• Journal of The Korean Association For Science Education
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• v.16 no.4
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• pp.340-350
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• 1996

Knowledge is composed through the interaction between the concept structure already held by students and their experience, and learning can be said to be the active process of solving the cognitive conflict caused by this interaction. Therefore, this study consists in showing the effective learning method and finding out the elements which the teacher has to own, through examining several forms of pre-conception or mis-conception of the inertia, the force-equilibrium, the action and reaction, the heat, and the electric current, and then finding out their solution and studying student's change in science concepts. For this study, the types of concept on the five above-mentioned materials which students have were examined through the concept-classifying question paper, and the classes to which the class mode for the change of concepts applied, were practised in each different classroom by each different instructor - a professor, a scientist, a teacher, and two students, respectively. And the effect of the teaching strategy based on these classes, and each different instructor' influence on the change of concept in students. were examined. The result of my study is as follows; 1. Students have various types of pre-conception which are different from science concept, and these types of pre-conception tend to last even after learning in class. 2. The thoughts on the correct science concept of the high school third-grade students who learned the physics in the traditional teaching method, and the second grade students who don't learn the physics yet, were nearly equal those of the second grade students by receiving the physics class through the cognitive conflict course were greatly changed especially that students showed the distinct change on mechanics and electric current. 3. Students didn't show the remarkable change of the science concept on the five materials in the four kinds of experimental classes by each different instructor but in the part of mechanics, there was the distinct change between the class by professor and those by the students. This was due to the difference of the authority and the attitude of the concept demonstrator. 1) The authority, the kind attitude, and the responsibility of the expert played an important role in the correct concept-formation of mechanics part - especially in the case of the mis-conception caused by the intuitive belief. 2) In the class by instructor with the democratic teaching method, the change of concept took place more easily, because in his class students could discuss the subject freely, so that they might experience the thought course to give them the confidence on the science concept.

• Korean Journal of Applied Biomechanics
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• v.19 no.2
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• pp.323-336
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• 2009

The purpose of the current study was to research scientific basis and necessity of supplementary materials for field lesson out of golf swing teaching methods. As the subject of study, skillful tour pro golfers were chosen to reinterpret field lesson results for driver swing from the viewpoint of kinematics. In addition, through precise analysis, this study developed a case to verify the validity and error of field lesson. As a result, field lesson showed a slight difference among qualitative evaluation of kinematical analysis of techniques, subjects of study, and items. Accordingly, there was a little difference between two methods in view of evaluation of errors that 5 subjects of the study have shown. However, there was a significant difference in compensation to prevent causes of error and errors. Based on instructor's experience most errors could be evaluated. Therefore, feedback for error correction based on instructor's experience showed a significant difference from qualitative evaluation of kinematical analysis of techniques. In conclusion, the following are required for correct golf swing lesson; instant feedback through field lesson and qualitative evaluation of kinematical analysis of techniques to determine fundamental causes correctly.

• International conference on construction engineering and project management
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• 2022.06a
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• pp.476-483
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• 2022

The novel coronavirus pandemic has had a significant impact on society and everyday life. The pandemic imposed a global shutdown leading to many challenges such as the suspension of academic programs at universities. The result of this suspension contributed to the rapid overnight migration of educational activities from traditional face-to-face learning to a virtual environment which until then was unfamiliar to both instructors and students. This study identified the experiences faced by built environment higher education instructors in KwaZulu-Natal, South Africa during this sudden switch to online teaching and learning. This pilot study employed a quantitative research approach to survey instructor experiences on online teaching and learning during a global pandemic. The data was computed and analyzed using IBM Statistical Package for Social Sciences (SPSS) version 27. Descriptive statistics were used to analyze the data collected. The study sample comprised of 20 higher education instructors in the region of the KwaZulu Natal province in South Africa. Findings from the study revealed that instructors faced adaptive challenges with rapidly having to redesign and remodel the mode of academic course delivery and assessments to suit an online platform. Additionally, instructors observed that students faced technological challenges such as connectivity and navigating the online learning management system platforms. The challenges identified by instructors and students can be effectively transformed to opportunities for future learning under the 'new normal'.

• Educational Technology International
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• v.8 no.2
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• pp.93-112
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• 2007

This case study explored the potential for implementing content-based English as a Foreign Language (EFL) instruction in a Korean middle school facilitated by computer-mediated communication (CMC). The instructor scaffolded the student participant's language learning online, helping her to produce English output on her own. While experimental social studies lessons on the topic of stereotyping were taught, data were collected on the student's online exchanges with her counterpart in Iran about their respective cultures. Findings show that the student from Korea was able to better understand her own culture as a result of the online experience. This interaction and the in-class lessons have demonstrated that content-based EFL instruction is a viable alternative to the school's existing curriculum.

