• Journal of Korean Elementary Science Education
• /
• v.31 no.4
• /
• pp.513-531
• /
• 2012

This study was to analyze the characteristic of scientific argumentation in the classes for the gifted of elementary school. The participants of this study were 5 fifth graders and 9 sixth graders, 14 in total, from the basic unit schools for gifted students of J elementary school in Incheon city. And it constituted small scale groups made up of 2~3 students with similar or identical ability in scientific reasoning. It had set up hypothesis for each group before the experiment, and students had a group discussion as a whole after the experiment. Classes were conducted 4 times, all courses were recorded as a sound/video. The ability in scientific reasoning of the students was inspected, making use of SRT II by means of pre-survey, and their argumentation levels were analyzed, utilizing 'Rubric for scientific argumentation course assessment.' As a result, argumentations did not incurred in every class. Analysis in argumentations of the students resulted in low level argumentation. This means argumentation cannot incur based on that with the limit in understanding the principle of experiments over the threshold of textbook no matter that he is an gifted student or not. The student both in formal operational period and transition period (2B/3A), the ability of scientific thinking in upper level, was improved of his argumentative ability in an overall aspect. However, a student of concrete operational period, the ability of scientific thinking in lower level, had argumentation with still lower level even after the experiment at the moment of discussing with the students on the upper level of scientific thinking ability.

• Journal of the Korean Society of Clothing and Textiles
• /
• v.42 no.4
• /
• pp.639-656
• /
• 2018

The term fashion sense is used in everyday conversations by consumers to refer to the ability of people who dress well in attractive ways or to refer to the competencies or expertise of fashion professionals. Despite the frequent use of the term, its concept has rarely been explored systematically. In this study, we performed in-depth interviews with 14 fashion experts to clarify the concept of fashion sense. The core elements of fashion sense were explored based on the interview results. As a result, twelve core elements were identified that included visual ability, aesthetic experience, aesthetic recognition ability, intuition, self-consciousness, self-efficacy, fashion experience, involvement in fashion, creativity, innate sense, environmental support, and development due to education. In addition to these twelve core elements, 42 supplementary elements were identified. This study is to help initiate an academic discussion of the concept of fashion sense as a competency that fashion experts should develop. The findings of this study can provide practical and educational implications for the fashion industry and academia.

• Journal of Korea Society of Digital Industry and Information Management
• /
• v.13 no.4
• /
• pp.1-11
• /
• 2017

Our society has changed from an industrial society to a knowledge - based society, and the need for new knowledge creation activities through the convergence of various knowledge is emphasized. In accordance with these changes, universities aiming at nurturing human resources for society have sought new approaches and changes. The discussion of various curriculum for the future talent training in the university is aimed at the goal of developing problem solving ability irrespective of the subject of education or major. In this study, we tried to show that computational thinking ability can be improved by strengthening creative team activities by combining design thinking method in computer curriculum of general education course of university. To do this, we conducted a design thinking team project for students of computer general education course at G university in Gyeongnam province and conducted a survey. The results of the questionnaire were verified by statistical methods. The variables of this study satisfied both the validity and the reliability. Multiple regression analysis showed that knowledge sharing, team activity satisfaction, and design thinking project satisfaction factors all affect computing thinking ability.

• The Korean Journal of Emergency Medical Services
• /
• v.16 no.1
• /
• pp.31-51
• /
• 2012

Purpose: This study was to develop PBL packages geared toward fostering the problem-solving ability, self-directed learning capability and communicative competence of emergency medical technician students and to give some suggestions on the development of PBL packages of the approach based on the evaluation results of the packages by experts. Methods: First, real clinical situations that learners would be exposed to after graduation should be provided as examples when the packages are developed. Second, a variety of learning-facilitating tools should be offered to facilitate their understanding, because they don't yet gain plenty of clinical practice experiences. Third, they should be encouraged to have an energetic discussion in small group when the developed packages are applied. Conclusion: First, the packages developed in this study were just incorporated into some areas of a single course. In the future, the integration of an entire course or the development of a new course is required to attain the multiple learning objectives in the provided clinical situations. Second, this study attempted to develop the PBL packages to boost the problem-solving ability, self-directed learning capability and communicative competence of emergency medical technician students, and follow-up research should be implemented to finalize the packages based on the suggestions of the experts who evaluated them and to determine the effects of the packages.

• Journal of the Institute of Electronics Engineers of Korea CI
• /
• v.45 no.3
• /
• pp.31-39
• /
• 2008

Until now, there are many technologies to improve studying ability using e-learning system. In most of e-learning system, learners are studying through the lecture materials and studying problems. The studying ability and intention, however, can be improved through the shared materials and discussion. In this case, learning materials are shared by the learners' discussion and shared materials through the board Internet and MSN. Such data was not classified by learners; it was not easy for the learners to search related valuable information. Therefore, it was not helping to learning. The technologies of most text mining extract summary data from the collection of document or classify into similar document from the complex document. In this paper, we implemented e-learning system for learners to improve learning abilities and especially, applied text mining technology to classify learning material for helping learners.

