• Korean Journal of Child Education & Care
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• v.17 no.4
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• pp.233-258
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• 2017

Although listening to music is the most basic musical experience that is ahead of all the other musical activities, it tends to be neglected due to lack of awareness and difficult teaching methods. This study is to compose integrative music appreciation by reflecting thoughts of children, draw children's attention to listening to music, and let them to discover and create musical concept and structures by themselves, accompanied by related activities through which children can express their thoughts and feelings with children's poem. Considering the peculiarities of three-four year-olds, it may be difficult for them to create poems individually, so we let them to write poems through small group discussion in which they can share their opinions and observe their peers' reaction. We provided a teaching method to teachers who find activities of listening to music and writing poems difficult, then we analyzed the effect. When children finished writing poems in small groups through integrative music appreciation reflecting their thoughts, they placed greater weight on preparing to listen to music at first, but going through the program, they discovered musical concepts and became active in music appreciation. In the related activity, writing poems inspired them to think creatively, listening to their peer's stories. Even children who were not interested in children's poem showed higher participation. Teachers found children's creative words to be interesting, discovering the joy of creation.

• Journal of Gifted/Talented Education
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• v.25 no.6
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• pp.771-797
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• 2015

The purpose of this study was to assess musically gifted students'needs in order to develop the gifted curriculum in music. The survey was carried out with 103 musically gifted students who are being educated in institutes for the gifted. The survey asked the needs about components of the gifted curriculum in music: the educational objectives, contents, teaching strategies, evaluation as well as educational environment influencing on the curriculum. As for the objectives, the result showed the highest needs was the ability to communicate with audience by expressing one's feeling. For the high school students, a large number items had significant differences between the necessary level and the current level. As for the contents, the highest needs were the class piano, second instrument, and the experience of the musical field. High school students needed the second instrument more than middle school students did. As for the teaching strategies, the highest needs were the autonomous choice by learners, the instruction pursuing learners' interests, and the field work. As for the evaluation, the highest needs were the peer evaluation and the evaluation on the collaborative performance or team work. As for the educational environment, the gifted in music strongly needed spaces to practice instruments. Additionally, high school students needed a space to perform like a concert hall. Thus the gifted curriculum in music must be thoroughly developed based on the result above.

• Journal of the Korean Chemical Society
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• v.63 no.3
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• pp.166-182
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• 2019

This study examined teachers' difficulties that they encountered free semester science assessment and their problem solutions. Fifteen science teachers who had experiences of free semester teaching and assessment were selected by convenience sampling in this study. The participant teachers mentioned difficulties of accurate scoring in student self/peer assessment and suggested solutions of providing studetns with detailed assessment criteria and opportunities to practice assessment. The participant teachers mentioned a lack of objective assessment criteria for affective domain and suggested solutions of providing criteria prior to assessment and developing assessment framework. The participant teachers mentioned a lack of assessment tools and references for perforamnce assesement. The participant teachers mentioned difficulties of a large teacherstudent ratio for providng feedbacks to students and suggested solutions of decreasing teacher-student ratio and teaching load. The participant teachers mentioned difficulties of identifying student characteristics for assessment reporting and suggested solutions of decreaing teacher work load. The participant teachers mentioned a lack of teacher understanding of process based assessment and inactive attitude to performance assessment and suggested solutions of professional learning community and improving teacher perceptions on performance assessment. The participant teachers mentioned difficulties of a large teacher-student ratio and a lack of time for implementing assessment methods that they learned from professional development programs. With both teacher self-efforts and systematic support, these problems would be solved and success of free semester assessment would be achieved.

