• Journal of Sericultural and Entomological Science
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• v.51 no.2
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• pp.114-118
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• 2013

This study examines how an experimental-based learning program using singing insects improves the academic achievement of elementary school children. Study subjects were a total of 123 elementary students at their $2^{nd}$ and $3^{rd}$ grade who voluntarily participated in an experience-based learning program organized by Seodaemun Museum of Natural History, Seoul. Students were given the same survey questionnaires before and after taking the learning program, and this procedure was repeated in 7 independent replication trials. Result from a paired t-test indicated that the learning program had a positive effect on academic performance, with students gaining significantly higher mean scores in the survey test after taking the program than before. This result suggests that the experience-based learning program using singing insects is effective at improving student's academic achievement. Our study provides a critical impetus for developing a variety of other experience-based learning programs using insects like ours, leading us to anticipate that these programs will be practiced more systematically and actively in the classroom in future.

• Journal of The Korean Association For Science Education
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• v.25 no.3
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• pp.382-389
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• 2005

This study examined the effect of the results of ascertaining prediction on cognitive conflict and conceptual change by physics achievement. The participants of this study were 186 11th graders. They answered a pretest composed of two items, and through a demonstration on either of the two pretest items, they ascertained whether their predictions were correct or not. The cognitive conflicts were measured with CCLT. After brief instructive treatment, a posttest was conducted to measure the degree of conceptual change. The students who ascertained that their predictions were incorrect generated more cognitive conflicts and conceptual changes than those who ascertained they were correct. In addition, cases in which student physics achievement was low were found to produce more meaningful results of ascertaining predictions on cognitive conflict and conceptual change.

• The Journal of Korean Academic Society of Nursing Education
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• v.10 no.2
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• pp.194-204
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• 2004

The purpose of this study was to provide the basic data needed to create more desirable psychological home environment and the prevention and relief of depression by examining the relations between psychological home environment and depression with the subjects of high school students. The study materials included standard questionnaires made up of forty two questions on psychological home environment by Dr. Jeong, Won-sik(1981), twenty one questions on depression indicators by Beck(1969). Collected data were analyzed by using SPSSWIN 10.0 Program through frequency, percentile, mean, standard deviation, t-test, ANOVA, Scheffe's test, and Pearson correlation coefficient. The main results of this study were as follows; Out of 210 perfect scores for the psychological home environment of the subjects, the mean was $140.54{\pm}11.21$, opening was $41.02{\pm}5.67$, affection was $37.59{\pm}5.80$, autonomy was $35.45{\pm}4.85$, and achievement was $26.48{\pm}6.79$. The depression of the subjects were slight, showing $13.78{\pm}9.73$, with normal condition (0-9scores) 40.0%, slight depression(10-15scores) 23.3%, mild depression(16-23scores) 20.3%, severe depression(24-63scores) 16.4%. The analyses of the relation between psychological home environment and depression of the subjects reveal that achievement-depression(r=.192, p=.000), opening-depression (r=-.296, p=.000), affection-depression(r=-.377, p=.000), and autonomy-depression(r=-.341, p=.000) has all meaningful relations. In summary, these data can be interpreted that high school students were likely to feel more depressed when they recognized their own home environment as under the burden of achievement, and to feel less depressed when they recognized it as open, affectionate, and autonomous.

• Journal of the Korea Convergence Society
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• v.9 no.10
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• pp.523-531
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• 2018

The purpose of this study based on descriptive research is to examine the influences on the self-regulated learning ability due to nursing students' achievement-goal and to make sure mediating effect of autonomous support of professor. A convenience sample of 294 nursing students were recruited from a college in C province from April to May, 2018. Data are analyzed using SPSS/WIN 21.0 program. As a result, it is turned out that there are positive correlation between mastery goal, performance approach goal, self-regulated learning ability and autonomous support of professor. In the Sobel test results, autonomous support of professor had a partial mediating effect between mastery goal and self-regulated learning ability(Z=3.922, p<.001). So, a new teaching method should be developed through the convergence of related factors of self - regulated learning ability.

• Journal of the Korean School Mathematics Society
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• v.17 no.4
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• pp.465-492
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• 2014

In this study, through the analysis of the mathematics curriculum and textbooks, we produce the cooperative learning activity sheets which was appropriate instructional content for various levels. And, by using them appropriately at the levels of student learning on their own interest, we enhance academic achievement and cooperative learning attitudes. Specific for details for this study are as follows: First, through the applying a variety of the differentiated cooperative learning activity sheets and developing instruction learning, we improve the academic achievement. Second, through the making and utilizing the differentiated cooperative learning activity sheets and the interest and attitudes in mathematics, we improve the cooperative learning attitude. Third, through the levels of the subgroup cooperative learning, we improve the math learning abilities through a learner-centered. Further the purpose of this study is to bring up complementary cooperative spirit among colleagues.

