• 한국수학교육학회지시리즈A:수학교육
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• 제47권1호
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• pp.27-47
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• 2008

In this paper, we study the effect of writing activity as mathematical communication on the students's mathematics achievement, learning attitude, and mathematical tendency. For this purpose, we construct a experimental class and then analyze the students' change in those aspects after applying three-divided-note writing activity and colleague feedback on their works those students are in the experimental class. As a result of the experiment, we find that three-divided-note writing activity and colleague feedback made some significant changes on the students achievement in mathematics, learning attitude, but does not affect on mathematical tendency. We also offer some suggestions for further research. Firstly, the mathematical communication ability must be stressed in mathematics education. For this purpose, we need to develop the teaching and the evaluation method to use not only writing but also reading, speaking, and listening skills so that many teachers can apply this method easily to their classes. Second, we need to fix some realistic problems such as fair evaluation , the numbers of students per class, the numbers of lesson, and too much extra-work, and so on. Thirdly, we suggest to explore some methods for extending three- divided-note writing activity to evaluate mathematical essay and to study educational effects of colleague feedback on mathematics performance assessment.

• 대한물리치료과학회지
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• 제28권1호
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• pp.33-45
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• 2021

Background: Children with cerebral palsy have difficulty acquiring motor skills through motor learning due to lack of motor planning of the central nervous system and musculoskeletal dysfunction. Motor learning is the acquisition or modification of movements with the aim of developing skilled movements and behaviors. Cerebral palsy improve motor function through motor learning, and effective motor learning mainly depends on practice parameters such as learning feedback. Therefore, we investigate the effect of motor learning in children with cerebral palsy and try to present the possibility of clinical application. Design: A systemic review. Methods: Research papers were published from Jan, 2010 to Dec, 2020 and were searched using PubMed and Medline. The search terms are 'task specific training' OR 'motor learning' OR 'feedback(Mesh term)' OR 'goal activity' AND 'cerebral palsy(Mesh term)'. A total of eight papers were analyzed in this study. The paper presented the quality level based on the research evidence, and also presented PEDro (Physiotherapy Evidence Database) scores to evaluate the quality of design studies in randomized clinical trials. Results: The results showed that motor learning coaching in children with cerebral palsy improved motor function in post and follow up tests. Also, self-control feedback of motor learning is more effective than external control feedback. 100% external control feedback of motor learning is effective in the acquisition phase and 50% external feedback of motor learning is effective in the retain phase. Conclusion: These results suggest that it will be an important data for establishing evidence on the effect of motor learning arbitration methods in children with cerebral palsy to develop clinical applicability and protocols.

• 한국초등과학교육학회지:초등과학교육
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• 제27권2호
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• pp.189-200
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• 2008

The purpose of this study is to find out the effects of learning that has applied instruction module utilizing ICT in project-based learning in elementary science classroom on improvement of the self-directed learning skills and the problem-solving skills. For this purpose, the project based learning instruction module utilizing ICT based was developed and conducted to 2 class consisting of 66 elementary students in the 6th grade to clarify the effects. As a result of the study, first, the instruction module utilizing ICT in project-based learning was effective in improving self-directed learning skills of students. As the subordinate effects of self-directed learning skills it showed improved effects in diagnosing desire to learn, setting goals, basic self-managing ability, selecting learning strategy, durability of practicing learning, making effort for result, and self-examination but it did not show improved effects in figuring out recognition of resources for Learning. Second, it was effective in improving the problem-solving skills of students. As the subordinate effects of problem-solving skills it showed improved effects in problem recognition, information gathering, analysis, thinking prior to dissemination, planning skill, and evaluation but it did not show effect on decision making, implementation & risk-taking and feedback.

• 디지털융복합연구
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• 제17권11호
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• pp.305-313
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• 2019

본 연구는 간호대학생을 대상으로 자율실습에서 형성적 피드백을 적용한 후 학생의 실습만족도, 학습동기 및 학업적 자기효능감에 미치는 효과를 확인한 비동등성 대조군 전후설계의 유사실험연구이다. 본 연구는 경인지역에 소재한 대학의 간호대학생 37명을 실험군으로 하여 교수자에 의한 형성적 피드백을, 전북지역에 소재한 대학의 간호대학생 41명을 대조군으로 하여 동영상 촬영 후 동료피드백을 적용하였다. 중재를 적용하기 전과 후에 자료수집을 하였고, 수집된 자료는 SPSS/WIN 22.0 프로그램을 이용하여 분석하였다. 연구 결과, 실험군이 대조군에 비해 실습만족도(t=-2.79, p=.007) 및 학업적 자기효능감(t=2.30, p=.024)은 유의하게 향상되었으나 학습동기는 통계적으로 유의하지 않았다. 이는 기존에 동영상 촬영 후 동료피드백을 제공하는 것보다 교수자에 의한 형성적 피드백을 제공하는 것이 더 효과적임을 확인하였다는 점에서 의의가 있다. 따라서 교수자들은 자율실습에서 간호학생들의 핵심기본간호술기 습득을 위하여 형성적 피드백을 적용하는 것을 고려할 필요가 있다.

