• Educational Technology International
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• v.11 no.1
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• pp.1-26
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• 2010

The purpose of this study was to identify differences in teachers perception on educational attributes and effectiveness of IPTV according to demographic factors. To investigate possibility of educational application, the participants of the study were teachers selected from IPTV initiative schools in elementary and middle levels nationwide. 55 teachers participated from 22 IPTV model schools nationwide, which were 9 elementary schools, 6 middle schools, 7 high schools. As results of research, there were some significant foundings. In terms of the perception on educational attributes of IPTV, there are explicit perceptional difference between "capital area teachers" and "the other regional teachers". However, there were no significant difference according to school level. Perception of male teachers were more positive than those of female teachers. Also, there were no significant difference according to teaching experience. On the other hand, in terms of the perception on educational effects of IPTV, we could conclude that teachers from metropolitan cities have more negative perception on IPTV than teachers from other kinds of cities have. Regardless of school levels, teachers showed merely fair perception on effectiveness of IPTV. There was significant difference between male teachers and female teachers in perception on educational effectiveness. Also, Results showed no significant differences according to teaching experiences. Future tasks for the development of IPTV strategies require specific need analysis of teachers and collaborative works of policy makers, teachers, researchers, and IPTV service providers.

• Journal of Korean Elementary Science Education
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• v.17 no.2
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• pp.23-31
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• 1998

The purpose of the present study was to investigate the development of elementary school student's reasoning strategies used in proportional tasks. Three hundred and ninety elementary students were sampled to investigate their reasoning strategies used in Pouring Water Tasks. Results showed that 4 percentage of students used proportional reasoning strategy. By the way, about 80 % of students used qualitative guess or additive strategies to solve proportion tasks. Further, about fifth-grade or 11-year-old students began to use proportional reasoning strategy. Also, female and malt students' development of reasoning strategies improved from 1st grade across 5th grade and from 6-year-old across 11-year-old. However, female did not show the improvement of strategy development after 5th-grade or 11-year-old. However, male students showed a continuous improvement after the grade or age. In addition, students showed developmental patterns of spurts and plateau, ra thor than a linear developmental pattern. The present study also discussed educational implications of this findings in school curriculum.

• Research in Mathematical Education
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• v.9 no.4 s.24
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• pp.335-340
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• 2005

According to the mathematics educational practice and research about gifted children in some secondary schools in China, the paper presented some relevant problems: 1. Missing or mistaken selecting in gifted children in China. It included the limitations of identifying standard and the fault of understanding and doing in practice, administration disturbance and emotional inclination. 2. Backward traditional mathematics teaching in gifted children in China. It included lower teaching starting point, slower teaching planned speed, simpler teaching contents and so on. The paper analyzed the problems, and made enlightenment for gifted children's mathematical teaching strategies: raising starting point of contents; emphasizing essential principles and skills; using flexible teaching methods; encouraging discover and creativity and developing harmoniously psychological level and mathematical ability. As to these strategies, some detail measures were offered as well.

• Proceedings of the Korea Contents Association Conference
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• 2003.11a
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• pp.440-444
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• 2003

It was investigated to find the concept of the distance teaming, its characteristics and components, and to present successful strategies for the development of the GIS(Geographic Information Systems) programs for the online university. The elements of these successful strategies would be as follows. The models considered for the educational environment and characteristics, relationships between professor and student, community constructions for sharing the educational information, various courses based on the level, and linkages among various GIS programs.

• Journal of Korean Library and Information Science Society
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• v.30 no.3
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• pp.151-174
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• 1999

Recently, the Ministry of Education is striving to move education and school libraries toward the information age and to create an atmosphere open education. School libraries need to be furnished with lots of useful materials for the curriculum of open education. School libraries need to be furnished with lots of useful materials for the curriculum of open education. Therefore, school libraries should adopt the concepts and techniques of marketing. The results of this study can be summarized as follows. 1. Nonprofit organizations such as school libraries should adopt the concepts and techniques of marketing to solve the problems for the rational management of the system. 2. Marketing techniques can be adopted in the areas such as collection development, service fee, selection of the place of library, advertising, better library user organization etc. 3. School libraries should be total educational information centers to realize educational goal and the curricular. 4. Procedures for marketing strategies for school libraries are embodied in mission statement, environmental analysis, marketing audit, marketing mix, marketing segmentation, evaluation methods etc. 5. The 4 "Ps", product, price, place, promotion make up the marketing mix for school libraries.libraries.

