• Journal of Agricultural Extension & Community Development
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• v.24 no.1
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• pp.21-31
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• 2017

The purpose of this study was to analyze the structural relationships between adult educators' instructional leadership, learners' motivation and performance among those participants in education for urban-rural migration. The survey was conducted among 22 agricultural educational institutions in South Korea, and a total number of 1,109 learners responded to a questionnaire. In order to verify the hypothesized research model, the collected data were analyzed with structural equation modeling. The major findings of this study were as follows. First, adult educators' instructional leadership had a direct effect and an indirect effect on learners' performance. Second, adult educators' instructional leadership had a direct effect on learners' motivation. Third, learners' motivation had a direct effect on learners' performance.

• Hwankyungkyoyuk
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• v.21 no.3
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• pp.48-58
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• 2008

The purpose of this study was to investigate the influences of environmental education program through various instructional media on pro-environmental attitudes of forth graders in an elementary school in Seoul. The students were divided into an experimental group and a control group. A questionnaire was used to survey the effects of applying environmental education program through various instructional media. The SPSS 12.0 program was used to analyze the results. The student in the experimental group acquired a higher level of pro-environmental attitudes than the control group did. The environmental education program through various instructional media used in this study were effective especially in dealing with the environmental educational subdomains such as verbal commitment, actual commitment, affect. The major results of this study were as follows. First, environmental education program through various instructional media had a positive effect on the environmental concerns and needs for learning of environmental problems. Second, the group by environmental education program through various instructional media showed the significant difference(p<.001) on the pro-environmental attitudes as it proved those are effect on 3 subdomains of verbal commitment, actual commitment and affect. Third, environmental education program through various instructional media had a positive correlation(from 585 to .680) among the 3 subdomains of verbal commitment, actual commitment and affect. So, students who hold verbal commitment showed good effect on the actual commitment and affect. In conclusion, the environmental education program through various instructional media had a positive effect on pro-environmental attitudes of elementary school students. It is demanded that more intensive research on this study should be done, linking with teaching and teaming method, as a follow-up activity.

• The Journal of Korean Association of Computer Education
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• v.8 no.2
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• pp.1-10
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• 2005

Presently, elementary school students take coercive action in case error or fault happens while they are using computers. These action are caused by lack of comprehension about basic computer concepts. In this paper, we propose an instructional method for basic computer concepts based on various instructional method. To estimate the effect of proposed method, a class over 16 phases is performed. We show that a effect of class and necessity of development of instructional learning method for basic computer concepts education in elementary schools on the basis of result that analyze reaction of students after class.

• Research in Mathematical Education
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• v.10 no.2 s.26
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• pp.103-113
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• 2006

The mathematics instructional beliefs of a teacher include the exterior mathematics instructional beliefs and the internal mathematics instructional beliefs. These two kinds of beliefs are formed in two kinds of different situations. The situated theory thinks that beliefs are related with the situations; so, the two kinds of beliefs are showed in the different situations. The internal instructional mathematics beliefs effect on the actual mathematics instruction, they ought to be noticeable.

• Knowledge Management Research
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• v.9 no.4
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• pp.35-49
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• 2008

The purpose of the study is to develop and validate an instructional design model from the perspective of the knowledge creation. To serve the purpose, the researcher conducted 1) literature review to find causal relationship model among knowledge creation factors and to propose a hypothetical instructional design model, 2) data analysis with 50 senior level e-Learning instructional designers, and 3) testing the fitness of the proposed model and relevant causal-relational hypotheses. Results indicate; 1) the proposed model fit to the empirical evidence, 2) 6 hypotheses among 11 were validated. A typical instructional designer's personal competency was evidenced as the most powerful independent variable that predicted knowledge acquisition, knowledge sharing, and the application of the instructional models. However, the expected effect of instructional design models toward other dependent variable was not be found. In addition, further suggestions for the future research are addressed.

• Journal of Korean Biological Nursing Science
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• v.11 no.1
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• pp.51-58
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• 2009

Purpose: It is to verify learning effect of the instructional media on anatomy classes at a nursing college and to develop an alternative instructional media instead of cadaver. Method: Four groups pretest-posttest experimental design were used. One hundred twenty students who attended an Anatomy lecture in September, 2009 were selected After attending the anatomy lecture, the subjects were divided into four group (30 for each group) conveniently. The heart anatomy knowledge level were measured by a self evaluation questionnaire and quiz before and after a different instructional media being applied for each group including making heart shape using colored clay, taking picture of a real heart, sketching the heart model with color pencil and drawing heart presented in the anatomy textbook. Data was analyzed by t-test, ANNOVA test using the SPSS/PC WIN 12 version. Result: A statistically significant differences in the level of heart anatomy knowledge acquirement was noted after four different instructional media being applied, and four different instructional media was effective to the anatomy practice education. However, no difference in statistical post test results was noted among the four groups. Conclusion: It is recommended that further comparative studies on the learning effect between human cadaver practice and different instructional media is necessary.

