefficients between 'fluency' and 'originality' and between 'fluency' and 'elaboration' were .78 and .50 respectively) suggested the possibility of low uniqueness of creativity factors. In addition, compared with elementary students, middle school students showed significantly lower fluency (circles), elaboration(picture construction, picture completion), and the abstractness of titles(picture structure). In the meantime, science-gifted students displayed significantly higher originality(picture construction), and elaboration(picture construction, picture completion, circles) than mathematics-gifted students. Therefore, continuous study is required to enhance the validity of the test for the selection of creativity gifted students. Besides, efforts should be made to find ways to enhance the creativity of gifted students and to resolve the problem of decreasing creativity with student academic level increasing.

• Communications of Mathematical Education
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• v.29 no.1
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• pp.51-72
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• 2015

This study aimed to analyze the characteristic of undergraduate students' perception and preference for mathematics. For this purpose, I surveyed 124 undergraduate students' metaphorical expressions about mathematics. I classified the expressions as four categories: a positive form, a negative form, a mixed form, an undecidable form. I investigated the proportion and characteristic of the metaphorical expressions according to the above four categories. Also, I surveyed the students' preference and nonpreference moments for mathematics and categorized them into 6-cases: elementary school, middle school, high school, university, always, and none. In addition, I examined the students' preference and nonpreference reasons for mathematics and classified them according to the 5-factors: grade factor, affective factor, content factor, teacher factor, and other factors. The results of this study as follows: First, the 27% of university students expressed their metaphorical expressions for mathematics as a positive form, 42% as a negative form, and 27% as a mixed form. Also, the preference rate for mathematics was higher as their school years increase and the main reasons of preference were grade and affective factors. The result of nonpreference rate was also higher as their school year increased. Students said that the contents and grade factor were the main factors among the 5-factors.