• Journal of the Korean Society of Food Culture
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• v.26 no.3
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• pp.249-260
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• 2011

The current research aims to verify whether distance learning can be adopted in practical cooking class for Korean foods in a two-year college. The distance learning education can be a supplementary method to the traditional cooking class. The face-to-face teaching method and the distance learning method were compared in order to determine which of the one is more effective teaching method in the practical cooking class. The results of the present experimental study were analyzed based on the participant's learning expectation and satisfaction, the evaluation of the experimental process, and the academic performance. The results of this study showed that the participants in the face-to-face class evaluated their class experience higher than those in the distance learning class with respect to the participant's learning expectation and satisfaction, and the evaluation of the experimental process. On the contrary, regarding the academic performance, the participants in the distance learning class showed higher scores than those in the face-to-face class. The end result supports the claim that the distance learning method is more effective in the participants for gaining cooking knowledge.

• Journal of Engineering Education Research
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• v.24 no.3
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• pp.21-31
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• 2021

Flipped learning, which involves listening to lectures at home and performing dynamic group-based problem-solving activities in the classroom, is recently evaluated as a learner-centered teaching method, and interest and applications in engineering education are increasing. Therefore, this study aims to provide practical guidelines for successful application through empirical research analysis on the use of flipped learning in domestic engineering education. Through the selection criteria and keyword search, a systematic review of 36 articles was conducted. As a result of the analysis, flipped learning research in engineering education has increased sharply since 2016, focusing on academic journals and reporting its application cases and effects. Most of the research supported that flipped learning was effective not only for learners' learning activities(e.g., academic achievement, satisfaction, engagement, learning-flow, interaction), but also for individualized learning and securing sufficient practice time. It was often used in major classes with 15 to less than 50 students, especially in computer-related major courses. Most of them consisted of watching lecture videos, active learning activities, and lectures by instructors, and showed differences in management strategies for each class type. Based on the analysis results, suggestions for effective flipped learning management in future engineering education were presented.

• Journal of the Korean Data and Information Science Society
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• v.15 no.4
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• pp.707-716
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• 2004

Recently, many areas of application such as statistics and industrial engineering are interested in the effective education of databases. In this article we design and implement a database learning system based on learner management techniques. The system supports a personalized/ team-centered learning environment, monitoring the learning attitude of learners, and a method for the assessment.

• The Korean Journal of Elementary Counseling
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• v.5 no.1
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• pp.119-137
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• 2006

The purpose of this study is to develop a group counseling program to improve the learning habits of the elementary school children who experience difficulties learning, because of their wrong learning habits. To achieve it, the sub-elements of learning habits are set by "learning motive & attitude" and "learning technique" A group counseling program composed of the essential factors suitable for each element are srhseqrently, devised to pursue the improvement of learning habits. The study propositions are set as follows: Can the group counseling program improve the learning habits of elementary school children? 1. Can the group counseling program improve the learning motive and attitude of elementary school children? 2. Can the group counseling program improve the learning technique of elementary school children? The subject of this study is the 4th graders of W elementary school located in Gwangju Metropolitan City. After selecting 12 pupils from low scorers after a learning habits test, Each 6 of those are randomly assigned to an experimental group and a control group, respectively. In this way, they are pcrticipate in the group counseling program. The group counseling program is consisted of 10 sessions. The program is implemented for six weeks with a 50 min duration per session. As a measuring tool, a restructured test with only motive variables and technique variables, excluding remaining variables, from the Learning Habits Test by Choi Jong-Ryul (1992) is used for pre and post tests. The results of the study is acquired by integrating the statistics from the test tool. Observation of the counselor and testees' thoughts are as follows: The group counseling program affects the sub-elements of learning habits positively, namely learning motive & attitude and learning technique. The program applied in this study is effective in improving the learning habits of the pupils with lower learning habits. Accordingly, this program can be one of the methods to develop effective learning habits, set efficient strategies and exert abilities maximally for the learners, who did not adequately exert their abilities, due to wrong learning habits, while ineffectively learning without knowing effective learning habits. To improve and maintain the learning habits of the elementary school pupils, overall understanding should be backed in order to precisely analyze and identify the learning habits of the pupils. Besides, an association between schools and homes is also needed along with parents' concerns over their children's learning habits at home.

• Journal of Korean Home Economics Education Association
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• v.12 no.2
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• pp.65-79
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• 2000

The purpose of this study was to suggest the most effective method of group formation necessary fro the cooperative learning of the home economics in the middle school. For this purpose, 12 classes students in the 3rd grade of a middle school in Inchon City have been divided as 3 groups: 4 classes were consisted of the groups by the records, 4 classes by close friend. and 4 classes by lot. The STAD method of the cooperative learning methods has been evenly introduced to all 12 classes for 10 hours in 10 weeks. After those sessions. some questionnaires asking . and were collected from all students, Data, which were analyzed by the method of group formation for male and female students groups, showed following results: 1. The most effective group forming method was the group consisted by lot. This group was more effective than the group by close or the group by records. 2. While male students were influenced by the group forming method in the cooperative learning. female students were not. 3. More activity of the groups resulted more effects of the cooperative learning and made more positive attitude to the study of the home economics, and thus. teachers should care for the activity of each to make the students cooperative and to activate in the class.

