• Journal of The Korean Association For Science Education
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• v.36 no.6
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• pp.935-946
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• 2016

This study aims to explore cognitive biases relating the core competences of science and instructional strategy in reducing the level of cognitive biases. The literature review method was used to explore cognitive biases and science education experts discussed the relevance of cognitive biases to science education. Twenty nine cognitive biases were categorized into five groups (limiting rational causal inference, limiting diverse information search, limiting self-regulated learning, limiting self-directed decision making, and category-limited thinking). The cognitive biases in limiting rational causal inference group are teleological thinking, availability heuristic, illusory correlation, and clustering illusion. The cognitive biases in limiting diverse information search group are selective perception, experimenter bias, confirmation bias, mere thought effect, attentional bias, belief bias, pragmatic fallacy, functional fixedness, and framing effect. The cognitive biases in limiting self-regulated learning group are overconfidence bias, better-than-average bias, planning fallacy, fundamental attribution error, Dunning-Kruger effect, hindsight bias, and blind-spot bias. The cognitive biases in limiting self-directed decision-making group are acquiescence effect, bandwagon effect, group-think, appeal to authority bias, and information bias. Lastly, the cognitive biases in category-limited thinking group are psychological essentialism, stereotyping, anthropomorphism, and outgroup homogeneity bias. The instructional strategy to reduce the level of cognitive biases is disused based on the psychological characters of cognitive biases reviewed in this study and related science education methods.

• Journal of Korean society of Dental Hygiene
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• v.10 no.6
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• pp.1025-1035
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• 2010

Objectives : The purpose of this study was to identify correlation of personality preference, and achievement goal orientation, academic self-efficacy, test anxiety in selecting college students who majored in dental hygiene. This study also provides a basic data regarding personality for education of dental hygiene students. Methods : 192 students of S college who majored in dental hygiene were asked to answer the MBTI GS form, academic self-efficacy scale, achievement goal orientation scale and test anxiety scale during the month of May, 2009. The total of 160 copies were analyzed. MANOVA, independent-sample t-test were conducted. Results : 1. Looking at distribution of personality preference type of the students, extroversion type (63.1%) was more than introversion type(36.9%), sensing type(87.5%) was more than intuition type(12.5%), thinking type(54.4%) was more than feeling type(45.6%), judging type(59.4%) was more than perceiving type (40.6%) 2. In subscale of achievement goal orientation, performance approach level was higher in extroversion type than in introversion type. Performance avoidance level was lower in extroversion type than in introversion type. However, other preference personality type didn't show any significant difference in subscale of achievement goal orientation. 3. Academic self-efficacy was higher in extroversion type and thinking type than in introversion type and feeling type. There wasn't any significant difference between judging type and perceiving type, sensing type and intuition type. 4. In subscale of academic self-efficacy, confidence was higher in extroversion type than in introversion type. Task difficulty preference and self-regulated efficacy were higher in thinking type than in feeling type. 5. There wasn't any significant difference between personality preference type and test anxiety. Conclusions : Professor should find out difference between students through using information of preference personality and develop a teaching strategy that can encourage strength and make up weakness of each students.

• 한국정보교육학회:학술대회논문집
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• 2007.08a
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• pp.233-239
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• 2007

최근 정보통신기술의 발달로 학교 교육 현장에서는 미래형 교육을 위한 새로운 노력들이 시도되고 있다. u-러닝 (Ubiquitous Learning)으로 일컬어지는 이러한 교육을 이끌어가는 도구로서 UMPC (Ultra Mobile Personal Computer)는 기존 PC로 할 수 있는 모든 것을 가능케 하면서 나아가 휴대성과 이동성의 장점까지 겸비해 최근 급부상하고 있다. 본 연구에서는 이러한 동향을 반영하여 평생학습 사회에서 누적된 학습을 효과적으로 관리할 수 있도록 UMPC를 기반으로 한 학습 관리 시스템을 설계하였다. 본 시스템의 장점은 다음과 같다. 첫째, 자기조절학습 이론의 자기조절학습 전략을 적용함으로써 학습자가 능동적이고 자기주도적으로 학습을 점검하고 관리할 수 있도록 하였다. 둘째, 복잡하고 불필요한 기능을 배제하고 기존의 학습 자원과 도구를 최대한 활용하여 시스템의 편의성을 높임으로써 바쁜 일상에서도 간단하게 사용할 수 있는 학습 관리 및 생활 관리 도우미의 역할을 할 수 있도록 하였다. 셋째, 자기 학습에 대한 피드백을 지속적으로 할 수 있도록 도와줌으로써 궁극적으로 학업 성취 향상에 기여할 수 있도록 하였다.

