• International conference on construction engineering and project management
• /
• 2022.06a
• /
• pp.1220-1220
• /
• 2022

Constructionarium Ltd is a not-for-profit organisation which delivers a residential, experiential, immersive learning opportunity to university students from across the built environment education sector. Since 2002, the Constructionarium education model has been available to students in engineering, construction management and architecture at a purpose built, 19-acre multi-disciplinary training facility in Bircham Newton, England simulating real site life and reflecting site processes, practices and health and safety requirements. The unique approach of Constructionarium puts experiential learning and sustainability at the heart of everything. In a week, students develop a practical understanding of the construction process, develop transferable skills, build a team and are exposed to the latest in sustainable technologies. Experiential learning is what differentiates a Constructionarium project from regular field trips or site visits. At Constructionarium the focus is on learning by participation rather than learning through theory or watching a demonstration. The projects cannot be replicated in a classroom or on campus. Using the hands-on construction of scaled down versions of iconic structures from around the world, students learn that it requires the involvement of the whole construction team to successfully complete their project. Skills such as communication, planning, budgeting, time management and decision making are woven into a week-long interrelationship with industry professionals, academic mentors and trades workers. Working together to enhance transferable skills brings the educational environment into the reality of completing an actual construction project handled by the students. Constructionarium has used this transformational learning model to educate thousands of students from all over the United Kingdom, Europe and Asia. Texas A&M University in the United States has sent multiple teams of students from its Department of Construction Science every operational year since 2016.

• The Journal of the Institute of Internet, Broadcasting and Communication
• /
• v.24 no.2
• /
• pp.79-86
• /
• 2024

In this paper, we propose a virtual learning platform based on various interactions that occur during real class activities, rather than the existing content delivery-oriented learning metaverse platform. In this study, we provide a learning environment that combines AI and a virtual environment to solve problems by talking to real-time AI. Also, we applied G-learning techinques to improve class immersion. The Virtual Edu platform developed through this study provides an effective learning experience combining self-directed learning, simulation of interest through games, and PBL teaching method. And we propose a new educational method that improves student participation learning effectiveness. Experiment, we test performance on learninng activity based on real-time video classroom. As a result, it was found that the class progressing stably.

• Journal of the Korean earth science society
• /
• v.27 no.1
• /
• pp.73-82
• /
• 2006

Dust samples were collected from 10 middle and high schools in the Gochang-Gun, Korea. Heavy metal concentrations were determined for the dry-deposited dusts from indoor and outdoor of classroom and playground of each sampling site. Concentrations of Cd, Cu, Pb and Zn in indoor's dusts were highly concentrated. Also concentrations of Cu, Ni, Pb and Zn in outdoor's dusts were highly concentrated. Concentrations of Cd, Cu and Zn in the dusts were much higher than the world average contents in soil and environmental orientation value. These levels are similar to those of the dust samples at middle schools and high schools located in Jeonju-city, Korea. Compared with concentrations of heavy metals in soils and dusts in Korea, the environment of indoor and outdoor of classroom is highly concentrated except for Cu, Zn. The concentrations of playground is less than that of residential dust and main road dust and playground in Jeonju-city. Playground dusts in 1 school exhibited the enhanced heavy metal pollution with a pollution index (Kloke, 1979) greater than 1.0, but indoor and outdoor dusts in 7 schools exhibited the enhanced heavy metal pollution with a pollution index (by Kloke) yester than 1.0.

• Research in Community and Public Health Nursing
• /
• v.13 no.4
• /
• pp.595-607
• /
• 2002

