• Journal of The Korean Association For Science Education
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• v.21 no.4
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• pp.658-667
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• 2001

In this study, the relationships among students' cognitive/affective variables, cognitive conflict induced by anomalous data, and conceptual change were investigated. Tests regarding background knowledge, field dependence-independence, learning strategy, logical thinking ability, goal orientation, self-efficacy on prior concept and ability, and control belief were administered. Tests of prior conceptions, responses to anomalous data, conception, and retention of conception were also administered. There were no significant correlations of cognitive conflict induced by anomalous data with students' cognitive and affective variables. However, prior knowledge on molecular motion, field dependence-independence, and learning strategy were significantly correlated with students' conception and retention of conception. Logical thinking ability was also correlated with their conception. Multiple regression analysis indicated that learning strategy significantly predicted students' conception and retention of conception. For the affective variables, self-efficacy on ability was significantly correlated with students' conception and retention of conception, and goal orientation was correlated with their conception. Self-efficacy on ability was a significant predictor on students' conception and retention of conception, and goal orientation on their conception.

• Smart Media Journal
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• v.12 no.8
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• pp.45-59
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• 2023

Users who want to experience the metaverse for tourism are exposed to strategic planning in space for the purpose of cultural content. In addition, users learn integrated cultural content in the process of proceeding according to the virtual environment. and Along with the meaning of time and space, users will experience space-telling. It is important to induce interest from the beginning of the experience to continue the experience. However, obstacles arise in this process. This is because developers should promote connections with new information to users who do not have sufficient prior knowledge and only have keywords of interest. Therefore, efficient design methods to enhance interest should be studied in advance. But so far, there has been no research on how to systematically design prior organizers to induce interest in virtual space. This study is an interest-inducing design method that occurs in the process of developing the meaning of virtual space and storytelling of cultural content, and can be seen as a basic study using conceptual guidance-based prior organizer education and learning techniques. First, virtual space elements and human behavior theories were considered. Subsequently, five representative examples of previous organizers currently used were explored, and redesigned and proposed based on a conceptual map for information access and delivery purposes. Through this research process, it was possible to confirm that spatial attributes and cognitive interest elements were effectively transmitted to meaningful learning leading to storytelling learning and elements of service design design method through conceptual guidance.

• The Journal of the Korea Contents Association
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• v.9 no.8
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• pp.309-323
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• 2009

Business simulation learning is a business education method of the software applications that applied for the university's management training. Its interest is increasing as management training tools to simulate the virtual enterprise and to learn the business management knowledge, management skills, experience and problem-solving. This research was done for the feasibility analysis and management education model design of the business simulation learning. As a prior research to the introduction and operation of the university's business simulation learning curriculum, the need and literature research on the possibility recognition of classes for college students and corporate executives, a demand survey research and analysis was done and discussed the necessity and possibility of the business simulation learning for the industry and universities education area. In addition, we designed a curriculum of the business simulation learning and presented some of education models of management for the university's management training purpose by using the results of the survey research and literature analysis.

• Korean Journal of Adult Nursing
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• v.12 no.3
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• pp.418-430
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• 2000

Nurses in today's challenging health care settings need to be skilled critical thinkers and clinical experts. The nurse must be able to use a broad knowledge base to mobilize resources, coordinate actions and evaluate outcomes in complex new situations. So the national licensing examination for registered nurses is change to improve the quality of professional competency of nurses in Korea. Prior to this, learning objectives should be developed and improved periodically. The purpose of this study is to describe the nursing competency to provide base line data for developing learning objectives in adult health nursing. This study was conducted by means of a questionnaire which was developed by the researcher after reviewing the literature. The questionnaire was based on learning objectives which were developed by a nation-wide nursing faculty majoring in adult health nursing. The subjects were 45 nurses in a middle level hospital. The collected data were treated using SPSS Win 7.5 Statistical Package so as to obtain such descriptive statistics as mean score, frequency, and to test reliability test, nonpar-Friedman test. To summarize the major findings in this study, it showed the scope of nursing competency and can guide the direction of study and methodological criteria to develop learning objectives. Recommendations for further research are: firstly, it is necessary to state learning objectives with learners' behavioral terminology; secondly, to overcome locality in scope of this study, there is a need to analyze with nation-wide sampling by an in-depth statistical analysis; thirdly, because the subjects of this study are mostly three-year graduate nurses, there is a need to compare this study with other studies of different subjects.

• Journal of the Korean Society of Earth Science Education
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• v.6 no.1
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• pp.69-77
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• 2013

The study aims to figure out pre-service elementary teachers' knowledge understanding on 'stratum and rock' as well as teaching-learning types on the same topic. A total of 65 seniors in an advanced science education course at B University of Education joined the research to fulfill the purpose above. With PCK classification framework, the study examined pre-service teachers' knowledge understanding on 'stratum and rock' while it analyzed how the teachers would teach the given topic to students. The results of the study are presented as follows. First, it was observed that the pre-service elementary teachers have a great understanding on 'stratum and rock' that would be taught via a science textbook for elementary fourth graders. However, regarding terms in 'shale and limestone', they appeared to have a relatively short understanding. Second, PCK elements of the pre-service teachers related to 'stratum and rock' were analyzed and according to the results, the teachers would be interested in teaching model selecting in the teaching-learning strategy field while they would be well aware of how important it is for them to perform an experiment in a teaching process. The teachers also appeared to understand that the teacher question can be mutual complementary during class. However, it turned out that the teachers would have a very much low understanding on learners' prior knowledge as they particularly believe that learning could be significantly affected by the learners' perception level as well as their learning interest and motive. Third, the pre-service elementary teachers were told to design teaching plans on 'stratum and rock' so that the study could find out what learning-teaching methods the teachers would adopt to teach the topic. It was learned that the teachers would proceed with the class basically by giving the learners a descriptive explanation on the topic and also by using pictures and drawings to enhance the learners' understanding during the class.

