• Journal of the Korea Society of Computer and Information
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• v.28 no.10
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• pp.301-311
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• 2023

In university liberal arts education, learners' achievement goals are an important research topic, and this also applies to liberal arts software education. In this paper, we analyzed changes in learning motivation of learners taking liberal arts software courses according to course classification using a 3 × 2 achievement goal model. The analysis was conducted on a discussion-oriented class taken together by learners receiving credits for different purposes, such as required and elective. As a result, it was confirmed that learners begin the semester with similar achievement goals. However, the avoidance goals of learners taking elective courses decreased, showing a significant difference at the end of the semester. It was a different result from the existing liberal arts software education studies that pointed to mandatory enrollment as the cause of lack of motivation to learn. In addition, it was confirmed that learners who take elective courses relatively focus on achievement rather than competition.

• Journal of The Korean Association For Science Education
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• v.38 no.3
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• pp.393-405
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• 2018

In this study, we classified the group model construction types in the actual classroom situation implementing the instructional strategy mixed with individual model construction and group model construction types. The purpose of this study is to analyze the information flow and the individual construction types of each group model construction type to obtain implications for model co-construction in a real classroom environment. A two-session class on sound propagation was carried out for thirty-three 8th grade students in Seoul. A total of 65 individual model construction and 16 group model construction processes were collected and analyzed. The group model construction types were classified as unchanged, enumerated, and elaborated. The unchanged type was found in 8 groups, the enumerated type in 3 groups, and the elaborated type in 5 groups. The isolated individual and independent construction (i.I) were found mostly in the unchanged group construction type (50.0%) and enumerated group construction type (54.5%). In the unchanged type, the radial shape of flow in which one student's information is transmitted to all the members of the group appeared. In the enumerated type, the starting point of the information flow was observed from two individuals. In the elaborated type, linear information flow appeared and both the second dissemination and reflective construction (2d.R) contributed to the group model construction (58.3%). This study suggests a viewpoint that enables to understand the process of complex model construction in an actual classroom context rather than in an ideal situation. The result of this study suggests the necessity of a modeling strategy considering the characteristics of Korean small group culture. It is expected that the discussion will progress through further studies.

• The Journal of the Convergence on Culture Technology
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• v.5 no.2
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• pp.195-200
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• 2019

The purpose of this study is to present a model for enhancing the academic excellence of adult college students. For this purpose, 408 adult college students attending 2-year and 4-year colleges in Busan, Daegu, and Gyeongbuk were surveyed and analyzed. The components of the model are curriculum, educational methods, evaluation of education, educational administration, educational environment, and institutional support and the results are as follows. First, the curriculum preferred by adult college students was to acquire diverse academic knowledge for a degree, to acquire knowledge and skills to develop skills for the workplace, and to acquire new information and knowledge regarding issues in society as a whole. Second, the professors' qualification among the educational methods preferred by adult college students was professional competence of the professors based on their theoretical and practical skills. The preferred teaching methods were lecture, discussion, action learning, and the project learning method in that order and video and PowerPoint were preferred as effective teaching mediums. Third, the preferred course for adult college students is operated on weekends, and three years was preferred to get a bachelor's degree. The possible hours of learning per day is 3~6 hours, indicating the necessity of e-learning, B-learning, and prior learning experience recognition systems. Fourth, the education evaluation method preferred by adult college students was a compromise method which is a mixture of absolute evaluation and relative evaluation, and it also showed the need for Pass or Non Pass evaluation method. Fifth, the internal factors of college selection preferred by adult college students were the acquisition of new knowledge and skills, and the external factors were desire to receive many opportunities related to employment and job improvement. The classroom, which provides an effective environment, was a fixed seat classroom and an indoor classroom environment was emphasized for desired educational environment. Sixth, institutional support preferred by adult college students was computer-related programs and learning club support services.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.4
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• pp.695-715
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• 2016

This study is on the teaching method for the students who belong to the same school (one, the gifted class, passed gifted education of Science High school ), 1-1, face-to-face learning (two, good students in regular classroom) with a teacher, paired learning teams (4 people, gifted classes), and group lessons (20 people, gifted classes) and using the justification analysis framework tool(PIRSO) of Kim(2010) analyzes the justification element of the students in the group classes regular polygons paper was to explore ways to improve the justification of the folding maps activities. As a result, the width of the largest polygon difficulty level appropriate to the class for gifted elementary school classes but the individual learning style of the 1-1 face-to-face with a teacher or discussion with colleagues and cooperative approach is justified, rather than the material of the study of origami activities it turned out to be more effective in improving the level of justification. Unlike the individual learning activities, the exploration for class is the need to strain in parallel to the student is selected as needed, rather than serial manner was confirmed that it is necessary to clearly present problems even from the beginning. Development of teaching through the implications obtained from this method of reconstruction activities and proposed improvement measures for questioning.

• Journal of the Korean School Mathematics Society
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• v.6 no.1
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• pp.1-17
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• 2003

In this paper, we study the methods of improving an ability of a creative solving mathematical problem belonging to an educational system which every province office of education has adopted for the mathematically talented students. Especially, we give an attention on a preferential reaction in teaching styles according to student's LQ., the relationship between student's LQ. and an ability of creative solving mathematical problems, and seeking for an appropriative teaching methods of the improvement ability of a creative solving problem. As results, we have the followings; 1. The group having excellent students who have a higher intelligential ability prefers inquiry learning which is composed of several sub-groups to a teacher-centered instruction. 2. The correlation coefficient between student's LQ. and an ability creative solving of mathematical is not high. 3. Although the contents and the model of thematic inquiry learning don't have a great influence on the divergent thinking (ex. fluency, flexibility, originality), they affect greatly the convergent thinking - a creative mathematical - problem solving ability. Accordingly, our results show that we should use a variety of mathematical teaching materials apart from our regular textbooks used in schools to improve a creative mathematical problem solving ability in the process of thematic inquiry learning. Also we can see that an inquiry learning which stimulates student's participation and discussion can be a desirable model in the thematic mathematical classroom activities.

