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

• Korean Medical Education Review
• /
• v.10 no.2
• /
• pp.19-24
• /
• 2008

Purpose: The 'learning cycle' proposed by Guilbert in 1981 has been accredited as an effective and useful model for curriculum design. Three components of learning cycle, learning objective, instructional method, and assessment are connected organically and form basic structure of curriculum. In this study, we intend to analyze how the learning cycle and its three components are applied to present medical curriculum and examine the points at issue of the learning cycle in medical education. Also, we try to identify the educational significance of the leaning cycle in medical education. Results: First, concerning the learning objective, it was identified that impractical and abstract expressions are major controversial points. Also, there is a need to make learning objectives covering entire medical curriculum. Second, because of various structural problems, it is hard to practice new and various instructional methods. Third, even though there is a growing need for medical curriculum to develop and utilize more various and detailed assessment and evaluation, it was revealed that only are standardized and traditional assessments mainly used. Conclusion: Synthetically, we have some suggestions as follows. First, it is necessary to specify and actualize the learning objectives. Also, instructional methods and assessments should be diversified. And finally, there is a need to build organic and delicate medical curriculum by applying the learning cycle to medical education more actively.

• East Asian mathematical journal
• /
• v.36 no.2
• /
• pp.229-251
• /
• 2020

Problem Based learning(PBL) is a teaching and learning method to increase mathematical ability and help achieving mathematical concepts and principles through problem solving using the learner's mathematical prerequisite knowledge. In addition, the recent instructional situations or environments have focused on the learner's self construction of his learning and its process. In spite of such a quite attention, it is not easy to apply and execute PBL program actually in class. Especially, there are some difficulties in actually applying and practicing PBL in the areas of mathematics education in not only secondary school but also in college. Its reason is that in order to conduct PBL instruction constantly in real or experimental class there is no more concrete and detailed instructional content during the consistent and long period. However, to whom is related to mathematics education including instructors called scaffolders, investigation and recognition on the degree of the learner's acquisition of mathematical thinking skills and strategies is an very important work. By the reason, in this study, the instructional content was to be explored and developed to be conducted during 15 weeks in one semester, which was based on Problem Based Learning environment by the subject of the theories relevant to mathematics education in the college of education.

• Journal of Educational Research in Mathematics
• /
• v.12 no.1
• /
• pp.1-16
• /
• 2002

The 7th Curriculum emphasizes that in mathematics classes, mathematical concepts be understood and mathematical problems be solved through student's own exploratory activities including the use of data, manipulatives, andtechnological devices. Following the main idea of the Seventh Mathematics Curriculum, this paper dealt with instructional methods applied suitably and effectively in mathematics classes, and focused on the 'exploratory learning in groups' method in mathematics education. For this purpose, this paper reviewed and summarized theories related to general pedagogy and of mathematics education. Based on the results, it investigated appropriate instructional methods in mathematics education. In particular, this paper focused on studying the exploratory learning method while investigating its properties and understand- ing the relationship between the 'exploratory learning in groups' method and the discussion-centered method. Finally, in order to show the usefulness of the exploratory learning method, this paper developed an example of a teaching module using the exploratory learning method in addition to discussion and lecture-centered methods by the use of manipulatives. The main goal of the module was to make students understand the principle of multiplication of integers.

• Journal of Korean Home Economics Education Association
• /
• v.15 no.1
• /
• pp.81-94
• /
• 2003

This study tested students’ ICT application capability and Problems solving ability by ICT instructional environment when ICT teaching method is applied to $\boxDr$Understanding of Myself and Family$\boxUl$ unit of home economics. Following research Problems were formulated for this study : 1. Are there any differences of the effects on improvements of students’ ICT application capability by ICT instructional environment\ulcorner 2. Are there any differences of effects on improvements of students’ problems solving ability by ICT instructional environment\ulcorner 3. Are there any differences of effects on improvements of students’ Performance assessment results by ICT instructional environment\ulcorner The researcher developed a homepage for the ICT teaching-learning. and prepared Problems-based teaching-learning lesson plan. The students were divided into two groups (experimental group 1 and experimental group 2) by ICT instructional environment. The Pre-test and post-test were conducted before and after the experimental class. The ICT class experimental period was for 16 weeks. from March 10. 2002 to July 10. 2002. The experimental group 1 was given 16-weeks classwork under the classroom environment of 1 PC for each classroom(The classroom with advanced educational equipments) . while the experimental group 2 was given 16-weeks classwork under the classroom environment of 1 PC for each student(multimedia classroom) . The results of the study are as follows: 1 All of the ICT teaching methods under both instructional environments were found to be effective on the improvements of the ICT application capability. 2. There were statistically significant differences of problems solving ability between two groups in application and the measure of validation. 3. The experimental group 1(1 PC for each classroom) did not show any improvements of Performance assessment results. while the experimental group 2(1 PC for each student) showed some improvements.