• Journal of the Korean Applied Science and Technology
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• v.38 no.3
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• pp.735-749
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• 2021

There is true that the evaluation of non-face-to-face swimming classes currently offered by universities due to the COVID-19 outbreak is generally negative. For this reason, the quality of non-face-to-face swimming classes at universities is bound to depend on the expertise of the instructor. However, whether or not of students who lack of practices of swimming could experience exercise flow and could continuously last the swimming exercise after semester or even graduation is difficult to confirm. This is considered to be a significant threat in the future not only for swimming, but also for all liberal arts and lifestyle sports. This study aimed at 281 non-athletic college students with experience of taking both swimming classes, and the need for a study on the structural relationship between exercise flow and participation intention by university swimming class leaders' expertise in non-sports majoring college students. And the results were empirically analyzed. The research results derived in this process are summarized as follows. First, the effect of swimming class leader's expertise (personality, lecture skills, student management, practical skills, basic knowledge) perceived by non-athletic college students on exercise flow (cognitive flow, behavior flow) affects cognitive flow. As a factor influencing, it was found that lecture skills had a statistically positive (+) effect, and as factors influencing behavioral commitment, the positive (+) effect was statistically significant in personality, lecture skills, student management, and basic knowledge. Second, as for the effect of exercise commitment (cognitive commitment, behavior commitment) perceived by non-athletic college students on continuous participation intention, the behavioral commitment factor was found to have a statistically positive (+) effect.

• Proceedings of the KSR Conference
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• 1999.05a
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• pp.238-247
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• 1999

A study on the static type simulator will include an instructor's station, two cabs for ISA with visual and sound system, and realistic and accurate model of the trains operation. The simulator is easy to extend and maintenance using structured the S/W. The training of new drives requires that the environment of the cab, controls placement, etc. must highly realistic so that driver can readily transfer his training experience to the real world. The simulator detailed software model and extensive scenario design capability allows both for a wide variety of scenarios and accurately modeled response covering most aspects of brakes, rules, and faults.

• Journal of Korean society of Dental Hygiene
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• v.16 no.5
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• pp.799-805
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• 2016

Objectives: The purpose of this study was to know instructors' needs of integrated curriculum in dental hygiene practice.. Methods: A self-reported questionnaire was completed by 112 instructors in Korea from June to July, 2015. The statistical analyses include frequency, percentage and Mann-Whitney' U test using SPSS 12.0 program. The questionnaire comprised needs of curriculum(5 items), integrated curriculum(10 items). Results: Need of integrated curriculum in practice course was statistically significant in school system(p=0.048) and number of students(p=0.041). The enhancement of clinical competence was high in teaching experience($11{\leq}$)(p=0.009) and perceptions of problems was high in experience of teaching($10{\geq}$)(p=0.047). In integrated curriculum, enhancement of clinical competence was statistically significant in school system(p=0.035) and number of students(p=0.011). Increase of professionalism was high in University(p=0.021), number of students(p=0.006) and teaching experience($10{\geq}$)(p=0.062). Conclusions: In order to improve curriculum in each institutions, it is necessary to measure in the view of representative institutions dimensions.

• Journal of the Korean Society for Aviation and Aeronautics
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• v.31 no.2
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• pp.18-24
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• 2023

According to the results of a survey by Boeing, LOC-I (Loss of Control in Flight) was the highest in the number of deaths by fatality accident category in the past 10 years from 2012 to 2021, and the number of deaths worldwide due to LOC-I accidents was 757. It turned out to be the biggest cause of aircraft fatalities, with a figure close to twice the sum of UNK (Unknown or Undetermined), which is the 2nd place, and CFIT (Controlled Flight Into or Toward Terrain), which is the 3rd place. This study set six scenarios related to spatial disorientation that may occur during sensory-dependent flight targeting student pilots and instructor pilots at domestic designated specialized educational institutions using flight simulation training equipment, and in each scenario, the pilot's. The need for SDRT (Spatial Disorientation Recovery Training) is verified by analyzing the flight experience and recovery ability by qualification, and SDRT is repeatedly performed to verify and present the training cycle and time.

• International Journal of Contents
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• v.9 no.3
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• pp.19-28
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• 2013

This paper, based on a qualitative ethnographic study among college of education students, examines the online interactional processes surrounding academic discourse socialization. Data for this paper come from a larger study of an academic classroom community of graduate students and their instructor. In this study, I looked into the ways computer-mediated communication (CMC) contexts factor into graduate students' academic literacy experience in a graduate classroom, therein enculturating them into their new academic community. I focus on cases of nonnative graduate students in a content course in the department of educational psychology at a large southwestern university in the U.S. I explore the agency of the focal participants in terms of the roles they played in the classroom discourse highlighting the dialectical and interactional perspective of academic discourse socialization. This paper focused on the construction of varied participant roles of the focal students. It further examines student reactions and responses to these constructions during synchronous CMC activity.

• Journal of Engineering Education Research
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• v.24 no.5
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• pp.53-64
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• 2021

The purpose of this study is to provide implications for designing and implementing non-face-to-face online classes at the College of Engineering in the post-corona era by analyzing the instructors' evaluations and experiences of non-face-to-face online classes operated in the COVID-19 pandemic. According to the overall evaluation results of non-face-to-face online classes from instructors at the College of Engineering, 'instructional design' was the highest among the five areas including instructional design, learning management, learning support, learning evaluation, and instructional outcomes. In addition, the effectiveness of non-face-to-face online experimental or practical classes was found to be relatively low. The results of this study imply that the instructors need to consider several instructional strategies such as active interaction with learners, clear explanation, and the use of technology in non-face-to-face online engineering classes.