• Korean Journal of Health Education and Promotion
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• v.14 no.2
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• pp.113-123
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• 1997

This Study attempts to verify the effects of expository and inquiry instruction on learning attitude and academic achievement of health education in elementary school. For the accomplishment of the above purpose, specific problems were formulated as follows: The expository instruction is based on David Ausubel’s Advance Organizers and the inquiry instruction, Richard Suchman’s Inquiry Training in this study. To testify the above research problems, 247 students of six classes were randomly sampled from sixth graders of “Y” elementary school, located in Suwon city. One group was taught by expository instruction method and other group was taught by inquiry instruction method. The measurement tools used in this study were learning attitude test, pre-post academic achievement test, expository teaching-learning sheets and inquiry teaching-learning sheets. The experimental treatments had been lasted for eight weeks from June to October 1996. After the experimental treatments, to testify the effects of the experiment, the pre-test and post-test were administered and the results of the tests were compared by t-test. The conclusions were as follows; 1. There was a significant difference between expository and inquiry instruction(p〈.001). Inquiry instruction was more effective than expository instruction in changing learning attitude. 2. There was a significant difference between expository and inquiry instruction(p〈.001). expository instruction was more effective than Inquiry instruction in changing academic achievement. This study suggests that instructional method should be determined in accordance with the purpose of the lesson.

• Educational Technology International
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• v.16 no.2
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• pp.167-181
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• 2015

The purpose of this study was to examine the effects of using learner-created DST to communicate academic information on the creativity and flow of university students. The sample consisted of 100 undergraduate students who were assigned to either the DST group or the expository instruction group. The DST group created digital stories, and the expository group were taught using an expository instructional method. An achievement test, the Creativity Personality Scale (CPS), and the Flow State Scale (FSS) were used to collect data. The results showed that the achievement scores of the DST group were higher than those of the expository group, and the scores on the patience sub-factor of the CPS of the DST group significantly differed from those of the expository instruction group. Finally, the scores on the seven sub-factors of the FSS of the DST group differed significantly from those of the expository instruction group. The findings of this study suggest that the DST can be applied as teaching and learning method in a university class.

• English Language & Literature Teaching
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• v.16 no.3
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• pp.1-18
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• 2010

This study examined the effects of previewing and providing background knowledge on low level EFL readers' comprehension of expository texts and their responses to these treatments. 130 college freshmen were randomly placed into one of three treatment groups and read two expository texts reflecting unfamiliar cultural information. Prior to reading, one group was given previewing instruction, which included vocabulary preteaching and summaries, and a second group was provided with culture-specific background knowledge through watching videos and slides. The third group read each text without any prereading instruction. Immediately after reading a passage, subjects answered a 10-item multiple-choice test. Results showed significant positive effects of the previewing treatment and weak positive effects of the providing background knowledge treatment. Students' responses on the questionnaires revealed that the majority felt that the experimental treatments contributed to comprehension enhancement, made reading more enjoyable, and expedited their reading process. Students in the control group, however, indicated that they needed explicit prereading instruction in order to understand the texts. Pedagogical implications of the findings for EFL reading instruction are provided.

• 한국디지털정책학회:학술대회논문집
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• 2004.05a
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• pp.675-690
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• 2004

A new way of teaching on the Internet can be called Web Based Instruction (WBI). WBI goes far above and beyond teaching in the school. It will have an impact on overall educational activity that will dramatically change many existing educational processes and persuade most teachers to change their conventional teaching methods. The main purposes of this research were to make a comparative study of academic achievement between expository lecture and web-based instruction, and to identify the difference in academic achievement of learning tasks in pre- and post- experiments of WBI. The conclusions of this study were as follows. First. there are no differences in academic achievement between expository lecture and teacher- directed web based instruction. Second, there are no differences in academic achievement between expository lecture and teacher-assisted web based instruction. Third, there is difference in academic achievement between teacher-assisted web based instruction and teacher-directed web based instruction. Fourth, there are no differences in academic achievement of reading tasks in pre- or post- experiments of teacher-directed web based instruction. On the basis of the research results and discussion, we finally present a Web-Application-Model (WAM) to encourage the usage of Internet as a useful teaching channel.

• Journal of the Korean Chemical Society
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• v.62 no.2
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• pp.99-105
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• 2018

In this paper, we present fortified instructional methods that contributed in improving students' interest toward the expository organic chemistry laboratory course. Reformed TA (Teaching assistant) training and allocation method, a thorough course orientation session, text-light/graphics-heavy results PPT reports, and journal article templated-term papers have improved students' satisfaction in the organic chemistry laboratory course. These methods could be implemented while maintaining the traditional organic chemistry laboratory instruction styles and hence could be broadly applicable.