• Journal of the Korean Dietetic Association
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• v.11 no.4
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• pp.462-472
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• 2005

College and university foodservice dietitians have to be competent for playing a role as the future food service executive as well as the present foodservice administrator in the promising foodservice industry field. The study conducted a survey to examine training needs corresponding to educational contents for the purpose of helping them acquire a new knowledge related to self-development and duty through educational training. The results of this study suggested that training needs were differed by general characteristics of dietitians, operational characteristics of food services, and training subjects. A future study should develop systematic training strategies for dietitians.

• Journal of Engineering Education Research
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• v.22 no.3
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• pp.49-58
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• 2019

The purpose of this study is to compare learners' perceptions regarding the processes and the educational effects of fostering learner-generated questions in engineering education according to the questioning attitude of engineering learners. For this, after developing and implementing the appropriate strategies for fostering learner-generated questions in an engineering statistics course, this study analyzed 56 learners' survey responses and used ANOVA to investigate the group differences. The results showed that the educational effects and implications of fostering learner-generated questions were different according to the learners' questioning attitude. The study also confirmed that learners' questioning attitude should be considered as one of the important learner's characteristics in developing and implementing the strategies of fostering learner-generated questions in engineering education. Especially, fostering learner-generated questions produced positive effects on the passive questioning learners but not particularly on the learners who were asking no questions at all in other courses. Learners who asked no questions still have difficulty in generating deep meaningful questions and presenting them and thus require more instructors' strategies and active support for them.

• Journal of The Korean Association For Science Education
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• v.27 no.2
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• pp.105-119
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• 2007

Several studies have attempted to test students' misconceptions of physics and to provide teaching strategies in order to repair them. The results from these studies have revealed that the diagnosis of students' misconception is crucial, although they often failed to grasp the practice of its implementation. In terms of being a type of methodology for science education, the Internet allows large-scale surveys and investigations to be carried out in a relatively short period of time. This paper reports the results of the development, implementation, and evaluation of a WEb-based SYStem for TEsting students' Misconceptions in physics (WEBSYSTEM) aimed at three groups (science educational researchers who study students' physics conceptions using the system as a detector, school science teachers who practice it as an instructional material, and students who benefit from it for their self-directed learning). The web-based testing system is based on a review of the instructional development strategies of ADDIE (Gustafson, Branch, 2002; Rha, Chung, 2001). Results showed that WEBSYSTEM could work effectively as a multi-purposed tool for the three target groups with a further partial revision, providing educational researchers with resourceful data to study students' misconceptions in physics. Issues of administrative strategies, reexamination of questionnaires, and international collaboration via WEBSYSTEM are discussed.

• Journal of Family Resource Management and Policy Review
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• v.18 no.2
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• pp.37-54
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• 2014

This study investigates fathers' demands for fathering education. Data from eight married, working men was collected through in-depth interviews. The interviews were intended to examine their father-role, working life, balance between work and family, and demand for the educational programs for fathers with particular regard to the themes, contents, and arrangement strategies they desire of the programs. The results show that fathers have a high demand for learning detailed methods of childrearing such as how to effectively sooth and play with their child(ren). Further, it was discovered that job flexibility is the major variable that determines a man's satisfaction with his parental role. Various information about possible arrangements of fathering education was collected from the interview data, such as desired themes, number of sessions, size of the educational program, volunteer role of participants, and focus of the course (e.g., many indicated interest in focusing on gender equality). This study reveals that greater detail, more effective contents, and efficient managerial strategies are required in fathering education in order to impart broader perspectives and knowledge about how to enhance the relationship between father and child(ren).

• Research in Mathematical Education
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• v.25 no.4
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• pp.245-266
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• 2022

This study examines how teaching metacognitive strategies to students in a sixth-grade mathematics class affects their metacognitive awareness. Participants were 36 sixth-grade students in a middle school affiliated with the Ministry of National Education of Turkey in the 2020-2021 academic year. The students in the experimental group (n = 18) were taught a total of 40 mathematics lessons for eight weeks to improve their metacognitive awareness. The students in the control group (n=18) were taught mathematics in line with the regular mathematics curriculum. Using the Jr. Metacognitive Awareness Inventory, participants in both groups took a pre-test at the beginning and a post-test at the end of the study. To better interpret the data obtained, various statistical tests were performed. The pre-test and post-test averages of the groups were compared using the t-test for the normally distributed data for dependent and independent groups. The pre-test results showed no significant difference between the metacognitive awareness scores of the experimental and control groups (p>0.05). The comparison of post-test averages showed that students' metacognitive awareness differed significantly in favor of the experimental group (p<0.05). According to this, it was concluded that metacognitive strategy teaching in mathematics courses positively affected students' metacognitive awareness levels.