• Proceedings of the Korea Contents Association Conference
• /
• 2005.05a
• /
• pp.36-50
• /
• 2005

e-Learning has been mushrooming with wide range of learning groups from pedagogy to andragogy. Despite of increasing e-learning opportunities, many people doubt whether e-learning learners really learn something. The related research papers emphasized that e-Learning would be a failure in terms of understanding of e-learners and intuitive learning activities for activating learner's long-term memory span. The current learning strategies in e-Learning may be based on the traditional classroom, and this results in boring and ineffective learning outcomes. This paper analyzed that how learners have received e-Learning for the last few years from the research and explained what could be the failing aspects of e-Learning. To be successful, e-Learning should consider the e-Learner's individualized teaming style and thinking patterns. When considering of various e-Learning components, the quality of e-learning should not be focused on any specific single factor, but develop every individual factor to the high level of quality. In conclusion, this paper suggest that we need new understand of e-Learning and e-Learner. Also the e-Learning strategies should be examined throughly whether they are on the side of learners and realized how they learn from e-Learning. Finally, we should add enormous imagination into e-Learning for next generation because their teaming patterns significantly differ from their parent's generation.

• The Journal of the Korea Contents Association
• /
• v.5 no.5
• /
• pp.316-324
• /
• 2005

e-Learning has been mushrooming with wide range of teaming groups from pedagogy to andragogy As e-teaming opportunities increase, many people raise question about whether e-teaming show positive teaming effects. The related research emphasized that e-learning would be a failure in terms of understanding of e-Learners and activating intuitive teaming activities from learner's long-term memory span. The e-teaming strategies based on the traditional classroom and resulted boring and ineffective teaming outcomes, should be changed to provide authentic and effective teaming results. This paper analyzed that how learners have received e-Learning for the last few years from the research and explained what could be the failing aspects in e-Learning. To be successful, e-loaming should consider the e-learner's individualized teaming style and thinking patterns. When considering of various e-Learning components, the quality of e-teaming should not be focused on any specific single factor, but develop every individual factor to be integrated into high level of quality. In conclusion, this paper suggest that it is needed new understandings of e-Loaming and e-Learner. Also the e-Learning strategies should be examined throughly whether they are on the side of learners and realized how they learn from e-Learning. Finally, we should add enormous imagination into e-loaming for next generation because new generation's teaming patterns significantly differ from their parent's generation.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.19 no.9
• /
• pp.42-49
• /
• 2018

The purpose of this study is to investigate the effects of team - based simulation training in nursing students on critical thinking and communication clarity. This study was conducted from October 2017 to November 2017 for 69 students (33 experimental group and 36 control group) who took a course of "Basic Nursing Theory and Practice" students in a major nursing student in P city, Gyeongbuk province. Collection and analysis. In this study, we conducted a questionnaire survey using a tool of critical accidents measurement by Yoon Jin(2004) and a communication clarity tool by Hye - jin Jo(2013). Statistical analysis was performed using SPSS 23.0, Chi-square, Fisher's exact test, t-test and ANCOVA. Data analysis showed that the groups participating in the SBAR team based simulation training were significantly more effective than the control group in critical thinking (F = 11.91, p <.001) and communication clarity (F = 4.40, p = .040). Based on these results, it is shown that using SBAR team - based simulation learning for nursing students is effective in teaching 'fundamental nursing and practice' and can be recommended as teaching method for nursing students.

• Journal of rehabilitation welfare engineering & assistive technology
• /
• v.10 no.1
• /
• pp.9-18
• /
• 2016

This study reported a case study that showed educational usefulness of SAFMEDS (Say All Fast a Minute Every Day Shuffled) on the improvement of Fluency. The participants were 3 experts with special teacher and speech and pathology, who enrolled a graduate level course, Research in Children with Autism Spectrum Disorder. The SAFMEDS strategy was employed as a study tool for the participants to acquire fluent verbal repertoires related to the key terminologies of Skinner's (1957) analysis of verbal behavior, list 60 pairs of terms. The participants developed 60 term flash cards which presented a target term on the front of the card, and its definition on the back. During the intervention, the participants were required to see the definition and says its term. The results of this study indicated that the SAFMEDS was effective to improve participants' fluent verbal repertoires in terms of both accuracy and fluency. The results of this study would be able to contribute for education professionals to improve certain target operant's accuracy and fluency.

