• Journal of the Korean Institute of Educational Facilities
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• v.22 no.3
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• pp.13-20
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• 2015

This study was carried out to analyze moving awareness of students to physical conditions and attitudes on user's place to moving route. Moving awareness and route choice of students on variation type were grasped through questionnaire. As the results, the satisfaction degree, moving awareness and elapsed time for adaptation of students to physical facilities associated with moving class were antithetical to numbers of class and student. The more students, the more negative the moving itself. Especially, students showed a different tendency to route choice of high frequency moving and possession awareness of their belongings according to spatial nearness and composition of homebase. These basic data will be utilizable to suggest various model for composition and rearrangement of school space.

• International Journal of Advanced Culture Technology
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• v.8 no.4
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• pp.177-182
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• 2020

In the age of technology and information, communicating with people from different cultures is significantly important. Regarding this perspective, communicative competence has been the focus in the EFL educational context. The purpose of this study is to investigate the effectiveness of using movies in a culture-integrated English reading course at the college level. In order to achieve this purpose, pre- and post-reading comprehension tests, pre- and post-surveys and in-depth interviews were conducted. The results of data analysis showed that using movies in the culture-integrated English reading class positively affected students' interest and confidence towards English reading as well as their reading achievement. In this respect, we suggest that cultural teaching through movies in English classes should be learner-centered so that learners can proactively analyze and understand different cultural backgrounds shown in the movies and build schemas which can be used in their learning process.

• International Journal of Contents
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• v.18 no.3
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• pp.58-65
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• 2022

This study proposed a soft skill integration activity for online EFL classrooms and investigated student responses. Toward this end, this study recruited 54 college students taking an English Presentation and Discussion class in South Korea. Participants were assigned into high and low-proficiency groups based on the Test of English for International Communication. This study employed questionnaire, class video recordings, and interview to obtain responses. Moreover, problem-based learning with challenge questions was applied to develop soft skills in online synchronous classes. Responses were examined in terms of whether a difference existed according to English proficiency. Major findings of this study were as follows. Regardless of proficiency levels, participants reported improvements in their IT and problem-solving skills and exhibited positive attitudes toward live online presentations via Zoom. However, this study observed significant differences in communication and teamwork skills, perceived learning, and confidence. Interviews with students with low English proficiency levels revealed that they were negatively affected by the lack of non-verbal cues, mechanical skills, and socialization time provided by online classes. Based on these results, pedagogical implications and directions for future studies are discussed.

• Journal of the Korean Society of Earth Science Education
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• v.5 no.1
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• pp.75-87
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• 2012

The purpose of this study is to find out the effects of internet resource-based problem-based learning on the academic achievement in science and the attitude toward science of elementary school students. One experiment class and one control class of grade 6 students were selected to perform a prior investigation on the academic achievement in science and the attitude toward science, then the experiment class attended 4 weeks of lessons that was applied the internet resource-based problem-based learning, and the control class attended the traditional lessons based on the guidelines of teachers. After conducting lessons, a post investigation was performed for each class and the results were analyzed to produce the following conclusions. First, the internet resource-based problem-based learning could be seen to be effective in improving the students' academic achievements in science. The internet resource-based problem-based learning seemed to make students recognize the lesson details better and grasp well the questions given during lessons from the process of finding solutions among many informations and data on the internet. Second, the internet resource-based problem-based learning had a positive effect on all attitudes' areas toward science of students. It looked like that the internet resource-based problem-based learning taught the students to use the internet resources and gave them a friendly feeling, so the children could actively participate in class and had positive recognition on science. Third, from teacher observation and the result of the student recognition investigation, we could know that the students showed lots of interests in the internet resource-based problem-based learning, and they were able to understand the scientific theories in the process of solving problems that were relevant to real life, and thought science in a positive way.

• Hwankyungkyoyuk
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• v.22 no.3
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• pp.83-96
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• 2009

This article extracted feasible elements for an environmental education program from the 'Intelligent Life', an integrated subject of the 7th elementary school curriculum, and designed a program for second graders in the elementary school and applied it to them in order to examine how the students' environmental altitudes changed. In the controlled class, the instruction followed the lessons specified in the 7th national curriculum faithfully while for the experimental class 1, only the inquiry activity-based environmental education program was applied. Moreover, in experimental class 2, the inquiry activity-based environmental education program was implemented and wrap-up activity was performed as well with the products. To verify the program, questionnaires on the change of environmental altitudes were distributed and analyzed total three times in the pretest, posttest 1(right after the program), and posttest 2(30 days after the program). T-test was carried out with the SPSS 12 program to verify the effect of the applied program. To make up for the quantitative analysis, qualitative analysis was also conducted. The followings show the results gained after the program was implemented. First, This program showed a significant difference(p<.05) in the students' formation of environmental altitudes. Second, it was verified that the inquiry activity-based environmental education class that reorganized the second grade elementary students' 'Intelligent Life' subject had a more positive effect in the cultivation of environmental altitude than the class that followed the present curriculum as it was. It will be necessary to perform follow-up researches on the relativity between curricula for kindergarteners and lower grade elementary school students.

