• Journal of the Korean Society of Earth Science Education
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• v.5 no.1
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• pp.124-133
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• 2012

Modern society requires people with practical knowledge that is able to recognize actual problems in the complex reality and solve the problems. Due to that reason, the 7th National Curriculum aims to basically cultivate ability adaptable to information-oriented global age by maximizing students' individuality and creativity. However, as existing education is hard to improve creativity, logical thinking, information processing skills, and problem-solving ability in the information-oriented age, self-directed learning is getting highlighted. Therefore, this study aimed to look into how learner-oriented IPER for self-directed learning and problem-based learning(PBL) in middle school science affected academic achievement of science and self-directed learning characteristics. As the results of the study are as follows. First, as the result of pre-and post-test to compare and analyze the effects of IPER instruction model and PBL instruction model on learners' academic achievement increase, it showed that the class with IPER instruction model was more effective. Second, as the result of pre-and post-test to compare and analyze the effects of IPER instruction model and PBL instruction model on self-directed learning characters, IPER was more effective than PBL overall, and among sub-areas, 'openness', 'self-concept', 'initiative', 'future-oriented self-understanding', and 'self-evaluation' were more effective in IPER while 'creativity' was more effective in PBL. However, among sub-areas 'responsibility' and 'learning enthusiasm' didn't show statistically significant difference. Third, the results of the post-survey to compare and analyze learners' perception regarding the application of IPER instruction model and PBL instruction model, the two models were positively affective. In addition, as the result of comparing the two models, IPER was more positive than PBL.

• Journal of Digital Convergence
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• v.17 no.4
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• pp.239-247
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• 2019

The objective of this study was to determine the effects of simulation education with problem-based learning (SIM-PBL) on information literacy, self-directed learning ability, and academic self-efficacy of nursing students. The subjects were 81 fourth-year nursing students attending a university in Chungcheongnam-do, Korea. SIM-PBL was provided once per week (150 minutes each) for four weeks, and a structured questionnaire was used to survey information literacy, self-directed learning ability, and academic self-efficacy before and after educational training. After completing the four-week program, abilities in the sub-items of information literacy, such as information integration (${\acute{p}}=.030$), information expression (${\acute{p}}=.003$), and information ethics (${\acute{p}}=.016$) were improved. However, no differences in self-directed learning ability and academic self-efficacy were noted. Findings confirmed that SIM-PBL is an effective teaching method for improving the information literacy of nursing students. Therefore, it is necessary to come up with an SIM-PBL education plan for utilizing reliable and useful information ethically.

• Journal of Engineering Education Research
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• v.21 no.5
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• pp.3-9
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• 2018

This article examined the effects of self-reflecting journal writing in speaking class on academic performance of science and engineering students. To assess the effect, 27 science and engineering students from the "Speech and Life" class were asked to keep a self-reflecting journal. Pre and post-intervention surveys were conducted, followed by the analysis of learning effect and satisfaction. In addition to the pre and post-intervention surveys, an additional survey on speaking ability was conducted at the same time and the change of the students' ability was assessed. Results showed that after writing self-reflection journals, participants' learning effect and satisfaction has increased, and their speaking performance was also improved.

• Journal of Korean Elementary Science Education
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• v.33 no.2
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• pp.364-379
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• 2014

In this study, a theme-centered STEAM program converged with field trip was developed in the 'The stratum and fossils' unit of elementary science. The objectives were to find the influences on academic achievement, creative problem solving abilities and scientific attitude of elementary school students. The STEAM education program was composed of content which can be applied effectively by converging field trip and STEAM elements. As the results applied the STEAM program to elementary school students, the experimental group improved effectively in the academic achievement, creative problem solving abilities and scientific attitude compared to the control group, which took the theoretical lesson. In conclusion, it is necessary to develop systematically and continuously programs converging STEAM and field trip in various units of science subject which field trip is possible.

• Journal of the Korean Data and Information Science Society
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• v.18 no.4
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• pp.973-983
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• 2007

Korea Military Academy has been using College Scholastic Ability Test(CSAT) and High School Grades(HSG) with other measures such as an Essay-type Test(ET), Physical Test(PT) and Personal Interview(PI) as criteria for entrance. The purpose of study is to investigate the properness of the criteria in admission decisions by examining the relationship between the college GPA and criteria, and the prediction of academic performance. The study showed that CSAT and HSG are significantly correlated with the college GPA, and these two criteria are better predictors for academic performance. Regression analysis also provided an important message that HSG is a better predictor than CSAT.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.15 no.1
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• pp.243-260
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• 2004

This study investigated whether academic library user education contributes to promote users' information literacy. 39 students of Duksung Women's University participated voluntarily for this experiment. A test questions set about locating specific library materials was delivered to participating students, who were to find right answers for each test question. Their answers about test questions were measured in terms of success rate, time used to solve each problem. Self evaluation scores were also collected before and after giving them user education. Academic library user education significantly contributed participating students' ability to locate academic library materials through a library user interface. After receiving user education students were able to solve more successfully test questions, use less time for each question, and evaluate themselves more highly in terms of information utilizing ability. The effectiveness of the academic library user education was lasted for about 8 weeks after the education they received.

