• Journal of The Korean Association For Science Education
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• v.1 no.1
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• pp.61-72
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• 1978

By gettidg out from the existing class work with planning and execution in separate form of each class, and the research on each unit: it is suggested that the whole school system should be unified as oneunit through the proper restoration, and to aim the maximum effects of education, exalt thes pecialty of each teacher in the natural science course. Therefore: To select the text and material for the Element science carefully, secure the effectiveness of the study by each particulars of the text, and to establish the model for teaching properly arranged. Through the cooperative system of formational of teaching, to improve the basic knowledge of the course by deepening study objectives and separate teaching for each objects. Through the cooperative system, the main issues of the Elementary science course is solved, and by maintaining this method refine the speciality of teacher and rationalize he education operation.

• Journal of Korean Home Economics Education Association
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• v.1 no.1
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• pp.87-99
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• 1989

This paper is aimed to improve the current curriculum in the Korean elementary school’s practical course, which covers both industrial fields and Home Economics. Specially inveotigated here are teacher’s attitude toward the practical course and the degree of difficulty in teaching each content of the practical course in the 4th and 5th grade in the elementary school in term’s of teacher’s sex and localing. Since two heterogeneous subjects, industrial fie인 and Home Economics, are integrated into one subject named the practical course, the teaching of the practical course is not specialized. Besides, the teaching is implemented inefficiently, owing to the teacher’s misunderstanding of the practical course. In this respect, as a way of maximizing the effectiveness of practical course in elementary school, the authors suggest some proposals. (1) The curriculum of practical course should be divided into two course, industrial fields and Home Economics (2) All students should be completed Home Economics as a required course (3) A system of full-time teacher for Home Economics subject should be introduced. Concurrently, the curriculum of the practical course in Teacher’s College be modified.

• Journal of Engineering Education Research
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• v.22 no.6
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• pp.21-27
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• 2019

In the last few years, interest in computer science education has increased significantly. The curriculum is being revised to introduce computer science. Although interest has focused on coding as the main subject, in fact the computer science includes much more than coding. It engages people in being creative with technology as well as understanding the fundamental principles of computer science. Therefore, it is important to consider the curriculum to provide a foundation by teaching and learning computer science. The curriculum is required the development of courses to teach computer science for non-majors in general education. To think like a computer scientist on the knowledge of computer science is computational thinking. In order to maximize the effectiveness of teaching and learning for computational thinking, various teaching methods and supplementary learning materials, and activities should be developed and provided.

• Korean Journal of Child Studies
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• v.27 no.4
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• pp.81-102
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• 2006

This study investigated the effects on young children's vocabulary and reading ability of the comprehensive language-teaching program using web-based picture books. The comprehensive language program was put into operation for 9 weeks with a classroom teacher who had in-service training for this program. The language course for the 23 children in the control group consisted only of ordinary language activities using teacher-made picture cards. Test results analyzed by t-test showed that the 25 children in the experimental group gained more than the control group on reading attitude including the concept of reading, accuracy, verbal expression, participation, contents and originality. Also, the ability to read a fairy tale aloud increased in the experimental group.

• English Language & Literature Teaching
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• v.8 no.2
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• pp.219-243
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• 2003

The purpose of the present study was to develop a new English language model of an integrated syllabus for kindergarteners, in order to teach and learn English. An English syllabus is a tool for realizing the goals of a curriculum, in the planning of language teaching that is primarily concerned with content and method components. Thus appropriate syllabus design can play an important role on the whole effectiveness of early English education, because it presents selection and grading of content and method for English textbooks. The basic principle of the present syllabus is based on the national curriculum of kindergartens. Developing an English syllabus model for kindergarteners could suggest standards and directions for teaching and writing adequate English textbooks for kindergarteners. The syllabus model integrates competence in communication using a proportional approach and focussing on the characteristics of kindergarteners. This study presented an integrated English syllabus for kindergarteners at the ages of five, six, and seven.

• Journal of Fisheries and Marine Sciences Education
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• v.27 no.3
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• pp.813-820
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• 2015

In recent years, there has been an argument that the academic performance of college students taught in English might be lower than those exposed in Korean under ceteris paribus environment. This paper examined the validity of this argument against the effectiveness of teaching-in-English, using student data from investment courses at a leading national university in Busan. Of a total of 165 students, 77 students took the teaching-in-Korean class (cohort A), whereas 88 students registered for the teaching-in-English class (cohort B). The findings did not support the popular argument. There was no significant difference in academic performance between student cohort A and student cohort B.

