• Journal of Fisheries and Marine Sciences Education
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• v.17 no.2
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• pp.252-259
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• 2005

In this research, as an educational tool in the Refrigeration instruction, a project learning method was applied which enables active hand on practice and encourages a more active participation of students with an increased level of interest in learning. The purpose of this study is to present project learning method as an educational tool that can arouse interest and motivation of students by an active hands-on learning process. This will aid in the enhancement of understanding of educators and students in the project learning method, and assist in development of project learning method that can increase intuitiveness and originality of students. For the purpose of the study, the following questions were asked. First, what is the level of existing knowledge pertaining to Refrigeration Training Program of students? Second, what effect does Refrigeration Training Program conducted via the project approach have on the level of motivation and interest of students? Third, what effect does Refrigeration Training Program conducted via the project approach have on the study habits of students?

• Journal of the Korean Society for Library and Information Science
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• v.17
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• pp.85-103
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• 1989

The purpose of this second one of the two consecutive papers, which carried out for the research, is to evaluate their relative effectiveness regarding instruction with such three presentation methods as video/print+ lecture, print/video, print+lecture/video, with which the library of Duk Sung Women's University applied already for the orientation of the freshmen in 1988. In sum, the major research findings are as follows : First, as the more numerous media were applied for the orientation, the instruction were more effective. Second, it is very interesting to find out that there were wide differences in effectiveness among the three presentation methods applied for the student. Especially, the print+ lecture/video method was more effective in the instruction than the print/video method. Surprisingly, the video/print + lecture method was much more effective than the print+ lecture/video method. With the research findings of this two consecutive papers into consideration, it seems safe to say that the video-tape method was most effective among such three orienting methods as lecture, slide-tape, and video tape, and the video/print+lecture method was most effective among such three presentation methods as video/print+lecture, print/video, and print+lecture/video.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.2
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• pp.361-383
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• 2011

This study is on teaching about the areas of plane figures through open instruction, which aims to discover the pedagogical meanings and implications in the application of open methods to math classes by running the Math A & B classes regarding the areas of parallelogram, triangle, trapezoid and rhombus for fifth graders of elementary school through open instruction method and analyzing the educational process. This study led to the following results. First, it is most important to choose proper open-end questions for classes on open instruction methods. Teachers should focus on the roles of educational assistants and mediators in the communication among students. Second, teachers need to make lists of anticipated responses from students to lead them to discuss and focus on more valuable methods. Third, it is efficient to provide more individual tutoring sessions for the students of low educational level as the classes on open instruction methods are carried on. Fourth, students sometimes figured out more advanced solutions by justifying their solutions with explanations through discussions in the group sessions and regular classes. Fifth, most of students were found out to be much interested in the process of thinking and figuring out solutions through presentations and questions in classes and find it difficult to describe their thoughts.

• Journal of The Korean Association of Information Education
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• v.7 no.3
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• pp.263-274
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• 2003

Web based instruction (WBI) has been widely used thesedays because the web has various advantages for instruction. However, most of current WBI systems do not support various requirements from students. It is because of the lack of research for structural instruction method. This paper presents a new method of WBI and designs an instruction model to support various requirements from students by implementing dynamic WBI system using JSP to solve current WBI problems. The developed WBI system uses multimedia based instructions. The implemented system focused on the practical instruction by providing the functions of listening, homework, and test on web site. For the similar effects as in the classroom, it supports functions of electronic white board and multimedia data which is consisted of high-quality sound and video data with high degree of compression. Furthermore, the system supports that instructors can design a test using three kinds of basic forms, a multiple-choice test, brief-answer test, essay test, and evaluate the tests easily. It also supports easy management for homework, lecture registration, and many school affairs.

• Journal of the Korean School Mathematics Society
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• v.10 no.4
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• pp.437-453
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• 2007

In this thesis, look around about problems of the present mathematics education, and then it devised the alternative plan to improvement of educational spot that mathematics instruction which considers an individual differences it applied the portfolio. To minimize the level deepening of knowledge, we choose the instruction which classified by level in the classroom. Above all things, we lay emphasis on searching the method to student for oneself can feedback about studying contents. We also carry out this method to students in Sang Dong middle school from 2002 to 2005. Therefore, we develop the instruction it applied the portfolio, to effectual studying participation of the students. Go through this process, we settle down the instruction which classified by level it applied the portfolio in the classroom at 2005 and produce a result that the instruction have an positive effect on the students' cognitive and sentimental filed.