• Journal of Korean Elementary Science Education
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• v.20 no.1
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• pp.45-57
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• 2001

The purpose of this study is to guide and apply gettable and accessible materials around everyday life into classroom instruction, and to find out their effects on student academic achievement. In order to achieve it, this study was tried to develop and guide available materials around life in teaming activities, to provide a preliminary assignment that could apply the available materials, and to compare its academic achievement to one from field trip loaming. For the hypothesis testing, first, the experimental and comparing classes were selected based on the results of basic learning diagnostic evaluation, which conducted by the researcher being served as a full-time science teacher of the third and sixth grade of K elementary school in Kwangju for 2 years. Secondly, the instructional use of the available materials around life was applied to the experimental class. Also, the instructional use of the existing materials was applied to the comparing class. Finally, for the testing of the effects on academic achievement, the posterio test was implemented after conducting the experimental instruction in knowledge·understanding, inquiry process, and attitude domains classified by the unit characteristics. Using SPSS/WIN program the t-test was performed in order to compare the differences between the two groups. Major findings were as follows: 1) In the achievement test of knowledge·understanding domain, there were no significant differences at the 5％ level between the experimental and comparing classes. It could be difficult to say, therefore, that the instructional use of the available materials around life was more effective than the instructional use of the existing materials. However, it had some effects on differences between the third grade final achievement test and sixth grade experimental class. 2) In the achievement test of inquiry process domain, there were some significant differences in that the sixth grade experimental class was higher than the third grade out-of classroom experience unit. It was indicated that the instructional use of the available materials around life had some effects on improving the students' inquiry ability 3) In achievement test of attitude domain, there were some significant differences. It was shown that the self-evaluation test of the sixth grade experimental class unit was higher than that of the third grade out-of classroom experience unit; Especially, the learning activities in the experimental class were more active, and the experimental practice ability was improved. It was presented that the instructional use of the available materials around life had some effects on the students' academic achievement in attitude domain. It was concluded from this study that the instructional use of the available materials around life was less effective on Knowledge understanding domain, but was effective on improving their scientific inquiry ability and interest on science education.

• The Journal of Korean Academic Society of Nursing Education
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• v.23 no.3
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• pp.279-289
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• 2017

Purpose: The purpose of this study is to investigate the learning experience, self-directed learning ability and self-efficacy of Japanese nursing students undergoing portfolio-based clinical practicums. Methods: The self-directed learning ability and self-efficacy of nursing students were examined using two scales. And using a text-mining approach, we constructed correspondence analysis followed by cluster analysis of open-ended responses forms. Results: The mean score of the self-directed learning ability was $60.89{\pm}5.28$ and the generalized self-efficacy was $68.37{\pm}11.56$. Moreover, the scores in the self-directed learning ability were positively correlated with scores in the generalized self-efficacy. In correspondence analysis, the distribution of extracted words showed that record was located on the negative side of the third quadrant, to the first principal component and that patient was located on the positive side of the first quadrant, contributing greatly to the second principal component. Conclusion: The results of this study contribute to approaching to "confidence, pride, stability," "growth and intention to development'' offers a key in developing self-directed learning ability. Students record what they see and learn the importance of visualizing it in learning portfolios. "Expression in detail of the learned contents" and "concerning to which objective evaluation is suggested" are important to the students.

• Journal of Digital Convergence
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• v.14 no.4
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• pp.387-396
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• 2016

Admission Officer System in humanities course is settled and is obtaining good results. On the other hand, Admission Officer System in natural world course has an insufficient results in study achievement section comparing other admission type. To resolve this problem, Admission Officer system in natural world course has to reflect basic academic ability of mathematics and science. Also, after entering university to increase the basic academic ability follow-up service is positively necessary.

• Journal of Digital Convergence
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• v.20 no.4
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• pp.443-447
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• 2022

The purpose of this study attempted to investigate academic achievement and cooperative ability as problem-based learning to strengthen communication in Spanish courses. 70 learners taking Spanish at A University from September to December, 2021 were divided into an experimental and a control class to examine their academic achievement and cooperate ability. Academic achievement was not statistically significant, but the sub-area of communication was significant as 0.031 (*p<.05) and the cooperative ability of the experimental group, the average was increased, but it was not statistically significant. Based on this study, continuous follow-up research to develop teaching methods and teaching and learning models suitable for strengthening Spanish communication through various learner-centered convergence teaching methods will contribute to fostering talent desired by the 21st century.