• Journal of Information Technology Applications and Management
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• v.17 no.2
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• pp.71-90
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• 2010

Electronic learning(or e-learning) has created hype for companies, universities, and other educational institutions. It has led to the phenomenal growth in the use of web-based learning and experimentation with multimedia, video conferencing, and internet-based technologies. Many researchers are interested in the factors that affect to the performance of e-learning or e-learning services. In this sense, this study is aimed at proposing e-learning system reuse prediction models in which e-learner intention to reuse influence factors(i.e., system accessibility, system stability, information clarity, information validity, self-regulated efficacy, computer self-efficacy, perceived usefulness, perceived ease of use, flow, and parental expectation) affect e-learner intention to reuse positively. A web survey was conducted for the full members of the e-learning education institute A in Seoul, Republic of Korea, an exclusive e-learning company that provides real time video lectures via the desktop conferencing system. The web survey was conducted for 20 days from November 5, 2009, through the e-learning web site of the company A. In this study, three data mining techniques were used : the multivariate discriminant analysis, CART, and C5.0 algorithm. This study was conducted to provide the e-learning service providers, e-learning operators, and contents developers with marketing and management strategies for improving the e-learning service companies, based on the data mining analysis results.

• Korean Medical Education Review
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• v.23 no.2
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• pp.118-127
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• 2021

Due to the coronavirus disease 2019 pandemic, the new norm of online learning has been recognized as core to medical institutions for academic continuity, and students are expected to be motivated and engaged in learning while maintaining distance from other peers and educators. To facilitate students' and educators' newly defined roles in online medical education settings, it is crucial to understand how students are actively motivated and engaged in learning. Hence, this study explored medical students' motivational regulation profiles and examined the effects of motivational regulation strategies (MRS) on cognitive learning and learning engagement for online learning. Data were collected after the end of the first semester in 2020 from a sample of 334 medical students enrolled at a public university school of medicine. Latent profile analysis indicated three subgroups with different motivational regulation profiles: the low-profile, medium-profile, and high-profile groups. Regarding different MRS patterns in the high-profile group, mastery self-talk, performance approach self-talk, and the self-consequating strategy appeared to be most applicable for regulating learners' motivation. Analysis of variance showed that the profile groups with higher levels of MRS use were connected to a higher willingness to use cognitive learning strategies and a higher degree of engagement in online learning. The findings of this study emphasize the use of specific sets of MRS to support learning motivation and the need to design effective self-regulated learning environments in online medical education settings.

• Proceedings of the Korean Society of Applied Pharmacology
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• 1995.04a
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• pp.78-78
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• 1995

