• Journal of Practical Engineering Education
• /
• v.8 no.1
• /
• pp.69-73
• /
• 2016

While growing interest about university education and quality enhancement, learner's scholastic achievement, learning process, various of learning activity work variable performance of university education. In this context, for quality enhancement of engineering education, it is necessary to pay attention not only learning achievement, educational conditions and environment, but also how students learn. The purpose of this study is checking learning activity in class of Engineering college students and proposing teaching and learning support for promoting learning activity in class. The result of this study is engineering college students were participate in highly only activity is called to professor, but self-directed learning engagements was less than. Activity of promoted thinking about task execution implemented frequently, but activity of critical thinking and applied everyday life were less than. In class students cooperated with colleague learner actively, they had sincere attitude about class. Based on these results, in order to promote learning activity in class, it is necessary sufficient teaching-learning support for learner's self-directed learning and enhancing thinking skills.

• Journal of Science Education
• /
• v.43 no.3
• /
• pp.342-362
• /
• 2019

This study is to explore the applicability of PBL classes in undergraduate education at a School of Dentistry. To do this study, PBL modules were developed and applied to the students with different background knowledge to easily learn Integrated Medicine and Lifescience classes. Participants were 12 students in the first year of Integrated MS program at P University. Four tutors who majored in Dentistry and had PBL teaching experience participated. As a result of the PBL classes, students' concepts and knowledge about gene expression and expression were expanded, and they recognized the importance of self-directed learners and experienced the importance of collaborative learning. PBL tutor presented a positive assessment of attending PBL class experience and the educational need for PBL instruction. The results of this study show the possibility of PBL as a model for Integrated Medicine and Lifescience class in Dentistry education.

• Journal of Creative Information Culture
• /
• v.7 no.3
• /
• pp.117-128
• /
• 2021

The purpose of this study is to develop a test tool to find out the ability of middle and high school students to adapt to untact instruction. As a result of the extraction, a untact instructional adaptability test paper was created with 24 questions of 6 factors: tool use, responsibility, concentration, confidence, adaptability, and cooperation. The results of the analysis of the goodness of the test are as follows. First, the reliability coefficient of the internal consistency of the item was found to be .888 for the entire Chronbach's α, and the reliability range for each domain was .621 to .854, which was sufficiently reliable. Secondly, the results of Construct Validity by confirmatory factor analysis are in the good categories as absolute fit indices RMSEA=.0108 and SRMR=.0794 in the CFA model. It was confirmed that it properly included the characteristics you want to see.

• Journal of The Korean Association For Science Education
• /
• v.36 no.1
• /
• pp.135-145
• /
• 2016

The purpose of this study is to investigate elementary teachers' views on the democratic scientific inquiry and the methods for promotion of democratic citizenship in science classroom, and to conduct exploratory discussions about science classroom for promotion of democratic citizenship based on their views. Data were collected from 96 elementary teachers. AS results show, the elementary teachers in the study thought that the features of democratic scientific inquiry was 'communication and cooperation', 'autonomy and fairness', and 'contribution to the benefit of mankind and society'. In addition, the participants regarded the 'inquiry/activity focused on communication and cooperation' as the best method for promotion of democratic citizenship in science classrooms. Finally, several suggestions on the science education for promotion of democratic civic literacy and the democratic inquiry were given.

• Journal of the Korea Convergence Society
• /
• v.12 no.3
• /
• pp.61-67
• /
• 2021

The purpose of this study is to demonstrate how EFL learners can overcome the limitations of traditional classes and practice communication through the learning activity model. As a research method, it was conducted from March to June 2019 to develop and derive strategies and guidelines through model development, validation, and application. After two validity tests, the model was applied to the experimental group, resulting in an increase of self-direction, engagement, problem-solving, and participation. Moreover the post results showed significant results in all fields, the usefulness of this model was confirmed. However, continuous follow-up research is needed, including the development of software that can easily apply AI related to English learning to classes, and the presentation of convergence activities with more systematic maker education in learning activities.

• Journal of the Korean BIBLIA Society for library and Information Science
• /
• v.29 no.3
• /
• pp.209-228
• /
• 2018

The primary purpose of this study is to analyze the learning activities of "the Reading a Book per Semester" with the goal of finding ways to collaborate with the school library. "the Reading a Book per Semester" is a program that requires students to read during the timetable-designated "Korean" class instead of encouraging students to read outside of class, as has been the case thus far. The program was designed by 3 parts: reading, sharing, and formulating. However, an analysis of 11 Korean textbooks and 22 approaches to the program showed that the model has shifted to . Under this new model, schools could expand each step in the following ways: utilize the school libraries more as the book search space during the selection process; include writing a reading diary in the reading process; and further encourage students to read outside of the classrooms in the formulating step. If these amendments were to be applied, they would strengthen the educational purpose of the school libraries within schools.

