• The Journal of the Korea Contents Association
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• v.15 no.8
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• pp.625-641
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• 2015

Recent research shows that emotion is closely related to memory and learning. Although a growing number of educators have high interest in affective aspects of learning processes and outcomes, there are few studies to investigate systematically instructional strategies and learning environments based on learners' emotion. Despite the efforts to understand the role of emotion and to facilitate positive emotion for meaningful learning in face-to-face and online environments, it is still a challenging issue to measure emotion in a valid and reliable way. To implement emotion-based education, it is essential to overcome the limitation of self-report surveys on emotion, which rely on the memory of learners. The current study surveyed emotion measurement tools, which are recently developed in education and other domains, in terms of self-report, neurophysiology, and behavioral responses. This study also discussed how emotion measurement tools can be used in authentic learning and teaching situations. Particularly, this study focused on cutting-edge technologies that would enable educators to collect and analyze learners' emotion easily in real-world contexts. This study will contribute to the research about the role of emotion in education and the design of adaptive learning environments that consider the change of learners' emotion.

• Journal of The Korean Association For Science Education
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• v.35 no.4
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• pp.629-648
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• 2015

This study is a case study examining how research-based 'authentic' science education program contextually facilitates students' learning on NOS as a process. We developed 'Becoming a Scientist' mentor-mentee program and applied it to six Korean 7th graders for 8 months. A mentor, who is also a researcher, provided scaffolding and coaching, and her mentees were to perform the whole process of science research, including selecting the research subject and questions, planning research design, doing experiments, collecting and analysing data, writing research paper, and experiencing poster presentation at an academic conference. The research questions are 1) What would the students experience at every step of their research process?, and 2) Which perceptions would they construct NOS as a process? Data include classroom observations, interview, mentor's journal, and students' learning products. The results show that the mentees have experienced their views of NOS as a process in various ways such as role of research question and purpose, validity of measured value, researcher's subjectivity in interpreting data, experience of making public and peer review, and significance of academic conference. This study has shown that students' actual experience in scientific research enhanced their views about NOS as process without explicit and reflective approaches. We defined 'authenticity' associated with not only with its similarity to what scientists do but to learner's identity as scientific researcher. Based on the situated learning theory, this study sheds light on the necessity of reconsideration about the meaning of authenticity and embodying authentic context in science education for better NOS learning.

• Journal of KIISE:Computing Practices and Letters
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• v.15 no.3
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• pp.226-230
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• 2009

Intelligent Tutoring System (ITS) is a procedure of analyzing collected data for teaming, making a strategy and performing adequate service for learners. To perform suitable service for learners, modeling is the first step to collect data from the process of their learning. The model, however, cannot be authentic if collected data can contain learners' inconsistent behaviors or unpredictable learning inclination. This study focused on how to sort normal and abnormal data by analyzing collected data from learners through visualization. A model has been set up to assort unusual data from collected learner's data by using DOLLS-HI which makes possible to diagnose learner's learning propensity based on housing interior learning contents in the experiment. The created model has been confirmed its improved reliability comparing to previous one.

• Journal of the Korean Society of Earth Science Education
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• v.5 no.1
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• pp.31-41
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• 2012

This study investigates the effect of ASI program on the improvement of gifted students' scientific creative problem solving skill and science learning motivation. ASI developed by reflecting the characteristics of scientific inquiry. The study was aimed at Twenty elementary gifted students from C Gifted Education Program participated in the sixteen sessions of ASI curriculum from June 2010 to October 2010. First, we found that the ASP program is effective to improve the gifted students' scientific creative problem solving skill overall. Specifically, the ASI was effective in the sub-catagories of scientific creative problem solving skills such as 'fluency', 'flexibility', 'originality', and 'appropriateness'. However, there was no significant change in the sub-category of 'reliability' and 'elaborateness' Second, we found that the ASP program is effective to improve the gifted students' sscience learning motivation overall. Specifically, the ASI was effective in the sub-catagories of science problem solving skills such as 'intrinsic motivation', 'correlation with personal goal', 'self-determination', and 'fear of evaluation'. However, there was no significant change in the sub-category of 'extrinsic motivation' and 'self-efficacy'. summary, the ASI program was shown to be effective for improving their scientific creative problem solving skill and scientific learning motivation; This study implies that the ASI curriculum would be a effective tool to help gifted students to improve their ascientific creative problem solving skill and their motivation to learn science.

• Journal of the Korea Convergence Society
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• v.10 no.8
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• pp.115-120
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• 2019

This study aims to prove the value of convergence-based mobile English curriculum for English education prior to its practical use. This is deferent from the existing studies in developing and studying a curriculum using an English program loaded in mobile to make an effective English learning. In order to find out how well teachers are aware of this curriculum, we performed qualitative researches. Some English teachers asked for feedback about the curriculum gave us positive feedback in most areas such as learning authentic English, repetition effects, cooperative learning, self-efficacy experience, and so on. As a negative feedback, they were afraid of students' easy and free attitudes because of the new learning environments. This problem can be solved by the very close communications between teacher and student through on and off line. Next time applying this curriculum to the field and analyzing will be expected.

