• Journal of Institute of Control, Robotics and Systems
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• v.22 no.8
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• pp.656-664
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• 2016

While anthropomorphic robots are gaining interest, dual-arm robots are widely used in the industrial environment. Many methods exist in order to implement bimanual tasks by dual-arm robot. However, kinesthetic teaching is used in this paper. This paper suggests three different kinesthetic teaching methods that can implement most of the human task by the robot. The three kinesthetic teaching methods are joint level, task level, and contact level teaching. The task introduced in this paper is box packing, which is a popular and complex task in industrial environment. The task is programmed into the dual-arm robot by utilizing the suggested kinesthetic teaching method, and this paper claims that most tasks can be implemented by using the suggesting kinesthetic teaching methods.

• Journal of The Korean Association of Information Education
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• v.21 no.6
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• pp.607-618
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• 2017

Recently, there is a growing interest in learning to use games as a teaching method for digital native learners. In this study, we conducted a path analysis between bodily-kinesthetic intelligence, linguistic intelligence, flow, learning outcomes(academic achievement, persistence intention) in motion-capture game-based learning(the used game developed for elementary school history class). As a result, bodily-kinesthetic intelligence directly influenced flow and indirectly influenced learning outcomes. Linguistic intelligence did not have direct influence on flow and indirect effects on learning outcomes. Through this result, we expected that the motion-capture game-based learning facilitate learning motivation and performance of learners for higher bodily-kinesthetic intelligence.

• Journal of Korean Home Economics Education Association
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• v.33 no.4
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• pp.85-101
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• 2021

The purpose of this study was to make suggestions for improvement by analyzing the activity tasks in the clothing life area in middle school 「Technology & Home Economics」 textbooks of the 2015 revised curriculum. For this purpose, the multiple intelligence teaching-learning strategy analysis criteria were reconstructed and used for analysis. The activity tasks of the clothing life area of 「Technology & Home Economics I」 textbooks from 12 different publishers were analyzed based on the reconstructed analysis criteria, and the content validity was verified by 11 experts. The content validity, assessed by CVI was 0.94. According to the results, the logical·mathematical intelligence accounted for the highest proportion with 31.02%, followed by linguistic intelligence(23.81%), visual/spatial intelligence(17.08%), intrapersonal intelligence(14.71%), interpersonal intelligence(5.79%), bodily/kinesthetic intelligence(5.22%), naturalistic intelligence(2.37%), and musical intelligence(0.00%). The results showed that the teaching-learning strategies most frequently implemented in clothing life area were logical/mathematical intelligence, linguistic intelligence, visual/spatial intelligence, and intrapersonal intelligence. On the other hand, teaching-learning strategies related to interpersonal intelligence, bodily/kinesthetic intelligence, and naturalistic intelligence were used at a relatively low proportion. Therefore, it is recommended to expand the teaching-learning strategies of interpersonal, bodily/kinesthetic, naturalistic and musical intelligence, for a more balanced intelligence development of students.

• Education of Primary School Mathematics
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• v.10 no.1 s.19
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• pp.1-13
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• 2007

For the last 30 years many researches were conducted to supply a lot of information on brain that were worth using in teaching and learning. They have showed that students received information through multi-path, and used familiar learning sense to present the received informations. However, nowadays only visual materials are mainly used in mathematics classroom. The purpose of this research is aimed to investigate implications of which learning senses are dominated to learn mathematics. Learning sense were catagorized to visual, auditory, and kinesthetic sense according to Politano & Paquin's classification. We surveyed student's learning senses using questionares. Subjects were composed of 141 elementary students, 117 middle school students, 145 high school students,, and 99 college students. T-test were used to investigate whether there are differences in student's learning senses according to grade levels or not.

• Anatomy and Cell Biology
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• v.51 no.4
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• pp.260-265
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• 2018

Undergraduate students struggle to comprehend embryology because of its dynamic nature. Studies have recommended using a combination of teaching methods to match the student's learning style. But there has been no study to describe the effect of such teaching strategy over the different types of learners. In the present study, an attempt has been made to teach embryology using the combination of analogies and simple 2D animations made with Microsoft powerpoint software. The objective of the study is to estimate the difference in academic improvement and perception scale between the different types of learners after introducing analogies and 2D animation in a lecture environment. Based on Visual, Aural, Read/Write, and Kinesthetic (VARK) scoring system the learners were grouped into unimodal and multimodal learners. There was significant improvement in post-test score among the unimodal (P<0.001) and multimodal learners (P<0.001). When the post-test score was compared between the two groups, the multimodal learners performed better the unimodal learners (P=0.018). But there was no difference in the perception of animations and analogies and long-term assessment between the groups. The multimodal learners performed better than unimodal learners in short term recollection, but in long term retention of knowledge the varied learning style didn't influence its outcome.

