• Architectural research
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• v.15 no.3
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• pp.123-132
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• 2013

Design studio is a unique type of course in architecture and interior design education, in which learning is based on student-instructor interaction and learning by doing; yet little research has been conducted on student perceptions of the ideal design studio instructor. The purpose of this paper was to identify characteristics of the ideal studio instructor from student perspectives. Three award-winning design studio instructors' studio activities were observed, and the three instructors and their 40 students were interviewed. As a result, characteristics in four categories were identified. The author argues that providing customized feedback and allowing student autonomy are the two distinct characteristics that students value in design studio as compared to students in other fields or type of courses. The findings provide valuable insights to design educators who would like to strengthen their teaching studios by listening to student voices.

• Journal of Fisheries and Marine Sciences Education
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• v.29 no.2
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• pp.560-569
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• 2017

With a remarkable and rapid change of universities in Korea, the role of universities has been changed from a traditional education supplier to a demander. Both the remarkable decrease of the number of entering students and the advent of an open education market are enforcing the universities to be changed. Universities should provide a variety of educational services in accordance with the students' needs. This study is based on the systematical Kuh's model which the educational service quality provide a decision making of alternative plan. This research is purposed to empirically study the effects of educational service quality(circumstance index, input index, participate index, output index) provided by universities on student satisfaction and educational performance(Perceived usefulness, Education Achievement). The results of this research follows; first, circumstance index, input index and output index significantly effect student satisfaction, but participate index does not effect satisfaction. Second, student satisfaction significantly effects on the educational performance.

• Educational Technology International
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• v.20 no.1
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• pp.83-107
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• 2019

The aim of this study is to provide the values and descriptive implications of the Design Thinking (DT) method into the context of educational problems of practice in an undergraduate course. To achieve the research objective, both quantitative and qualitative studies were conducted. For the qualitative study, the student's productions and reflections on the experience of the application of the DT into educational problems were analyzed. For the quantitative research, one-group pre and post-test were designed to validate the effectiveness of the DT method into educational contexts in terms of creativity level to measure the student's Creativity Potential and Practiced Creativity, Academic Self-Efficacy Scale, and Problem-Solving Inventory. This study validated that the DT method had a statistically significant influence on those three competencies and also illustrated the detailed process from a qualitative viewpoint. The results and implications reflect the potential of the DT approach with the educational problem of practice, especially, in the ill-structured problem-solving contexts for student-centered instructional setting.

• Journal of Family Relations
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• v.21 no.2
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• pp.53-75
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• 2016

Objectives: The purpose of the present study is to analysis the trends of and issues in research about parentification in Korea up to date, and to propose directions for further studies. Methods: For this purpose, eighty one theses and articles about parentification, published from 2003 to 2015 were categorized according to research subjects, research objects, research methods, statistical analysis methods, and related variables with the parentification. Results: Consequently, first, the number of articles published has been gradually increased. Second, the main research subjects were the characteristics and trait of parentification, an interpersonal relationship and family. Third, the common research objects were undergraduate student/graduate student and youth(middle/high school students). Fourth, the quantitative research methods have been used mainly. FRS-A(Filial Responsibility Scale-Adult) and FRS-Y(Filial Responsibility Scale-Youth) have been used most. A high frequency related variables with parentification were the affectiveness-related variables, in particularly, the shame proneness is the highest correlation variables. Conclusions: Based on the findings in this study, it is suggested that the research objects should be more varied and the Korean parentification measurements need to be developed in the near future.

• The Mathematical Education
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• v.45 no.3 s.114
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• pp.295-313
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• 2006

University teacher education programs have sought for ways of how to improve student teaching in order to supply mathematics teachers with practical theory to achieve the goals of the current educational reform in school mathematics. In this context, the purpose of this research is to investigate the effect of student teachers' teaching experience in the after-school mathematics programs and the ways of how to develop the after-school learning programs as an effective site for learning to teach based on the inquiry into student teachers' own teaching experience. For the purpose, data were collected through the interviews with the student teachers who had taught after-school mathematics class. In addition, data were collected through survey, class observation, and seminal meetings with the student teachers in order to supplement the findings from the interview analysis. Data analysis focused on the student teachers' experience with teaching in after-school mathematics classes, that is, what and how they had learned as teachers, what kinds of difficulties they encountered in their teaching and supports that they expect to improve their learning through teaching. The analysis shows that the teaching experience in the after-school programs had positively contributed to their development as future mathematics teachers. Specifically, the after-school programs provide the site for learning through teaching at the early stage of teacher education program. The after-school programs provided the students teachers for the opportunity to participate peripherally in educational practice of school. Through the participation, the student teachers developed positive attitudes toward teaching career and became to have more solid ideas about how to teach mathematics. Based on the analysis, this research provides following suggestions concerning how to improve student teaching. First, it is necessary to provide student teachers to participate into the practice of teaching at the early stage of teacher education programs. Second, it is important to give students teacher opportunity to participate in teaching at peripheral and legitimate positions. Finally, it is necessary to construct mentoring networks to support student teachers to move from a peripheral position toward a center of teaching practice.

