• Journal of The Korean Association For Science Education
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• v.17 no.4
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• pp.415-423
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• 1997

The purposes of this study were to investigate the intercorrelations among various motivational patterns and learning strategies and to examine the differences in motivation and strategy usage in terms of students' science achievement level, gender, and grade. A questionnaire on achievement goal, self-efficacy, self-concept of ability, expectancy, value, causal attributions, and learning strategies was administered to 360 junior high/high school students (178 males, 182 females). Students who adopted performance-oriented goal tended not to be task oriented. Task-oriented students had high levels of self-efficacy, high self-concept of ability, and expectancies for future performance in science. They also valued science and attributed thier failures to the lack of effort. However, performance-oriented students evaluated their ability negatively, did not value science, and attributed thier failures to uncontrollable causes. With respect to learning strategy, task-oriented students tended to use deep-level strategy, whereas performance-oriented students tended to use surface-level strategy and not to use deep-level strategy. High-achieving students, boys, and junior high school students were more task-oriented, evaluated their ability more positively, and valued science more than low-achieving students, girls, and high school students, respectively. High-achieving students and boys also used deep-level strategy more than each of their counterparts. However, no significant difference in learning strategy was found between junior high school students and high school students. Educational implications of these findings are discussed.

• School Mathematics
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• v.4 no.2
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• pp.237-246
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• 2002

The purpose of this paper is to investigatethe relationship between Korean elementary teachers' teaching practice and students' perceptions of classroom learning environment. It is important to examine whether teachers conceive of mathematics and their teaching practice are consistent with their actual teaching mathematics in classroom. To do so, two reform-oriented and two traditionally-oriented elementary teachers in Seoul and a total of 130 students from these four selected teachers' classes participated in the present study Using classroom environment survey scale [CES] the differences in students' perceptions on classroom learning environment were examined. The results show that students taught by reform-oriented teachers have significantly higher score in the area of participation, relevance, and commitment to learning than traditionally-oriented group of students. Thus, we may conclude that the reform-oriented group of students have more benefits in learning mathematics than do the traditionally-oriented group of students.

• The Mathematical Education
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• v.50 no.3
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• pp.367-381
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• 2011

It is important to concern about individual difference on every subject and every class. How can we know the individual difference? It is helpful for that to find out students' math learning style and learning type. In this paper, I conducted a survey to look for math learning style and math learning type of 4th, 5th and 6th grade students, and analyzed those data. The research findings are summarized as follows; First, 4th, 5th and 6th grade students prefer the visual learning style to the verbal style, and they have more wholistic tendency than analytical tendency in the domain of the cognitive learning style. Second, they prefer the authoritative and goal-oriented learning style to the practical and recreational learning style, and they have more interior-oriented than exterior-oriented in the domain of affective learning style. Third, the representative math learning type of 4th, 5th and 6th grade students is visual/holistic/authoritative and goal-oriented/interior-oriented. The math learning styles of students have a lot of influence on their learning, so that an appropriate teaching method for each student could arouse a maximum effect in the math study.

• English Language & Literature Teaching
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• v.11 no.1
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• pp.37-55
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• 2005

This study examines the effects of two motivational orientations on the use of language learning strategies at overall, category, and specific-item levels. 184 students (males and females) from a Korean university responded to the following two questionnaires: the Motivational Orientation Questionnaire (MOQ) developed by the author and Oxford's Strategy Inventory for Language Learning (SILL). The results showed that both integratively- and instrumentally-oriented students were moderate strategy users overall. Integratively-oriented learners were found to use learning strategies more often and a broader spectrum of strategies than instrumentally-oriented learners. A noteworthy finding, however, is that strategy use was not motivation orientation-specific. In other words, the two motivational groups were found to share the similar patterns of strategy use. Independent samples t test results revealed that integratively-oriented students exhibited significantly greater use of overall strategy than instrumentally-oriented students. This phenomenon held true for the use of cognitive, metacognitive, and social categories. At the specific item levels, 13 of the total 50 individual strategies were shown to be employed significantly more often by integratively motivated learners than by their instrumentally motivated peers.

• The Journal of Korean Medicine Ophthalmology and Otolaryngology and Dermatology
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• v.23 no.2
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• pp.163-173
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• 2010

Objectives : The purpose of this study is to survey the needs of oriental medical students about the existing teaching methods and to investigate satisfaction of student-oriented teaching & learning method on the oriental medical ophthalmology & otolaryngology class. Methods : 1. Oriental medical ophthalmology & otolaryngology were studied by student-oriented teaching method with 36 persons( 4th grade, school of Oriental medicine). 2. The satisfaction of school lesson was surveyed with questioning paper before & after applying student-oriented teaching & learning method. Results : 1. 88.9% students replied that the general teaching method is a lecture at school of oriental medicine. 2. They replied that Problem based learning(36.1%) & Team based learning(22.2%) are more effective teaching methods than lecture(19.4)%). 3. 66.6% students replied about the necessity of improvement of major subject's teaching method. Conclusions : 1. The interest & understanding degree were improved compare with other class by lecture. 2. It was positive about the interaction with professor and students(64.8%). 3. It was positive about the diagnosis and treatment of patients in the future(64.7%). 4. It was negative about the present national examination(67.6%). 5. Meditation was helpful at classwork(64.7%).

