• Journal of the Korea Society of Computer and Information
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• v.14 no.6
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• pp.99-106
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• 2009

Over recent decades, concept mapping has been used as a valuable Learning and Teaching tool. A number of studies have shown a positive impact on student learning. One of the disadvantages of this technique has been that assessing them or providing feedback to students is time consuming. We aim here to introduce ways of reducing the complexity of using concept map techniques in online activities. Several types of scoring methods for the concept map based assessment have been developed. In this paper, we describe the development of an automatic assessment system that implements those techniques. We contribute a design that uses semantic web technologies for both the management and the scoring of the concept maps.

• Journal of the Korean Chemical Society
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• v.66 no.6
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• pp.472-492
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• 2022

The purpose of this study was to investigate secondary science teachers' PCK components and subcomponents that are specific to online and offline learning environment. Data collection consisted of survey, class observation, and individual interviews of twelve science teachers. This study used a theoretical framework of PCK for deductive data analysis and articulated codes and themes through the following inductive analysis. Data analysis revealed that each of PCK components showed different specificity to the online and offline learning environment. And subcomponents of each PCK component were different according to the specificity of the online and offline learning environment. Teaching orientation toward science had a specific orientation for the online learning environment, i.e., 'learning science concept' and 'lecture centered instruction.' Knowledge of the science curriculum had online-offline mixed learning environment specific knowledge, i.e., 'reorganization of curriculum' and online learning environment specific knowledge, i.e., 'development of learning goal' and 'science curricular materials.' Knowledge of science teaching strategies had online learning environment specific knowledge, i.e., 'topic-specific strategy', 'subject-specific strategy', and 'interaction strategy' and COVID-19 offline learning environment specific knowledge, i.e., 'topic-specific strategy' and 'interaction strategy'. Knowledge of student science understanding had online learning environment specific knowledge, i.e., 'student preconception', 'student learning difficulty', 'student motivation and interest', and 'student diversity' and COVID-19 offline learning environment specific knowledge, i.e., student learning difficulty'. Knowledge of science assessment had online-offline mixed learning environment specific knowledge and online learning environment specific knowledge, i.e., assessment contents and assessment methods for each.

• Korean Medical Education Review
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• v.23 no.2
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• pp.90-103
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• 2021

This study examined the current status of the medical professionalism curriculum in Korea to suggest a plan to move towards the formation of a professional identity. Professionalism education data from 28 Korean medical schools were analyzed, including the number of courses, required or elective status, corresponding credits, major course contents, and teaching and evaluation methods. Considerable variation was found in the number of courses and credits in the professionalism curriculum between medical schools. The course contents were structured to expand learners' experiences, including the essence and knowledge of professionalism, understanding of oneself, social interaction with others, and the role of doctors in society and the healthcare system. The most common teaching methods were lectures and discussions, while reflective writing, coaching, feedback, and role models were used by fewer than 50% of medical schools. Written tests, assignments and reports, discussions, and presentations were frequently used as evaluation methods, but portfolio and self-evaluation rates were relatively low. White coat ceremonies were conducted in 96.2% of medical schools, and 22.2% had no code of conduct. Based on the above results, the author suggests that professional identity formation should be explicitly included in learning outcomes and educational contents, and that professional identity formation courses need to be added to each year of the program. The author also proposes the need to expand teaching methods such as reflective writing, feedback, dilemma discussion, and positive role models, to incorporate various evaluation methods such as portfolios, self-assessment, and moral reasoning, and to strengthen faculty development.

• Women's Health Nursing
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• v.20 no.2
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• pp.173-183
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• 2014

Purpose: This study was done to examine current status of women's health nursing practicum and identify necessary core nursing skills in this practicum area. Moreover, one syllabus and evaluation sheets for women's health nursing clinical practicum at one university were reviewed. Methods: A survey design was used with 81 educators who were teaching maternity or women's health nursing and its practicum. Results: Most clinical sites for practicum were university hospitals (43.0%), women's hospitals (32.7%), or general hospitals (17.3%); but the majority (77.8%) of educators expressed difficulty in finding appropriate practicum places. Common teaching and learning methods were clinical guides for practicum (44.6%), e-learning content (30.2%), and simulation (23.6%). Core nursing skills for this practicum included assessment of stages of labor, preparation of uterine-fetal monitoring devices and interpretation of results, monitoring uterus and fetal activity, and performing Leopold's maneuver. For postpartum care, the following were included; postpartum fundal massage, assessment of breast engorgement, fundus height, and episiotomy sites, inserting urinary catheter, and teaching the use of patient-controlled analgesia. Conclusion: To improve the quality of clinical practicum, development of a clear course syllabus, standardized clinical guidebook, and core nursing skills is required and should be shared with all relevant nurse educators.