• Journal of the Korea Society of Computer and Information
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• v.13 no.1
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• pp.233-241
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• 2008

In order to increase the learning effect in minimal time, it is required that the lecturer tailor the materials to suit the needs and achievement levels of each individual. However, in lecture environments such as in junior colleges. many students enroll under one professor, and many courses are open under the same course title at each department. where each enrolled student possesses different academic needs and achievement levels Therefore. this paper proposes a learning system based on a hypothesis that if a lecturer shares his/her course material to students in other classes of the same subject, and opens up other professors' grading and marks of the same subject to his students, their achievement levels will improve by utilizing other peers' achievements and needs. Also, in order to improve the learning performance, we utilized an e-catalog in order to access students' grading, corrections and coaching, ultimately saving time and cost.

• Journal of The Korean Association For Science Education
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• v.40 no.6
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• pp.649-656
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• 2020

In this study, we analyzed the learning elements and achievement standards, and explored the appropriateness and hierarchy of content were analyzed related to the nine types of traditional astronomical instruments presented in the traditional science unit of the History of Science course to improve the problematic situation in which students show low selection rates for the History of Science, one of the elective courses in high school science. Based on the results of this analysis, we suggested ways to utilize each astronomical instrument for teaching and learning in science curriculum with different grade bands. Using the results of this study as a starting point, if a follow-up study that develops specific achievement standards or inquiry activities related to traditional astronomical instruments can be conducted, students' awareness of Korean traditional science culture can be improved, and furthermore it is expected to increase the student's selection rate for the History of Science course.

• Korean Journal of Clinical Pharmacy
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• v.33 no.3
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• pp.202-209
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• 2023

Background: With the emergent transition of online learning during the COVID-19 pandemic, the need for online/offline blended learning that can effectively be utilized in a team-based learning (TBL) course has emerged. Methods: We used the online metaverse platforms, Gather and Zoom, along with face-to-face teaching methods in a team-based Introductory Pharmacy Practice Experience (IPPE) course and examined students' learning satisfaction and achievement, as well as their preferences to the learning platforms. A survey questionnaire was distributed to the students after the IPPE course completion. All data were analyzed using Excel and SPSS. Results: Students had high levels of course satisfaction (4.61±0.57 out of 5) and achievement of course learning objectives (4.49±0.70 out of 5), and these were positively correlated with self-directed learning ability. While students believed that the face-to-face platform was the most effective method for many of the class activities, they responded that Gather was the most effective platform for team presentations. The majority of students (64.3%) indicated that blended learning was the most preferred method for a TBL course. Conclusion: Students in a blended TBL IPPE course had high satisfaction and achievements with the use of various online/offline platforms, and indicated that blended learning was the most preferred learning method. In the post-COVID-19 era, it is important to utilize the blended learning approach in a TBL setting that effectively applies online/offline platforms according to the learning contents and activities to maximize students' learning satisfaction and achievement.

• Journal of The Korean Association For Science Education
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• v.29 no.8
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• pp.812-823
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• 2009

The purpose of this study is to search effective assessments methods by using the Fusion model of Cognitive diagnosis theory. Attributes are skills or cognitive processes that are required to perform correctly on a particular item. After test items were developed, item's attributes were decided and Q-matrix about item's attributes was made. After testing, the result was analyzed according to gender and achievement level. The results of the analysis showed that students mastered 'Interpreting data' best, and 'synthesizing' worst among the five attributes. Female students showed higher ability than male students in 'recalling.' Students of high achievement level mastered more scientific attributes than students of low achievement level. Conventional assessments only provided a single summary score but Cognitive diagnosis modeling provided useful information by estimating individual knowledge states by assessing whether an examinee has mastered specific attributes measured by the science test. The skill profiles can offer a skill level of strong, weak, or mixed for each student for each skill. Therefore, the skill profiles will provide useful diagnostic information in addition to single overall scores.

• Journal of The Korean Association For Science Education
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• v.26 no.1
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• pp.1-8
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• 2006

This study investigated the causal relationships between high school student multiple-choice algorithmic chemistry problem solving and 1) the motivational variables of achievement goal (task goal/performance goal/performance-avoidance) and perceived ability, and 2) the cognitive variables of learning strategy (deep learning/surface learning) and self-regulation. Path analysis supported a causal model in which perceived ability and task goal were found to positively influence algorithmic chemistry problem-solving ability via self-regulation. In particular it was found that perceived ability directly influenced algorithmic chemistry problem-solving ability. Moreover, deep learning was found to have been influenced by perceived ability and task goal, while surface learning was influenced by performance-avoidance goal. Lastly, there did not appear to be any causal relationship between learning strategy and algorithmic chemistry problem-solving ability.