• Journal of the Korean Society for Library and Information Science
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• v.50 no.1
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• pp.161-187
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• 2016

This study determined the effect of self-regulated learning on the attitude and related skills of information literacy in school library project learning. In addition, in-depth interview was administered in order to investigate fundamental reasons for such effects. The results are cognitive regulation ability, motivational regulation ability, behavioral regulation ability proved to have statistically significant effect on the attitude and related skills of information literacy. In-depth interview analysis yielded the following components: cooperative learning, experience in information environment, time pressure, exposure to information literacy education, motivation, relationship with school teachers, delayed gratification, and prior knowledge.

• Journal of the Korean Society of Earth Science Education
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• v.8 no.2
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• pp.206-217
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• 2015

The purpose on this study is to identify how effectively experiential learning involving eco-activities make changes in environmental literacy and scientific attitude of elementary students by categorizing those activities into 5 fields of "marine", "rivers", "ecosystem", "climate" and "recycling" and applying those scheme specifically to 5th graders in a elementary school. The conclusion of this study is following. Firstly, after scientific attitude are applied to subjects, a significant disparity was found between experiment group and control group throughout all parts of environmental literacy. In the cognitive category, each specialist concerning his or her own topic was invited to educate the students, and subsequently a positive impact was detected in the category of environmental issue knowledge. In behavioral category, having eco-activities made a significant disparity in all sub-categories of environmental function, active participation, saving activities, recycling activities and so forth. Secondly, experiential learning involving eco-activities made a significant disparity between the two groups in terms of Scientific Attitude, showing effectiveness in all sub-categories except curiosity.

• Journal of Korean Elementary Science Education
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• v.29 no.3
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• pp.326-340
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• 2010

TGT (teams-games-tournaments) cooperative learning is suggested as a method which enables both the individualized teaching-learning and the small group learning in students-centered open education. This study investigated the instructional effects of the pre-learning program applied by ICT-based TGT cooperative module for science museum excursion regarding of the earth and the moon on the science related attitude according to gender difference in elementary school science class. Three classes of third graders (N=87) at a elementary school were randomly assigned to the ICT-based TGT cooperative learning group, the ICT learning group, and traditional learning group. The students were taught about the planning of exploring the moon in the chapter of the earth and the moon, for 1 class hour. Prior to the instructions, the TOSRA(test of science related attitude) and achievement test were administered. Two-way ANCOVA results revealed that the scores of the ICT-based TGT cooperative learning group were significantly higher than the other learning groups for most of the TOSRA scales. However, there was a little significant difference among the three groups in the three distinct scales of TOSRA, Normality of Scientists, Leisure Interest in Science, and Career Interest in Science. Advantage/disadvantage and usefulness of ICT-based TGT cooperative learning were also discussed.

• Education of Primary School Mathematics
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• v.18 no.1
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• pp.31-44
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• 2015

This study aims to test effect of transfer learning program rather than students' transfer ability. For these purpose, firstly this study design transfer learning program to apply from 'rate concept' in learning math class to 'velocity concept' in science class. Subsequently, this study is to analyze whether this program affect on 'the rate concept understanding' and 'the mathematics learning attitude'. Followings are the findings from this study. First, transfer learning program affect on improving students' rate concept understanding. Moreover, 17 among 35 students' who stay in 'ratio level' move to 'internalized ratio level'. Second, besides transfer learning program is not only cause to change students' learning attitude, this program impact on changing their learning attitude positively. The study has an important implications in that it designed new learning program that students experience transfer and test its effect.

• The Journal of the Convergence on Culture Technology
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• v.10 no.4
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• pp.339-345
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• 2024

The Purpose of this study was to confirm the effect of Havruta-problem-making consisting of extracurricular activities in pathology classes on nursing students' learning attitude, learning commitment, and self-directed learning ability. Data collection was conducted from August 25 to December 23, 2023 for 84 nursing students in the M University. Paired t-test was conducted on the collected data using the SPSS/WIN 20 program. As a result of the study, learning attitudes (t=-2.00, p=.046), learning flow(t=-1.54, p=.124) and self-directed learning ability (t=-.63, p=.529) were statistically significantly improved by applying Harbuta-problem making. Since Havruta-problem making has been identified as an effective teaching method for nursing students, a study is suggested to confirm the difference between grades. In addition, there is a lack of research that measures the learning attitudes of college students, so repetitive research is needed.