• Journal of Korean Elementary Science Education
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• v.24 no.1
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• pp.9-20
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• 2005

The purpose of this study was to examine the effect of integrated science inquiry teaming method through literature materials on the learner's science concept formation, inquiry ability, and attitude related to science when it was applied to the unit 'The temperature of atmosphere and winds', 'The journey of water' in the 5th grade, and to find out the effect on science learning according to teaming styles. To study these subjects, 4 classes of 5th grade in J elementary school in Busan were selected. The result of this study were as follows: First, Integrated science inquiry learning method through literature materials was more effective for concept formation than conventional teaching method. In science inquiry ability, there was not significant difference at all between the comparison group and the experimental group. In attitude related to science, the experimental group showed significant difference only in the interest in occupation related to science. The visual modality learners within the experimental group showed significantly higher statistics than the other modality learners in the post-investigation into the science concept and there was significant difference between the visual and the kinesthetic modality learners in the result of post-test on science inquiry ability.

• The Journal of the Korea Contents Association
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• v.19 no.11
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• pp.144-152
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• 2019

Learning styles are the methods of gathering, processing, interpreting, organizing the information. VARK learnig inventory is instructional preference classified according to their visual(V), aural(A), read-write(R), and/or kinesthetic(K) sensory modality preferences(SMP). Learner-centered learning is emphasized, but there are few studies on VARK learning styles in Korean medical school. The purposes of this study were to assess the student' SMPs and compare those with gender, status, and academic achievement. The subjects of study were 394 students at C Medical School and Graduate School of Medicine. For the study style test, 16 questions were used in Korean version of VARK test paper© 7.0 developed by Fleming provided on the VARK website. Academic achievement was converted into a standardized score(t score). Frequency analysis, cross analysis, and variance analysis(t-test, ANOVA) were conducted to identify learning style disposition and differences between groups. The uni-modal type was 87(22.1%) and the multimodal was 307(77.9%). Regardless of gender, quasi-modal VARK was the most preferred. There was no significant difference in learning styles by gender. The first grade in medicine was the lowest in uni-modal type(8.8%) and the highest in quasi-modal VARK type(47.8%), while the fourth grade was the highest in uni-modal type(30.7%) and the lowest in quasi-modal VARK type(19.8%) and tri-modal type(19.8%). There was no difference in academic achievement by all learning types(F=1.09, p=0.37). The knowledge about students' learning styles is helpful for instructors to apply more learner-centered teaching strategies in medical education.

• Korean Journal of Childcare and Education
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• v.1 no.1
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• pp.59-81
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• 2005

The purpose of this study was to examine how Montessori-education program, one of different early-childhood education programs, was tied into the multiple intelligences of young children and how Montessori education program affected their multiple intelligences. It's basically meant to determine the efficiency of Montessori-education program. The major findings of the study were as follows: First, the Montessori-education program turned out to have a favorable effect on the development of the young children's multiple intelligences. Second, among the subfactors of multiple intelligences, the musical and bodily-kinesthetic intelligences of the preschoolers were little affected by the Montessori-education program, but that had a good impact on their logical-mathematical, spatial, linguistic, interpersonal, intrapersonal, and naturalist intelligences. The above-mentioned findings suggested that Montessori-education program was one of efficient teaching methods to step up the development of young children's multiple intelligences.

• Journal of Korean Home Economics Education Association
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• v.30 no.3
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• pp.19-42
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• 2018

The purpose of this study is to analyze the tasks of 'dietary life' in the textbook developed according to the 2015 revised middle school 「Technology·Home economics」 education curriculum based on the multiple intelligence teaching and learning methods. To accomplish this purpose, 12 textbooks of middle school 「Technology·Home economics」 textbooks were titled "Nutrition and Dietary Behavior of Adolescents", "Planning and Choosing Meals", "Choosing Foods and Safe Cooking" except the questions, the tasks that the students can perform are analyzed based on the teaching and learning methods using multiple intelligences. Analysis methods were analyzed by using contents analysis method, focusing on learning activities, and sub-questions of activities were all included in each activity, and the process of preparing activities on a continuous line was grouped into one. Three people analyzed the activities and proceeded to revise and supplement the analysis standard through consultation. The other three researchers confirmed it. As a result of analyzing 12 kinds of textbooks, the number of activity tasks was 25~74 for each kind of textbooks, and the total number of activities was 527. According to the ratio of multiple intelligences, 35% of the tasks were using logical-mathematical intelligence, and 26.8% of linguistic intelligence, 23% of intrapersonal intelligence, 7.2% of interpersonal intelligence, 3.8% of spatial intelligence, bodily-kinesthetic(2.7%) and musical intelligence(1.5%). On the other hand, it was analyzed that there is no activity task using naturalist intelligence. Except to the naturalist intelligence, general intelligence was utilized. This indicates that the home economics curriculum is a convergence of the home economics curriculum in that it is a reorganization by extracting the contents and methods of other curriculum related to dietary life, is interpreted. This study is expected to provide a framework for various teaching and learning methods to activate students' participation classes and to provide an alternative to realize convergence education in home economics curriculum.