• Hwankyungkyoyuk
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• v.14 no.2
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• pp.51-67
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• 2001

In this study we developed a framework to evaluate environmental education programs through lived experience in nature and the framework was applied to a neat case,'2001 Green Camp'. The framework consists of 4 items; goals and objectives, instructional planning, teaching and learning, methods and learning operation and environment. Learning outcomes such as changes to the levels of knowledge, attitude, participation and environmental sensitivity are not included in the evaluation framework but evaluated through direct questions to students. Two researchers observed and evaluated programs with the framework. This study reflected various perspectives of researchers, teachers, students and staff members.

• English Language & Literature Teaching
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• no.5
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• pp.1-25
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• 1999

The objective of the present study was to model the relationships between language learning strategy use and language proficiency among the Asian (Korean, Japanese, and Taiwanese) students studying English in the United States. The instruments were a language learning strategy Questionnaire and the Institutional Testing Program Test of English as a Foreign Language (ITP TOEFL). Structural equation modeling was utilized to model the relationships between language learning strategies and language proficiency. The present study found only weak relationships between language learning strategies and language proficiency. Only 13% and 15% of variance of the listening and grammar/reading factor were explained by the language learning strategies. The metacognitive strategies appeared not to have direct relationships to the language skill factors, as was found in other studies (Purpura, 1996, 1997). The effects of the social and affective strategies were very small. They in combination could account about 1% and 4% of the variance of the listening and grammar/reading factors.

• Journal of the Korean Home Economics Association
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• v.8 no.1
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• pp.21-35
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• 1970

1. For the purpose of making the basic pattern construction 100 girls attending the Seoul National University College of Home Economics were measured in finding of body size and coefficient of correlation which would be used as one basis of this study. 2. Coefficient of correlation of each body part based on the breast width was shown as follows; Correlation coefficients of bust to waist and hip were high and those of bust to shoulder width, neck height, back width, and breast width were low. None of that was found between bust and back length. It was not recognized so scientific to adjust the basic pattern construction with figures proportioned by those of neck, shoulder width, breast width, and back width. 3. The method of basic pattern construction obtained by this research has been demonstrated in direct wearing since 1967. It is believed that the result will contribute a great benefit in teaching clothing as well as in mass production industry of ready-made garments.

• English Language & Literature Teaching
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• v.12 no.2
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• pp.153-176
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• 2006

This paper examines "Difference in Requests." The study of speech acts is a crucial area in sociolinguistics and ethnolinguistics, and has aided in the development of TESOL. It also provides a useful means of relating linguistic form and communicative intent. This paper concentrated on 3 request strategies, which were requests made with an explanation, requests made without an explanation and no requests. The purpose of this study, and of concern in TESOL, was to discover whether Koreans framed their requests differently under different conditions. Based on these differences, I wanted to ascertain whether Koreans who spoke English as a second language, and who have lived in the United States, frame their requests as they would in their native tongues thus creating the potential for sociolinguistic failure, or use American sociolinguistic style. As the results of the study, it was found that in the majority of cases, Americans made an explanation with a request. In many cases the Koreans living in Korea would not give an explanation when making a request. Rather, they were direct in request. In many cases the Korean speaking English and living in the US had adopted the American request strategy of giving an explanation.

• Journal of Educational Research in Mathematics
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• v.12 no.1
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• pp.71-79
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• 2002

Visualization have strong driving force that enables us to recognize abstract mathematics by direct and specific method in school mathematics. Specially, visual thinking helps in effective problem solution via intuition in mathematics education. So, this paper examines the meaning of visualization, the role of visualization in intuitive problem solving process and the methods for enhancement of intuition using visualization in mathematics education. Visualization is an useful tool for illuminating of intuition in mathematics problem solving. It means that visualization makes us understand easily mathematical concepts, principles and rules in students' cognitive structure. And it makes us experience revelation of anticipatory intuition which finds clues and strategy in problem solving. But, we must know that visualization can have side effect in mathematics learning. So, we have to search for the methods of teaching and learning which can increase students' comprehension about mathematics through visualization and minimize side aspect through visualization.