The objectives of this study were to identify the phenomena of school health nursing at schools in Korea and to contribute to building a school health domain of International Classification for Nursing Practice. A retrospective method was used in this study to develop ICNP during the period from July to October 200l. The procedure of the study involved choosing nursing phenomena using preliminary terms from the reports on the field of school health nursing practice documented by nursing students in 10 different nursing colleges. The detail procedures of the study were as follows. 1) Choosing nursing phenomena by using preliminary terms 2) Choosing the characteristics of school health nursing practice from the selected nursing phenomena 3) In order to make a consensus regarding the appropriate characteristics of phenomena. 15 study group members re-categorized the nursing phenomena through 5 times of cyber meetings and 3 times of formal meetings. 4) To verify each characteristic, 5 community nursing faculties and 25 school health nurses participated in the procedure to give scores on nursing characteristics. 5) Classification of the definite nursing phenomena and characteristics. Following the 5 step procedures, school health nursing phenomena were categorized into human and environmental domains. Human domains were classified into human behavioral and functional domains. Environmental domains were classified into physical and psychosocial domains. The essential characteristics of each phenomena were selected when it obtains the mean score of 3.0 or over at the related characteristics. The human behavioral domain consisted of 7 phenomena including risk for spinal disorder, inadequate dietary habit, inadequate weight control, smoking and substance abuse, inadequate stress management, inadequate sex related coping strategies and inadequate accident management. The human functional domain consisted of 6 phenomena including inadequate eye care and visual management, risk for respiratory disorder, inadequate dental health care, inappropriate infectious disease control, risk for gastrointestinal disorder, and lack of sexual identity. The physical environmental domain consisted of 6 phenomena including risk for incident at inside classroom, risk for incident at outside classroom, risk for incident around school, risk for exposure to hazardous facilities around school. inadequate garbage and disposal management, and inadequate physical environment for learning. The psychosocial domain included impaired social interaction at school. Each phenomenon was composed of 2 to 8 characteristics and all phenomena will include a total number of 85 characteristics. The phenomena of school health nursing in Korea partially confirmed school health architecture of ICNP. Further study on verification of school health nursing phenomena in Korea needs to be done to support the findings of this study through review of literature on nursing classifications or field studies.

• Journal of The Korean Association For Science Education
• /
• v.37 no.2
• /
• pp.253-262
• /
• 2017

This study aims at investigating the perceptions of science teachers about the role of visual representations in the teaching of electromagnetism, and finding out how science teachers use visual representations in their teaching of electromagnetism and the difficulties they experience in dealing with those representations. A total of 121 science teachers responded to the online survey. The results showed that most of the teachers agreed to the significance of using visual representations in the classroom but regarded their role as means of simply delivering science knowledge rather than constructing or generating knowledge. For the three visual representations widely used in teaching of electromagnetism in secondary schools (electrostatic induction on electroscope, magnetic field around current carrying wire, structure and principle of electric motor), the teachers preferred teacher-centered use of visual representations rather than student-centered and teacher's construction of representations were the most frequent among four types of use; interpretation, construction, application, and evaluation. The difficulties of teaching with these three visual representations were categorized into several factors; teachers, students, the characteristics of the representations, and lack of resources and classroom environment. Teachers' limited perceptions about the role of visual representations were associated with the ways of using visual representations in their teaching. Implications for the effective use of visual representations for science learning and teaching were discussed.

• Korean Journal of Community Nutrition
• /
• v.18 no.5
• /
• pp.491-504
• /
• 2013

The purposes of this study were to analyze the quality attributes, quality factors and customer satisfaction in school foodservice and to provide suggestions for improving school foodservice environments. The survey was distributed to different respondents (5,771 students, 2,045 parents, and 1,981 faculty members) at different types of schools (elementary school, middle school, and high school) on September 2010 in 16 cities and provinces. The data were analyzed using SPSS for descriptive analysis, one-way ANOVA, t-test and multiple linear regression analysis. First, all foodservice quality attributes were significant different by respondents and the faculty had higher scores than parents and students. A comparison of scores by respondents and distribution place demonstrated that classroom of student and parents had a higher score for quality attributes. The overall satisfaction with school foodservice was significant different by respondents and higher for classroom than for dining hall for student and parents. In comparison of annual data, there was decreased overall satisfaction and quality attributes in student and parents. Second, in the regression results, which showed the effects of the foodservice quality attributes on overall satisfaction by respondents and distribution place, improvements of 'food taste', 'pleasant foodservice environment', and 'kindness of employee' would increase satisfaction in most of the respondents. Third, the overall satisfaction with school foodservice was higher for nutrition teachers than dietitians for students and faculty. Therefore, the operators will need to make different efforts based on each customer needs to improve the overall satisfaction on school foodservice.

• Journal of The Korean Association For Science Education
• /
• v.20 no.4
• /
• pp.611-623
• /
• 2000

The cooperative learning movement began as parts of the desegregation process in America, aiming at increasing academic achievement and social skills among diverse students. Cooperative learning may be defined as a classroom learning environment in which students work together in small heterogeneous groups. Although many studies have shown the effectiveness of cooperative learning in a variety of subjects, relatively few have focused on biology. In this study, we investigated the effects of cooperative learning on students' achievement and attitude of middle school biology students. For this purpose this study compared three sections. In one section, a cooperative learning strategy was used. Second section was taught in small groups and the third section was instructed in the traditional method. The unit 'Structures and functions of animals' was used. A total of 188 students were included in this study. These classes were treated for 10hours during 10weeks from September 1 to November 28, 1999. The pretests-posttests control group design was applyed. An analysis of covariance(ANCOVA) was used as the data analysis procedure. Significant differences were found in the achievement and the attitude of students using cooperative learning strategy(p<.05) when compared to traditional classroom structure and small group learning. Cooperative learning was more effective in the low-ability and average-ability students than the high-ability students in the science achievement. Cooperative learning is effective in both male and female students. And students in the cooperative group achieved better than those in other groups in affective, behavioral, and intention-cognitive domain of science attitude.

