• Journal of the Korea Convergence Society
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• v.9 no.3
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• pp.173-179
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• 2018

The purpose of this study was to explore college students' use of learning strategies in a flipped learning class, and to examine the students' use of learning strategies in relation to their achievement levels. The participants were 33 college students who took an introduction to English education course. The study used three data collection procedures: (1) students' performance score; (2) a pre-and post-survey of student learning strategies; (3) a survey of student perception towards the flipped learning experience. Data were analyzed by using paired samples t-test and ANOVA. Results showed that the students used different learning strategies in the beginning and the end of the course, depending on their achievement levels. In particular, significant differences were found among three groups in terms of time management, concentration, selecting main idea, self-testing, and test strategies. The result indicates that learning strategies can be effectively trained and developed in the flipped learning environment with the consideration of students' levels.

• East Asian mathematical journal
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• v.38 no.4
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• pp.517-532
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• 2022

This study looked at how content reviews with mathematical games in class would influence the mathematical disposition of middle school students. In doing so, three games adapted from prior research were used as a supplementary instruction after school hours over three months. The mathematical topics of the games involved concepts of probability and trigonometry at the middle school level. The results of the pre- and post-survey on mathematical disposition indicate that incorporating mathematical games appeared to have some positive impacts on whether students might be more eager to learn mathematics and actually put more effort in learning materials.

• The Bulletin of The Korean Astronomical Society
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• v.38 no.2
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• pp.32-32
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• 2013

The Korean VLBI Network (KVN) as a world-first multi-frequency VLBI system is operated at four bands of 22, 43, 86, and 129 GHz simultaneously. The performances of both single dish and VLBI network were already confirmed through single dish researches and VLBI evaluation test observations. The VLBI common use of the KVN at 22/43 GHz bands has been started from this autumn. The combined network of KVN and Japanese VERA (KaVA) will start the common use from the first half of next year. Here we present several observational results in the fields of star forming regions, late-type stars, and active galactic nuclei using the KVN and KaVA. The fringes of 44 GHz $CH_3OH$ (Class I) masers were detected from 26 sources for the first time using the KVN and imaging observations are under performing. Simultaneous observations of SiO and $H_2O$ masers toward about 1000 evolved stars showed the different maser properties between SiO and $H_2O$ masers according to the evolutionary stages of AGB and post-AGB stars. The catalog of correlated flux densities were established from a 43 GHz (Q-band) survey of 637 extragalactic sources. At 22 GHz (K-band), flux density measurement and fringe survey for new sources were performed toward a large number of sources. In addition, the large program of KVN and/or KaVA under planning is introduced.

• Journal of Engineering Education Research
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• v.24 no.6
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• pp.40-49
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• 2021

The purpose of this study is to explore the possibility of changing students' learning styles and preferred teaching styles after applying the flipped learning method to engineering education. In order to achieve the purpose of this study, literature review and survey study were conducted. The subject of application of the flipped learning method is the 'Creative Problem Solving Methodology' class, which is one of the specialized liberal arts subjects operated for students of the college of engineering at D university in Gyeonggi-do. For the survey study, a tool adapted to the domestic conditions of Kolb's learning style test tool and Felder & Silverman's preferred teaching style test tool was used. In addition, pre- and post-tests were conducted to measure changes in the learning styles and preferred teaching styles. As a result of applying the flipped learning method for one semester, the learning style showed a tendency to change from an accommodative to a divergent learner. In addition, in the case of the preferred teaching styles, it was confirmed that there were statistically significant changes in the organization and the area of participation. Based on these findings, a proposal for a follow-up study was presented.

• Journal of the Korean Society of Earth Science Education
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• v.14 no.2
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• pp.193-201
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• 2021

This study is a study of factors affecting pre-service teachers' learning immersion in online science classes. The results of a survey on the responses of 88 pre-primary teachers to online science classes were interpreted. In online science class, independent variables were set as ease, usefulness, and social presence, and dependent variables were set as learning immersion. Online science classes were conducted based on the university's LMS system. The results of the study were interpreted by regression analysis for t-test, correlation between factors, and multicollinearity test in pre-post-responses of pre-service teachers for ease, usefulness, and social presence. The results of this study are as follows. First, there was a significant effect in the before-and-after tests of factors in the online science class. Second, the correlation coefficient between factors in online science class is .306 for sense of community and mutual support and concentration at the significance level of .01, and .354 for learning immersion and open communication, indicating that there is a correlation. Third, considering the effective results of the pre-post test of each factor in the online science class, it cannot be interpreted that a particular factor had an effect, but it is interpreted that learning was immersed in ease, usefulness, and a sense of social presence.

• The Journal of the Korea Contents Association
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• v.12 no.10
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• pp.541-554
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• 2012

This study suggests the effectiveness of G-learning English afterschool classes implemented to elementary school students at low achievement level in English. These days, the use of games in teaching and learning, known as G-learning, has gradually expanded, so it is necessary to consider how to adapt G-learning generally in English education. A G-learning afterschool English class was implemented to 23 low-level 5th grade students in an elementary school located in Daejon for 12 weeks. This study set two hypotheses aiming to determine the effectiveness in achievement and affectiveness of the participants. Pre and post achievement tests were conducted. Also, survey and FGI (focused group interview) were carried out twice with the participants. The study found that students' spelling awareness, vocabulary recognition and dialogue comprehension ability (hypothesis 1) were all improved with statistical significance. Moreover, after the class, participants' confidence and interest toward English study showed meaningful increases.