• The Journal of Korean Association of Computer Education
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• v.14 no.2
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• pp.13-22
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• 2011

The importance of algorithm education has been emphasized for creative problem-solving capability. Especially, algorithm teaching materials related with mathematics and science are under development to enhance logical thinking. However, there are not enough teaching-learning models applicable in the field of education. Therefore, this paper proposed a teaching-learning model for effective algorithm education. The teaching-learning model reflects two characteristics : an algorithm learning process is spiral, and algorithm education is based on logical thinking. Furthermore, a survey was conducted for students' satisfaction, and the result was a mixed teaching-learning model with PBL, SDL, and peer tutoring. Based on the proposed model, examples of classes for mathematics and science are suggested to show the feasibility of effective algorithm education.

• Journal of The Korean Association For Science Education
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• v.16 no.1
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• pp.13-34
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• 1996

The purpose of this study is to develop appropriate science teaching models which can be applied effectively to relevant situations. Five science teaching models; cognitive conflict teaching models, generative teaching model, learning cycle teaching model, hypothesis verification teaching model and discovery teaching model, were identified from the existing models. The teaching models were modified and in primary and secondary students using a nonequivalent pretest-posttest control group design. Major findings of this study were as follows: 1. For teaching science concepts, three teaching models were found more effective; cognitive conflict teaching model, generative teaching model and discovery teaching model. 2. For teaching inquiry skills, two teaching models were found more effective; learning cycle teaching model and hypothesis verification teaching model. 3. For teaching scientific attitudes, two teaching models were found more effective; learning cycle teaching models and discovery teaching model. Each teaching model requires specific learning environment. It is strongly suggested that teachers should select a suitable teaching model carefully after evaluating the learning environment including teacher and student variables, learning objectives and curricular materials.

• 제어로봇시스템학회:학술대회논문집
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• 1990.10b
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• pp.929-932
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• 1990

This paper considers the problem of patterns recognition using the artificial neural network systems. The artificial neural network systems provide an effective tool for classifying patterns and/or characters by learning them in a certain repeated hashion. The mechanism of the learning process and the structure of neural network systems used are main concerns in the accurate and fast classification of the patterns which are slightly different each other. The neural network system employed in this study has three layers structure which is composed of input, intermidiate, and output layers. Our main concern is to develope an effective learning mechanism how to learn the patterns fastly and accurately. The experimental study performed shows that there exists an effective learning method to get higher recognition ratio in classifying the several different patterns by artificial neural network system constructed.

• Journal of the Korean Society of Earth Science Education
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• v.5 no.1
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• pp.31-41
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• 2012

This study investigates the effect of ASI program on the improvement of gifted students' scientific creative problem solving skill and science learning motivation. ASI developed by reflecting the characteristics of scientific inquiry. The study was aimed at Twenty elementary gifted students from C Gifted Education Program participated in the sixteen sessions of ASI curriculum from June 2010 to October 2010. First, we found that the ASP program is effective to improve the gifted students' scientific creative problem solving skill overall. Specifically, the ASI was effective in the sub-catagories of scientific creative problem solving skills such as 'fluency', 'flexibility', 'originality', and 'appropriateness'. However, there was no significant change in the sub-category of 'reliability' and 'elaborateness' Second, we found that the ASP program is effective to improve the gifted students' sscience learning motivation overall. Specifically, the ASI was effective in the sub-catagories of science problem solving skills such as 'intrinsic motivation', 'correlation with personal goal', 'self-determination', and 'fear of evaluation'. However, there was no significant change in the sub-category of 'extrinsic motivation' and 'self-efficacy'. summary, the ASI program was shown to be effective for improving their scientific creative problem solving skill and scientific learning motivation; This study implies that the ASI curriculum would be a effective tool to help gifted students to improve their ascientific creative problem solving skill and their motivation to learn science.

• Journal of Engineering Education Research
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• v.20 no.2
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• pp.31-38
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• 2017

In this study, specific teaching methods of lecturing and improved discussion methods (combining discussion and problem-based learning) were selected and applied for each major subject and learning content area in the fields of engineering, language, and social sciences. Then, the selected teaching methods were examined to determine the most effective learning contents. Finally, in order to determine the most effective teaching methods, a survey on student satisfaction was analyzed statistically. The results showed that students preferred teaching methods that combine lectures and improved discussion methods to the traditional method of only lectures. Therefore, this research proposes the combined teaching method for each major subject and learning content area.