• Education of Primary School Mathematics
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• v.18 no.1
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• pp.31-44
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• 2015

This study aims to test effect of transfer learning program rather than students' transfer ability. For these purpose, firstly this study design transfer learning program to apply from 'rate concept' in learning math class to 'velocity concept' in science class. Subsequently, this study is to analyze whether this program affect on 'the rate concept understanding' and 'the mathematics learning attitude'. Followings are the findings from this study. First, transfer learning program affect on improving students' rate concept understanding. Moreover, 17 among 35 students' who stay in 'ratio level' move to 'internalized ratio level'. Second, besides transfer learning program is not only cause to change students' learning attitude, this program impact on changing their learning attitude positively. The study has an important implications in that it designed new learning program that students experience transfer and test its effect.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2015.10a
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• pp.897-899
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• 2015

These days, the students are learned from game experience such as the code grammatical elements of selection, repetition and decision. In this study, lets the students who have had no coding education make games based on the students's game experience using the programming tool Scratch, and they are realized the similarities between the game experience and the logical, grammatical elements of the coding concepts. We will discuss that was resulted an marked improvements of understanding of the coding concepts, the ability of applications and creativity and classroom participation consequently.

• Journal of Digital Convergence
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• v.10 no.9
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• pp.443-448
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• 2012

This study aims to investigate the relationship between various motivational factors and to identify other causative components affecting English learners' learning motivation(From March to Jun, 2012). In case of integrative motivation and instrumental motivation, there was a statistically significant difference among those who have studied in other countries. However, in the case of negative motivation, there was a statistically significant difference among those who have no learning experience in other countries. English learners' learning motivation between the students majoring in Liberal Arts and Others, learning contents and teaching methods were significant factors.

• Hwankyungkyoyuk
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• v.20 no.3
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• pp.31-44
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• 2007

The solution of the environment problem is the common issue all over the world, for this reason the necessity of the environmental education of school has emphasized. On this a variety method for environmental education is needed, this paper planned and applied the 'ecology & environment' for high school which are based on GBS theory and presented a new model of environment education. GBS(Goal-Based Scenario) is that learners are presented with an end goal that is motivating and challenging. This goal is structured such that, in order to successfully meet it learners are required to build a predetermined core set of skills and knowledge by process mission and scenario. GBS is an active learning environment in which learners are trained in study that have a real-world context. When they are back in real-world they have increased ability to apply what was learned by reflecting on the GBS learning experience. This study was designed on GBS theory and taught a class by using internet Blog. As a result, when carefully reviewing the materials such as final presentation reflect journal, we conclude that the students' awareness of a learning environment is improved and the students seems to try to apply the learning outcome to a real life.

• Journal of the Korean Society for Library and Information Science
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• v.50 no.1
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• pp.161-187
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• 2016

This study determined the effect of self-regulated learning on the attitude and related skills of information literacy in school library project learning. In addition, in-depth interview was administered in order to investigate fundamental reasons for such effects. The results are cognitive regulation ability, motivational regulation ability, behavioral regulation ability proved to have statistically significant effect on the attitude and related skills of information literacy. In-depth interview analysis yielded the following components: cooperative learning, experience in information environment, time pressure, exposure to information literacy education, motivation, relationship with school teachers, delayed gratification, and prior knowledge.

• Journal of Korean society of Dental Hygiene
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• v.16 no.3
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• pp.417-426
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• 2016

Objectives: The objective of the study was to investigate the related factors of preventive behavior experience toward dental caries and periodontal disease in Korean adolescents. Methods: The study subjects were 72,060 adolescents in 800 schools who completed 2014 Korean Youth Risk Behavior Web-based survey. Dependent variables included general characteristics of the subjects, oral health behavior, and oral disease experience. The experience rate of sealant and scaling showed the prevention behavior of dental caries and periodontal disease. Data were analyzed by IBM SPSS statistics 20.0. Results: The experience rate of sealant accounted for 26.9%. The experience of sealant was related with gender, school, maternal education level, economic status, vigorous physical activity, smoking, usual stress, fruit consumption, milk consumption, soda consumption, snack consumption, tooth brushing, oral health education experience, periodontal bleeding and pain, mucosal disorders, and bad breath. The experience rate of scaling was 22.6%. The experience of scaling was related with gender, school, city division, learning achievement, maternal education level, economic status, residential type, vigorous physical activity, usual stress, fruit consumption, milk consumption, tooth brushing, oral health education experience, periodontal bleeding and pain, mucosal disorders, and bad breath. Conclusions: To expand preventive oral health behavior in the adolescents, it is necessary to support the systematic policy making and monetary establishment in the future.