• International Journal of Contents
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• v.8 no.2
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• pp.23-27
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• 2012

The successful use of digital textbooks (DTs) in schools requires the development of various teaching and learning methods that are appropriate for DTs. However, recent DT studies have focused mainly on the implementation of DT features and formats. The objective of this study was to investigate a problem-based learning instructional model appropriate to DTs and to present the experimental results using the problem-based DT to demonstrate its educational effectiveness. Two learning-achievements tests were conducted to analyze the learning experience and effectiveness of the problem-based DT after it had been used in a high school for a certain period. The experimental results indicated that the students who used the DT, especially lower-level students, exhibited improved problem-solving ability and demonstrated a better practical understanding of the subject than students who used printed textbooks.

• Asia pacific journal of information systems
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• v.16 no.1
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• pp.1-21
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• 2006

e-Learning can be seen as not only one of Internet-based information technologies which can provide education services but also one of teaching-learning methods which can implement self-directed learning. Thus, for evaluation of e-Learning effectiveness, both information-technology-based learning environment and learners' abilities in self-learning and computer-using should be considered simultaneously. This study suggests a research model for evaluating the effectiveness of e-Learning, which is theoretically based on information systems success model, constructivism and self-efficacy. The model is composed of three parts: effectiveness, learning environment, and learners' self-efficacy. Effectiveness is a part of dependent variables: satisfaction and academic performance. Learning environment and learners' self-efficacy can be considered as two sets of explanation variables for effectiveness. The former consists of learning management system, learning contents, and interactions that are provided bye-Learning and the latter means learners' self-regulated efficacy and computer self-efficacy. We show validity of the model empirically by surveying the college students who have experienced e-Learning. In result, most of all hypotheses suggested in this model are accepted in low significant level.

• Journal of Korean Academy of Nursing Administration
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• v.9 no.2
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• pp.283-295
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• 2003

This study describes the development of nursing education program on web-based instruction for Nursing Management Practice of nursing school. The program has been developed based on five steps of the teaching-learning design model developed by Chung, In-Sung which is widely used in Web-Based Instruction(WBI). The objective of this study was to develop nursing education program on WEI and to evaluate its effectiveness. The subjects consisted of twenty-four senior nursing students taking the Nursing Management Practice course. Two sets of questionnaires were used for this study. They were asked to evaluate the program in terms of appropriateness of the teaching strategy, precision of the contents, easiness of use, easiness of approaching system, interface design, system management, enhancement of communication, and effectiveness of learning. The program was developed in five steps, analysis of the student, design of the contents, production of the system, implementation of the system, and evaluation of the effectiveness. It is concluded that this program was very useful in increasing the effectiveness of learning and motivation in the students. In addition to this, the web-based learning system would be one of the best qualified educational method for nursing students. Therefore, I would suggest that it can be used for other nursing courses which is available on the Web.

• Journal of Agricultural Extension & Community Development
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• v.17 no.1
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• pp.75-101
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• 2010

This study tried to analyze the learning effectiveness of multi-media based class by comparing with traditional classroom method. The "Basic Agricultural Technology" course that is one of the required courses of agricultural high school was selected and its contents were digitalized on MS Powerpoint for multi-media based class. The thirty students were sampled for each experimental and control groups. The homogeneity and learning achievement of sample groups were tested for experiment. Same teacher took the classes of two groups and delivered same contents of course. Only difference between two groups was the delivery method, one is traditional classroom teaching method and the other was the multi-media based class. The learning achievements and satisfaction of sample were post-tested in order to analyze the learning effectiveness by comparing two teaching methods. The results showed that there was a significant difference between experimental and control group in learning achievement after ANCOVA controlled pre-test as covariance(F=5.08, p<.05). It means that the learning achievement of multi-media based class was higher than that of traditional classroom group. The results also showed that a significant difference in students’ satisfaction between two groups (t=5.57, p<.001). This study concluded that using multi-media in class could produce more learning achievements and satisfaction of students than traditional classroom method.