• Journal of Korean Academy of Fundamentals of Nursing
• /
• v.24 no.4
• /
• pp.265-276
• /
• 2017

Purpose: This study was conducted to design and implement a fundamental nursing practice based on flipped learning and to examine the effects. Methods: Participants were 57 students who were taking the fundamental nursing practice course at D university in N city. The study included processes of instructional design, action/effects and reflection. Data were analyzed using paired t-test with the SPSS/WIN 23.0. Results: In the instructional design stage, the class consisted of 3 parts: outside class (pre-learning), inside class (assessment, collaborative practice, peer review, reflection), after-class (self-directed practice, feedback). In the action/effects stage, the flipped learning was applied for 15 weeks according to the instructional design and then the effects of flipped learning were evaluated. Students showed a significant improvement in self-directed learning ability (t=-3.56, p=.001) and critical thinking disposition after the class (t=-3.72, p<.001). Finally, in the reflection stage, the researchers examined whether the four pillars of flipped learning occurred. Conclusion: Findings indicate that flipped learning applied in fundamental nursing practice is effective in improving self-directed learning ability and critical thinking disposition. The action research method was a useful way to foster professor's educational competency as well as to verify effects of a new nursing education method.

• Journal of The Korean Association For Science Education
• /
• v.23 no.2
• /
• pp.131-143
• /
• 2003

This study addresses the plan and methods of teaching/learning ethical aspects of science in the secondary schools, which were developed by the authors based on their 3 year research on ethical aspects of science and its teaching/learning. The general teaching/learning plan is composed of the instructional objectives of teaching/learning ethical aspect of science, its teaching/learning method and strategies, curricular content, and assessment. The article also attempted to describe a few words of care to keep in mind when apply the model and methods in the science classrooms.

• The Journal of Korean Association of Computer Education
• /
• v.14 no.1
• /
• pp.81-89
• /
• 2011

Cyber-home Learning aims to extend learning space from the classroom to real-life situations, and teachers of research schools on Cyber-home learning have indicated the importance of connection with school instruction in order to improve students' performance. The goal of this study is to evaluate the influence of the instructional method( blended-learning vs just cyber learning) and the learning styles by Kolb's LSI on Cyber-home learning. We carried out the experiment using two similar classes in the social and math subjects for 1 semester. The results statistically shows the instructional method is the most influence on learning score and the next element is the learning styles. Therefor this study proved again Cyber-home learning is effective when connecting with school instruction and also the more various contents on learning styles could be supportive to students. In other words teacher's role and the adaptive learning contents by learning styles are essential for Cyber-home Learning's success.

• Educational Technology International
• /
• v.13 no.1
• /
• pp.101-144
• /
• 2012

Students mostly precede their learning without any direct support of instructor in e-learning and mobile educational environment. Many useful strategies and tools to facilitate self-regulated learning behaviors in e-learning environment have been introduced, yet, the limit has been reached by only suggesting self-regulated strategies with visual information in the most researches. Accordingly, this research is intent to propose the sound design strategies that facilitate learner's self-regulated learning behaviors in mobile learning environment. To achieve the objective of the research, two research questions are presented. First, what are the sound design strategies that facilitate the self -regulated learning behaviors in mobile learning environment?. Second, what are the results of evaluating the developed sound design strategies in terms of facilitating self-regulated learning behaviors?. To solve these research questions, the literature reviews on characteristics of mobile learning, concepts and features of self-regulated learning and sound were done to establish the sound design strategies. Through formative research method targeting instructional designers, sound design strategies were modified and supplemented. The research to validate these was performed and to verify the effect of the derived sound design strategies, the usability test aimed at instructional designer and learners was conducted. The final sound design strategies through this research process were six general design strategies and the sixteen detailed strategies. This research is meaningful because this offers the basic research on sound information design which has been lacking and help upgrade the upper limit of instructional design which mainly focused on visual information in mobile learning environment that shows information in a small screen.

• Journal of Fisheries and Marine Sciences Education
• /
• v.11 no.1
• /
• pp.43-58
• /
• 1999

To instruct in accordance with learner's trait & preceding knowledge, letting the learner control the learning activities is the important task of educator & major goal of the Education Department this year. This article intends to provide useful Instructional Model for the teachers in fisheries marine high school, when they design the individualized teaching model using motivation. One of the major reason for the fisheries marine high school students' low learning achievement is due to the neglecting motivation elements in teaching - learning processes. Recently, with assistance of the information communication technology development, various teaching methods such as Individualized Multimedia Mediated Instruction, Internet Instruction, have come to the major method in activating motivation and computer-mediated instruction considering the learner's individual difference is the useful tools for the instructional efficiency. Because current navigation text book of fisheries marine high school have special characteristic considering the spacial context & time series from departing port to entering port, Teachers can maximize learner's learning accomplishment by using individualized multimedia & providing similar situation like a real navigation(simulating), representing this text characteristics. Thus this paper searches for the specifications of Keller's Motivation Model & Sweeter's Tutorial Model to solve instructional efficiency problems in fisheries marine high school & developed an efficient instructional design by integrating two models.