• Journal of Information Technology Services
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• v.14 no.1
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• pp.129-143
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• 2015

This study has two goals. The first goal is to investigate whether worked examples are effective in the ill-defined domain with on-line learning and the second goal is to find out which components (conceptual or procedural knowledge) of worked examples are effective factor at the given learning environment. We carried out three experiments in which Korean undergraduate or graduate students were working in three or four conditions of worked examples (CWE, PWE, CPWE, or the control group). While experiment 1 conducted in on-line learning environment did not find any effect and difference among groups and also any logical reason for those results, experiment 2 conducted in completely controlled laboratory setting with less knowledgeable students showed the clear difference among groups by the order CPWE, PWE, and CWE. Experiment 3 in which highly knowledgeable and motivated students were presented the same materials in more controlled on-line learning environment indicated the difference among groups by the order CWE, CPWE, and PWE. The results were discussed within the framework of cognitive load theory.

• The Journal of Korean Association of Computer Education
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• v.7 no.5
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• pp.1-8
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• 2004

This study investigated the effect of visual learning preference levels in computer assisted instruction (CAI) using static graphics and animations on students' conceptual understandings, application abilities and learning motivations. Fifty-nine seventh graders were selected from a middle school in seoul, and they were taught about the motion of molecule for 4 class hours. Two-way ANCOVA results revealed that the scores of the conception test of the animations group, regardless of student's visual learning preference levels, were significantly higher than those of the static graphics group. However, there were no differences between the two groups in the scores of application test and learning motivation test.

• Journal of Korea Society of Digital Industry and Information Management
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• v.18 no.4
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• pp.55-65
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• 2022

The purpose of this study is to develop online educational contents and verify its effectiveness in order to strengthen the learning capabilities of college students. The theme of mind map online education contents is a mind map series for effective learning arrangement, and has been developed into a total of six contents. Each contents consisted of 20-30 minutes, and the details consisted of the concept, principle, learning case, how to write a mind map, and how to use a digital mind map. The results of the study are as follows. First, it was confirmed that the higher thinking ability of college students who took the mind map online education contents was improved. Second, it was confirmed that the self-directed learning attitude of college students improved after taking the mind map online education contents. Third, the reason why students' higher thinking ability and self-directed learning attitudes improved in this study is that they were developed in consideration of the composition of contents and appropriate video time. Therefore, in order to increase the effectiveness of online educational contents, it is necessary to examine specific cases using concepts from conceptual approaches to specific topics, and to faithfully reflect the procedure in which each learner can actually use the concept.

• Journal of the Korean Chemical Society
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• v.51 no.2
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• pp.193-200
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• 2007

This study investigated the effects of situational context feedback in CAI upon students' conceptual understanding, science learning motivation, and the perception of CAI. Seventh graders (N = 114) from a coed middle school in Incheon were assigned to the situational context feedback CAI (SCF-CAI), the feedback CAI (F-CAI) and the CAI groups, and were taught about ‘three states of matter' and ‘motion of molecules' for 8 class hours. Prior science achievement test score used as a blocking variable. Two-way ANCOVA results revealed that the conceptual understanding test scores of the SCF-CAI group were significantly higher than those of the other groups. For the higher achievers, the scores of the F-CAI group in science learning motivation test were significantly higher than those of the CAI group. However, there was no significant difference among the lower achievers of three groups. The higher achievers in the SCFCAI and the F-CAI groups perceived the CAI more positively than those of the CAI group. The lower achievers in the FCAI group perceived the CAI more negatively than those of the other groups. Educational implications are discussed.

• Journal of Gifted/Talented Education
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• v.18 no.3
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• pp.591-612
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• 2008

In order to investigate the composition and characteristics of instructional objectives in a teaching-learning material for gifted elementary students in science, 217 instructional objectives across 13 themes in 4 areas of 'energy','materials', 'life' and 'earth' were analyzed by Bloom's revised taxonomy of educational objectives. Four types of factual, conceptual, procedural and meta-cognitive knowledge in knowledge dimension were all comprised in the objectives. Conceptual knowledge was primary constituent of the objectives and the proportion of factual knowledge was the least. On the other hand, all 6 categories of 'remember', 'understand', 'apply', 'analyze', 'evaluate' and 'create' in cognitive process dimension were also comprised in the objectives. The category of 'understand' was primary constituent and that of 'remember' was the least one. While conceptual knowledge in knowledge dimension was primary constituent of the objectives in 'energy', 'materials' and 'earth' areas, procedural knowledge was the most objectives in 'life' area. The least type of knowledge was factual knowledge in all 4 areas. In cognitive process dimension, the category of 'understand' was primary constituent and that of 'remember' was the least one in all 4 areas. In conclusion, it was showed that the instructional objectives in the teaching-learning material reflected the characteristics of educational objectives for gifted students in science.