• Journal of Gifted/Talented Education
• /
• v.26 no.1
• /
• pp.77-99
• /
• 2016

The purpose of this study was to examine the effect of GI-STEAM program on leadership, creative personality, and learning flow of elementary Gifted Students. GI-STEAM program was the convergence model of Group Investigation that belongs to Co-learning and STEAM framework of learning criterion. The participants were 16 gifted students in a Korean elementary school located in Gyeong-gi province. The experimental design was one group pretest-posttest design. After a pretest on leadership, creative personality, and learning flow was conducted, classes were carried out as GI-STEAM program for the gifted student and a post-test was conducted. The study results of the class that was conducted twelve times for two weeks are as follows. First, Individual area of leadership is meaningfully developed in statistics after GI-STEAM program. The sub-domains of leadership, such as the communication, organization management, society commitment and teamwork showed a statistically significant improvement. Second, the domain of creative personality didn't show meaningful difference after GI-STEAM program. However, the aesthetic in the sub-domains of the creative personality showed a statistically significant improvement. Third, learning flow was meaningfully developed in statistics after GI-STEAM program. The sub-domains of the leadership, such as the balance between challenge and ability, integration with behavior and consciousness, concrete feedback and Autotelic experience showed a statistically significant improvement. In conclusion, GI-STEAM is an effective program for improving ability of communication, aesthetic sensibility, which are core competency of 'creative-convergence' gifted students. For this reason, it is highly considered that various programs applying GI-STEAM should be developed.

• Journal of the Korean Chemical Society
• /
• v.47 no.2
• /
• pp.165-174
• /
• 2003

The purposes of this study were to investigate the correlation between the cognitive level and the probabilistic thinking level and to analyze the effects of the probability activities in Thinking Science (TS) program on the development of probabilistic thinking. The 219 7th grade students were sampled in the middle school and were divided into an experimental group and a control group. The probability activities in TS program were implemented to the experimental group, while only normal curriculum was conducted in the control group. The results of this study showed that most of 7th grade students were in the concrete operational stage and used both subjective and quantitative strategy simultaneously in probability problem solving. It was also found that the higher the cognitive level of the students, the higher the probabilistic thinking level of them. The sample space and the probability of an event in the constructs of probability were first developed as compared to the probability comparisons and the conditional probability. The probability activities encouraged the students to use quantitative strategy in probability problem solving and to recognize probability of an event. Especially, the effectiveness was relatively higher for the students in the mid concrete operational stage than those in any other stage.

• Journal of the Korea Convergence Society
• /
• v.8 no.7
• /
• pp.323-330
• /
• 2017

Emotion in early childhood has been observed to make an important effect on behavioral development. The teacher has coached to develop good behavior based on considering emotional response rather than rational response. This study was to determine significance of emotional coaching for behavior development according emotion recognized by non-verbal measurement system developed specially in this study. The participants were 44 people and were asked to study in four experimental situation. The experiment was designed to four situation such as class without coaching, behavioral coaching, emotion coaching, and emotion coaching based on emotional recognition system. The dependent variables were subjective evaluation, behavioral amplitude, and HRC (Heart Rhythm Coherence) of heart response. The results showed the highest positive evaluation, behavioral amplitude, and HRC at emotion coaching based on emotional recognition system. In post-doc analysis, the subjective evaluation showed no difference between emotion coaching and system based emotion coaching. However, the behavioral amplitude and HRC showed a significant response between two coaching situation. In conclusion, quantitative data such as behavioral amplitude and HRC was expected to solve the ambiguity of subjective evaluation. The emotion coaching of teacher using emotional recognition system was can be to improve positive emotion and psychological stability for children.