• Industrial Engineering and Management Systems
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• 제13권3호
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• pp.267-277
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• 2014

In this paper, we propose an educational system that involves a business game simulator and related curriculum. To develop these two elements, we examined the decision-making process related to business management and identified some significant skills thereby. In addition, we created an original simulator, named BizLator (http://bizlator.com), to help students develop these skills efficiently. Next, we developed a curriculum suitable for the simulator. We confirmed the effectiveness of the simulator and curriculum in a business-game-based class at Aoyama Gakuin University in Tokyo. On the basis of this, we compared our education system with a conventional system. This allowed us to identify advantages of and issues with our proposed system. Furthermore, we proposed a speech recognition support system named BizVoice in order to provide the teachers with more meaningful feedback, such as level of students' understanding. Concretely, BizVocie fetches students' speech of discussion during the game and converts the voice data to text data with speech recognition technology. Finally, teachers can grasp students' parameters of understanding, and thereby, the students also can take more effective class using BizLator. We also confirmed the effectiveness of the system in the class of Aoyama Gakuin Universiry.

• 기본간호학회지
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• 제18권2호
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• pp.210-216
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• 2011

Purpose: The self-assessment ability of students is important in acquiring clinical skills. The study explored the self-assessment behavior of nursing students after OSCE (Objective Structured Clinical Examination). Methods: The participants were 90 nursing students. They assessed their performance just after an OSCE (assessment 1). They were given OSCE checklists and re-assessed their performance level (assessment 2). Assessments 1, 2, and an assessment by professor were compared and analyzed. Results: Students assessed themselves higher than professor. But, when students were divided into three groups according to score level, different behaviors were evident between the groups. The high-score group assessed themselves lower than the professor, while the mid-and low-score groups assessed themselves higher than the professor. Students' self-assessment more closely approximated the professor's assessment when they were given checklists. The correlation between assessments 1 and 2 was stronger in high-score group and weak in low-score group. Conclusion: The study results indicate that students tend to assess their skills higher than the professor, but their scores were more in line with the professor when they were provided with checklists, and students' self-assessment behavior differed in the different score groups, suggesting a need for customized feedback and a concern for students with low scores.

• 한국환경교육학회지:환경교육
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• 제20권3호
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• pp.45-62
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• 2007

The purpose of this study was to analyze the status of environment-related teaching in elementary and secondary schools. A questionnaire survey was conducted for the study. Items in the questionnaire were developed based on the theory of environmental education and integrated education. The questionnaire was responded to 501 elementary school teachers, 273 middle school teachers, and 210 high school teachers in the city of Seoul and Kyunggi Province. The survey analysis revealed that elementary and secondary school teachers recognized 'environmental action skills' as the most important objective for school environmental education. Contrary to the teachers' expectations, it was found that there is insufficient teaching and learning materials for teaching in the domain of 'environmental action skills' and they could not confidently teach the skills in environment-related classes. For professional development of teachers in integrated environmental education, pre- and in-service programs will be developed systematically in a workshop to give teachers an opportunity to analyze teaching materials, design instruction plan, perform class trial, and evaluate the class situation for feedback. The results of this study can serve as a basic reference for improvement of environment-related subject education.

• 대한지구과학교육학회지
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• 제7권2호
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• pp.192-202
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• 2014

The purpose of this study was to examine the effects of science lessons using mind mapping on creativity and academic achievement in science. The subjects of this study were fifth-grade students selected from four classes of an elementary school located in Busan. For ten weeks, the experimental group of 40 students were taught using the mind mapping technique. The comparative group, also of 40 students, was taught in normal classes which used a standard text-book. Children were given a test on science processing skills and academic achievement in science to measure the effects of mind mapping. The Likert scales were used to gather student's feedback on creativity and academic achievement in science. Through these procedures, the following results were obtained: First, mind mapping had a greater effect on science processing skills than the normal classes, where a text-book was used. Second, mind mapping was effective in improving the student's academic achievements in science at a greater level than the normal classes where a text-book was used. Third, after viewing results of the Student Recognition Investigation, we found that the students showed a higher level of interest in science lessons that used mind mapping, and were better able to understand the scientific theories. As a result, the elementary science class with mind mapping developed greater science processing skills and saw higher academic achievement in science. We conclude that science classes that use mind mapping have the potential to develop better science processing skills and improve academic achievement in science.

• 한국콘텐츠학회논문지
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• 제21권9호
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• pp.714-722
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• 2021

본 연구에서는 가상현실을 이용한 VR 기본간호술 교육 콘텐츠를 제안하고자 하였다. 핵심기본간호술 20가지 중 간이혈당검사와 인슐린피하주사 항목은 간호술 항목에서 빈번히 수행하는 기본간호술 중 하나이며, 당뇨환자들에게 자가관리 교육을 할 때도 사용할 수 있는 항목이다. 본 연구는 이 항목을 가지고 학습자의 체험을 중심으로 가이드, 미션, 피드백의 3단계로 나누어 몰입형 VR기반 핵심기본간호술 콘텐츠를 설계하였다. 이 콘텐츠에서는 실제 간호술처럼 콘트롤러를 사용하지 않고 손가락 관절인식을 통해 손의 움직임을 트랙킹하여 몰입하며 훈련할 수 있다. 이 연구는 임상 수행 능력 향상을 도울 수 있는 VR 간호술 교육 콘텐츠 개발에 도움이 될 것이다.

• 한국초등수학교육학회지
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• 제14권2호
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• pp.377-399
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• 2010

본 연구에서는 분수와 소수의 혼합계산 부분에서 나타나는 오류 유형을 진단하고 오류에 대한 피드백 프로그램을 처방하여, 그에 대한 학생들의 반응을 분석하고자 하였다. 우선 연구할 내용을 7가지 영역으로 층화시키고, 각각의 영역을 오류 진단, 진단에 따른 처방 그리고 분석의 3단계로 결과를 정리하였다.