• Journal of The Korean Association For Science Education
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• v.14 no.1
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• pp.70-84
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• 1994

This study tried to find the effect to cognitive structure upon the momentum effect. The previous studies showed that the momentum effect is influenced by students' cognitive levels and the abstractness of test items. The cognitive structure is examined by cognitive level and cognitive style. Cognitive levels and cognitive styles are determined by GALT and GEFT respectively. The research method used in this study is time series design. The period is 50 days. The period is divided into "pre-test", "intervention-test", "post-test". Pre-test period is 5 days and in this period class instruction does not exist Intervention-test period is 30 days and in this period class instruction exist Post-test period is 15 days and in this period class instruction does not exist. Field independent students showed longer momentum effect than field dependent students. Formal level students showed less ratio of decrease on post-test than nonformal level students. Momentum effects is not artifact but the essential characteristics of science study.

• 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.

• The Journal of Korean Institute of Communications and Information Sciences
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• v.28 no.9A
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• pp.763-773
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• 2003

In this paper, we present a register renaming method for conditional execution out-of-order instruction issue microprocessors. Register renaming method reduces false data dependencies (write after read(WAR) and write after write(WAW)). To implement a conditional execution out-of-order instruction issue microprocessor using register renaming, we use a register file which includes both in-order state physical registers and look-ahead state physical registers to share all logical registers. And we design an in-order state indicator, a renaming state indicator, a physical register assigning indicator, a condition prediction buffer and a reorder buffer. As we utilize the above hardwares, we can do register renaming and trace the in-order state. In this paper, we present an improved register renaming method using smaller hardware resources than conventional register renaming method. And this method eliminates an associative lookup and provides a short recovery time.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.13 no.5
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• pp.2023-2029
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• 2012

The purpose of this study were to identify the effect of Learning Together(LT) on underachiever's academic achievement and learning attitudes. To solve above study purpose, the subject of this study were 20 second-grade underachiever selected from two classes of middle school. The subject classified into two group. In this study, the experimental group were participated in LT method and comparison group were participated lecture-centered instruction. Experimental period were 8 weeks. After the experimental treatment, underachiever's academic achievement and learning attitudes carried out post-test. And the results of the data were analyzed by t-test and MANOVA. The results were as follows: A academic achievement and learning attitude of underachiever's through LT method was significantly higher than those learning through lecture-centered instruction. Especially, a self-confidence, success-expect, attention, affection as subordinate variables of learning attitude was significantly higher than those learning through lecture-centered instruction. In conclusion, LT method effect on underachiever's academic achievement and learning attitudes. As observed by the above results, a LT method should be an applicable to underachiever's education program plan as an effective means of enhancing their academic achievement and learning attitudes.

• Journal of Korea Entertainment Industry Association
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• v.13 no.4
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• pp.241-253
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• 2019

The purpose of this study was to examine the phenomena that occurred when the students were practicing flip-learning lessons and to present the good points and the unsatisfactory points to improve the students' learning pleasure. Therefore, it is aimed to provide the basic data and the advantages and disadvantages which are needed to apply the flip learning method which is newly emerging recently to the university instruction. The method of this study was a questionnaire survey to understand the perception of flip learning. Based on the results of this study, the following conclusions are presented. First, the experience of flip learning instruction was first encountered by 50% of college students. Second, the students showed a very low tendency in practicing the flip learning instruction(video watching) the instructor intended. Third, college students have a habit of learning that they are not ready for pre-study of the subject. Fourth, the perception of flip learning lesson through the provision of video was highly positive. Fifthly, flip learning lessons have the advantage of being able to learn regardless of the time and place that they have, but they are not actively involved if they are not actually reflected in the test or grades. In conclusion, it was found that college students became accustomed to the incentive-style lessons due to the application of various learning techniques from elementary school age, making it difficult to participate in voluntary learning.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.9 no.1
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• pp.66-75
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• 2002

The main purpose of this study was to develop and evaluate the effectiveness of the standardized patient method in teaching catherization skills, communication skills and students' learning motivation in undergraduate nursing students. The study employed a quasi-experimental method using a non-equivalent control group post-test design. Data were collected over 2 years from August 2000 to September 2001 with 75 sophomore student nurses in one baccaleureate program. The results are summarized as follows ; The scores in catheterization skills and communication skills were statistically significantly higher in the experimental group than the control group. Learning motivation score were also statistically significantly higher in the experimental group than the control group. In conclusion, this study suggests that a standardized patients managed instruction which emphasize authenticity and contex-tualization is very effective in teaching nursing students, the mastery and application of nursing skills, and the utilizing therapeutic communication skills. It is recommended that more standardized patients cases be developed for wider areas of nursing education and this study be replicated with more students using a longitudinal design.

• Journal of Fisheries and Marine Sciences Education
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• v.25 no.3
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• pp.587-598
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• 2013

The purpose of this study was to improve teacher's instruction to comparative, analytic method about the excellent teachers and general teachers of Korean subject through Flanders' Interaction System. The objects for analysis were field excellent instructions which were known as the best lectures from the instruction contest in Busan city, and the normal lectures by school curriculum which were video recorded and openly released on the web. This study was limited the use of same grade, subject and period. The analytic method used the software of AF(Advanced Flanders) based on the frame of Flanders' language Interaction System. Results showed as follows: (a) The excellent teachers used more interactions with the praise and encouragement than general teachers. (b) The excellent teachers induced students asked questions and answers with voluntary. These results could provide effective self-checking tools for enhance their instruction.

• The Korean Nurse
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• v.13 no.6 s.74
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• pp.29-32
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• 1974

• Journal of Korean Academy of Nursing
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• v.34 no.6
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• pp.1004-1013
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• 2004

Purpose: The purpose of this paper was to describe the characteristics of smoking prevention programs in Korea, to estimate overall effect size of Korean smoking prevention programs, and to investigate effect size variations by program modality and instruction method. Method: Meta-analysis was performed on2l programs in 20 studies. Result: The estimation of overall effect size for knowledge and attitude was not possible because effect sizes were not homogeneous in this meta-analysis. However, effect sizes of studies that were socially influential programs or active/interactive methods were larger than information-oriented programs or passive/non-interactive methods in the pictures. The effects for behavioral outcomes were generally not as positive and not statistically significant. Q statistics showed that variations among effect sizes within program modality and instruction method classifications were heterogeneous. Conclusion: The results from this meta-analysis support the continued use of socially influential programs and active/interactive methods for smoking prevention programs. Because behavioral effect might be the fundamental objective of smoking prevention programs, the present results indicate that smoking prevention programs should consider adopting more effective programs.

• Communications for Statistical Applications and Methods
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• v.27 no.3
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• pp.269-284
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• 2020

This study compares two teaching methods in an introductory statistics course at a large state university. The first method is the traditional lecture-based approach. The second method implements a flipped classroom that incorporates the recommendations of the American Statistical Association's Guidelines for Assessment and Instruction in Statistics Education (GAISE) College Report. We compare these two methods, based on student performance, illustrate the procedures of the flipped pedagogy, and discuss the impact of aligning our course to current guidelines for teaching statistics at the college level. Results show that students in the flipped class performed better than students in traditional delivery. Student questionnaire responses also indicate that students in flipped delivery aligned with the GAISE recommendations have built a productive mindset in statistics.