• Journal of The Korean Association For Science Education
• /
• v.37 no.4
• /
• pp.587-597
• /
• 2017

If we, as educators, want to put students at the center of learning in science classroom, we must let students express their voices and exercise authority. To do this, we developed a classroom activity about 'Making a pet poster', and then we explored how elementary school students perceived their roles and expressed their authority during this activity. Fourth grade students from an elementary school in the city of Seoul participated in the activity, which was videotaped and recorded. We found that students expressed their epistemic authority differently in small group activities and in whole group discussions. In small group activities, they desired to show their authority as "pet experts" by using and selecting various resources from their everyday lives and transforming those resources into suitable forms in public spaces. Meanwhile, in whole group discussions, participants were classified as either presenters or audience members to verify their authority in regard to the pet poster activity; presenters desired to achieve recognition as "pet experts," and audience members assessed the presenters as "testers." In addition, they expressed authority as teachers by leading the whole group discussions. Based on these findings, this paper suggests the implications for new educational strategies to foster a student-centered learning environment.

• Communications of Mathematical Education
• /
• v.26 no.1
• /
• pp.109-135
• /
• 2012

On the standards or elements of teaching evaluation, the Korea Institute of Curriculum and Evaluation(KICE) has carried out the following research such as : 1) development of the standards on teaching evaluation between 2004 and 2006, and 2) investigation on the elements of Teacher Knowledge. The purposes of development of evaluation standards for mathematics teaching through those studies were to improve not only mathematics teachers' professionalism but also their own teaching methods or strategies. In this study, the standards were revised and modified by analyzing the results of those studies focused on the knowledge of subject matter knowledge, knowledge of learners' understanding, teaching and learning methods and assessments, and teaching contexts. For this purpose, the part of subject matter knowledge was consisted of four evaluation domains such as the knowledge of curriculum reconstruction, knowledge of mathematical contents, methodological knowledge, mathematical value. The part of Learners' unders tanding included the evaluation domains such as students' intellectual and achievement level, students' misconception in math, students' motivation on learning, students' attitude on mathematics learning, and students' learning strategies. The part of teaching methods and evaluation was consisted of seventh evaluation domains such as instruction involving instructional goal and content, instruction involving problem-solving activity, instruction involving learners' achievement level and attitude, instruction on communication skills, planning of assessment method and procedure, development on assessment tool, application on assessment result in class were new established. Also, the part of teaching context was consisted of four evaluation domains such as application of instructional tools and materials, commercial manipulatives, environment of classroom including distribution and control of class group, atmosphere of classroom, management of teaching contexts including management of student. According to those evaluation domains of each teacher knowledge, elements on teaching evaluation focused on the teacher's knowledge were established using the instructional evaluation framework, which is developed in this study, including the four areas of obtaining, planning, acting, and reflecting.

• Journal of vocational education research
• /
• v.30 no.4
• /
• pp.281-300
• /
• 2011

This study tried to look into what are happening in the 'class for the talented in invention' using COS-R developed by VanTassel-Baska. Teaching and learning activities within the classroom were observed and analyzed in terms of teacher's observation and teacher's observation, respectively. Based on results of this study, conclusions are as follows. First, it was founded that there are some commonalities between teacher observations and student observations. Based on teacher observations, differentiated teaching activities considering individual characteristics are rarely observed, and for students, it was true. Therefore, supplying a special training program for teachers are needed in order to make teachers and students engage in changing their teaching and learning behaviors. Second, on the side of teachers, they usually emphasize the importance of curriculum planning and implementation, problem solving, creative thinking et al. However, they barely stress the characteristics of research methods, critical thinking, and considering individual characteristics and the level of intellectual ability. Third, on the side of students, they frequently respond to solving problems and critical thinking at the same degree. On the other hand, systemic efforts of considering individual differences and adapting to them have been less regarded in both teaching and learning. In sum, for the successful 'Invention gifted classroom', establishing an educational environment to consider individually guided instruction and taking a balance among various factors embedded in teaching and learning situation should be required.