• Journal of the Korean association of regional geographers
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• v.5 no.1
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• pp.163-185
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• 1999

The purpose of this study is to develop the model of constructivist multimedia-assisted instruction(CMAI) and to analyze the effect of it in the secondary school geography. The main results are as follows : (1) The conceptual model of CMAI can be defined as an instruction aiming at making a person who has self-directed learning ability through constructivism and multimedia. The procedural model of CMAI based on PIDA instructional strategy is divided into four stages : prediction & explanation, inquiry activity, discussion & fixation, application & synthesis stage. (2) CMAI is typed by offline CMAI and online CMAI. that is, O/WCMAI(online CMAI by web-based courseware). Offline CMAI is subdivided into P/TCMAI(offline CMAI by presentation-based courseware) and C/RCMAI(offline CMAI by cd-rom based courseware) according to authoring tool and function. (3) Offline constructivist multimedia course-ware(offline courseware) was developed for 2 periods as the material to analyze the effect of CMAI. Offline courseware is received development level of it. (4) After offline courseware being applied to the class, the effect of it according the types of the CMAI instruction(lecture instruction, whole teaching, individualized learning, cooperative learning) was analyzed. As the result of analyzing the descriptive statistics of the level of learning achievement and instruction response, there isn't big relationship between them. As the result of analyzing the inferential statistics of the level of learning achievement, there wasn't significant difference between the types of CMAI instruction in whole student of the classes and certain students who improved their grades. But as the result of analyzing of the level of instruction response, there was significant difference between lecture instruction and other types of the CMAI instruction(whole teaching, individualized learning, cooperative learning).

• Journal of the Korean Society of Earth Science Education
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• v.2 no.1
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• pp.23-32
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• 2009

e-PBL based on constructivism adopted PBL(Problem Based Learning) and WBI(Web Based Learning), and it becomes the advanced model of instruction to be achieved PBL on-line. In this thesis, I applied e-PBL to 'the changing weather' part in the high school earth science I, compared to the lecture centered instruction, and analyzed how it affected on. On the basis of these, this study predicts the applicability on the cooperative learning and self-directed learning in the high school and suggests the improving of the teaching-learning with the results. The following shows the conclusion with as the central result of research. Firstly, the instruction applied e-PBL proved more effective academic achievement than the lecture centered instruction. Secondly, the instruction applied e-PBL proved more effective on the improving self-directed learning ability. Thirdly, the instruction applied e-PBL proved more effective self-efficacy than the lecture centered instruction.

• Journal of the Korean Chemical Society
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• v.46 no.4
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• pp.377-384
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• 2002

In this study, the effect of cooperative computer-assisted instruction upon students' conceptual under-standing,application ability, and learning motivation were investigated by a previous achievement level. The treatment and the control groups (2 classes) were selected from a middle school in Seoul, and taught about the motion of molecule for 5 class periods. Prior to the instructions, a learning motivation test was administered and used as covariate. The scores of a previous achievement test were also used as covariate. The scores of the mid-term science examination were used as blocking variable. After the instructions, the conceptions test, the application test, and the learning motivation test were administered. Two-way ANCOVA results revealed that there were no significant differences in the scores of the con-ceptions test and the application test. However, the scores of the treatment group were found to be significantly higher than those of the control group in the learning motivation test.

• Research in Mathematical Education
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• v.6 no.1
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• pp.1-28
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• 2002

This study explored teachers (n = 219) from northern, central, southern and eastern Taiwan concerning their views about children's learning difficulties, mathematical instruction and school mathematics curricular. Results showed that teachers' mathematics knowledge or their instruction methods had no significant influence on their views of children's learning difficulties. Even though teachers indicated that understanding of abstract mathematical concepts was the most prominent difficulty for children, they tended to employ direct instruction rather than constructive and cooperative problem solving in their teaching. However, teachers' views of children's learning difficulties did influence their instructional practice. Results from in-dept interviews revealed that there were some obstacles that prevented teachers from putting constructiveism perspectives of instruction into teaching practice. Further investigation is needed to develop a better understanding of epistemology and teaming psychology as well as to help teachers create constructive learning situations.