• Journal of the Korea Convergence Society
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• v.8 no.2
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• pp.269-276
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• 2017

The purpose of this study is to review empirical research on Form-focused instruction (FFI) in Korean language education from a critical perspective to better understand the effectiveness of FFI. To achieve this goal, several databases were searched to locate relevant experimental and quasi experimental studies published in peer-reviewed journals. Out of 66 studies collected, 12 studies met the inclusion criteria. The studies were then analyzed in terms of subjects, target grammar, treatment, measurement, and the learning outcomes of different techniques. In general, several types of FFI techniques had positive effects on helping learners acquire Korean as a second or foreign language. The results of the study will provide a conceptual framework which identifies the major factors affecting the effectiveness of FFI. The results will also be able to inform future meta-analytical research of existing studies.

• Journal of Korean Elementary Science Education
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• v.31 no.2
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• pp.135-145
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• 2012

In this study, we developed an efficient in-service teachers training program, which could help the professional development of science gifted teachers. The characteristic feature of this in-service training program was to put great emphasis on interaction between fellow teachers. With this program, teachers could share their experiences and informations about gifted education. The program consisted of 4 interaction modules: 'the module of interaction at the pre-planning', 'the module of interaction in the small group', 'the module of interaction at the plan of application', 'the module of interaction at the practical exercise'. In this study, we analyzed the interaction between science gifted education teachers in 'the module of interaction at the pre-planning'. We analyzed the interaction between science gifted education teachers in 'the module of interaction at the pre-planning'. Each teachers got 17.2 correction opinions from peer teachers. They accepted 79.2% opinions among them and refused the other opinions (20.8% opinions). In the analysis of 'program process', the interactions for the improvement about 'the acquirements of knowledge and function' step were 41.9% and the interactions for the improvement about 'plan and exploration' step were 30.5%. In the analysis of 'program domain', the interactions about 'method of teaching and learning' were 41.9%. The interactions about 'program step' were 28.6% and the interactions about 'learning contentsh were 24.8%. With these results, we discussed the features of interaction between science gifted education teachers and proposed the improvement of in-service training program for elementary science gifted teachers.

• Journal of the Korean Institute of Educational Facilities
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• v.18 no.6
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• pp.45-56
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• 2011

This study explored what impacts can be brought to students, teachers, schools, and community by the improvement of physical environment of school spaces. For the purpose, we studied 5 schools (2 elementary and 3 middle schools) who took part in the Happy School Project funded by the Ministry of Culture, Sports, and Tourism in 2008. Ten series of Focus Group Interviews were carried out with a sample of 28 students and 20 teachers who experienced both before and after the school renovation project. The analysis of the interview data revealed that although the project was concerned with a part of school space such as restroom or reading room, it could bring multiple effects such as following: First, the students addressed that they felt "good" about school environment, which led them to feel good about their "schools." This change was found out to bring about more positive attitudes towards a school in general, public manners, peer relationships, emotional well-being, and learning. Second, the teachers became to value more their principals' leadership, being more satisfied with their work environment and more concerned about management of school facilities, and happier with students in terms of teaching and guidance than before. Third, all the 5 schools seem to go through a noticeable change in terms of a school climate and ethos in a more positive and harmonious way. Finally, 'spread', 'promotion', and 'openness' effects were discussed with regard to the relationships between the schools and local community.

• Women's Health Nursing
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• v.22 no.4
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• pp.221-232
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• 2016

Purpose: The purpose of this study was to examine the applicability of a flipped learning course in Women's Health Nursing for nursing students. Methods: A total of 200 senior nursing students participated in flipped learning class of pregnancy, delivery and postpartum area, which included team-based learning and self-reflection for 8 weeks. One group pre-post test design was adopted and the changes in learning motivation and satisfaction were examined. In addition, reflective journals of the students were analyzed by making a qualitative content analysis. Results: Students showed a significant increase in score of learning motivation in the posttest (t=-4.47, p<.001). They had a mean of 3.90 in learning satisfaction out of possible five points. As a result of content analysis, three themes were selected: 'Improved attitude toward active learning', 'Burden caused by excessive workload', and 'Valuing to the team-based activity' To be specific, six sub-themes were selected, with three positive and three negative categories: 'improved class attention and understanding', 'positive class participation by preparing lessons in advance', 'peer interactions through discussion', 'A lot of time and effort consuming', 'stress caused by the burden of preparing lessons', and 'difficulties in cooperative activities'. Conclusion: This study supports and confirms that the flipped learning can be a creative instructional model of positive teaching-learning strategy in clinical nursing courses to enhance students' learning motivation.