• Women's Health Nursing
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• v.22 no.4
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• pp.221-232
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• 2016

Purpose: The purpose of this study was to examine the applicability of a flipped learning course in Women's Health Nursing for nursing students. Methods: A total of 200 senior nursing students participated in flipped learning class of pregnancy, delivery and postpartum area, which included team-based learning and self-reflection for 8 weeks. One group pre-post test design was adopted and the changes in learning motivation and satisfaction were examined. In addition, reflective journals of the students were analyzed by making a qualitative content analysis. Results: Students showed a significant increase in score of learning motivation in the posttest (t=-4.47, p<.001). They had a mean of 3.90 in learning satisfaction out of possible five points. As a result of content analysis, three themes were selected: 'Improved attitude toward active learning', 'Burden caused by excessive workload', and 'Valuing to the team-based activity' To be specific, six sub-themes were selected, with three positive and three negative categories: 'improved class attention and understanding', 'positive class participation by preparing lessons in advance', 'peer interactions through discussion', 'A lot of time and effort consuming', 'stress caused by the burden of preparing lessons', and 'difficulties in cooperative activities'. Conclusion: This study supports and confirms that the flipped learning can be a creative instructional model of positive teaching-learning strategy in clinical nursing courses to enhance students' learning motivation.

• The Journal of Korean Academic Society of Nursing Education
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• v.3
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• pp.26-33
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• 1997

Problem-Based Learning(PBL) is at the forefront of educational reform. The acceptance of PBL as an educational approach with wide application represents a major change in thinking about educational processes and their relationships to the wider community. In 1969, PBL as a method was introduced at the Medical School of McMaster University in Hamilton, Canada. The most important advantages in PBL are acquiring knowledge that can be retrieved and applied, learning to learn(self-directed learning) and learning to analyze and solve Problems. PBL is widely used within the sector where it had its origin, namely health profession education. A generally accepted starting point in the development of a problem-based curriculum is the set of professional competencies of future graduates, which describe the typical problems professionals have to deal with. Formulating learning objectives highly depends on the format and content of the presented problems. Contrary to that, in a classic course in higher education, it is customary that teachers express objectives in a compulsory subject matter. Curricula which advocate problem-based learning generally use case studies in the form of paper cases, simulations and real patients with the intention of stimulating classroom discussion of clinical and basic science concepts within a problem-solving framework. One goal of using paper cases is to stimulate the learning of basic science within a clinical situation. Through self-directed study the students solve problems and explore the psycho-social dimensions within the cases. The general outcome based on the program evaluation research of PBL is that PBL students respond positively about the learning experience. In summary, PBL is a curriculum design and a teaching/learning strategy which simultaneously develops higher order thinking and disciplinary knowledge bases and skills by placing students in the active role of practitioners(or problem solvers) confronted with a situation(ill-structured problem) which reflects the real world.

• Journal of The Korean Association of Information Education
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• v.24 no.6
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• pp.539-550
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• 2020

This study establishes the scientific basis for the use of digital learning materials through the education-neurological research method and derives implications for education based on education-neurological understandings. The main findings of the education-neurological analysis of digital learning materials are as follows: First, various sensory stimuli go through multiple sensory neurons and deep sections of the upper sphere and make possible the cooperative processing of information. Second, indirect experience from digital learning materials helps students understand the learning contents vividly through the mirror neuron system. Third, positive emotions originating from digital learning materials promote functions of dopamine, the reticular activating system, frontal-striatal circuit, cerebrum cortex. Based on the findings, the study suggests the following educational implications. First of all, when selecting digital learning materials, teachers should consider expression forms, learning contents, the flow of classes, and the adverse effects of digital learning materials. Next, it is effective to utilize digital learning materials in the lecture for provoking curiosity and enjoyment, maintaining interest and effort, and reviewing what students learned.

• Journal of The Korean Association of Information Education
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• v.24 no.6
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• pp.519-528
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• 2020

Due to COVID-19, most schools are conducting online learning. In this study, a total of 12 block-type educational programming tool classes were conducted in the form of online learning for 6th grade elementary school students, and then quantitatively and qualitatively analyzed students' perceptions of their learning experience on entry learning. As a result of the analysis, it was found that the learner easily recognized the use of the entry program and the difficulty of learning contents, and the learning satisfaction was high. When students face difficulties, it was found that they received the most help from the hint function provided by the site itself, and they were found to be less aware of the necessity of teachers when learning entry. As a result of the qualitative analysis, it was found that the learner felt a lot of novelty and fun through easy and simple operation. On the other hand, it was found that the learning contents and hints were not understood, which made them difficult and felt that the hint contents were insufficient. It was found that students felt a sense of accomplishment by creating and manipulating programs as they wish.