• Journal of The Korean Association For Science Education
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• v.17 no.3
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• pp.333-343
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• 1997

The purpose of the present study was to investigate an appropriate instructional model in order to remedy students' misconception. As hypotheses of this study, three instructional models, cognitive conflicting, hypothesis testing, and learning cycle models, on biological 'osmosis' concept were tested in 176 high school students. Results of the present study are as follows: 1. All groups used one of three instructional models showed a statistically significant improvement in conceptual change on the 'osmosis' concept between before and after the instruction. In addition, the three hypothesized instructional models were more effective in conceptual change than a traditional expository instruction. 2. There was a statistically significant difference among three experimental groups. Cognitive conflicting model and hypothesis testing model was more effective than learning cycle models. 3. An interviewing after instruction showed that students who had scientific concept on the 'osmosis' through the instruction could effectively apply the concept to other context more than students who had no scientific concept through instruction. The present study indicated that instructional model play an important role on students' conceptual change in science classroom. According to the result of this study, the instruction emphasizing students' active participation in class and scientific reasoning process is more appropriate to remedy misconception that the instruction using students' passive participation in class and expository teaching procedure. This study also indicated that students' concept acquired through instruction is one of important factors to apply it to other context.

• English Language & Literature Teaching
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• v.17 no.3
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• pp.161-175
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• 2011

This paper examines Korean EFL high school students' reader responses on an expository text and a narrative text with the same topic. The purpose of the study is to investigate whether they have different reading models depending on the two genres and whether there are any differences depending on the learners' proficiency levels. The analysis focuses on textual, critical, and aesthetic reading models in the reader responses written in English by science-gifted high school students (N=30). The results show that the participants have different reading models in reading an expository text and a narrative text. They tend to read the expository text in a more critical way while reading the narrative text in a more personal and emotional way. Moreover, regardless of the proficiency levels, they wrote longer responses on the narrative text than the expository text. However, the proficiency level of English does not support any significant differences in the types of reading models. The findings provide Korean EFL high school students' characteristics in L2 reading and suggest the pedagogical implication to pursue linguistic development as well as reading for pleasure.

• Journal of the Korean earth science society
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• v.25 no.4
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• pp.242-250
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• 2004

The purpose of this study is to examine the interactive effects of teaching methods (expository and discovery) and learner's cognitive styles on the retention of learned content in Earth Science three weeks after an instruction is given. The subjects of this study were 1st graders of a boys' high school (n = 185) and co-educational high school (n = 189) in Gwangiu Metropolitan City of Korea. 92 students of the boys' high school and 95 students of the co-ed high school were assigned to the expository teaching group, and the rest of the boys' high school students and the co-ed high school students were to the discovery teaching group. The students were classified into field-independent learners, medium learners, and field-dependent learners based on their cognitive styles. The results of the study can be summarized as follows: First, the discovery teaching was more effective than expository teaching in terms of comprehension and application related to post-instruction retention of learned content. But there was no noticeable difference in knowledge domain. Second, the field-independent cognitive style was more effective than its counterpart, the field dependent cognitive style. Third, in the post-instruction retention test, not so much relevance was found between teaching methods and learner's cognitive style.

• Journal of Korean society of Dental Hygiene
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• v.10 no.1
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• pp.127-140
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• 2010

Objectives : The purpose of this study was to apply team-based learning to dental hygiene students in theoretical oral prophylaxis class, one of required courses geared toward acquiring professional knowledge on preventive public health, as oral prophylaxis was counted among major duties of dental hygienists. It's ultimately meant to compare the effects of team- based learning and expository instruction on the learning motivation and self-directed learning capabilities of learners in order to discuss the effects of team-based learning in dental hygiene education. Methods : The subjects in this study were 60 dental hygiene students at C college. Out of them, 32 students who were freshmen as of 2007 were grouped into an experimental group, and 28 students who were freshmen as of 2006 were selected as a control group. The experimental group was engaged in team-based learning from August 30 to December 6, 2007, and the control group took expository lessons from August 28 to December 8, 2006. Their learning motivation and self-directed learning capabilities were evaluated by using t-test, paired t-test and GLM analysis. Results : The findings of the study were as follows: 1. The experimental group scored better in learning motivation than the control group after they were engaged in team-based learning (p<.001). According to GLM analysis, there was a significant intergroup gap in learning motivation, and the two groups were statistically significantly different in its subfactors involving attention, relevance and confidence(p<.05). 2. The experimental group excelled the control group at self-directed learning capabilities(p<.05), and the team-based learning had a better effect on self-directed learning capabilities than the expository instruction. Conclusions : Given the findings of the study, the team-based learning was more effective than the expository instruction at boosting the learning motivation and self-directed learning capabilities of the students. Therefore revised teaching methods should be prepared in consideration of the characteristics of dental hygiene courses, and the development of new instructional models and educational programs is required as well.

• Education of Primary School Mathematics
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• v.8 no.2 s.16
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• pp.115-128
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• 2004

This study is based on the observation of preceded research that problem based instruction is effective in acquiring advanced mathematical knowledge but is not effective for raising mathematical achievement. The treatment of this experimental research is named 'revised problem based instruction' because it adds an expository session to the original problem based instruction. Then the purpose of this study is to make sure that revised problem based instruction is effective in raising mathematical achievement of underachievers.