• Journal of the Korea Society of Computer and Information
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• v.21 no.9
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• pp.149-156
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• 2016

This paper is concerned with education courses operating practices for basic computer literacy training. In this study, we propose an example for students to effectively measure and evaluate the achievement of defined ability in the performance measurement and analysis, learning objectives and learning outcomes set in operation throughout the course. Through research and development use case presents the tools for teaching method and effective and objective measurement of the related subjects. And based on the results, we propose the possibility of utilizing NCS-based course operation and education certification. In this study, the measurement process is based on the association with the objective of the development and operation, and measurement tools, measuring tools for measuring learning outcomes associated with the curriculum design methods for the measurement and evaluation of the case of the operation of the course units of learning outcomes and the method proposed.

• Anatomy and Cell Biology
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• v.51 no.4
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• pp.260-265
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• 2018

Undergraduate students struggle to comprehend embryology because of its dynamic nature. Studies have recommended using a combination of teaching methods to match the student's learning style. But there has been no study to describe the effect of such teaching strategy over the different types of learners. In the present study, an attempt has been made to teach embryology using the combination of analogies and simple 2D animations made with Microsoft powerpoint software. The objective of the study is to estimate the difference in academic improvement and perception scale between the different types of learners after introducing analogies and 2D animation in a lecture environment. Based on Visual, Aural, Read/Write, and Kinesthetic (VARK) scoring system the learners were grouped into unimodal and multimodal learners. There was significant improvement in post-test score among the unimodal (P<0.001) and multimodal learners (P<0.001). When the post-test score was compared between the two groups, the multimodal learners performed better the unimodal learners (P=0.018). But there was no difference in the perception of animations and analogies and long-term assessment between the groups. The multimodal learners performed better than unimodal learners in short term recollection, but in long term retention of knowledge the varied learning style didn't influence its outcome.

• School Mathematics
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• v.8 no.3
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• pp.301-326
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• 2006

Teacher's competence in student assessment is an essential ability to mathematics teachers and should be improved qualitatively. This study suggests how college of education should make efforts in educating prospective teachers who will have competence in student assessment. First, $\ulcorner$Assessment of Mathematics Learning$\lrcorner$ must be set as a required subject. Second, the contents of the subject should be consisted to improve the competence of the prospective teachers in student assessment. Therefore, the contents based on the standards of teacher's competence in student assessment are suggested in this paper. Third, teaching methods should be practiced by using exemplary samples of teacher's assessment on students in addition to lecture.

• Journal of Radiation Protection and Research
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• v.38 no.1
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• pp.1-9
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• 2013

Education and training is an important means of promoting safety culture and enhancing the level of competence of radiation worker in radiation protection. The existing international nuclear education and training of short duration has been carried out on the high-level officials and focussed on the classroom based training. The developing countries has been asking for support to cultivate their own technical experts to Korea which is a donor country exporting nuclear power plants. This paper summarizes the results of developing and operating the international education and training course to froster technical experts in radiation protection that emphasized practical training sessions and technical visits using the excellent domestic radiation facilities and infrastructure of education and training. It mentions the procedures of assessment and feedback as well. In an effort to maximize teaching-learning effects and to maintain consistency of the learning objectives, methods and assessment, SAT methodology has been applied on the processes of developing and operating the course. In the comparative and final assessment which were conducted at the beginning or at the end of training course, participants' average score increased around 2 points. The questionnaire of participants showed a high level of satisfaction of 4.0 points or above for the most of the questions. These imply teaching-learning methods applied to it might be effective. The teaching-learning methodologies may provide the opportunity to develop the customized training course for bringing up international technical experts and to shift educational paradigm from theory-oriented to on-site practice-based education.

• Journal of The Korean Association of Information Education
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• v.18 no.4
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• pp.529-540
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• 2014

We propose an efficient information science teaching-learning method to improve information-scientific creativity of mathematically and scientifically gifted students. The students are able to improve their creative problem solving and team-work abilities through team project work to resolve a variety of application problem in real world. In the pursuit of this purpose, we designed a new two-stage information science learning method consisted of the standard stage and the application stage, and a new systemic project process. Moreover, we applied small-scale cooperation learning strategies and a multi-dimensional assessment system. The analysis on our proposed model shows that there is a remarkable achievement of educational objectives on cognitive capability, social and affective ability of information science creativity.

• Korean Medical Education Review
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• v.23 no.1
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• pp.23-36
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• 2021

Residents serve as educators who teach patients, medical students, fellow residents, and other medical personnel while being trained as learners. The purpose of this study was to review the literature on the competencies, perceptions, and educational status of residents as teachers, and to suggest appropriate competencies and curricular components. A literature review was conducted and resident-related institutional homepages were searched. Many countries are developing the educational competencies of residents as teachers and implementing educational programs. Residents most often taught clinical knowledge and clinical skills to patients, medical students, fellow residents, and other medical professionals, and recognized the importance of education, the joy of teaching, and the role of teachers; however, the task of teaching was burdensome. Based on these findings, competencies and educational programs for the resident as teacher are proposed. The competencies consist of the five stages of ACCESS (active learner, clinical teacher, curriculum developer, educational scholar, social communicator, supervisor/leader), and specific teaching content, methods, and assessment methods are suggested to develop these competencies. Educating residents to develop their competencies as teachers is very important as a way to foster lifelong learning skills, help others, and assist in leadership roles.