• The Journal of Korean Association of Computer Education
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• v.7 no.6
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• pp.85-93
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• 2004

We investigated the proper display environment for japanese electronic character reading lessons through the experiment with a projection TV and a computer. For the purpose of finding out the effect of prior learning activities at the context of authentic Japanese text orthography, which includes dual notation, words spacing, etc., we also made an experiment on comprehending the web documents which are extracted from japanese web sites. From the experimental results, we acquired a conclusion that two approaches are needed to enhance the ability of comprehending Japanese web documents which is newly added to the 7th curriculum revision. For short-term approach, we need to utilize Japanese web documents as learning materials. For long-term approach, we have to reconsider whether the orthography of the current Japanese textbooks is suitable or not.

• English Language & Literature Teaching
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• v.13 no.4
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• pp.271-292
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• 2007

The purpose of this study is to investigate what English teachers think about what and how to teach culture, as a way of helping students build relevant background knowledge and enhance their motivation in learning English. A total of 300 teachers completed a self-report questionnaire in four areas: (i) their understanding and liking of English-spoken countries, (ii) their use of materials and tools for teaching culture, (iii) their consciousness of teaching culture, and (iv) their needs for culture learning in the teacher-training program. The results show that (i) they think American culture is dominant in EFL but they are much interested in British culture; (ii) they rely on internet most for their cultural experience while they think students get much of the cultural information from textbooks; (iii) they are very much conscious of the importance of teaching culture for improving students' English proficiency; (iv) they want to learn in the teacher training program more about cultural practice, which can be subsumed under the so called 'small c'. The findings suggest that (i) textbooks need to include contents to promote students' cultural awareness and foster intercultural competence, (ii) teachers should use authentic materials with appropriate adaptation, and (iii) a teacher training program should cover a wide range of contents and skills for teaching culture.

• International Journal of Advanced Culture Technology
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• v.6 no.3
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• pp.1-11
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• 2018

The purpose of this study is to develop and analyze the meaning and contents of the "H-STEAM teaching & learning model" which combines Science, Technology, Engineering, Arts & Mathematics (STEAM) with the elements of Humanities. We developed this model based on the key competencies linked with career path for middle school students in Korea, with the recognition of two issues. First, the existing Korean STEAM education lacks the elements of humanities, thus failing to achieve an authentic convergence education. Second, it is necessary to develop a program that might correspond to the Free Semester Program that was first introduced in 2013, and implemented at full scale in 2016 for middle school students in Korea. The advantages of H-STEAM are as follows: First, H-STEAM enables students to flexibly think while traversing the physical world and the symbolic world in the process of dealing with the daily problems. Second, it combines advanced technology with human sensibility and imagination, and enables students to derive creative outcomes that stimulate their minds. Third, it makes students feel and realize a point of contact between the subject that students learn, and jobs of the real world.

• Journal of Korean Elementary Science Education
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• v.27 no.2
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• pp.102-116
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• 2008

In their teaching practice, teachers encounter multi-dimensions of pedagogical challenges. The recognition and reflection on these challenges is crucial to advance our science teaching. This study looked into science teachers' dilemmas of their teaching practical work through their written cases. Dilemma cases are teachers' narratives organized around important events of teaching and learning. It can reveal teachers' situated cognition and be used as lens to investigate complex realities of science teaching and learning. 26 pre- and in-service elementary teachers' dilemma cases of science practical work were carefully collected and analysed to interpret what constitute tensions in elementary science practical works. They were largely grouped into three: Curriculum and Institutional Relevance, Students Relevance, Nature of School Experiments Relevance and divided into 7 subheadings: 'Authority of Curriculum(textbook)', 'Disappointment at external support', 'Students' interests and safety', 'Students' unscientific and inert attitude', 'Difficulty of showing expected results', 'Generalization through experiment', 'Knowledge acquisition and authentic inquiry'. Each dilemma was interpreted in terms of the tensions which constitute contradictory beliefs, values, expectation and realities. These dilemmas enabled to expose actual conditions of elementary science practical work and teachers' challenges otherwise can not be seen easily. Science teacher educators also can get some implications to overcome the gap between theory and practice in their teacher education.

• Journal of the Korea Society of Computer and Information
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• v.22 no.11
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• pp.135-141
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• 2017

Exposed to a great many media and technology resources, EFL students seem to lack the motivations for learning on the basis of the conventional teaching methods. For this reason, in teaching English, finding teaching methods and materials appropriate to make the learning experiences for EFL students more engaging and interesting has become more challenging than ever. This is the main reason why English language teachers always keep searching for more motivating teaching sources. Although most of course books have CD's and DVD enclosed, these turn out to be less authentic and not very engaging for students. In order to bring diversity into the classroom, many teachers use films in EFL teaching. Films are usually seen as a media that attracts students' attention and tend to present language in a more natural (interactive) way as well. What is more important is that films offer a visual context aids which help students understand and improve their reading skills. This paper analyzes the effects of using films in the EFL classroom. Moreover, It shows that films as a teaching resource play a very effective role in developing students reading and communication skill. Last but not least, mobile phones are used as a main supplementary device in that either group is recommended to watch a movie anytime and anywhere.