• The Journal of Information Systems
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• v.13 no.1
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• pp.21-38
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• 2004

Along with the advance of Information technology and the introduction of the information era, cyber education through the internet has been activated in universities and private educational organization. However, most cyber education is not being practically applied in government employ. This study looks at the influential factors of cyber education in order to create a cyberspace where the public official can obtain information at a place and time convenient to them. This will provide a chance to activate cyber education effectively. The hypothesis was approved through multiple regression analysis was executed in order to explain and predict the relationship between influential factors and cyber education effects. The results of the study show the influential factors of education effect as follows: - the instruction design and contents factors such as interesting educational contents, interaction between leamers and teacher, and positive instruction, all had an important influence. - the learner factors, such as a desire to leam, motivation, and interest in the lesson, also had a significant influence. - the environmental factors such as systematical basis and support, atmosphere, and consideration of others had a large effect on the education effect.

• Journal of Korean Elementary Science Education
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• v.21 no.2
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• pp.159-170
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• 2002

This study examined the effect on the education of scientific attitude in the process of primary school education by application of STS teaching-learning method with an unit of 6th grade in primary school "environmental pollution and nature conservation". The attitude relating science education, on the other side, is classified into 4 parts; attitude for science, social meaning of science, attitude for science subject and scientific attitude. The study of sexual difference on the above points was examined too. The results was taken as follows. 1. STS Teaching-learning method gives positive effect on the education of scientific attitude more than traditional teaching method, especially on the point of the attitude of science lesson and scientific attitude. 2. STS education has an great influence on the social meaning of the scientific attitude relating science education , investment in science, relation with society, solving social problem, contribution to development of society and technology 3. STS teaching-teaming is thought to be the learning that is more effective for boy than girl. In conclusion The STS Teaching-loaming method is preferable in order to increase the scientific attitude of the Elementary school students. students.

• East Asian mathematical journal
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• v.33 no.4
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• pp.381-411
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• 2017

The purpose of this study is to investigate how students' mathematical creativity changes through problem-solving instruction using problem-posing for elementary school students and to explore instructional methods to improve students' mathematical creativity in school curriculum. In this study, nonequivalent control group design was adopted, and the followings are main results. First, problem-solving lessons with problem-posing had a significant effect on students' mathematical creativity, and all three factors of mathematical creativity(fluency, flexibility, originality) were also significant. Second, the lessons showed meaningful results for all upper, middle, and lower groups of pupils according to the level of mathematical creativity. When analyzing the effects of sub-factors of mathematical creativity, there was no significant effect on fluency in the upper and middle groups. Based on the results, we suggest followings: First, there is a need for a systematic guidance plan that combines problem-solving and problem-posing, Second, a long-term lesson plan to help students cultivate novel mathematical problem-solving ability through insights. Third, research on teaching and learning methods that can improve mathematical creativity even for students with relatively high mathematical creativity is necessary. Lastly, various student-centered activities in math classes are important to enhance creativity.

• Journal of The Korean Association of Information Education
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• v.19 no.3
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• pp.287-298
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• 2015

Digital textbook is noted as a new education materials to realize a new education paradigm with changes in digitalized society. The purposes of this study is investigation of key factors on digital textbook satisfaction by selecting of the three factors(domestic environment factor, teachers factor, school environment factor), analysis of awareness of effect factors on digital textbook satisfaction, and verification for each effect factors' influence on elementary school. 201 elementary school students, 201 their parents, and 12 teachers in Chung-nam were surveyed and factors which influenced on digital textbook satisfaction were analyzed. According to the results, firstly, there was a statistical significant difference in domestic internet environment, device owned environments, the utilization of the internet for the purpose of education and using time, device type of teachers, lesson time of digital textbook used in class and time ratio. Secondly, multiple regression analysis was conducted to find out the influence on digital textbook, the Awareness of parents about digital textbook, The lesson time using digital textbook by teacher, The utilization of the internet for the purpose of education affected satisfactions significantly in the order. This study has significant implications about which we have provided the effort needed to use digital textbook.

• Journal of The Korean Association For Science Education
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• v.21 no.1
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• pp.22-29
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• 2001

The purpose of this study is to investigate the effects of lessons adopting portfolio assessment regarding feedback on elementary school student's scientific knowledges, inquiry abilities and their perceptions of it. For this study, two classes of 5th grade elementary school in suburb were selected. As an experimental group, one class was selected to apply the lessons adopting portfolio assessment regarding feedback, and the other class as a control group was selected to apply the lessons adopting portfolio assessment without feedback. The investigator taught and assessed both group students. The results showed a significant difference in scientific knowledge between the experimental group and the control group (p<.05). More detailed analysis of scientific knowledge found that the feedback effect was statistically positive in the memory and the understanding domain, but there was no effect in the application domain. No statistical difference was identified in inquiry abilities. The results of the questionnaire on the perceptions of portfolio assessment showed that students of the experimental group had higher positive responses on the 'perception about the effects of lesson' and on the 'perception in scientific attitudes' than the control group. However, the control group students had higher positive responses on the 'perception about self-evaluate of their own portfolio' and the 'perception about need of feedback' than the experimental group.

