• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.2
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• pp.336-345
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• 2019

To extend the potential benefits of error, the current study examined factors that affect students' error perception in classroom. An experimental design was used to measure relations of classroom goal structure, feedback, and social relationships on students' perception of error. A total 316 fourth, fifth, and sixth graders attending elementary schools participated as part of their regular class curriculum. Self-reported questionnaires were administered to measure students' perception of errors and relationships with teacher and peers, then students were manipulated by classroom goal structure and feedback. Results from multiple regression suggest that students' perception of learning from error has affected by relationships with peers at the most, then relationships with teacher and the type of feedback. Students' perception of risk taking for error also affected by relationships with peers and teacher, then the classroom goal structure. However, no classroom goal structure and feedback affect on their perception of thinking about error to improve their learning as well as error strain. These results imply how classroom climate should be structured to improve perception of errors to improve student's learning.

• Journal of Science Education
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• v.32 no.1
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• pp.61-72
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• 2008

The purpose of the study is to research students' proficiency with systems-thinking approach concerning water cycles and to acquire data on Earth System-related concepts based on students' feedback. To achieve the purpose of the study, I chose 4 mid-level high school juniors living in Pohang, where the high school equalization policy has not been implemented, and the students answered a questionnaire about water cycles. Then, based on the results, I created a causal map and evaluated it using systems-thinking analysis. The results of the study are as follows: First of all, among the answers of the subjects, there were 21 concepts related to the conception of the earth system : 14 of the conceptions were linked scientifically, and 7 of the conceptions were not linked scientifically. Secondly, results of the causal map of what the subjects described showed that only two students'(A and C) feedback loops were completed, and that student C's feedback loop included unscientific reasoning. In conclusion, this study indicated that the students failed to understand the water cycle with the systems-thinking approach, or alternatively they applied low-level systems-thinking approach and had a lower understanding of it.

• Journal of Educational Research in Mathematics
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• v.9 no.2
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• pp.419-438
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• 1999

This paper explored the impact of dynamic geometry software such as CabriII, GSP on student's understanding deductive justification, on the assumption that proof in school mathematics should be used in the broader, psychological sense of justification rather than in the narrow sense of deductive, formal proof. The following results have been drawn: Dynamic geometry provided positive impact on interacting between empirical justification and deductive justification, especially on understanding the necessity of deductive justification. And teacher in the computer environment played crucial role in reducing on difficulties in connecting empirical justification to deductive justification. At the beginning of the research, however, it was not the case. However, once students got intocul-de-sac in empirical justification and understood the need of deductive justification, they tried to justify deductively. Compared with current paper-and-pencil environment that many students fail to learn the basic knowledge on proof, dynamic geometry software will give more positive ffect for learning. Dynamic geometry software may promote interaction between empirical justification and edeductive justification and give a feedback to students about results of their own actions. At present, there is some very helpful computer software. However the presence of good dynamic geometry software can not be the solution in itself. Since learning on proof is a function of various factors such as curriculum organization, evaluation method, the role of teacher and student. Most of all, the meaning of proof need to be reconceptualized in the future research.

• Hwankyungkyoyuk
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• v.20 no.4
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• pp.39-50
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• 2007

The purpose of this paper is to development of the environment writing workbook to enhance environmental literacy of elementary school student. To achieve the purpose, the concrete paper processes are as follows. First, in order to development of the environment writing workbook to enhance environmental literacy, Writing of Environment Club students did various writing activities as an experiment. The environment writing workbook is developed using the students product feedback. Second, the environment writing workbook was used for the 5th graders in the elementary school for 10 weeks to see how the environment writing workbook would enhance the students' environmental literacy. The results of this paper are as follows. It's application was meaningful in the level of p<.05 in point of view of environmental literacy as a result of the pre-post test in the experiment group, who is one of the 5th grade classes in the elementary school. In conclusion, the environment writing workbook is very effective to enhance the seven parts of environmental literacy out of eleven. It is necessary because the environment writing helps to think of environmental issue deeply, learn about regional environmental problems, establish sound environment sense of value, give the opportunities to participate in activities.

• The Journal of the Korean dental association
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• v.58 no.5
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• pp.284-291
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• 2020

This study analyzed the change in the rater reliability based on the student's practice evaluation process conducted at Yonsei University College of Dentistry. Through this, we suggest the significance of the rater calibration training in the student's practical evaluation of dental college. Nine professors from the department of Conservative Dentistry, Yonsei University College of Dentistry, analyzed the results of class II restoration cases twice in 2017 and once in 2018. Intra Class Correlation (ICC) which is a statistic used to determine the consistency of raters with three or more scores, was also calculated. ICC values increased as raters participated in rater calibration meetings and grading experiences. This shows that the rater reliability is related to the grading experience and feedback from calibration meeting. Based on the results of previous studies that grading experiences and rater calibration training can cause a meaningful change in rater behavior, we propose to conduct rater calibration training to ensure the evaluator reliability.