• Journal of The Korean Association For Science Education
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• v.24 no.5
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• pp.843-850
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• 2004

This study investigated the effects of group processing in cooperative learning using task-oriented reward on students' science achievement, science learning motivation, and attitude toward science instruction. Eighth graders (N=58) selected from a middle school in Seoul, were randomly assigned to either the treatment or comparison group, and taught on the 'Separation of Mixture' over 8 class hours. The treatment group received cooperative learning using task-oriented reward containing group processing (GCL), while the comparison group received cooperative learning using task-oriented reward without group processing (CL). Significant interactions between the instruction and prior achievement level were found in the achievement and the attitude toward science instruction. High-level students in the GCL group performed better than those in the CL group, while low-level students in the CL group performed better than their counterparts.

• School Mathematics
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• v.18 no.3
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• pp.733-747
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• 2016

To describe mathematics learning relying on a priori assumptions about the learners has a risk of assuming the learners as well-prepared subjects. In this study we investigate the epistemological perspective of Gilles Deleuze which is expected to give overcome this risk. Then we analyze the constructivist's epistemology and prior discussions about learning mathematics in the preceding studies accordingly. As a result, a priori assumption on which students are regarded as well-prepared for learning mathematics is reconsidered and we propose a new model of thought to highlight the involuntary aspect of the occurrence of thinking facilitated by the encounter with mathematical signs. This perspective gives a new vision on involuntary aspects of mathematics learning and the learner's confusion or difficulty at the starting point of learning.

• Journal of The Korean Association For Science Education
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• v.40 no.4
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• pp.375-383
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• 2020

In this study, we investigated the effects of the multiple representation-based learning strategies using augmented reality in terms of students' conceptual understanding, achievement, and enjoyment of science lessons. 136 8^th-grade students in a coed middle school were randomly assigned to the treatment and the control group. The students learned the concept of the particulate nature of matter related to the properties of substances for four class periods. The multiple representation-based learning strategies designed to facilitate the connecting and integrating representations provided from augmented reality were developed and administered to the students of the treatment group. Results of two-way ANCOVA revealed that the scores of a conceptions test and enjoyment of science lessons test of the treatment group were significantly higher than those of the control group, regardless of their prior science achievement. In a conceptions test, there was a significant difference in the concept of preservation of particles. However, the difference was not statistically significant in the concept of distribution and motion of particles. In terms of an achievement test, there was a significant interaction effect by their prior science achievement. The scores of low-level students were significantly improved, but the effects were not significant to high-level students. On the bases of the results, educational implications for effective teaching and learning using augmented reality are discussed.

• Journal of the Korean Society of Floral Art and Design
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• no.45
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• pp.47-56
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• 2021

It was applied by making the models such as the prior learning (e-learning), modeling by manual, learner's practice, 1:1 teaching coaching, self evaluation, coaching behavior assessment(primary, secondary), and self-directed practice. First, the cognitive practice education through the prior learning is very essential in the practice of floral design. Second, the practice class of floral design is a class where the professor generally set an example first, and the learners followed. Third, this study was to prepare the checklist, reflect it through the self evaluation, and prepare the evaluation form in accordance with the element, principle, and technical parts of floral design about the finished works. Fourth, contrary to the existing class completing within the class hour, the practice class is a process of trying to do self-directed practice, returning to home. Fifth, this study was to evaluate the works the learner made once again through the sketching and photographing by placing the work process of portfolio at the last step. To conclude, this study has found that such series of process through six steps on the practice form by the learner only would be excellent teaching learning model to improving the basic capacity of floral design. Accordingly, the development of teaching materials related to this and adaptation in the field in the future is considered as it will be very helpful to the learners' self-directed learning.

• Journal of Wetlands Research
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• v.26 no.3
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• pp.197-203
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• 2024

The algal blooms in rivers can negatively affect water source management and water treatment processes, necessitating continuous management. In this study, a multi-classification model was developed to predict the concentration of chlorophyll-a (chl-a), one of the key indicators of algal blooms, using Tabular Prior Fitted Networks (TabPFN), a novel deep learning algorithm known for its relatively superior performance on small tabular datasets. The model was developed using daily observation data collected at Buyeo water quality monitoring station from January 1, 2014, to December 31, 2022. The collected data were averaged to construct input data sets with measurement frequencies of 1 day, 3 days, 6 days, 12 days. The performance comparison of the four models, constructed with input data on observation frequencies of 1 day, 3 days, 6 days, and 12 days, showed that the model exhibits stable performance even when the measurement frequency is longer and the number of observations is smaller. The macro average for each model were analyzed as follows: Precision was 0.77, 0.76, 0.83, 0.84; Recall was 0.63, 0.65, 0.66, 0.74; F1-score was 0.67, 0.69, 0.71, 0.78. For the weighted average, Precision was 0.76, 0.77, 0.81, 0.84; Recall was 0.76, 0.78, 0.81, 0.85; F1-score was 0.74, 0.77, 0.80, 0.84. This study demonstrates that the chl-a prediction model constructed using TabPFN exhibits stable performance even with small-scale input data, verifying the feasibility of its application in fields where the input data required for model construction is limited.