• The Journal of the Korea Contents Association
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• v.15 no.4
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• pp.330-341
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• 2015

The purpose of this study was to examine the effect of the film 'The Island' on 2nd year nursing students' nursing informatics (NI) competency. The participants were sixty-eight students in a baccalaureate nursing program of a private university, taking the course, 'Nursing & Informatics' in the 2012 fall semester. Over the 15 weeks, the film was used for five weeks as introduction to NI, peer-to-group discussions, and self-reflection on lessons learned regarding NI. A qualitative content analysis was used to explore the students' experiences and perceptions on their NI competency. As a result, students signified the NI concept as the assessment of biometrics data, promotion of optimal health with the support of various technologies, and integration of patient-centered care into routine practice. They also highlighted the importance of security and safety measures as well as high quality health technology including the ubiquitous health monitoring system. Overall, the lesson outcomes of the course were met. As a supportive, instructional strategy, the use of the movie, 'The Island', was effective for nursing students in achieving NI competencies. Further study is warranted to determine if movies can be used as a means of continuing education to improve informatics competences in healthcare professionals.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.12
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• pp.504-510
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• 2016

This study presents a model for blended problem-based learning (BPBL) for engineering colleges in Mongolia in order to efficiently train talented Mongolian specialists "With problem-solving skills for the current information technology era. BPBL is learner-centered teaching method that promotes learning. Moreover, current teaching methods in the engineering colleges of Mongolia should change to novel and flexible teaching environments and methods that meet learners' needs. Thus, using BPBL for engineering education development in Mongolia will provide more teaching possibilities, which will assist the professors. Over the past few years, universities in Mongolia have established the Center for Teacher Development, which provides training and gives advice to staff about teaching methods, although the majority of lectures are still fragmentary and anecdotal. Therefore, many professors teach the way they learned, and most teaching methods used up till now have been teacher-centered. However, modern college instructors and modem society demand different engineering teaching methods from teachers who are more familiar with old-fashioned methods. Furthermore, the methods should meet the needs of individuals and groups who prefer to apply technology in the engineering learning process. Using an effective engineering strategy in the development of a new engineering teaching method will lead to its success.

• Journal of The Korean Association For Science Education
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• v.25 no.5
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• pp.541-546
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• 2005

In order to suggest instructional strategy and learning guidance in science education, the purpose of this study was to classify middle school students by learning style and then examine student's science process skills via those learning styles. The Student Learning Style Questionnaire (SLSQ) and the Test of Science Process Skills (TSPS) were given to 340 ninth graders. Their learning styles were classified into three categories, that were divided into two opposing types: independent/ dependent, collaborative/ competitive, and participant/ avoidant. The results showed the following : 1) Students of the dependent, collaborative, and participant type out numbered ones of the independent, competitive, and avoidant type. 2) Gender differences showed that male students of the competitive, participant, dominant type totalled more than the female students of the collaborative, avoidant type. Furthermore, 3) For students of the independent, competitive, participant type, science process skills were higher than those of the dependent, collaborative, avoidant type.

• Journal of the Korean earth science society
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• v.26 no.6
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• pp.489-500
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• 2005

The objective of this study is to examine the cognitive process that undergoes a middle student’s conceptual change about the universe by the cognitive conflict, using science history materials as a teaching strategy. Four eighth graders were selected and classified by three cognitive level. Students were interviewed and conducted to an inquiry activities regarding their viewpoint about the universe after each class, and their conceptual change patterns were analysed from pre-test and post-test. This study showed that each student held dissimilar astronomical preconceptions and various misconceptions about celestial motion. Students at the formal operational stage and transitional stage experienced the conceptual change from geocentricism to heliocentricism by instructional model upon the science history materials. Student at the concrete operational stage had either unscientific conception, no conception, or could not have a conceptual change even when being presented with an environment that arouses cognitive conflict ($R^2$: Phase change of Venus and its Rise and set time). They ended up having a cognitive change from geocentricism to heliocentricism by solving another problem ($R^2$: Relation between visible diameter and position of Mars). After the instruction, a conceptual achievement progress was reported with a $10\%$ improvement. Therefore, the instruction model based upon science history was effective on student’s scientific conceptual change.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.10
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• pp.6475-6482
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• 2015

The purpose of the study was two folded: to examine whether form-focused instruction (FFI) with corrective feedback (CF) is effective for the acquisition of the target linguistic forms and to find out the extent to which of the students' perceptions as well as their attitudes towards English instruction that they received. Tests and questionnaires were implemented to 122 Korean EFL students from eight classes enrolled in an English communication course. They were randomly assigned to three groups: the input-based group, who received typographical input enhancement materials, so-called the TIE group, the output-based group, who performed dictogloss tasks, so-called the DICT group, and the control group (CG). The data analysis was made on both tests and questionnaires by using SPSS 21.0 for Windows. The study found that different types of FFI with CF contributed to the improvement of students' grammatical knowledge and both the TIE and DICT task group students positively changed their perceptions and understanding as well as their attitudes towards the English instruction given, and students in all groups preferred pair work activities. In addition, most of the TIE and DICT students showed their interest and satisfaction with English class, whereas the CG group students did not. Based on the findings, this study suggested that well-planned and properly-chosen FFI in the form of pair work activities should be applied in classrooms with consideration of students' instructional preference in Korean EFL contextual settings.