• Journal of Korean Elementary Science Education
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• v.34 no.4
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• pp.476-485
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• 2015

The purpose of this study was to investigate the effects of free inquiry lessons utilizing flipped learning with smart devices on digital literacy, $21^{st}$ century skills and scientific attitude of $5^{th}$ graders of elementary school. The subjects of this study were two different $5^{th}$ grade classes in J elementary school located in B metropolitan city. Free inquiry lessons utilizing flipped learning with smart devices were applied to experimental group, whereas comparison group was taught general free inquiry lessons using ordinary teaching materials. The results of this study were as follows: First, free inquiry lessons utilizing flipped learning with smart devices were statistically meaningful on students' digital literacy. Second, free inquiry lessons utilizing flipped learning with smart devices were not statistically meaningful on students' $21^{st}$ century skills. Third, free inquiry lessons utilizing flip teaching with smart devices were not statistically meaningful on students' scientific attitude. Fourth, free inquiry lessons utilizing flipped learning with smart devices caused an effectiveness on students' interests.

• Journal of the Korean School Mathematics Society
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• v.8 no.2
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• pp.145-165
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• 2005

The present study was investigate the effects of grouping method on mathematical achievement and attitude toward mathematics. The result of this study are as following. Referring to the improvement of mathematics achievement, TL-LS group I and II turns out to be more efficient than the normal learning groupIII(p<.05), there found no significant differ between TL-LS group I and II (p>.05). As for the level of mathematics achievement, TL-LS group II show more efficient than the normal learning groupIII at a medium and low level(p<.05), and TL-LS group I show more efficient than the normal learning groupIII at a low level(p>.05). As for the attitude toward mathematics, TL-LS group I and II turns out to be more efficient than the normal learning groupIII(p<.05), there found no significant differ between TL-LS group I and II (p>.05).

• Journal of the Korean earth science society
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• v.24 no.3
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• pp.141-149
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• 2003

This study investigated the effect of gender grouping on cooperative learning on the basis of student achievement and science-teaming attitude. Homogeneous and heterogeneous gender groupings were used in the treatment groups for the learning strategies of earth science. Traditional instruction was performed for the control group. Three classes at a middle school were assigned to the groups. Before the treatment instruction, a questionnaire about science-learning attitude was administered to 144 students, and their scores were utilized as covariate. Then, the same questionnaire was given with a test of science achievement designed in this study. The changes in both achievement and attitude among the three groups were analyzed statistically. Significant differences were not shown in science achievement or in the difference of gender with respect to perceptions about science. There were significant changes between the homogeneous and heterogeneous gender grouping in their attitudes toward science instruction. Here the cooperative learning group, regardless of the gender grouping, tends to exhibit more positive perceptions towards their learning environment than the control group, particularly in female students.

• Journal of Digital Convergence
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• v.13 no.12
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• pp.277-284
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• 2015

The purpose of the this study was to evaluate the effects of self-Control, avoidance cognitive fusion, concentration and learning attitude with high school students. For this, the group acceptance-commitment therapy programs were administered for 12 sessions on a weekly basis. 10 high school students were assigned to treatment group and 10 were assigned to control group. Both pre- post- follow-up of self-Control, avoidance cognitive fusion, concentration and learning attitude were assessed. The results were as the treatment group reported significantly lower avoid fusion to the control group. In addition, the treatment group reported significantly higher score level of self-Control, concentration and learning attitude compared to control. Results indicate that the treatment group is more capable than the control group, of decreasing avoid fusion, while increasing self-Control, concentration and learning attitude. This results suggest that can be applied effectively. Finally, limitations of the present study and suggestions were discussed.

• Journal of Digital Convergence
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• v.17 no.12
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• pp.67-75
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• 2019

This study was conducted to analyze the effects of mathematics classes using engineering tools on students' mathematics academic achievement and mathematics learning attitude, focusing on the basic figure and drawing sections of the first grade of middle school. Eighty students of first-grade at H Middle School in South Gyeongsang province were divided into two groups, taking a total of six weeks of classes using engineering tools(Algeomath) and traditional tools, and covariate analysis(ANCOVA) was used to analyze students' mathematics academic achievements and changes in mathematical learning attitude. The analysis found that classes using engineering tools were effective in students' mathematics academic achievements and attitude of learning math. Based on the results of the study, the necessity of utilizing various engineering tools in the future secondary school math class and the prospect and implications of the classes were discussed.