• Journal of Gifted/Talented Education
• /
• v.13 no.3
• /
• pp.1-17
• /
• 2003

Development and evaluation of distance learning for the gifted students in science and mathematics In this study, we developed and administrated the distance learning for the gifted students in science and mathematics, and analysed their responses. To do this, four types of teaching programs - lectures using program for distance learning, practice activities using simulation program, tasks solving programs based on discussions, and problem solving activities - were developed and students responses were analysed in eight area - stimulus, difficulties, structure, learning circumstances, involvement, interaction, learning outcomes, comparison with other learning -. As results, it was found that many students responded positively and thought programs helped their creativity, logical thinking, intelligent ability, and information searching ability. Students preferred practice activities based on appropriate guidances to lectures providing detailed explanations. And interaction could be stimulated by inducing discussion.

• Journal of Korean society of Dental Hygiene
• /
• v.20 no.2
• /
• pp.155-166
• /
• 2020

Objectives: The purpose of this study is to prove, through the design and operation of a teaching learning model for clinical dental hygiene and practice III, the effectiveness of the flipped learning PARTNER model. Methods: A professional council was formed, composed of three professors of dental hygiene and one professor of education; each member was an expert with a Ph.D. From December 2018 to February 2019. Results: Learning preferences for the clinical learning hygiene curriculum based on flip learning showed that it had higher accessibility than traditional teaching methods. Subjects' motivation to learn was improved through flip learning, their critical thinking ability was improved through active discussion and flip team discussion, and their self-directed learning ability was also improved. Participation increased through flipped learning, and subjects' skill abilities showed their highest score by improving their performance through the whole lecture. A high satisfaction of 4.54 out of 5 points was achieved. Conclusions: It was confirmed that the development and operation of a flipped learning-based clinical hygiene curriculum can provide an effective and satisfactory learning process.

• Journal of Dental Rehabilitation and Applied Science
• /
• v.28 no.3
• /
• pp.269-276
• /
• 2012

Many researches have been published about the numerous factors related to the chewing ability of implant prosthesis. Most respective studies have concluded that the chewing ability of implant prosthesis is mostly fine compared to other type of prosthesis. However, some patients are not satisfied with their chewing ability of implant prosthesis. Therefore the neurologic factor, one of the factors related to dissatisfaction of chewing ability was reviewed in this study to understand the mechanism of action of mastication. Data was searched using the keywords; 'implant chewing ability, masticatory ability' in Pubmed database and reviewed. Definitions of chewing ability, factors of chewing ability are reviewed and the neurologic factor, one of the factors influencing on chewing ability, is reviewed. Mechanoreceptor of Periodontal ligament(PDL) is providing the mastication information to brainstem. Due to the absence of mechanoreceptions of PDL in implant, masticatory ability is decreased especially when chewing hard food. Masticatory muscles and mechanoreceptor in TMD may compensate the lack of mechanoreceptor of PDL in implants. Furthermore sensitivity of nerve fiber around peri-implant tissues may support the mechanoreception and sensory reaction in the implant mastication. However, further studies should be conducted to prove the relationships between neurologic factors and mastication.

• Journal of Convergence for Information Technology
• /
• v.10 no.1
• /
• pp.149-157
• /
• 2020

This study aimed to explore the change of engineering students' competencies through the havruta class. In the havruta class, engineering students' competencies were compared with pre-test and post-test. The research tool was developed by selecting learning readiness, academic self-efficacy, and communication ability as the learner's competence in the havruta class. Finally, 105 data were analyzed with SPSS 21.0 for windows. First, there was a statistically significant difference in learning readiness. Second, there was no statistically significant difference in academic self-efficacy. Third, there was a statistically significant difference in communication ability. It was found that there was a positive change of competencies in learning readiness ability and communication ability in the havruta class. Although the findings are difficult to generalize to all majors, these results will be a useful basis for instructors who want to apply the havruta class.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.22 no.2
• /
• pp.57-66
• /
• 2021

The purpose of this study was to verify whether the Interactive Cinematherapy Course developed based on discussion is still effective for emotional intelligence and empathic ability, even in a college lecture environment where courses are given online due to COVID-19. The subjects were enrolled in the Interactive Cinematherapy Course and experienced either an online (N=139) or offline (N=212) course before and after COVID-19. To the offline course, students were given structural questions and conducted discussions, whereas the online course students were given feedback via e-mail to substitute discussion. The results were as follows. Compared to the offline courses, students in both online/offline courses commonly showed an increase in "Other's emotion appraisal", "Cognitive Empathy", "Perspective taking", "Fantasy", and "Emphatic Concern". The online course students showed an increase in the "Use of emotion", while offline course students showed an increase in "Self emotion appraisal". This shows that online and offline courses do not have a significant difference in effects. In qualitative research, the lecturer's communication ability and concern helped enhance the effectiveness of the Interactive Cinematherapy Course given online. This implies that communication between the lecturer and students and role of the lecturer are more important than the online environment.