• Journal of the Architectural Institute of Korea Planning & Design
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• v.36 no.3
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• pp.49-58
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• 2020

Based on Merrill's instructional theory, this study pursued to develop a demonstration-based architectural design class operation model for the 3^rd year undergraduate students taking a Spring semester design studio class. The model was designed and used particularly to improve architectural thinking abilities of under-motivated learners. Learning effects of the model were examined based on the preliminary data obtained for 3 consecutive years, 2017 through 2019. A total of 52 students were participated in the class and observed by the instructor. Once developed, the model has been continually updated and improved based on results of each class operation. Five types of demo. were used in the model. First, direct contacts of the instructor with under-motivated learners were turned out to be the most preferred demo(demo. 4), while watching and listening of the demo(demo.3) between the instructor and motivated learners taking place in class was ranked at the second place. Belief of under-motivated learners on the instructor as a professional should be highly valued for improving their architectural thinking abilities. Second, motivated peers' direct help for under-motivated ones was placed in the third rank. Social attitudes of under-motivated learners towards accepting motivated ones' helps were determined the particular demo's appropriateness. Third, a set of guidelines for operating the model in undergraduate design studio classes were developed and suggested.

• Korean Journal of Social Welfare
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• v.43
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• pp.193-221
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• 2000

The conventional framework of welfare politics, based on class concepts, tends to fail in explaining the recent social changes. Theoretical response from the social science diverges into two blocs. One is the postmodernist approach that denies possibility of structural cleavage; the other is the alternative trial that seeks to find various kinds of cleavages. The former approach is to be rejected because there is few empirical supports for it. The latter is too sparse to be applied to the studies of welfare politics that requires a comprehensive analysis. This study starts from critical investigation of such approaches, aiming at providing a theoretical framework that combines merits of existing studies on welfare politics. The theoretical framework of three statuses of welfare rights and duties, which is to be presented as an alternative to the conventional class counterpart, does not only underscore the expansion of welfare rights but also the burden of welfare duties. Hence, it can comprehensively subsume complex existence of interest cleavages of welfare politics. To make a long story short, individual interest, related to the welfare state, will effect individual attitudes toward the welfare state and their ways of political support.

• Journal of Community Nutrition
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• v.5 no.3
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• pp.151-159
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• 2003

The purpose of this study was to investigate the difference in dietary attitudes, dietary behaviors and health-related lifestyles among Korean college students (392 males, 808 females) participating in a web class of nutrition education. This cross-sectional survey was conducted by a self-administered questionnaire and data was analyzed by SPSS program. Most female subjects with weight-control attempt had eating habit problems such as overeating and food jags. The female subjects with weight-control attempt showed significantly higher rate of skipping dinner compared to those without weight-control attempt. As for frequency of exercise, the subjects with weight-control attempt exercised more frequently compared to those without weight-control attempt. In subjects, weight-control attempt was significantly associated with exercise. Nutrient adequacy ratio and mean adequacy ratio of the subjects with weight-control attempt were significantly lower compared to those without weight-control attempt. These results suggest that skipping dinner or exercise might be used as weight-control methods in Korean college female students participating in a nutrition education class via the internet.

• Journal of the Korean School Mathematics Society
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• v.5 no.2
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• pp.111-128
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• 2002

This study concentrates on investigating teaching methods with which students of a commercial high school, located in a rural district, can improve their attitude toward mathematics. To begin with, this study examines the causes which make the students take negative views against it through a survey of their current attitude toward mathematics; offers a special class for them to develop a positive attitude toward it: and then, figure out how much they change their academic attitude within the class and how much they improve their academic achievement as well. The results can be summarized as follows: First, the experimental groups showed terribly negative attitudes toward mathematics, and their academic achievements were very low compared with students of academic high schools nearby, Second, thanks to the special class given to improve their attitude toward mathematics, the experimental groups ended up taking a meaningful positive attitude toward it and developing their academic achievements in the subject. On the other hand, the controlled groups without any chance to receive special lessons remained unchanged. Therefore, it is indicated that a special lesson, properly provided, would play an important role to improve students' positive attitude toward mathematics and develop their basic academic achievements.

• Fashion, Industry and Education
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• v.14 no.1
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• pp.50-58
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• 2016

Passive learning attitudes and lack of enthusiasm in a retailing math course is quite common and a significant number of students do express their frustrations and struggles by seeking extra help outside the classroom. In order to promote students' active participation in class and to improve their performance and overall satisfaction with the course, a modified team-based learning (TBL) method was implemented in a retailing math course in two consecutive semesters. Implementing TBL into a retailing math course would improve students' accountability for their own learning, increase student interactions and engagement, and develop teamwork and collaboration skills. The scores on the midterm and final tests indicated that students' performance improved especially for the students who scored below 80% on each test when TBL was implemented. Students' reflection on the TBL activities done in class throughout the semester indicated that these TBL activities help them solidify the concepts taught in class better. They were able to realize their own mistakes and other group members who got the question right helped them understand. To maximize the benefit of TBL, it is suggested to implement TBL within the flipped classroom. Further research is called for to evaluate the effect of TBL on long-term knowledge retention among college students.