• Journal of The Korean Association For Science Education
• /
• v.36 no.3
• /
• pp.423-434
• /
• 2016

The purpose of this study is to investigate preservice earth science teachers' mental models through applications of Coriolis force experiment apparatus. After the root of preconception was examined by face to face interviews based on the questionnaire, five preservice earth science teachers were finally selected for this study. The mental models about concept of Coriolis force was classified into naive mental model, static unstable mental model, dynamic unstable mental model, and scientific mental model through the result of individual interviews and their drawings. According to the mental model analysis about Coriolis' force conception, students C and M showed naive mental model about concept of Coriolis force before experiment. After the experiment, student M's model changed to static unstable mental model. Student C's model improved to dynamic unstable mental model. In adiition, students D and O's model improved from static unstable mental model to dynamic unstable mental model. In the case of student B, the dynamic unstable mental model was maintained after the experiment, however, student B's preconception changed to scientific concept. It turned out that a change occurred from low mental model level to integrated mental model after the application of the developed Coriolis' force experiment apparatus. According to the results, national curriculum is similar to static unstable mental model and the result of developed Coriolis' force experiment apparatus is similar to dynamic unstable mental model. It is suggested that it become the theoretical foundation to develop more comfortable and advanced Coriolis force experiment apparatus by improving the experiment apparatus.

• Journal of Gifted/Talented Education
• /
• v.19 no.1
• /
• pp.69-94
• /
• 2009

The purpose of this study was to develop and apply a Korean language education program based on multiple intelligences in a bid to foster the multiple intelligences, self-efficacy and achievement motivation of elementary schoolers in regular language arts class. It's basically meant to create the educational conditions for every child to exert his or her abilities. Two research questions were posed: 1. What should be the objectives, content and teaching-learning methods of a Korean language education program based on multiple intelligences? 2. What effect does a Korean education program based on multiple intelligences have on children's multiple intelligences, self-efficacy and achievement motivation? The subjects in this study were 58 Students in two different third-grade classes in M elementary school in the city of Daejeon. A Korean language education program based on multiple intelligences was implemented during a 4month period of time, and an inclusive approach of multiple intelligences and cooperative learning were applied. The major findings of the study were as follows: First, in order to develop a Korean education program based on multiple intelligences, the kinds of themes that could cover multiple intelligences in an inclusive way were selected in consideration of the learning objectives of the major units of a third-grade language arts textbook(second semester) of the 7th national elementary language arts curriculum. And then an inclusive Korean education program was prepared, which consisted of four stages: problem awareness, problem-solving planning, problem solving, and reflection/application/development. Second, the Korean education program based on multiple intelligences had a positive effect on the children's multiple intelligences, self-efficacy and achievement motivation and suggested some of new directions for school education that typically stressed linguistic and logical-mathematical intelligences only.

• Korean Journal of Health Education and Promotion
• /
• v.26 no.5
• /
• pp.97-113
• /
• 2009

Objectives: This study was conducted to identify the intervention effects on health efficacy and health knowledge related to health behaviors for improving cardiovascular health in elementary school children. Methods: A repeated measure, pre-post-test design was used to identify the intervention effect on health efficacy and health knowledge among 5th grade school children. Intervention consisted of a curriculum classroom intervention and parent intervention. Health efficacy, health knowledge, and perceived parental monitoring were measured for testing intervention effect. A sample of 219 participants completed a baseline pre-test and two tests during intervention and after intervention from March to July 2004. Results: Mental health efficacy improved significantly from baseline test to the test after intervention (F = 32.88, p < 0.0001). Physical health efficacy also significantly increased during intervention (F = 50.51, p < 0.0001), but did not significantly change after parent intervention. Health knowledge increased significantly from baseline test to the test after education (F =10.23, p < 0.0001), but decreased after parent intervention. Perceived parental monitoring had a significant impact on mental health efficacy and physical health efficacy. Conclusion: The findings support school-based cardiovascular health promotion intervention as effective in improving health efficacy and health knowledge. Parental influence should also be considered to maintain improved health efficacy and health knowledge by thinking process in the intervention for elementary school children.