• Communications of Mathematical Education
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• v.34 no.3
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• pp.299-324
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• 2020

The purpose of this study was to identify high school students' mathematics learning style and its characteristics according to their personality disposition types and to propose mathematics learning strategies fit into each personality disposition type. For this purpose, MBTI personality test and survey to find mathematics learning style for 375 high school students were executed. The results were as follows. First, many students highly evaluated the effects of private education and prefer reference book to textbook. Second, there were significant differences on following variable domains of mathematics learning style such as learning attitude, learning habit(concentrativeness to concept understanding), problem solving strategies(effort for problem comprehension, use of various strategies), self management(metacognition) by MBTI personality disposition types(SJ, SP, NT, NF groups). Third, based on the results, the following mathematics learning strategies fit into each personality disposition type were recommended. SJ type students are needed to effort creative approach for open problem and to use mindmap as mathematics learning strategy. SP type students are needed to fulfill stepwise problem solving process and to effort constantly practice long/short term learning objectives. NT type students are needed to expand opportunity to study with friends and to use SRN(self reflection note) or mathematics journal writings as mathematics learning strategy. NF type students are needed to use mathematics learning note writing activity which include logical basis for each step of problem solving and to invest more time on learning algebra which need meticulous calculation.

• Journal of the Korean Society for information Management
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• v.38 no.2
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• pp.65-86
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• 2021

In the foreign language education, learners are an important part of education, however in the Korean language education, the study of learners was insufficient compared to the contents of education, teaching methods and textbooks. Therefore, it is meaningful to analyze how learner research, especially learning strategy research, has been conducted and derive areas that need research for better education. In this study, co-word analysis was conducted on the titles of academic journals and dissertations in order to analyze the learning strategy research in Korean language education. I found it is about "reading" that the most studies related to Korean language learners' learning strategies were conducted and those studies' subjects mostly were 'Chinese international students' and 'marriage-immigrants'. In addition, the results of the subgroup analysis on the research topic show four major subgroups: a group related to 'reading for academic purposes', a group related to 'request, rejection, conversation, etc.', a group related to 'writing', and a group related to 'vocabulary, listening'. This shows that the researchers' major interests in studying Korean learner's strategies are "reading" and "speaking" and their studies have been concentrated in the specific areas. Therefore, it is necessary for researchers to study various functions and subjects in Korean language learner's learning strategies.

• Journal of Korean Elementary Science Education
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• v.31 no.4
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• pp.481-489
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• 2012

The purpose of this study was to analyze the understanding of the sighting and hearing elementary school students have through drawing. For this purpose, we conducted a questionnaire survey of 602 elementary school students. The questionnaire was composed with open-ended question developed by West et al.(2008). This questionnaire was presented only appearance of face. And let them express the sensory pathway by drawing and writing. The students' responses for questionnaire were classified by 5 levels. Inner-researcher consistency was 0.89, inter-researcher consistency was 0.83. The data analyzed were ${\chi}^2$ by using SPSS. The result of this study were as following: First, elementary school students have misconception of sighting and hearing. There were no difference among the grade. In spite of becoming upper grade, students have still misconception. Second, scientific concept that male students have were significantly more than female. Third, the concepts of the anatomically organs are more exposed in real-life situations, students known better. Within these results, it would be used for developing teaching-learning strategies which can use misconceptions students have.

• English Language & Literature Teaching
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• no.1
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• pp.69-108
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• 1995

Listening comprehension can be defined as a process of an integrative, positive and creative activity through which listeners get the message of speakers' production using linguistic or non-linguistic redundancy as well as linguistic or non-linguistic knowledge. Compared with reading comprehension, it has many difficulties especially for foreigners. while it can be transferred to the other skills: speaking, reading, writing. With this said, listening comprehension can be taught effectively using the following teaching strategies. First. systematic and intensive instruction of segmental phonemes, suprasegmental phonemes and sound changes must be given to remove the difficulties of listening comprehension concerned with the identification of sounds. Second, vocabulary drill through various games and other activities is absolutely needed until words can be unconsciously recognized. Without this, comprehension is almost impossible. Third, instruction of sentence structures is thought to be essential considering grammar is supplementary to listening comprehension and reading comprehension for academic purpose. So grammar translation drills, mechanical drills, meaningful drills and communicative drills should be performed in succession with common or frequently used structures. Fourth, listening activities for overall comprehension should teach how to receive overall meaning of intended messages intact. Linguists and literatures have listed some specific activities as follows: Total Physical Response, dictation, role playing, singing songs, selective listening, picture recognition, list activities, completion, prediction, true or false choice, multiple choice, seeking of specific information, summarizing, problem-solving and decision-making, recognization of relationships between speakers, recognition of mood, attitude and behavior of speakers.

• Journal of Korean Academy of Nursing
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• v.28 no.2
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• pp.414-430
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• 1998

The main purpose of this study was to provide understanding of the meaning of post menopausal womens' lived body changing experience. The methodological approach was guided by Van Manen's hermeneutic phenomenological methodology : inquiring and investigating experience as it was lived rather than as conceptualized : reflecting and analyzing the essential themes which characterize the phenomenon : and describing the phenomenon through the art of writing and rewriting. Multiple strategies for data collecting were used ; in depth face-to-face interview ; analysis of womens' writings : artistic work : and analysis of examples of phenomenon in art, literature, and drama. Although the experience was different for all of the women interviewed, essential themes of experience emerged ; Drifting through the years (solitude, in the twilight of life, loneliness, change of taste, forgetfulness, the sense of missing something), A walking weather forecast, Standing on the threshold of losing ki energy, Lately taking care of my body, Seized with fear all of a sudden, Keenly feeling the preciousness of life, Preferring comfortableness to prettiness, Wanting to recall my past years, A strong impulse to rechallenge life, Becoming more fond of friends. Findings from the artistic and creative inquiry further validated the interview findings and the meaning discovered. The study illuminated meaning and simultaneously validated the phenomenological research process. Essential themes for understanding women's experience, implications for education, research, and practice, direction and need for continuing inquiry were identified.

