• Journal of Korean Academy of Fundamentals of Nursing
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• v.25 no.2
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• pp.120-133
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• 2018

Purpose: A meta-analysis was conducted to evaluate effectiveness of education programs using video recording and feedback in the improvement of competency in clinical skills for health care majors. Methods: Six databases were searched and inclusion criteria were randomized controlled trials (RCTs) or non-randomized controlled trials (NRTs) reporting level of skill competency using numerical measurements. Data analysis and synthesis were performed using Comprehensive Meta-Analysis software and Revman program. Results: Of 1,568 records, 11 studies met inclusion criteria. Statistically significant effectiveness of education programs using video recording and feedback was identified. A low risk of bias was detected among both RCTs and NRTs. Meta-analysis showed that the intervention groups had more effective improvements in skill competency (standardized mean difference [SMD]: 0.74; 95% CI: 0.33~1.16). Results of subgroup analysis showed higher effects when interventions dealt with one skill, used self-reflection with expert feedback, and included instruction from instructor in the education programs. Conclusion: Findings suggest that schools for health care majors should actively adopt video and feedback based skill training allowing educators to design effective programs. Potential is higher for students to achieve higher competency when they train with one skill at a time, use of instruction and receive feedback from experts.

• International journal of advanced smart convergence
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• v.6 no.2
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• pp.24-33
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• 2017

Since 'teaching coding' or 'programming' classes for computational thinking (CT) education in K-12 are renowned around the world, a pre-service teachers' readiness for integrating CT into their teaching subjects is important due to the fact that CT is considered to be another 'R' from algoRitm for 21st century literacy, in addition to the traditional 3R (Reading, Writhing, and Arithmetic) [2] and CT roles to other disciplines. With this rationale, we designed a guided instruction based CT course for pre-service teachers. We show the effectiveness of the program with respect to the teachers' attitude toward combining CT into their teaching subjects, and mindset changes of learning computing connected with the career development of the teacher themselves. The research focused on the instructional methodology of teaching programing for non-Computer Science Education (CSE) majors who are not familiar with computer science for alleviating the cognitive load of first exposure to programming course under the CT concepts.

• Speech Sciences
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• v.9 no.3
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• pp.99-112
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• 2002

The purpose of the present study was to investigate the effectiveness of self-monitoring on spontaneously initiating speech behavior of the hearing-impaired preschoolers. Three hearing-impaired preschoolers were selected from a special school for the deaf. They showed some vocalizations and words under intensive instruction settings, but never spontaneously spoke as a means of communication. Multiple probe design was applied in this study. During the self-monitoring intervention, each child was trained to assess whether his own initiating speech behavior was occurred or not, and then record his own behavior's occurrence on the self-recording sheets and self-graphing sheets. The vibration of handphone was used as a tactile cue for self-monitoring. The results of the present study were as follows: (1) self-monitoring significantly increased the percentage of occurrence of spontaneously initiating speech behaviors. (2) Increased level of spontaneously initiating speech behavior were generalized into another natural instruction (cognitive) settings. (3) Increased level of spontaneously initiating speech behavior were maintained after four weeks from the termination of the intervention.

• Korean Journal of English Language and Linguistics
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• v.2 no.2
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• pp.249-277
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• 2002

The purpose of this paper is to show that Web-Based English Instruction (WBEI) focused on writing is effective in learning English in Korea. To investigate the effectiveness of WBEI, a survey was conducted to the experimental group after WBEI and a test was taken to compare the difference of the score of the experimental group and control group. According to the survey, almost all students thought that WBEI was a most effective way to improve communicative competence by exchanging electronic mails with native speakers. The test showed that the experimental group's score was somewhat low in comparison with the control group's in pre-test, but the former groups' was rather higher than the control groups' in post-test. This study also suggests that we should develop more effective Web-based English teaching-learning methods to activate WBEI in our classroom.

• Journal of the Korean Data and Information Science Society
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• v.18 no.3
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• pp.721-733
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• 2007

The purpose of this research was to determine the effects of the functional lateralization of the brain variables related to the sex, the scientific attitude and the scientific exploration skills. The science instruction is divided in each type of the lecturing class with the experiment class. As for the degree of SMR brainwave activation in each stage are presented while accumulating the brain waves from the right, left and the whole brain waves are analyzed during the science learning activities. It is therefore reasonable to consider the science instruction types and brain lateralization to enhance the science learning effectiveness. Sensorimotor rhythm brainwave as the low Beta is represented well to show the thought process. Category quantification scores and objective scores are calculated to show the visual positioning map for the relationships of the categories by homogeneity analysis.