• Journal of the Korean Chemical Society
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• v.49 no.6
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• pp.575-583
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• 2005

• Journal of Korean society of Dental Hygiene
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• v.12 no.1
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• pp.93-101
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• 2012

Objectives : The purpose of this study was to examine the educational effect of cooperative learning, which enables learners to make portfolio by taking advantage of their knowledge and skills acquired through practice, on an oral prophylaxis practice course in an attempt to stir up the spontaneous learning of learners, their learning interest and problem-solving skills. Methods : The selected dental hygiene students engaged in cooperative learning in oral prophylaxis practice III class in the second semester of their sophomore year by utilizing portfolio that was prepared by altering an inclusive dental hygiene practice model. They completed all the 15-week practice course, and then their portfolio was evaluated. They were divided into eight nonequivalent groups whose members were all different in academic standing, and their learning strategies and academic self-efficacy were checked before and after the instruction was provided. And their satisfaction with the class was investigated after the instruction was provided. Results : 1. There were significant gaps to $0.36{\pm}0.07$ in the charge of learning strategies after they engaged in cooperative learning(p<0.01). There were the broadest differences in cognitive strategies to 3.61, followed by metacognitive strategies to 3.19, and significant differences were found in all the subfactors(p<0.01). 2. There were significant gaps in the charge of self-efficancy to $0.13{\pm}0.06$ after they engaged in cooperative learning(p<0.01). There were the widest differences in self-regulating efficancy to 3.49, followed by confidence to 3.03 and task difficulty preference to 2.97, and significant differences were found in all the subfactors(p<0.01). 3. When their satisfaction level was analyzed after engaging in cooperative learning, there were significant gaps to 3.94 in the satisfaction level with all of the lectures(p<0.01). There were significant gaps in the satisfaction level with lecture to 4.20, with ensuring academic achievement to 4.13 and with cooperative learning to 3.48 (p<0.01). Conclusions : The above-mentioned findings indicated that cooperative learning had a positive impact on the learning strategies, academic self-efficacy and class satisfaction of the learners, and this study is expected to lay the foundation for the development of new teaching methods for dental hygiene.

• Journal of the Korean Society for Library and Information Science
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• v.41 no.4
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• pp.161-180
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• 2007

The purpose of this study is on Effect of Teacher Librarian Information Literacy on Library-Assisted Instruction and on searching the method of increasing the Information Literacy. The result of this study indicates that there is no statistically meaningful between the Library-Assisted Instruction and Teacher Librarian's Information Literacy. However the School Library-Assisted Instruction extremely lacks forming a scheme and Information Literacy extremely lacks Information seeking Therefore subject teachers and the librarian teachers need to reinforce the cooperation to reinvigorate the School Library-Assisted Instruction and systematic training program of Information seeking have to be practiced to increase Librarian Teacher's Information Literacy.

• Journal of The Korean Association For Science Education
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• v.22 no.3
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• pp.508-516
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• 2002

This study investigated the influences of group composition in cooperative computer-assisted instruction (CAI) upon students' conceptual understandings, application abilities, learning motivations, and the perceptions of involvement. Seventh graders (N=97) were selected from a co-ed middle school in Seoul, and taught about 'motion of molecules' for 5 class hours. In the two treatment groups with cooperative CAI strategy, homogeneous and heterogeneous small groups were organized by the previous science achievement. Traditional instructions were administered to the comparison group. Two-way ANCOVA results revealed that the scores of the conception test for the treatment groups were significantly higher than those for the comparison group. However, there was no difference between the homogeneous and the heterogeneous groups. The scores of the three groups did not differ significantly in the application test and the learning motivation test. However, the perceptions of involvement for the treatment groups were more positive than those for the comparison group.

• Journal of the Korean School Mathematics Society
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• v.17 no.4
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• pp.465-492
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• 2014

In this study, through the analysis of the mathematics curriculum and textbooks, we produce the cooperative learning activity sheets which was appropriate instructional content for various levels. And, by using them appropriately at the levels of student learning on their own interest, we enhance academic achievement and cooperative learning attitudes. Specific for details for this study are as follows: First, through the applying a variety of the differentiated cooperative learning activity sheets and developing instruction learning, we improve the academic achievement. Second, through the making and utilizing the differentiated cooperative learning activity sheets and the interest and attitudes in mathematics, we improve the cooperative learning attitude. Third, through the levels of the subgroup cooperative learning, we improve the math learning abilities through a learner-centered. Further the purpose of this study is to bring up complementary cooperative spirit among colleagues.

• Journal of Engineering Education Research
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• v.19 no.2
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• pp.76-82
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• 2016

The purpose of this study is to identify core elements required of instruction consulting and to develop a systematic consulting procedure for successful Flipped Learning. The main contents of this study to achieve its purpose are as follows. First, core elements required of consulting are deduced by analyzing cases of instruction implemented with Flipped Learning. Second, consulting procedure is constructed based on core consulting elements of Flipped Learning. Based on the study results, the 3P process is suggested as the elements and procedure of instruction consulting for Flipped Learning. The 3P process has the following characteristics. The first stage Preparation involves guiding students to have an objective viewpoint about the lesson beginning with building a relationship with the instructor. Also, a lesson plan and source materials for lesson are selected and developed. The second stage Performance involves implementing lesson coaching oriented towards cooperative problem-solving to find better direction. The last stage Post-review involves introspection necessary for continuous quality improvement of lessons. The validity of the instruction consulting elements for Flipped Learning applied to deduce the aforementioned results has been verified after specialist review and field application.