• International Journal of Advanced Culture Technology
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• v.10 no.3
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• pp.210-219
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• 2022

Psychiatric nursing is a specialty where nursing students experience many difficulties in applying what they have learned in theory to clinical practice. Therefore, a situation-oriented case-based strategy is required to help them overcome the limitations of psychiatric nursing clinical practice and reduce their burden. This study aimed to measure the effectiveness of a psychiatric nursing clinical practice program using situation-oriented case-based learning. Participants comprised 63 nursing students in psychiatric nursing classes. The students were asked to create a scenario of interaction between a nurse and patient based on a case study. Empathy, therapeutic communication ability, and attitudes toward mental illnesses were measured. We analyzed the effectiveness of the program by comparing changes in the nursing students' empathy, therapeutic communication ability, and attitude toward mental illness after the program. The participants showed significant increases in empathy and therapeutic communication abilities. However, there were no significant changes in attitudes toward mental illnesses. Based on the results of this study, it is expected that situation-based learning will be effective for students who have difficulties in certain aspects, such as COVID-19, or where there are limited clinical practice opportunities, such as psychiatric nursing.

• Journal of Families and Better Life
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• v.26 no.3
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• pp.53-64
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• 2008

This study was to investigate the learning motive types and degree of psychological well-being of middle-aged married women attending the Korea National Open University and to examine the difference in their psychological well-being according to the types of learning motives. For these purposes, a survey was conducted to 263 middle-aged married women from 36 to 60 at the Korea National Open University. The findings were as follows: First, learning motive types of middle-aged women could be classified into 3 types; a non-oriented type, an activity and goal-oriented type and a multi-oriented type. A multi-oriented types were the most popular among those. Second, the overall level of self-respect was above the median, but the life satisfaction level was below the median. Third, there was difference in their self-respect level according to the learning motive types. That is, students who had a multi-oriented learning motive were higher self-respect level than those who had an activity and goal-oriented learning motive. Therefore, lifelong education is very significance in these days when average life span is prolonged.

• Journal of Korean Elementary Science Education
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• v.33 no.1
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• pp.69-81
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• 2014

This study was to find out the effects of out-of-class environmental experience learning on elementary students' environmental literacy. For this study, we developed and applied environmental education program utilizing out-of-class facilities and ecological park for the 5th-grade students. The subjects of this study were the 5th grade students of an elementary school located in Si-hung city. The study was carried out for two groups, an experiment group of 29 students and control group of 29 students. The education program using out-of-class environmental experience learning was provided to the experiment group while lecture-oriented education program was provided to the control group. The questionnaire used in this study to assess the environmental literacy of the study objects consists of 41 questions under 4 domains (knowledge, emotion, skill, behavior). After observing and analyzing the effects of out-of-class environmental experience learning on students' environmental literacy, we found that the program using the out-of-class environmental experience learning posed greater impacts than lecture-oriented program. By domains, environmental literacy in 3 domains illustrated positive improvement. In particular, skill domain illustrated much more improvement in environmental literacy. But, domain of behavior didn't illustrated improvement in environmental literacy. The result of this study signified that the out-of-class environmental experience learning has positive and effective impact on the environmental literacy. And out-of-class environmental experience learning is more suitable to improve the skill domain of the environmental literacy than lecture-oriented learning. But, it is couldn't improve the domain of behavior. Therefore, in order to improve behavior domain, the program must apply with effective evaluation and home training.

• Journal of the Korean Chemical Society
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• v.47 no.6
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• pp.625-632
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• 2003

In this study, the effects of two types of reward methods in cooperative learning were investigated upon students' achievement, learning motivation, perceptions of learning environment and perceptions of reward methods. Seventh graders (N=61) were selected from a co-ed middle school in Seoul, and were taught about 'three states of matter', 'motion of molecules' and 'change of state and thermal energy' for 14 class hours. Reward methods were classified into task-oriented reward and performance-oriented reward. The results revealed that high-level students performed better in the task-oriented reward group, and low-level students performed better in the performance-reward group for the 'application' subcategory of the achievement test. The scores of attention and relevance in learning motivation and task orientation, involvement, and order and organization in perceptions of learning environment test were significantly higher in the task-oriented reward group than those in the performance-oriented reward group.

• English Language & Literature Teaching
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• v.11 no.4
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• pp.21-47
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• 2005

The purpose of this study is to investigate the effectiveness of English vocabulary learning strategies such as definition-oriented/contextoriented/situated context-oriented vocabulary learning strategy according to the cognitive styles of learners and interaction effect on the achievement test score between the learners' cognitive style and vocabulary learning strategies. The results show that there is no significant difference in the achievement test scores between field-dependent learner group and field-independent learner group. And there is significant difference in the English vocabulary achievement test scores among three experimental treatment groups, definition-oriented, context-oriented, situated context-oriented vocabulary learning strategy groups. Finally, there is an interaction effect on the achievement test score between the learners' cognitive style and vocabulary learning strategies.