• Journal of the Korean Society of Earth Science Education
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• v.8 no.3
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• pp.318-331
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• 2015

The purpose of this study was to develop the systems thinking learning program and to confirm the effects of its application in the fourth grades' science class. For it, the test tools were designed to survey divergent thinking and the closed loop based on the casual relation. The systems thinking learning program was developed to make students learn scientific knowledge and systems thinking educational strategies through their regular science class. The two classes of fourth grade were selected and divided into experimental and control groups. After applying pre-test to two groups, the system thinking education program was applied to an experimental group according to the reconstructed lesson plan. Subsequently, post-test was applied to two groups 3 weeks after pre-test. The findings in this study were as follows. In divergent thinking, the systems thinking program was useful to two groups. It could be the repetition effect, but only the experimental group shows a statistically significant change. The effect of the closed loop based on casual relation was deemed statistically significant. It shows these educational strategies were effective in making students understand the systems thinking. Finally, the results of students' interviews shows they were satisfied with this program because they were able to express their thinking with confidence and to find new relations in the change of land. The results suggest that the more research is needed to further develop and improve on students' thinking skills in their regular science classes.

• Journal of The Korean Society of Integrative Medicine
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• v.10 no.2
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• pp.61-72
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• 2022

Purpose : This study aimed to identify the educational effects of the International Development Cooperation and Healthcare course from 2018 to 2020. Methods : Changes in awareness of international development cooperation (understanding international development cooperation as well as government Official Development Assistance [ODA], thoughts on aid, and thoughts on government's aid scale) were analyzed using web-based surveys. The pre-course survey was conducted 1-2 weeks before the semester started, and the post-course survey was conducted 1-2 weeks after the semester ended. All data were analyzed using the SPSS 26.0 program, and statistical significance was set at p< .05. Results : A total of 314 people participated in the survey before taking the course, and 286 people participated in the survey after taking the course. Analysis of the changes in students' awareness of international development cooperation showed that all items (understanding international development cooperation and government ODA, as well as having thoughts on aid and government's aid scale) were improved. Regarding changes in awareness according to general characteristics, thoughts on aid were statistically significant according to all characteristics except for 2018. Regarding government's aid scale, awareness scores increased after taking the course in students who majored in healthcare, fine arts and athletics, broadcasting and media studies, and digital contents. Conclusion : This study showed that changes in awareness of international development cooperation were largest in second-year students. Compared to changes regarding international development cooperation, government ODA, and thoughts on aid, changes regarding thoughts on government's aid scale were minor. In the future, it is necessary to develop class content suitable for the first-year level and to supplement and operate content that can change the way of thinking on government's aid scale.

• Journal of the Korean Society of Earth Science Education
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• v.5 no.1
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• pp.124-133
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• 2012

Modern society requires people with practical knowledge that is able to recognize actual problems in the complex reality and solve the problems. Due to that reason, the 7th National Curriculum aims to basically cultivate ability adaptable to information-oriented global age by maximizing students' individuality and creativity. However, as existing education is hard to improve creativity, logical thinking, information processing skills, and problem-solving ability in the information-oriented age, self-directed learning is getting highlighted. Therefore, this study aimed to look into how learner-oriented IPER for self-directed learning and problem-based learning(PBL) in middle school science affected academic achievement of science and self-directed learning characteristics. As the results of the study are as follows. First, as the result of pre-and post-test to compare and analyze the effects of IPER instruction model and PBL instruction model on learners' academic achievement increase, it showed that the class with IPER instruction model was more effective. Second, as the result of pre-and post-test to compare and analyze the effects of IPER instruction model and PBL instruction model on self-directed learning characters, IPER was more effective than PBL overall, and among sub-areas, 'openness', 'self-concept', 'initiative', 'future-oriented self-understanding', and 'self-evaluation' were more effective in IPER while 'creativity' was more effective in PBL. However, among sub-areas 'responsibility' and 'learning enthusiasm' didn't show statistically significant difference. Third, the results of the post-survey to compare and analyze learners' perception regarding the application of IPER instruction model and PBL instruction model, the two models were positively affective. In addition, as the result of comparing the two models, IPER was more positive than PBL.

• Journal of the Korean earth science society
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• v.35 no.2
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• pp.147-158
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• 2014

The purpose of this study was to explore changes of elementary science class in student oriented group inquiry activities using a Science Writing Heuristic (SWH) template that enhance scaffolding of inquiry. The changes focused on students' written reports and perceptions of their learning environment as well as discourse patterns. One fourth-grade class of 29 students participated in this study, and a developed work sheet of science writing was utilized to scaffold student's inquiry activities. Four units in the first-semester text book for fourth grade of the-, 2007 Educational Curriculum Revision were chosen for scaffolding inquiry, and sixteen lessons of instruction were all videotaped. For investigating students' written reports, a framework based on the aspects of science inquiry by Millar (2010) was used to evaluate the coherence between student inquiry activities and their claims. Secondly, a regular fourth-grade class was selected as the control group and was compared with the experiment group using the pre- and post-test of the survey on the perception of science class and science. Lastly, students' discourse patterns of the beginning science lesson were compared with those of the closing lesson. We found that the coherence in the last class increased significantly in students' written reports compared to the first one. Findings also indicated that students' perceptions on their learning environment moved toward student-centered. Based on our discourse patterns analysis, the last class was more student-centered from being teacher-centered than the first one.