• Journal of English Language & Literature
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• v.55 no.1
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• pp.107-128
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• 2009

Literature had been at center-stage in the traditional grammar-translation-focused English classrooms up to the mid-twentieth century. As the Audiolingual Method and the Communicative Language Teaching have gained popularity in the English classrooms, however, literature has receded into the background of English education. The main reasons for using literary texts in the English classrooms for communication-focused English instruction need to be examined. First of all, students can come in touch with the subtle and varied uses of language through literature-based teaching. They also feel close to certain characters in the literary work and share the emotional reponses with them. They get personally involved in the plot of the story. Universal human experience and cultural enrichment are two other merits which can be conferred on students by literary texts. Such linguistic and literary experiences can be significantly integrated into the literature-based instruction. More significantly, the four language skills (reading, writing, listening and speaking) can be combined with one another and integrated into a literature-focused curriculum for English education. The value of literary texts in the English classrooms can be clearly demonstrated by effective ways of using such texts as Charlotte's Web for integrated instruction. The full array of benefits that literature can bring to English instruction, however, has yet to be fully realized. These potentials need to be materialized into classroom practice.

• Journal of The Korean Association of Information Education
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• v.8 no.1
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• pp.27-35
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• 2004

In Web-based instruction, learners are the subjects. learners differently accept web-based instruction that educational experts and system developers should think effectively that. This study was researched evaluation criteria that learners should think web-based instruction successively. research method process was following. driving 35 criteria in literary review about effectiveness web-bases instruction strategies and the questionnaire was marked up by learners and the questionnaire was conducted by factor analysis, driving 4 factors 28 criteria. By study findings learners think important component for effective web-based instruction to instructional strategis, system facility, tutor to help learning course, screen design. finally, for impletation effective web-based instruction consider implementation process by ISD.

• Journal of The Korean Association of Information Education
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• v.17 no.4
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• pp.383-391
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• 2013

This study developed an adaptive instruction system for individual learning. We applied Gregorc's learning style to support the adaption. This proposed Instruction system provides instruction content based on a more effective instruction method that takes into consideration the learner's individual learning style. We applied Gregorc's learning style to create a clear treatment of differing learning styles. Proposed adaptive instruction system was applied to college students studying computer learning. A t-test indicated that our proposed adaptive instruction system resulted in positive effects in an overall style comparison. In addition, our Abstract-Sequential learning style indicated the most effective results while the Abstract-Random learning style indicated no difference between the experimental and comparative groups in each style analysis for Gregorc's learning style.

• Journal of the Korean Society for Library and Information Science
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• v.53 no.4
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• pp.121-142
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• 2019

The purpose of this study is to explain the teacher librarians' intentions to implement collaborative instruction in school libraries by applying theory of planned behavior. Independent variables that affect the intention to implement were set as attitudes, subjective norms, teacher efficacy, and perceived controllability. A questionnaire survey of 218 teacher librarians was conducted. As a result of the study, there was a difference in teacher librarian's intention to implement collaborative instruction in school library according to the age, the size of school and previous experience. Attitudes, subjective norms, and perceived controllability affected the intention to implement collaborative instruction. Teacher efficacy did not affect teacher librarian's intention to implement collaborative instruction in school library. The results of the study were interpreted as a mixed method by using open-ended questions. Based on the results, implication was proposed to expand collaborative instruction in school library.

• Journal of The Korean Association of Information Education
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• v.9 no.1
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• pp.49-55
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• 2005

Web-Based instruction system embodied according to traditional process until present. But, these method have inefficiency in system development and give trouble of operation and administration after development. Therefore, It need induction of component based development in Web-Based instruction system. In this research, I constructed score processing system by component composition. I embodied component by Java Beans and used C2 architecture at the composition method. In this result, I shown in application possibility of component based development in Web-Based instruction system as to construct whole score processing system through composition of each component.