• English Language & Literature Teaching
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• v.16 no.1
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• pp.233-257
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• 2009

The purpose of the present study was to examine the effect of 3D avatar-based Virtual Reality chatting on college students' English learning achievement. Forty college sophomore students participated at this study and the research lesson continued for 8 weeks. They were administered to take a pretest to evaluate their vocabulary knowledge and writing skills. Their progress was assessed on the basis of midterm. Finally, a post-questionnaire was administered to measure their interest and understanding toward their learning experience in 3D avatar-based Virtual chatting. The results of this study indicated that there was a statistically significant difference between the control group and experimental group with respect to their midterm scores and writing. The result of the post-survey indicated the interest of English was statistically higher than the understanding of English.

• Korean Journal of Adult Nursing
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• v.19 no.4
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• pp.593-602
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• 2007

Purpose: The purpose of this study was to develop an e-learning orientation program for nursing students(junior), to evaluate the program, and to find out its effects on adapting to clinical practicum. Methods: The e-learning orientation program was developed according to ADDIE model(analysis, design, develop, implement, evaluate) using an Active Tutor Program. Twelve nursing professionals and 31 nursing students(learners) evaluated the e-learning orientation program. Thirty one nursing students participated in the e-learning orientation program both on-line and off-line. Results: The e-learning orientation program consisted of 5 parts including 'Taking a lesson in gastrointestinal tract', 'Fundamental nursing skill and reading a medical chart', 'Taking a ward orientation by head nurse', 'Clinical practice with preceptors', and 'Writing for case report'. Adapting scores to clinical practicum were significantly different between pre-test and post-test(t=-5.76, p=.000). Conclusion: The e-learning orientation program of on-line and off-line has an effect on adapting to clinical practicum for nursing students.

• The Journal of Information Technology
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• v.12 no.4
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• pp.33-37
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• 2009

This paper analyzed effects Web-Based cooperation Learning have on improvement in Social Adaptability and problematic behavior, using Web-Based cooperation Learning system that is designed for Mental retardation children. Is Made Teaching Design according to students level, based on elementary school Bareunsaenghwal subject. Teaching and Learning program that is going with flash and PPT Embodied is. Designed to bulletin the evaluation data for cooperation studying after studying a part of the lesson. Verification of learning effect went with experimental group and comparison group consisted of groups of 8. Students studied the Internet web data and Teaching material paper and they took pencil test. As a result, point of post-inspection was higher than that of pre-inspection. Web-Based cooperation Learning is confirmed to be effective on Social Adaptability and problematic behavior improvement.

• Education of Primary School Mathematics
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• v.4 no.2
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• pp.83-103
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• 2000

The purpose of this study is to develop and implement an alternative elementary mathematics curriculum to enhance creative problem solving ability. The curriculum consisting of three main elements was developed. The three elements are content knowledge, process knowledge and creative thinking skills. The curriculum contents and the units were developed by mathematics educators, elementary educators, psychologists, elementary school teachers and curriculum specialists for 3 years. In order to test the effectiveness of the developed curriculum, the 5 units based on a problem-based-learning (PBL) method were implemented in a 5th grade class as an experimental group during the second semester. For the comparison group the ordinary lesson based on the 6th national mathematics curriculum was implemented during the same period. Performance assessment was developed and used for the pre and post test. T-est was use to testify that the effect of the curriculum is statistically signigicant. The results of the test showed that the experimental group progressed significantly in the creative problem solving ability, but the comparison group did not.

• Journal of Korean Elementary Science Education
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• v.30 no.2
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• pp.141-151
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• 2011

The purpose of this study is to examine the effect of forth grades in elementary the environmental-friendly attitude by STSE in elementary lesson. To verify research problem, the subject of this study were forth-grade students selected from two classes of an elementary school located in Ulsan. Post-test showed following results: the research group showed a significant improvement in the environment-friendly attitude of cognitive domain and behavior domain compared with the comparison group. In conclusion, STSE program was more effective than the teacher map based teaching model on environment-friendly attitude. However, since the study has a limit on an objet of the study and the applied curriculum, the additional studies need to be conducted with an extended comparative group and curriculum.