• Journal of The Korean Association For Science Education
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• v.33 no.6
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• pp.1219-1236
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• 2013

The purpose of this study was to investigate the association between subject matter knowledge (SMK) and pedagogical content knowledge (PCK) for science teachers. To this end, a total of 26 secondary Earth science teachers participated in this study and a concept diagnostic questionnaire and a lesson planning task of atmospheric pressure were devised to give an indication of participating teachers' SMK and PCK, respectively. The results of this study are summarized as follows: First, participating teachers showed a variety of SMK levels about atmospheric pressure. Second, teachers at high level of SMK focused on 'supplementary' and 'fundamental' curriculum contents for in-depth conceptual understanding, but teachers at low level of SMK, on the contrary, stressed 'applicative' curriculum contents. Third, teachers at high level of SMK grasped students' misconceptions and difficulties in learning atmospheric pressure far more concretely than teachers at low level of SMK. Lastly, teachers at high level of SMK showed a tendency to use learner-centered instructional strategy by utilizing students' prior knowledge, but teachers at low level of SMK were inclined toward teacher-directed concept explanation. Based on this study, some implications for effective science teacher preparation programs were also discussed.

• Journal of The Korean Association For Science Education
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• v.33 no.5
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• pp.911-931
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• 2013

The purpose of this study was to analyze pre-service teachers' reflective discussion on their practical work-based teaching by focusing on the components of instruction and the connectivity of discussion. Eight after-class discussions were recorded and transcribed, and finally analyzed in terms of theoretically driven categories such as aims, teacher knowledge and learner response which also respectively reflect the actual flow of planning, implementation and evaluation of the teaching practice. The result showed that in their discussion about students, conceptual understanding and scientific skill components were most emphasized, while teaching method and strategy were most frequently addressed in the discussion about teacher knowledge. But this also revealed problems in their discussions such as the lack of discussion about inquiry and student interest, difficulties in clarifying theoretical terms and the lack of discussion about instructional models and theories. Meanwhile, pre-service teachers' discussions were limited in terms of connectivity between the components of instruction, meaning that their discussion tended to deal with each component separately rather than occurred in connection with each other. Furthermore, when connections were made during the discussion, only few components of instruction appeared. Based on this result, the paper suggests the need to develop tools to facilitate effective reflection in ways that incorporate various components of instruction and enhance connectivity between the components and between the instructions.

• Journal of The Korean Association of Information Education
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• v.8 no.3
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• pp.293-303
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• 2004

To follow in change and the development which circumference environment of education are quick even from scene of education students form the structure of knowledge themselves, the place where own lead studying of personal small group studying is emphasized, here upon specialist learning activity there is a wild possibility in the model which is suitable. But, studying of the learning paper was most center mainly the specialist learning activity of existing, it solves a learning problem at unit hour to, the hour was too insufficient to solve and it became plentifully at block time. But, this is to the curriculum operation and or the schedule operation it is when trying to consider the intensive degree of learning the elementary student, a problem point there is. It grasps the strong point and a weak point of specialist learning activity model of existing from the research which consequently, it sees and it applies more efficiently from web base study to establish the instructional strategy for, it composed the modules which strengthen the interaction of learning subject for. Also, unit macro learning and block time learning in order to do to become accomplished at web with studying problem, it will be able to solve inside unit hour in order, specialist teaching-learning system based on the web. It developed, after applied in the electrification S elementary school 5 grades which will reach the result, it analyzed.

• Journal of The Korean Association For Science Education
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• v.32 no.10
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• pp.1537-1550
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• 2012

This study aims to explore the differences between Korean and United States college students regarding their degree of religiosity, interest in, understanding and acceptance of evolution, and the effects of their interaction on these variables. A total of one thousand and fifteen Korean and US biology majors and non-majors college students participated in this study and a sub sample of 516 students were randomly selected for statistical tests. The results illustrated that Korean college students harbored significantly lower degrees of religiosity and interest in evolution but significantly higher degrees of knowledge and acceptance of evolution than US college students. The path analysis uncovered that the knowledge of and interest in evolution played a mediating role between religiosity and acceptance of evolution. Korean college students' interest in evolution was less correlated to other variables than US college students' interest. The acceptance of evolution was less predicted by knowledge of evolution in the Korean biology major sample than in the US biology major sample. The acceptance of evolution was predicted more by religiosity in the Korean non-major sample than in US non-major sample. This study suggests that future Korean science curriculum for evolution needs to enhance the degree of students' interest in evolution. In addition, future Korean science curriculum needs an instructional strategy in developing students' ability to make scientific decisions, such as the acceptance of evolution, without interference from their personal religious belief.

• Journal of Science Education
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• v.40 no.2
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• pp.131-143
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• 2016

This research was conducted to investigate the effects under which learner-generated pictorial representation introduced in summary stage of lesson serve as an instructional strategy improving academic achievement and scientific attitude. The subjects of this study were 152 students (experimental group: 38 boys and 39 girls, control group: 36 boys and 39 girls). Using the learner-generated pictorial representation were applied to experimental group, whereas summarizing the lesson in writing to control group. The results of this study were as follows: First, there was no significant difference between the two groups in the post achievement results. But, a statistically significant difference on a delayed post-test of academic achievement was found between experimental and control groups. Second, there was no significant difference between boys and girls in the post achievement test. But a significantly positive effects on the academic achievement was found in boys of experimental group. Third, experimental group scored higher than the control group in all sub-domains of the scientific attitude; curiosity, openness, criticism, cooperativity, willingness, perseverance. Findings suggest the descriptive drawing is a viable way for elementary students to understand scientific concepts and to improve scientific attitude.