• Korean Journal of Clinical Pharmacy
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• v.27 no.2
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• pp.55-62
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• 2017

Experiential education is a core curriculum of pharmacy education. In experiential education, formative feedback is an integral component of learning and teaching process. Feedback is defined as information provided by a preceptor regarding student's performance based on direct observation. With effective feedback, students can have opportunities to reinforce or correct behaviors and to acquire knowledge or skills. Students highly value and appreciate feedback. They rank provision of effective feedback as one of the most important qualities of preceptors. Preceptors, however, lack an understanding of feedback or practical skills necessary for providing effective feedback. As a result in reality, the feedback provided to students can be differentially effective in improving students' learning. This article describes a theoretical understanding of feedback including definition and value, as well as types of feedback. In addition, practical aspects in providing feedback, such as contents, timing, techniques, and models, are addressed. By understanding the value of feedback and mastering various feedback skills, preceptors will promote students' learning and enhance educational outcomes of experiential education.

• Journal of The Korean Association For Science Education
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• v.11 no.1
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• pp.117-126
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• 1991

The new movement in science education in America and Europe has been heavilly oriented into technological and soceital aspect of science since 1970. However, this spirit has not been well informed in Korea and not adapted in science education. This paper aimed to arouse Korean science educators attention to everyday situation as a science education context. In this paper, the discipline centered science education was briefly reviewed and problems related to the philosophy was pointed out. At the same time the researcher introduced STS context as a science education objective, and elaborated the three elements(physical situation, technological situation. and societal situation) of the context. In the paper, the advantages of the use of everyday context in science education were examined. THe advantages were analysed in terms of the nature of science, learning psychology, integrated science, and societal aspect of science education. The paper also suggested the criteria to select teaching materials from STS context. The suggested criteria were the degree of science concepts involvement, frequency of experience, strength of experience, and possibility of direct experience.

• Hwankyungkyoyuk
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• v.12 no.1
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• pp.110-133
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• 1999

As an attempt to systematize environmental education in the 7th curriculum, this study extracted the contents of environmental education to which science can approach in the science lessons. This study analyzed these contents from the goals of environmental education and from its contents and, as a result, it found out the followings : (1) in the aspect of ‘knowledge’ and ‘skills’, the goals of Science environmental education have direct relations with each other, and (2) the science can be taught in the aspect of ‘natural environment’, ‘environmental ethics’, ‘environmental pollution’, ‘resources’, and so on. By utilizing various teaching and learning methods of science education the science subject on, however, approach the goals of environmental education, of ‘attitudes’ and ‘participation’.

• English Language & Literature Teaching
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• v.15 no.4
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• pp.95-108
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• 2009

One of the learning difficulties for Korean learners of English is the intonation of English focused yes/no questions. Focused words in English yes/no questions are realized as low pitch accents which contrast with high pitch accents in Korean counterparts. In order to improve Korean students' intonation, direct and metalinguistic explanations on the intonation of English focused yes/no questions were given to Korean learners of English. In pre-tests and post-tests, students' perceptions on the target items were measured. The study results showed that phonetic explanation using intonation contour enhanced students' perception on English intonation. With respect to the position of focused words, sentence initial and medial focused questions were more difficult than sentence final focused questions. The perception was most improved in sentence initial focused questions. The study showed the immediate effects of the explicit instruction on perceptions of English intonation.

• English Language & Literature Teaching
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• v.15 no.2
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• pp.151-168
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• 2009

The present study investigates the impact of trained peer feedback on the quantity and quality of revisions made by EFL students at a low-intermediate level. Peer review training was carried out in experimental group through four in-class training sessions and four peer dyad-instructor conferences after class. Students' $1^{st}$ drafts with written peer feedback and revised drafts prior to and post training were collected and analyzed. Results reveal that after training the students produced more revisions in response to their peer comments (96% of total revisions) and those revisions were counted as enhanced in quality (93% of peer-triggered revisions). In contrast, the results of paired t-test within control group indicate that there was no significant difference between two data collected from week 3 and week 16 (t = -.57, df =19, p = .577 at p < .05). The findings suggest that training as an ongoing process of teacher intervention contributes to effectiveness of the peer feedback activity. The study provides pedagogical implications for how to structure and implement peer review training for the sake of its direct strength in an EFL writing class.