• Journal of Korean Home Economics Education Association
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• v.13 no.3
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• pp.131-146
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• 2001

The purpose of this study were to develop cooperative learning lesson plan for middle school home economics class and to identify the effect of cooperative learning on students\` self-esteem. The content of lesson was chosen from the food and nutrition section of home economics textbooks for middle school. The main structure of the lesson plan stems from $\boxDr$Lesson Plan Guide of Structuring Cooperative Learning Lesson Plan for Teachers$\boxUl$ by D. Johnson. R Johnson and E. Holubec. Various kinds of references including media reading materials cooperative group activity reports and cooperative group activity checking lists were newly developed according to the content of lesson. Eight hour lesson plans were developed and applied to 2nd grade middle school students and pre-test and post-test were taken to test the effect of Johnson\`s cooperative learning method on students\` self-esteem. Students at a Middle School located in Seoul were divided into two grouts, the three classes as experimental group and the other three classes as control group. The data were analyzed by ANCOVA using SPSS/WIN program. As a result, the hypothesis that the degree of self-esteem of the experimental group is higher than that of control group was adopted (P.(001). Among the sub-factors of self -esteem. the global self-esteem and the social-peer self-esteem scores of the experimental group were higher than that of the control group(p.(001 each). but the school-academic self-esteem score was not different (p> .05) According to the post-experiment free-style report. student as a dynamic subject could get initiatives and interests in home economics class more effectively by cooperative learning. Therefore, it could be said that cooperative learning has positive effect on the promotion of students\` self-esteem and is considered to be a good teaching method of home economics subject.

• The Korean Journal of Community Living Science
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• v.20 no.3
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• pp.343-355
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• 2009

The purpose of this study was to examine the efficacy of child care and the education and the influence of job-stress on job-satisfaction of child care and education teachers. 172 child care and education teachers were chosen from 40 child care centers located in Incheon, Gyeonggido, and Seoul. Data were collected using the efficacy of child care and education index, the job-stress instrument, and the job-satisfaction instrument, and were analyzed using t-test, one-way ANOVA(Duncan test), correlation analysis and multiple regression analysis. There were significant differences in child care and education teacher's job-satisfaction according to the teacher-related variables, including the type of institution, the number of classes, the age of children, the education, the teaching experience, the income, the age of teacher, and the marital status of the teacher. Correlation analysis indicated that the teacher's efficacy of child care and education and the job-satisfaction had significant correlations, especially the satisfaction of job itself indicated high positive correlations. Job-stress and job-satisfaction of the child care and education teachers had significant negative correlations in all sub-variables, especially the stress from the working environment and the satisfaction of administration system indicated high negative correlations. It was also found that stress from the working environment, stress from the overload, stress from the peer relations, and the efficacy of child care and education were all significant predictors of the child care and education teacher's job-satisfaction.

• Communications of Mathematical Education
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• v.34 no.2
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• pp.161-177
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• 2020

This study constructed an experiment group and a comparative group, composed of high school students preparing for "Na" type math exam and provided one-to-many tutoring cooperative learning. This study tested the differences between group and between pre- and post-treatment scores by group using non-parametric statistics techniques. Moreover, this study conducted an open-type survey twice and had individual interviews to examine the affective domains of students. The difference in scores between the experimental group and the comparative group was not significant. However, the difference between pre- and post-treatment math scores was only significant in the experiment group among the three groups. Additionally, the student-teacher could reflect on him or her and improve self-efficacy while teaching other ordinary students. The ordinary students were more interested and motivated in the lessons and became more confident. In terms of mathematics competency, we could see that communication, problem-solving, reasoning, and attitude & practice were improved.