• Journal of The Korean Association For Science Education
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• v.14 no.1
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• pp.1-11
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• 1994

The primary goal of this study was to suggest the ways of developing various types of instructional models which could be effectively used for science lessons in secondary schools. In order to attain this goal this study used literature review as its main method. This study was carried out through the process of three steps as follows: The conceptual relationship among instruction. teaching, and learning was examined. Then the general instructional models built on the traditional epistemology and psychology were reviewed and analyzed in terms of their characteristics and limits. The nature of instructional models developed for science education in secondary schools were analyzed The essential features and limits of the models were discussed in relation to their theoretical background and applicabilities to actual practices of science education. The implications for science learning were drawn from modem philosophy of science, which were used for developing instructional model. The strategies for using the new instructional model was also suggested. One general model of science instruction was given as an example applicable for science classrooms. The model was composed of appropriate teaching strategies and processes.

• Journal of Science Education
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• v.43 no.1
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• pp.79-93
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• 2019

There have been great concerns on induction, deduction, abduction, and hypothetical deductive method as scientific method and logic behind the method. However, as seen from the similar logic structure of abduction and hypothetical deductive method logic, distinction of those four terms could be unclear. This study investigates statements of science instruction textbooks concerning those terms to analyze their meaning as scientific method or in the context of inquiry. For this purpose, related statements are extracted from seven textbooks to investigate the definitions and examples of those terms and relation among these terms by focusing on coherence of usage of the terms and the possibility of clear distinction among the terms. We find that those terms do not have coherent meanings in the textbooks and many statements make it hard to distinguish the meanings of the terms. Finally the origin of the confusion and educational implication is discussed.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.1
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• pp.179-187
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• 2018

This study purpose is to improve athletes by investigating the relation between the leadership behavior type of athletes and athlete satisfaction and exercise flow. The sampling method was non-probabilistic sampling method. The number of questionnaires was 381 for analyzing the data. SPSS/PC+ Window 21.0 version statistical program were used for analyzing the questionnaire answers. Frequency analysis, factor analysis, correlation analysis and multiple regression analysis were used. The study results are as follows. First, there were positive correlations between leadership behavior type of athletes and athlete satisfaction and exercise flow, but not between authoritative behavior of leader behavior type and exercise flow. Second, the effect of leadership behavior type of athletes on satisfaction of athletes was positive on social interaction related with training, instruction, and social support, on task execution related with training and instruction, and on coaching related with training, instruction, and positive feedback. Third, the effect of leadership behavior type of athletes on flow of exercise was positive on cognitive commitment related with training, instructions and positive feedback, and on behavioral commitment related with training, instructions, positive feedback, and social interaction. So, athletes will be able to perform good exercise skills if they come to the game in flowing exercise satisfaction and exercise.

• Journal of The Korean Association of Information Education
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• v.6 no.2
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• pp.163-178
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• 2002

WBI as new instructional method is known to be superior to the traditional face-to-face education method with regard to cost, time and effectiveness of learning. However, WBI lacks the humanity education that teaches human nature such as cooperative spirit or morality, since WBI delivers the knowledge in a mechanical way. The objective of this study is to design and implement Web-based humanity education system that supplements WBI. The system is designed to promote the intimate relation, reliability, and openness between teacher and student. Also, this system encourages the students to experience an affirmative human relation through group activities. In additions, this system promotes parents to join together for improving their understanding of children's learning process.

• Journal of KIISE:Software and Applications
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• v.32 no.4
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• pp.327-334
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• 2005

Recently, ICT has emerged as an indispensable tool for teaching a variety of subjects in education systems. In this paper, we examine the effect of the instructional models for ICT on the practical ability in the application of information with relation to the levels of self-regulated learning strategies. Students were divided into 3 groups, according to the instructional model for ICT which were problem search learning, problem solution learning, and discussion learning. As an experimental tools, we did pretest using self-regulated learning strategies measurement questionnaire and did pretest and posttest using practical ability in the application of information measurement questionnaire. The results show that higher level of self-regulated teaming strategies group has high practical ability in the application of information than lower level group. Other interesting results are also provided.

• School Mathematics
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• v.11 no.1
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• pp.131-145
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• 2009

This research was designed to investigate the possibility to teach function concept and graph representation of functions in explicit manner toward at elementary level. Eight class-hours instruction was given to four Grade 5(age 11) students, and dynamic geometry software GSP was partially used in the class. Results indicate that the students could conceptualize the function relation, interpret linear function graphs, recognize the meaning of their slopes, and discuss the relationships among linear graphs and real life situation. Results also indicate that GSP helped students to recognize the relation between dots and the linear graph clearly and that GSP-line graph did decisive role for children to understand the meaning of graph representation of function.