• Journal of Fisheries and Marine Sciences Education
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• v.24 no.1
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• pp.56-78
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• 2012

This study which is an alternative exploration for improving the quality level of instruction considering the perception of the teachers in early childhood education field on instructional design is to develop Differentiated Instructional Design Model coincides with the purpose of differentiated instruction curricula and with instructional design principles, and to find out whether the model has significant effect on development of teacher's professionalism. With these purposes, the perception of 343 teachers from early childhood education institutions are investigated, and after component variables are set by drawing the instructional design model available in early childhood education field and reviewing the literature of differentiated instruction model, the Differentiated Instructional design Model for Early Childhood are developed based on FGI(Focus Group Interview) expert evaluation. The experimental study of 88 teachers working in childcare facilities was implemented for effectiveness verification. As a result, first, most teachers consider the priority on making the lesson plans as the development of early childhood and Kindergarten Educational Subjects, and they realize the development of instructional design model which contributes on lesson planning and implementation is much needed. Second, the Differentiated Instructional design Model for Early Childhood are developed, which consists of the cyclic process - pre-lesson phase, lesson implementation phase, and assessment phase -based on development characteristics of early childhood. Third, the experiment of the developed model showed that the scores of experimental group is significantly higher than those of comparative group in knowledge and technique development aspect, and self-understanding development aspect among the aspects of development of teacher's professionalism.

• Journal of Fisheries and Marine Sciences Education
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• v.26 no.5
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• pp.991-1002
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• 2014

The purpose of the study is to analyze the difference of the intention to implement instructional adaptations for students with disabilities between preliminary teachers who agree on inclusive education and who do not agree on inclusive class. The subjects are 318 preliminary teachers who enrolled in the Busan national university of education(180 pro-inclusive preliminary teachers and 138 anti-inclusive preliminary teachers). The questionnaires are composed of currently demographic information, perception about inclusive education, and instructional adaptations. To examine the differences depend on the teachers' perception of inclusive education, descriptive statistics, and t-test were used. The results are as follow: Significant differences in total instructional adaptations and three sub-instructional adaptations(e.g., instructional environment, instructional groups, and instructional contents) were found between preliminary teachers who agree on inclusive education and who do not agree on inclusive education.

• The Journal of the Korea Contents Association
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• v.20 no.12
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• pp.1-12
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• 2020

The study is to analyze the value of satisfaction of instructional process to university students and to verify the relationship between the factors that how students make the team for class activity and instructional effect. According to this, the purpose of this study is to analyze the effect of lecture-based instruction and the project-based learning and verify the component factor of project-based learning so that this study can suggest various ways to participate in classes actively. For this study, the students participating in the classes from this researcher were selected and it was analyzed with quantitative and qualitative research. The qualitative research was in progress for 15 weeks class from September to December 2019 and the survey was done at the last day of 15 weeks class and project. Frequency, difference, correlation and regression analysis were conducted through SPSS 23.0 with 80 copies of the questionnaire. The result of this study, at first, the instructional effect and satisfaction of satisfaction on project-based learning is higher than teacher-centered instruction. Second, the team cohesion and team-work is giving a huge impact on instructional effect and satisfaction. At last, project-based leaning makes students participate in the class. Enjoy and satisfy in the course of class participation regardless of the result. Based on these findings, we are looking for the ways to use the project-based leaning and provide the objective data for the planning and production of class program to improve the effectiveness of the class. In addition, we discussed the implications and limitations of this study as well.

• Korean Journal of Child Studies
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• v.24 no.4
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• pp.71-88
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• 2003

Concept mapping was used to analyze the knowledge of kindergarten teachers about early childhood music instructional content. Data obtained from the 85 subjects was analyzed by Yun's method(1998) based on Novak & Gowin(1984), Morine-Dershimer(1993), and Markhan, Mintzes & Jones(1994). The majority of the teachers perceived the superordinate concepts of early childhood music instructional content to be listening to music, singing, movement, and playing musical instruments. They perceived early childhood music instructional content to be activity rather then knowledge. Listening to music was high in frequency among superordinate concepts and musical attitudes were high among subordinate concepts. Teachers used 285 words in expressing their cognitive maps. There was no effect on cognitive maps by teaching career or level of education.