• Child Health Nursing Research
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• v.12 no.1
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• pp.5-14
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• 2006

Purpose: The purpose of study was to describe and evaluate the educational status regarding clinical practicum for child health nursing to facilitate student's clinical compliance for the bachelor's degree in Korea. Methods: The study was a descriptive study and included data from 40 institutions among the 53 university nursing programs in Korea(75.5% response rate). Data were collected using mailed semi structured questionnaires and content analysis was done. Results: Findings show that most institutions have common learning objectives for the clinical practicum; neonatal care, high risk infant care, hospitalized child care, and advanced nursing practice. The mode for theoretical credits in child health nursing was 5 to 6 and 3 to 4 credits for clinical practice. The practice settings were prepared to provide diverse experiences, including childcare centers, and community centers with various learning activities. Evaluation for learning outcomes included faculty and instructors. It was pointed out that updating evaluation based on student and faculty feedback is important for a comprehensive practicum evaluation. Conclusions: Findings suggest that there is a -need for a generalized curriculum for clinical practicum and for the expanding role of advanced nursing practice-, a need for diverse clinical settings for practice, and effective guidance and learning activities. It is significantly noted that the attitude and teaching methodologies of clinical instructor's are highly important to effective clinical learning outcomes.

• Korean Medical Education Review
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• v.17 no.3
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• pp.122-130
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• 2015

This study evaluated the meaning of the clinical clerkship through in-depth interviews with students who had experienced a clinical clerkship. The clinical clerkship is one of the most important steps in the curriculum for becoming a doctor. While students perform actual clinical practice, the experience also reinforces a great deal of medical knowledge and competence as a reserve doctor. However, departments that operate inefficiently have caused some problems. Therefore, this study analyzed the data from interviews of 25 students who finished the clinical clerkship in terms of the meaning of the clinical clerkship, the attitude of the students toward work in clinical practice, the attitude of professors toward the clinical clerkship, benefits, and drawbacks. Comments are feedback from a student's experience in the clinical clerkship, and they may be an important resource illuminating the current status of clinical practice. This study also discusses how to run an effective clinical clerkship by checking in with students on the problems they face in clinical practice.

• Journal of The Korean Association of Information Education
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• v.7 no.2
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• pp.189-197
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• 2003

WBI(Web Based Instruction) has been confined to some course due to a burden of development of instruction materials. In this paper, we implemented a personalized instruction and learning system for Word Processor based on Internet by using WBI. Compared to the traditional instruction and learning method for Word Processor Education, the proposed method induce students to take an interest in the learning and make it possible to do student oriented instruction and learning due to the selection of specific contents according to student's ability and his/her learning step. And this system can evaluate the learning rate on the spot by using personalized homework and maximize learning effect by using feedback.

• Journal of the Korean School Mathematics Society
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• v.2 no.1
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• pp.121-131
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• 1999

Recently our educational methodologies have been changed to an open, student-centered structure. Mathematics is now learned through experiential interaction and less emphasis is placed on abstract theories. For example, the axioms of the geometry in the middle school curriculum have been expressed by using symbolic letters. Students find these abstractions very difficult and it hinders their ability to grasp the significance of geometrical concepts. In an effort to simplify these abstract concepts and enhance the students interest and ability to learn, the GSP (Geometry Sketchpad) is proving to be a useful and effective tool. First, Second and third grade students have found the GSP to be extremely useful. While the pad has no sound function it still enables the students to freely change diagrams without disrupting the integrity of the program. There is also a running order of instructions at the bottom of the screen to facilitate the step by step understanding of mathematical procedures. This function makes the program ideal for use by teachers, students and even beginners. Anyone experiencing difficulty can get immediate assistance from the guidebook which is located at the back of each program. Allowing individuals to manipulate and actually see the changing deductions and axiom proofs on the computer screen provides them with immediate feedback and reinforcement. It also enhances their overall interest in learning geometry. The use of the GSP is proving to be an innovative and effective tool in facilitating the transition of mathematics into an open, student-centered educational forum.

• Journal of Engineering Education Research
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• v.20 no.1
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• pp.53-62
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• 2017

This paper explored how university students viewed flipped learning from their own perspectives. Using qualitative research methods, 5 students from a Computer Graphics course at a mid-scale university in Seoul were interviewed for this purpose. Researchers collected data about their learning experiences, emotions, and reflections about flipped learning in general and its components such as online materials, in-class activities, and instructor guidance. Research findings indicated that students were not so much conscious about the unfamiliarity of the class, the increased work load, nor the online lectures. They rather prioritized 'what they could actually learn' from the course, and thus defined flipped learning as a method which enabled students to constantly check and fill in the gaps in their learning through team-based activities and prompt feedback from the professor. A combination of students' positive attitude and active participation in team-based activities, the overall atmosphere of the department which supported interactivity and collaboration, the professor's emphasis on learning-by-doing and student-centered learning appeared to form their notions of flipped learning. The use of technology did not appear to heavily impact students' conceptions of flipped learning. Researchers suggest that pedagogical beliefs of the professor, culture surrounding the learner, and the good match between the course content and instructional strategies are central for designing a successful flipped learning class.