• Korean Security Journal
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• no.52
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• pp.95-123
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• 2017

The purpose of this study is to analyze how the new police education will affect job satisfaction and organizational commitment. Based on the Central Police Academy, the new policemen(288th newly appointed officers) were surveyed as a survey of educational satisfaction(education, curriculum, teaching facilities, teaching facilities), and awareness of job satisfaction and organizational commitment. The results are summarized as follows. First, Educational satisfaction has shown that there is a static correlation between job satisfaction and organizational involvement. Second, the teaching ability has a significant effect on all the factors contributing to job satisfaction, in relation to the effect of the educational satisfaction on job satisfaction. Third, in relation to the effect of the educational satisfaction on organizational commitment, the teaching ability has had a significant effect on all the factors involved in organizational involvement, and education courses and educational facilities have shown significant effects on continuance commitment among organizational commitment. These results suggest that education for working subjects should be conducted in a more case-oriented instruction, and the practice of on-the-job training is required to ensure practical hands-on learning.

• Journal of Korean Home Economics Education Association
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• v.21 no.2
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• pp.83-107
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• 2009

The purpose in this study was to provide a basic resource for enhancing teachers' professional competence by examining how the Home Economics(HE) teachers had formed, developed, and introspected the pedagogical content knowledge in the HE classes of secondary schools. Data were collected through in-depth interviews with six HE teachers working at secondary schools. NVivo program, a kind of CAQDAS was used to analyze the data inductively. This study revealed that the HE teachers reflectively introspected the pedagogical content knowledge in Home Economics Education(H-PCK) as follows: First, as for knowledge of perspective on Home Economics Education(HEE), the research participants encouraged students to solve practical problems regarding the objective of HEE. They tried to foster the students' critical thinking ability related to the daily life. They made eager efforts to achieve the mission of HEE as a practical science. Second, as for knowledge of HE curriculum, the research participants mentioned that there was lack of systematic approach concerned with curriculum development. While reorganizing, they always paid attention to its relation to the students' daily lives, to the relationship between the curriculum contents and the social context. Third, as for knowledge of teaching strategies on practical problem-based instruction, the research participants developed the practical problem-based instruction skills. They mentioned students' difficulties in relating the practical problem-based instruction, too. Fourth, regarding knowledge of context, as teachers mostly prepared for progressed instruction alone without communicating with colleagues in the same school, they yearned for and also formed networks with other HE teachers in order to overcome their limitations.

• Journal of Digital Contents Society
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• v.11 no.3
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• pp.349-356
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• 2010

This study was to develop improving vocational basic skill program and content which are basic of instruction-learning ability for the vocational education substantiality. To pursue this goal, 'self-development capability' among vocational basic skills was developed through the research methodology and procedure. The interpersonal relation capability was selected as one of vocational basic skill areas when it was more effective by e-learning contents through literature review, expert conference etc. The self-development capability can be self-control and development under performing business tasks. In this study, self-development capability was programmed a interpersonal scheme, a cooperative capability, a leadership capability, a conflict management, negotiation capability, and a customer service capability. Especially this program was developed as a form of e-Learning contents focusing on improving problem solving under real case using multimedia strategies such as movies, simulation, game.

• Journal of Korean Elementary Science Education
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• v.34 no.4
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• pp.419-433
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• 2015

Analogical reasoning is a central component of human cognition and contributes to scientific discovery and to develop science education. In this study, we investigated the process features of lower elementary school students' analogical reasoning to explain mixture concept. The subjects are 24 lower elementary students. And the research design includes three phases instruction to investigate the features of students' self generated analogy. Phase 1 is the introduction of analogy in which student learn to use analogy. Phase 2 is a POE class about mixture conception. Piaget and Inhelder studied the conception of mixing among children in relation to cognitive development. In phase 2, we taught the student with Piaget and Inhelder's the experiment and observed the features of learning process about mixture conception. Phase 3 is students' generation of analogy (self generated analogy) for the experienced phenomena in phase 2. We analyzed the students' responses through the three phases in the view of Gentner's Structure Mapping Theory. The results showed that many lower elementary school students even before formal operation stage understood the mixture conception and made well their self generated analogy to explain the mixture conception in spite of the difficulty of making self generated analogy.