• Journal of Korean Home Economics Education Association
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• v.16 no.4 s.34
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• pp.9-26
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• 2004

The purposes of this study are to develop and apply the student activity centered career exploring program and to verify effectiveness on the students' career maturity level. The subjects of this study were 137 students. 4 classes of a middle school in Jinju. They were divided into two groups, the experimental group and the control group. For experiment, the career exploring program was input to the experimental group for 14 class hours. The results of this study are as follows: 1. The student activity centered career exploring program applied to the unit $\ulcorner$The Choice of Career and Job Morals$\lrcorner$ was effective in raising the attitude of the career maturity level. As the result of verifying the differences. there was a statistically significant difference between the experimental group and the control group in the planning quality and the attitude of works. 2. The student activity centered career exploring program applied to the unit $\ulcorner$The Choice of Career and Job Morals$\lrcorner$ was effective in raising the ability field of the career maturity level. The experimental group showed more statistically meaningful differences in the knowledge of jobs, the information exploring, and the self-understanding than the control group. Consequently. the effects of the student activity centered career exploring program on the career maturity level in the unit $\ulcorner$The Choice of Career and Job Morals$\lrcorner$. all the fields of the career maturity level showed the statistically meaningful differences except the independence quality of the attitude field and the decision making of the ability field. So it is concluded that the experiment program elevated the students' career maturity level. However. as the result of analysing independent sample t-test of the pre-test and the post-test. the program was ineffective in the independence quality and the decision making. When this career exploring program is applied to the unit $\ulcorner$The Choice of Career and Job Morals$\lrcorner$. it is recommended to strengthen the activities to cultivate the independence quality and the decision making power.

• Journal of the Korean earth science society
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• v.27 no.3
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• pp.269-278
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• 2006

In this study, we used Virtual Reality (VR) materials on an introductory earth science course consisted of thirty six pre-service science teacher program students. Before and after class an instrument of Constructivist Learning Environment Survey (CLES) was administered. The main focus of the CLES was to evaluate how the classroom was prepared for student centered learning environment. The pre and post tests of student perceptions regarding their learning environment were compared in six domains: personal relevance, critical voice, shared control, student negotiation, scientific uncertainty, and attitude. Questionnaire regarding the general perception of the VR materials was administered as well. How future science teachers valued the use of VR materials in their classrooms was found from this study. Based on these results, we intend to contribute for a more complete understanding of the potential of VR materials in achieving better learner-centered classroom environment.

• 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.

• 대한공업교육학회지
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• v.30 no.1
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• pp.1-18
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• 2005

The purpose of this study was to development a model of problem solving instruction for improving practical skill-competence in technical high school. For the study, various literature researches were reviewed intensively about problem solving process, laboratory instruction's approaches and learning principals. The problem solving instruction process was composed with identifying problems, generating alternative solutions, investigation and research, choosing a solution, acting on a plan, modeling of problem solving, testing and evaluating, redesigning and improving. The skills schema combines a four domain of skilled activity, that is, cognitive skills, psychomotor skills, reactive skills and interactive skills. The problem solving instruction was composed with five major learning systems-emotional, social, cognitive, physical, and reflective-that can be used extensively as generic lesson plashing. The teacher serves as a coach or guide for student learning. As a facilitator, the teacher challenges, questions, and stimulates the students in their thinking, problem solving and self-directed study. In this process, students represent problem with think aloud, assume responsibility for their learning and move from teacher-centered to student-centered education.

• Educational Technology International
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• v.10 no.1
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• pp.79-105
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• 2009

The notion of contradiction from Cultural-Historical Activity Theory (CHAT) perspectives is known as an "engine" for the development of human practices because participants attempt to adjust their practices to resolve contractions. This study examines two middle school teachers' classroom practices from CHAT, focusing on the role of contradictions that emerged between their existing teaching practices and constructivist activities in the development of a student-centered technology-integrated learning environment. Findings indicated that teachers' awareness and resolution of contradictions played a large role in the development of a technology-supported student-centered learning environment, a culturally more advanced activity system: students displayed greater responsibilities for their learning and were guided to make effective decisions for their learning activity.

• Research in Mathematical Education
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• v.8 no.1
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• pp.39-58
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• 2004

The School of Mathematical Sciences at University Sains Malaysia has offered a laboratory course on the integration of hand-held technology into the teaching and learning of mathematics since the beginning of the 2001/2002 academic year. This inquiry-based course highlights the explorations and application of mathematics in a data rich modeling environment. In addition, the course addresses several issues related to the effective integration of such technology into the mathematics curriculum. This paper discusses the appropriate use of graphing technology to present mathematical concepts and to support student's understanding in a student-centered learning environment, shares knowledge on the new mathematics that was made possible by hand-held technology, and summarizes student reactions to this innovative learning mode.

• Communications for Statistical Applications and Methods
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• v.27 no.3
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• pp.269-284
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• 2020

This study compares two teaching methods in an introductory statistics course at a large state university. The first method is the traditional lecture-based approach. The second method implements a flipped classroom that incorporates the recommendations of the American Statistical Association's Guidelines for Assessment and Instruction in Statistics Education (GAISE) College Report. We compare these two methods, based on student performance, illustrate the procedures of the flipped pedagogy, and discuss the impact of aligning our course to current guidelines for teaching statistics at the college level. Results show that students in the flipped class performed better than students in traditional delivery. Student questionnaire responses also indicate that students in flipped delivery aligned with the GAISE recommendations have built a productive mindset in statistics.

• 한국정보교육학회:학술대회논문집
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• 2021.08a
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• pp.31-36
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• 2021

In the era of the 4th industrial revolution represented by AI technology, various AI education is being conducted in the education field. However, AI education in the educational field is mostly one-off project education or teacher-centered education. In order to practice student-centered, field-oriented education, an artificial intelligence education program was developed based on design thinking. The AI education program based on design thinking will improve understanding and ability to use AI through the process of solving everyday problems with AI, and will develop the ability to create new values beyond understanding AI. It is expected that various AI education will take place in the educational field through design thinking-based artificial intelligence education programs.

• The Korean Nurse
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• v.16 no.6 s.92
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• pp.56-70
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• 1977

My greatest attention has been, in this reporting thesis, centered on the subject of 350 out of 352 nursing students in Taejon School of Nursing, with a view to investigating their motivation of entering their college, and to making a full understanding o

• Journal of the Korean Chemical Society
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• v.52 no.2
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• pp.169-178
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• 2008

This study investigated the relationship between science high school teachers' beliefs of gifted education and classroom practices. The data of this case study were collected from three science teachers who worked in a science high school through qualitative research methods such as interviews and classroom observations. The other various data related to science high school management and the teachers' teaching were collected and analyzed using the constant comparative method. The results of the study are as follows: the teacher of long period in-service experience in science high school had teacher-centered belief, and his classroom practices were matched with his beliefs. The teacher of short period in-service experience in science high school had student-centered belief, and her classroom practices were matched with her beliefs, also. The teacher of medium period in-service experience in science high school had student-centered belief, but her teacher-centered classroom practices were mismatched with her beliefs. From the results, it could conclude that school culture affects on teachers' classroom practices stronger than beliefs. The longer career period of science high school changed easier teachers' beliefs into knowledge education for university entrance examination removed from gifted education. To solve these problems, we suggest the needs of teacher education programs for science high school teachers.