• Korean Medical Education Review
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• v.23 no.3
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• pp.176-184
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• 2021

The aim of this study was to analyze the research trends in articles published in the Korean Journal of Medical Education (KJME) and Korean Medical Education Review (KMER) using keyword network analysis. The analyses included 507 papers from 2010 to 2019 published in KJME and KMER. First, keyword frequency analysis showed that the research topics that appeared in both journals were "medical student," "curriculum," "clinical clerkship," and "undergraduate medical education." Second, centrality analysis of a network map of the keywords identified "curriculum" and "medical student" as highly important research topics in both journals. Third, a cluster analysis of 20 core keywords in KMER identified research clusters related to academic motivation, achievement, educational measurement, medical competence, and clinical practice (centered on "learning," while in KJME, clusters were related to educational method and program evaluation, medical competence, and clinical practice (centered on "teaching"). In conclusion, future medical education research needs to expand to encompass other research areas, such as educational methods, student evaluations, the educational environment, student counseling, and curriculum.

• Journal of Engineering Education Research
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• v.19 no.6
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• pp.38-43
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• 2016

This paper deals with the effect of student characteristics from a case study on the different teaching evaluation scores under the same conditions of professor and course characteristics. In particular, focusing the evaluation score gabs caused by different course achievements of two classes, we can analyze the influence of the student characteristics and interpret the meaning. This case study shows that the student characteristics can lead out a distinct difference in the teaching evaluation scores under the most factors related to professors and courses are controlled, In conclusion, this case study could be appropriately used to support the interpretation of the student characteristic hypothesis among several hypotheses about the meaning of correlations between student achievement and teaching evaluation.

• International Journal of Computer Science & Network Security
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• v.22 no.4
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• pp.47-52
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• 2022

The current study investigates how student-teacher interaction can be developed through task-based teaching in undergraduate students' Saudi teaching and learning context. An experiment was conducted for five weeks on 85 male undergraduate students at a Saudi public university based in Jeddah, Saudi Arabia. The study investigated different types of student-teacher interaction through task-based teaching (speaking activities). The results revealed that the experimental group (43 students) evinced much more enthusiasm, willingness, engagement and readiness in their inclass participation than their peers in the control group (42 students). The student-teacher interaction also helped students to be more responsive to general and specific topics in speaking activities. The study recommends that decision-makers in education make student-teacher interaction part of the student's monthly assessment. It also recommends that more efforts be made to foster the awareness of students, teachers, and parents awareness of the academic and non-academic importance of interaction. One final recommendation of the research is that student-teacher interaction should be more emphasized and integrated into the school curriculum and adopted as a critical teaching strategy.

• The Journal of Korean Society for School & Community Health Education
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• v.1 no.2
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• pp.87-104
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• 2000

The purpose of this study was to obtain the basic data as a improvement method through the fact-revealing concerning the drinking water management of school and utilization of student. The problems of the research are as follows: First, to investigate status of management of drinking water by area and school. Second, to investigate student's utilization of drinking water by area and school. 1,400 students was selected at 45 elementary and middle-high schools located in Kang-won province, and this study was constituted of two questionnaires(for school's questionnaire and student's questionnaire). The results was analyse through the frequency analysis, $x^2$-test on the basis of the above research problem by SPSS program. The findings of this research are as follows; 1) The Management of School Drinking Water First, the source of school drinking water was mostly piped water. Inspection of water quality has been fulfilled under four times a year, in the other hands, from the result inspection, the schools which was given inadequate determination was 22.2%. Second, reservoir cleaning and hygiene inspection failed far short of the regulations. Especially, reservoir cleaning was managed by exterior consignment industry not low-level officials. Third, school water drinking was the most supplied through the type of water purifier. Water purifier has been distributed to city-located and middle-high school highly, factually the water from water purifier was served with water cup. Fourth, the selection standard of water drinking manager showed slightly differently by school, accordingly there need to develope integrated system with the respective to its effective systematic management. Fifth, water cup was mostly treated by only water clear, which is to vindicate the problems concerning hygiene management. 2) Utilization of school student on Drinking Water First, Disbelief on drinking water of school student was very high. Especially, proportion of middle-high school student's disbelief of drinking water was higher than elementary school student, also girls higher than boys. Many of student have heard to don't drink water from around people. And there were showed meaningful differences by area and school. Second, It was showed many student recognize had to utilize water purifier, boiled water. However, they have still drunken the tap water or portable water from their home. Third, Many of student showed negative response with the respective to the management conditions of drinking water in classroom, There were showed meaningful differences by area and school. From the fact-revealing of water cup management, Students mostly answered to 'only water clear' and the answer of 'None use' or 'With personal cup' was higher. Fourth, In bad experience of Drinking Water, student mostly answered to 'occasionally' and there were showed meaningful differences by school. student's disease experience with school drinking water was few and there were showed meaningful differences by area and gender.

• Journal of The Korean Association For Science Education
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• v.38 no.3
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• pp.343-354
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• 2018

In this study, the first experience of the whole research process of a novice scientist (student A) who participated in the Undergraduate Research Program (URP) was analyzed. The data were collected through observation, interviews, and document analysis with the cultural historical activity theory being used as a theoretical lens. At the beginning of novice's research, the mentor guided him in setting a research goal and provided mediating artifacts. Student A formed a research team based on the vertical relationship without a shared mental model. Two major contradictions occurred and they were the sources of changes of student A's activity system. The first contradiction was between the mentor's educational philosophy and the mentee's educational needs, which was resolved in a way that student A asked and used the mentor's network to obtain his needs about task-specific details. The second contradiction arose because the team members wanted horizontal relationship while student A wanted to stick to the vertical relationship. After student A accepted the opinions of the team members, they cooperatively changed the division of labor in the activity system. Student A decided to become a scientist and not a physics teacher, even if his major is physics education after finishing his URP research process. His URP experience also created and expanded his network in the academic field, and his negative attitude toward collaboration changed positively. Through the analysis of the structure and changes in the activity system of URP research, implications for instructional method and support system of the apprenticeship can be obtained.