• Korean Journal of Applied Biomechanics
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• v.12 no.2
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• pp.307-318
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• 2002

To provide a guideline for the development of a web-based sport biomechanics class in undergraduate program, thirty web sites, searched via search engines in May 2002, were analyzed intensively. In terms of requirement of log-in, only one site of 30 sites required user name and password. Seventeen(57%) sites provided the lecture note, which had various file formats such as 59% if PDF, 29% of HTML, and 12% of PPT. Fourteen(47%) sites provided the assignment and grade information on web. Eleven(37%) sites provided various resource and links which were related in sports biomechanics. Only four(13%) sites provided discussion or online digitizing or kinematic analysis program. Based on above results, a guideline for the development of a virtual classroom for college level sport biomechanics. A web-based sport biomechanics class should be developed with consideration of several functions as follows; homepage design, lecture note, measurement of class attendance, collaborative research system, and web-based data collection and analysis software for biomechanics laboratory.

• Journal of the Korean earth science society
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• v.31 no.7
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• pp.798-812
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• 2010

The purpose of this study was to investigate beginning teachers' views of scientific inquiry envisioned in science education reform, which is the main goal of science education at schools. Teachers' views about scientific inquiry influence their students' learning in the classroom, so it is significant to investigate teachers' views about the scientific inquiry. 126 beginning science teachers participated in this study. The survey asking teachers' view of general scientific inquiry, nature of science (NOS) and the relationship of science, technology, and society (STS), was developed and implemented for 30 minutes. Alternative views of scientific inquiry including NOS and STS were emerged through data analysis with open coding system. The reliability and validity of data collection and data analysis were constructed through the discussion with experts in science education. The results of this study were as follows. Participants defined scientific inquiry as opportunities of 'Hands-On' and 'Minds-On' or its combination rather than 'Hearts-On'. However, teachers demonstrated the view of 'Hands-On' for the purpose of scientific inquiry and for teachers' roles in its implementation. The view of 'Hearts-On' about scientific inquiry was not identified. The naive view of NOS were identified more than informative one. More positive attitude about the relationship of STS was released. The implication was made in teacher education, especially structured induction program for beginning teachers.

• The Journal of the Korea Contents Association
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• v.7 no.9
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• pp.248-256
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• 2007

The purpose of this study is to design, develope, and deploy of online game content in middle school mathematics. This study analyzed related literature review, case studies, and educational game web sites for seeking better applicable design strategies. After serious discussion with experts based the design ideas, this study established its own educational game design model and it was applied to develop algebraic function lesson for middle school students. The developed content also was deployed in real classroom setting to see how students received the game contents and how. well they processed the design procedures and activities. We found that educational online game content, especially when applied to mathematics subject, can be effective in students interests and their motivations. We also observed that there were a few managerial errors such as need for detailed guidance for game, cumulative game results for later feedback, and so on. This study concluded that educational game contents should be able to widely spread out to get students' learning interests and strong motivation as well. We suggest that related research should be done toward to other subject than mathmatics and various students age groups.

• Cartoon and Animation Studies
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• s.47
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• pp.295-333
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• 2017

This study is a basic study to prepare policies related to selecting media to be included in textbooks. Researchers looked at previous studies focusing on how media affect children's and adolescent's emotions according to their developmental stages. Researchers also wanted to identify how the media is related to student emotions, health, and educational effectiveness. The researchers then examined a wide range of domestic media review and rating criteria, and argued that it is necessary to institutionalize the rating system of media at national level policy level. Based on the previous discussion, the researchers made seven suggestions. First, it is necessary to specify media selection criteria in the guidelines for issuing textbooks at the national level. Second, guidelines are needed to help review the political neutrality and human rights aspects of the media for inclusion in textbooks. Third, media selection guidelines in textbooks should be detailed with reference to categories and age based criteria of domestic and foreign media rating system. Fourth, the media rating system should be applied flexibly if there is a clear educational purpose. Fifth, institutional support is needed for setting guidelines for media collection of textbooks. Sixth, media experts should participate in the whole process of textbook development. Seventh, educational programs should be implemented to support teachers to use self directed learning by using educational media in classroom instruction.

• Journal of the Korean earth science society
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• v.28 no.1
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• pp.14-23
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• 2007

The purpose of this study was to investigate beginning earth science teachers' perceptions about Learning in Geologic Field Trip. The hundred and sixteen high school earth science teachers who were in the training for their promotion answered the questionnaire of Learning in Geologic Field Trip. It was divided into five parts: needs and educational values, teachers' experiences and their difficulties, and desirable teaching methods of Learning in Geologic Field Trip. Results indicated that the participants perceived Learning in Geologic Field Trip important in earth science education and responded positively to the educational values of Learning in Geologic Field Trip. Most of the beginning teachers had experience of geologic field trip, but did not learn how to teach it to their students during the geologic field trip in the pre-service training program. It was shown that only a few teachers had experience of geologic field trip and of teaching students in the outdoor of geologic fields after they became a classroom teacher. Most of the participants perceived that teaching students about the geologic field trip is difficult because of lack of their experience. In order to overcome the difficulty, teachers suggested that they need to learn how to teach the geologic field trip to students through their in-service training. leachers suggested that a desirable teaching method of the geologic field trip is to provide teachers with a teacher's manual including geological explanation and information about field trip sites before their visit so that they can scaffold it and facilitate the students' cooperative group activity during the field trip. As a follow up activity, the participants agreed that the presentation and discussion about the results should concur.