• Journal of Korean Academy of Nursing Administration
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• v.9 no.4
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• pp.599-613
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• 2003

Purpose: The ultimate aim of the inquiry was to discover the essence of nurse's experience and promote understanding. Method : Guided by Colaizzi's method - 1. Description of the phenomena of interest by the reader. 2. collection of subject's description of the phenomena, 3. Reading all the subject's descriptions of the phenomenon, 4. Returning the original transcripts and extracting significant statements, 5. Trying to spell out the meaning of each significant statements, 6. Organizing the aggregate formalized meanings into clusters of themes. 7. Writing an exhaustive description, 8. Returning to the subjects for validation of the description, 9. If new data fare revealed during the validations incorporating them into an exhaustive description. The participants in this study were eight are nurses working for clinics. This strategies for data collecting were needed : deep face to face interview. Results : 6 cluster of themes are : 1. the heavy pressure, 2. the pride and the royal summons, 3. the powerlessness, 4. the hope, 5. the tiresome. 6. the distressed feeling. Conclusion : The results of the this study would help us to understand nurses in clinics, make direction for nursing education, and identify need for continuing inquiry.

• Journal of Korean Academy of Nursing
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• v.25 no.2
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• pp.295-315
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• 1995

This qualitative nursing research used a hermeneutic phenomenological approach to discover meaning in mid - aged women's experience of mastectomy. The ultimate aim of the inquiry was to discover the essence of mid-aged women's experience and promote understanding. The study was guided by Van Manen's method for doing research. The method of inquiry included. turning to phenomenon of interest ; inquiring and investigating experience as it was lived rather than as conceptualized ; reflecting and analyzing essential themes which characterize phenomenon : and describing phenomenon through art of writing and rewriting. Multiple strategies for data collecting were needed : in depth face-to-face interview ; analysis of women's writings ; artistic works : and analysis of examples of phenomenon in art, litera lure, and drama. Although the experience was different for all of the women interviewd, essential themes of experience emerged : Self-discovering of vicious disease, Divining punishment-unfortunate women, loss of self though the scar, a night-mare, change of life values and attitudes, rediscovering living alone, living through with fearing of death. Findings from artistic and creative inquiry further validated findings and meaning descovered. The study illuminated meaning and simultaneously validated the phenomenological research process. Essential themes for understanding women's experience, implications for education, research, and practice, direction and need for continuing inquiry were identified.

• Korean Journal of English Language and Linguistics
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• v.3 no.2
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• pp.281-308
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• 2003

The purpose of this study is to determine the effects of CMC-based English learning. In this study, CMC components were found to provide circumstances of facilitating interactions between student-student and student-student-teacher, which enabled students to accomplish language learning tasks. Findings of this study are as follows: First, CMC based language learning experience helps students have positive attitudes toward their English language learning. Second, student-student-instructor interaction group outperformed other groups in academic achievement and class activity participation. Third, cooperative learning groups more actively participated in the class activity than the individual learning group resulting in better academic performances. These findings supported the fact that cooperative learning with CMC components are useful in bringing more class participation and positive attitude that were believed to foster language learning than other groups in traditional language learning environments. This study suggests that the instructor needs to use instructional design strategies helpful to facilitate active interactions between instructors and students in order to achieve better effectiveness of English learning in a CMC based learning environment.

• The Korean Nurse
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• v.32 no.5
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• pp.93-105
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• 1994

Nursing is indeed a practice discipline with experiential learning in clinical practice areas comprising an overwhelming portion of a Nursing Student's education. The statement is used to provide a basis for discussion of some issues involved in relation to clinical nursing education. However the lack of substantial research in the area of clinical nursing education would suggest that this 'heart' of the nursing student's professional education has olng been ignored. The purpose of this study is to critically review and analysis then suggest effective approaches of clinical nursing education. First. the curriculum can be developed by faculty consistently. Curriculum design begins with the writing of philosophy and the selection of objectives for the program. The philosophy must include a statement of beliefs and intrinc values about human being. nursing and teaching learning process. Second. faculty practice can be narrowed practice-theory gaps. Third. clinical teaching strategies can be used many different methods in order to facilitate development of clinical judgement and decision making. Fourth, clinical teacher's rols can influence student's learning attitude and intrinsic value; relating to students as mature individuals; creating an atomosphere where in the student felt comfortable approaching the instructor; providing support crisis situations. Fifth. clinical nursing evaluation can be developed the integrated models.

• Journal of Korean Library and Information Science Society
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• v.46 no.3
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• pp.255-275
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• 2015

The purpose of this study is to develop an approach to teaching qualitative research methods (TQRM) for Library and Information Science. To draw trend of TQRM, 76 course syllabi collected in the research oriented universities' master and doctoral programs, were analyzed using content analysis. The study proposes both common topics and essential strategies for TQRM in terms of the paradigm of qualitative research, research design, wide range of approaches to QR, diversity of collecting and analyzing data, writing, and evaluation criteria. It is very important to identify qualitative stance and to understand paradigms and philosophical and theoretical frameworks of QR for conducting QR reiteratively, creatively, reflectively.