• Korean Journal of Cognitive Science
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• v.10 no.2
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• pp.1-10
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• 1999

This paper proposes a noun sense disambiguation method based-on corpus and conceptual information. Previous research has restricted the use of linguistic knowledge to the lexical level. Since knowledge extracted from corpus is stored in words themselves, the methods requires a large amount of space for the knowledge with low recall rate. On the contrary, we resolve noun sense ambiguity by using concept co-occurrence information extracted from an automatically sense-tagged corpus. In one experimental evaluation it achieved, on average, a precision of 82.4%, which is an improvement of the baseline by 14.6%. considering that the test corpus is completely irrelevant to the learning corpus, this is a promising result.

• The Journal of Asian Finance, Economics and Business
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• v.5 no.3
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• pp.195-206
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• 2018

Paying close attention to those new to an organization, whether fresh or experienced, whose primary interest is in (re)socialization, the current study intends to (1) further the concept of mentoring from a bilateral relationship to a community and culture fostered by developmental networks, (2) propose an integrated conceptual framework for organizational socialization, and (3) suggest implications for practice and future research. This study reviews, analyzes, and integrates research assets and subsequently re-conceptualizes the aggregate information as valid propositions and a conceptual framework. The findings include (1) 11 propositions regarding the relationships among network characteristics (embeddedness, diversity), developmental functions (career support, psychosocial support, and role modeling), and socialization outcomes (learning and attitudinal outcomes); and (2) an integrated conceptual framework that depicts a comprehensive mechanism through which developmental networks conduce to organizational socialization of newcomers. Implications are that developmental networking must be an individual's fundamental competency and an essential part of organizational onboarding processes, and imperative for both members' career development and innovative organizational culture. By integrating research assets on the developmental phenomenon into conceptualizations, this study furthers the concept of mentoring to organizational culture and stimulates a substantive discourse for theory-building towards organizational socialization from the developmental network perspective.

• Journal of the Korean earth science society
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• v.22 no.2
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• pp.89-95
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• 2001

The purposes of the study are (1) to develop a Computer-Assisted Instruction (CAI) program to deal with middle school students' misconceptions on the concept of atmospheric pressure, and (2) to investigate the effects of the CAI on students' achievement and conceptual change. The findings of the study are as follows: (1) Misconceptions about atmospheric pressure found are similar to the ones identified in earlier studies, (2) A CAI program on atmospheric pressure was developed based on the students' misconceptions identified, and (3) The instruction using CAI program has very positive effects on students' science achievement and conceptual change.

• Journal of Korean Elementary Science Education
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• v.35 no.3
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• pp.326-335
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• 2016

The purpose of this study is to devise the concept of properties of the light on learning progressions for 3-6 grade students in the elementary school. For the purpose, this study creates a construct map of the properties of the light. Ordered multiple-choice items were developed in view of the construct map and presented to 200, 3~6 grade students in the elementary school. A partial credit model of Rasch model was used to analyze the results of those items, and the learning progressions was devised from the analysis results. The study can be summarized as follows: the construct modeling approach was used to devise the properties of light on learning progressions. As a result, the concept was selected for the core standards of construct map. Based on the construct map, the multiple-choice items were developed for students' conceptual understanding. The items were analyzed using the partial credit model, and the analysis findings showed that they were appropriate to assess students about their level of understanding of the properties of light. Finally, learning progressions were devised with the use of item analysis results.

• The Journal of Korean Association of Computer Education
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• v.23 no.3
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• pp.9-15
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• 2020

This study analyzed high school informatics textbooks that were developed based on the 2015 Revised National Curriculum. Content analysis was adopted to analyze the organization system of the textbooks. Learning objectives were also analyzed according to Anderson's taxonomy of educational objectives. Through content analysis, it was revealed that the textbooks were composed of activities, differentiated learning, and small group learning to promote core competencies. The analysis of learning objectives of the textbooks showed that 'understanding' (41%), 'developing' (20%), and 'applying' (18%) were the three highest criteria in terms of cognitive processes; in terms of type of knowledge, conceptual knowledge accounts for the highest(45%), followed by procedural (32%), and factual (12%). Further methods to improve the textbook quality is proposed based on the results from this analysis.