• 대한공업교육학회지
• /
• v.42 no.1
• /
• pp.30-52
• /
• 2017

The purpose of this study is to investigate the duties of teachers working at secondary level technical vocational education institutes, and analyze job importance, difficulty and frequency of performance perceived by teachers. For deducing the duties of teachers working at secondary level technical vocational education institutes, they were theoretically devised by reviewing related legislations & regulations and domestic & overseas literatures. The devised duties were reviewed by 16 current teachers and 3 education experts to be revised and supplemented to complete the job model. Based on this, development of research tool was finalized, and questionnaires were used as the research tool. The results of this study are as follow. First, the job categories of teachers working at secondary level technical vocational education institutes consisted of 7 categories that are subject instruction, student instruction, class management, curriculum organization & administration, school affairs & administrative duties, PR & field practical training and expertise enhancement. Based on the CFA, they consisted of 46 sub-factors in 10 categories with 3 categories of lesson preparation & planning, lesson administration and academic evaluation for subject instruction, and 2 categories of extracurricular student guidance and school life guidance for student instruction, and class management, curriculum organization & administration, school affairs & administrative duties, PR & field practical training and expertise enhancement. Second, job importance perceived by teachers working at secondary level technical vocational education institutes was found to be high overall with 4.10, while above average in difficulty with 3.45 and average in frequency of performance with 3.12 (1-3 times a month). As for categories with high job importance, they were found to be in the order of academic evaluation (4.32), lesson preparation & planning (4.28), expertise enhancement (4.27), lesson administration (4.26), school life guidance (4.25), class management (4.17) and PR & field practical training (4.12). In regards to categories with high job difficulty, they were found to be in the order of PR & field practical training (4.07), curriculum organization & administration (3.73), expertise enhancement (3.55), school life guidance (3.48), academic evaluation (3.35) and extracurricular student guidance (3.22). As for categories with high frequency of job performance, they were found to be in the order of class management (3.88), lesson administration (3.77), school life guidance (3.52), school affairs & administrative duties (3.40) and lesson preparation & planning (3.17).

• Journal of The Korean Association For Science Education
• /
• v.37 no.4
• /
• pp.763-773
• /
• 2017

The purpose of this study is to investigate the impact of Argument-Based Inquiry (ABI) strategy on student's character competency. For this study, 51 grade 11 students (two classes) were selected to the role assignment (ABI-R group) and 46 students (two classes) were assigned to the non-role assignment group (ABI group). In the result, the role assignment group (ABI-R group) showed a statistically higher change in character competency than the group without role assignment (ABI group). Particularly, the ABI-R group has significantly higher grade than ABI group in empathy, responsibility, and respect among the sub-factors of character competency. However, in the case of the cooperation factor of character competency, the ABI group showed statistically significant higher grade than ABI-R group. The results of this study showed that Argument-Based Inquiry (ABI) as teaching and learning strategies in science can contribute to the enhancement of human character competency. In addition, we suggest that students should be actively involved in the class through role assignment, but it is necessary to present the class situation so that they can be actively engaged according to the problem situation rather than being fixed in a given role.

• The Journal of the Korea Contents Association
• /
• v.16 no.11
• /
• pp.116-127
• /
• 2016

The instructional consulting has emerged as an important teaching development program in university. So, this research aims to analyze the instructional consultation system in centers for teaching and learning in four-year-course universities and deduce implications from it. To this end, focusing on instruction consulting program types, status, and example cases for promotion, homepages were reviewed and phone interview was conducted from July to August, 2015. The results were as follows. First, 9 types of instruction consulting system in universities were found. Second, the status of offering the programs and implementing them did not correspond to each other. Third, universities were mainly using in-school consultants. Fourth, universities had various ways of using the results and reward systems. Lastly, as for the example cases, through various consulting programs, consultant pools, use of results and reward system, and connection with other programs, it was found that instruction consulting system was operated organically. The implications that the research result offers are as follows. First, there should be accurate diagnosis of instructors and customized consulting systems based on needs. Second, there should be supports inside schools and cooperation between external organizations that can help raise consulting teams of various backgrounds. Third, the instructional consulting should be made through joint considerations and reflections of instructors. Fourth, universities should provide systematical support for instructional consultation and have higher awareness about it.

• Journal of The Korean Association For Science Education
• /
• v.27 no.5
• /
• pp.432-446
• /
• 2007

The purpose of the study is to explore the science teaching orientations of secondary science teachers, and how they influence the planning and execution of reform-based lessons. Professional development workshop for constructivist teaching consisted of three different phases; five lectures, small group discussion, and preparing lesson plans. Four teachers who participated also executed their lesson plans in their own classroom. All workshops were videotape recorded. Classroom observations and interviews were conducted and recorded. Instructional materials were also collected for each science class. All data recorded were transcribed and analyzed. Based on the data collected from multiple sources, we identified each teacher's teaching orientations, and through this lens, we also tried to understand their classroom practices. We expected teacher-participants to implement constructivist science teaching. However, the differences among teachers in the course of actual planning and implementing activities for constructivist science was wider than we expected and even some teachers were unsuccessful. Teaching orientations can act as a filter for teachers when they decide whether to accept and apply new knowledge about teaching and learning to actual lessons or not. Even if a teacher plans a guided-inquiry lesson, her/his didactic teaching orientation could be revealed in actual classroom, and lead her/his class to other direction which is quite different from her/his original intention. Although the teachers participated in the same workshops in our study, they planned and executed differently and their own teaching orientations contribute substantially to their practice. Understanding the role of science teaching orientations could be an important step in addressing issues of diverse difficulties in supporting reform efforts in science.