• Journal of The Korean Association For Science Education
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• v.19 no.2
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• pp.217-228
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• 1999

The purpose of this study was to investigate the effects of the constructivist instructional model on the acquisition of atmospheric pressure conceptions and learning motivation. The step of constructivist instruction was prediction and explanation-experiment and observation-discussion-application. The control group consisted of two classes of students who participated in the teacher-centered instruction. The experimental group consisted of two classes of students who participated in the constructivist instruction. To examine students' preconceptions before the instructions, a preconceptions test was administered. After the instructions, students' acquisition of atmospheric pressure conceptions and learning motivation were measured with a researcher-made post-conceptions test and The Course Interest Survey. The results from this study were as follows: First, the constructivist instruction is more effective method in acquisition of atmospheric pressure conceptions and learning motivation than the teacher-centered instruction. Therefore, in order to increase the acquisition of science conceptions and to decrease the science misconceptions, we need to use the constructivist instructional model which make learners self check their own preconceptions of science. Second, the constructivist instruction is more effective than teacher-centered instruction in three elements of learning motivation. So, we need to develop the effective ARCS(attention, relevance, confidence, satisfaction) strategies in order to use the constructivist instructional model and to verify it's effectiveness. Third, to improve teaching and learning methods, educational researchers should carry out studies using many points of view than studies biased constructivism or objectivism. In this respect, we need to contrive how to integrate constructive view points and objective view points.

• Journal of The Korean Association For Science Education
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• v.23 no.5
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• pp.505-516
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• 2003

The concept of evolution is one of the most important concepts in the learning biology. However lots of students have difficulties in understanding its mechanism because their preexisted alternative concepts interrupt in gaining the correct idea of evolution. Students usually have the Larmarkian or teleological ideas of evolution. The purpose of this study is to investigate the effectiveness of an activity-centered instruction on the learner's conceptual change from misconception into the scientific concept, Darwinian one, and achievement. For the study, 162 students were sampled from a high school: 81 students for the activity-centered instruction and 81 students for traditional instruction. The result is as follows; 1) The activity-centered instruction is more effective than the traditional one in understanding the concept of Darwinian natural selection(p<.05) and in changing the students' various misconceptions of evolution into Darwinian one. 2) The activity-centered instruction concerning natural selection is more effective in their achievement(p<.01). 3) However, after both of the instructions, some students still kept the Lamarkian thoughts.

• Journal of the Korean earth science society
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• v.29 no.7
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• pp.617-625
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• 2008

The purpose of this study was to identify the effect that using mind map instruction has on the students' scientific inquiry skill and science-related attitudes in 11th grade in the earth science instruction. The objects of this study were consisted of two classes with 11th graders at K public high school in Kimhea city. The experimental group using mind map was lessoned 2 hours a week for 10 weeks. On the other hand, the controlled group was traditionally taught. Each group was consisted of 34 students. Student's science inquiry skills and science-related attitudes were assessed in pre-test, and then each group was instructed. The post-test was conducted after the instruction. Findings were as follows: First, As for the scientific inquiry skill, the result revealed that there was a statistically significant difference between the two groups. This finding means that the mind map instruction was more effectiveto improve students' scientific inquiry skills. Second, Regarding the science-related attitudes, the t-test analysis showed that there was a statistically significant difference between the two groups. This result implies that the mind map instruction was more effective in promoting students' attitudes toward science. In conclusion, the earth science instruction using mind map showed more effectiveness on the high school students' improvement of their science inquiry skills and science-related attitudes.

• Journal of the Korean earth science society
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• v.25 no.6
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• pp.409-417
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• 2004

This study investigated the effects and development of instruction module using ICT on earth field at elementary school science. The effects by 5th graders appeared as follows; First. ICT-applied teaching method proved to enhance the science teaming achievement regardless of their grades compared to the ordinary one. Second, Instruction module using ICT devoted to improve 'self-directed learning characteristics' at all grades by comparition of the ordinary teaching method. The 5th graders showed the improvements in the fields of' openness', 'self-conception', 'initiative', 'future inclination', 'creativity', 'self-assessment ability' all of which belong to self-directed teaming characteristics. They did not, however, show meaningful effect on improving 'learning eagerness' and 'responsibility' improvement. Thirdly, ICT-applied teaching method proved that it is more effective for developing 'creativity' than the ordinary one at all sample grades. The effectiveness was presented highly at 'fluency', 'originality' all of which belong to creativity. They did not, however, show meaningful effect on improving 'flexibility'.

• Journal of Engineering Education Research
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• v.15 no.4
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• pp.85-93
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• 2012

This paper is to explore the effects of Robot Based Instruction(RBI) on the learning attitude of elementary school students. According to this research, researcher found out that there is significant improvement in learning attitude score after RBI was applied. The result of verification on the learning attitude is difference by sex showed that male students' learning attitude score is more high better than another group. In particular, it showed that there is more significant improvement in science art discretionary activities subjects. The above-mentioned results are based on as follows two reasons. First, RBI is efficient to improve students' internal motivation and ownership about tasks, and that is related to environment of learning and instruction focused on authentic task and practice. Second, educational advantages of robot media was reflected appropriately in RBI, also appropriate instructional environment for RBI was supported.