Increasing evidence indicates that the production of nitric oxide (NO) by inducible NO synthase (NOS) is tightely regulated. Transforming growth factor-${\beta}$ (TGF-${\beta}$) is a homodimeric protein secreted during macrophage activation, but several lines of evidence suggest that TGF-${\beta}$ is selectively suppressive for macrophage NO production. We therefore reasoned that a strategy employing oligodeoxynucleotides(ODNs) complemently to TGF-${\beta}$ mRNA (antisense ODNs) might increase NO production in IFN-${\gamma}$-treated murine peritoneal macrophages. To evaluate this concept, we tested the effects of antisense ODNs targeted to TGF-${\beta}$ mRNA (25-mer ODNs complemently to TGF-${\beta}$mRNA sequences) by introducing it into the medium of cultured macrophages. Phosphorothiolation of ODNs were employed to retard their degradation. Antisense ODNs had no effect on NO production by itself, whereas IFN-${\gamma}$ alone had modest effect. When antisense ODNs were used in combination with IFN-${\gamma}$, there was a marked cooperative induction of NO production, These effects of antisense ODNs were associated with decreased TGF-${\beta}$ expression in activated macrophages. ODNs with the same nucleotides but a scrambled sequence had no effect. Adding anti-TGF-${\beta}$ antibodies to the IFN-${\gamma}$-treated macrophages mimicked the positive effect of antisense ODNs on NO production. In addition, the effects of either antisense ODNs or anti-TGF-${\beta}$ antibodies were blocked by adding TGF-${\beta}$ in cultured macrophages. These results indicate that the generation of TGF-${\beta}$ by activated macrophages provides a self-regulating mechanism by which the temporal and perhaps spatial production of NO, a reactive and potentially toxic mediator, can be finely regulated.

• Fashion & Textile Research Journal
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• v.18 no.6
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• pp.766-775
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• 2016

In the era of globalization and unlimited competition, Korean universities need a breakthrough in their education system according to the changing education landscape, such as lower graduation requirements to cultivate more multi-talented convergence leaders. While each student has different learning capabilities, which results in different performance and achievements in the same class, the uniform education that most universities are currently offering fails to accommodate such differences. Blended learning, synergically combining offline and online classes, enlarges learning space and enriches learning experiences through diversified tools and materials, including multimedia. Recently, universities are increasingly adopting video contents and on-offline convergence learning strategy. Thus, this study suggests a teaching method based on blended learning to more effectively teach existing pattern CAD and virtual CAD in the Apparel Pattern CAD class. To this end, this researcher developed a teaching-learning method and curriculum according to the blended learning phase and video-based contents. The curriculum consisted of 2D CAD (SuperAlpha: Plus) and 3D CAD (CLO) software learning for 15 weeks. Then, it was loaded to the Learning Management System (LMS) and operated for 15 weeks both online and offline. The performance analysis of LMS usage found that class materials, among online postings, were viewed the most. The discussion menu most accurately depicted students' participation, and students who did not participate in discussions were estimated to check postings less than participating students. A survey on the blended learning found that students prefer digital or more digitized classes, while preferring face to face for Q&As.

• Journal of The Korean Association For Science Education
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• v.29 no.2
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• pp.137-155
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• 2009

The purpose of the present study was to analyse the effectiveness of a gifted education program. To analyse the effectiveness of an education program for the gifted affiliated with a university, the study carried out a quasi-experimental design to compare the 153 gifted students who enrolled in an education center for the gifted and the 131 potentially gifted students who were nominated by teachers for their high achievements and interests in science but without any education services for the gifted. These two groups of students were compared in the aspects of problem finding ability in science, motivation, self regulation, science-related attitudes, and science anxiety through the pre- and post-treatment settings. The results indicated that the gifted group showed a significant improvement in originality and elaboration of problem-finding ability, but the potentially gifted group showed significant decrease in most variables of problem finding. Related to motivation and self-regulated learning, gifted students showed an increase in cognitive strategy use and decrease in intrinsic value, but the potentially gifted students showed significant decreases in most variables related to motivation and self-regulation, except intrinsic value. Related to the scientific attitudes and science anxiety, there were no significant changes between pre- and post-tests in the gifted group, but significant decreases in most variables were found in the potentially gifted group. The results of paired t-test and Ancova indicate that significant differences between the gifted and the potentially gifted groups are mainly due to the significantly lowered performance in post tests in the potentially gifted group, rather than a significant increase in gifted group.

• Journal of The Korean Association For Science Education
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• v.30 no.5
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• pp.621-635
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• 2010

Problem-based Learning (PBL) has been known as an effective strategy for dealing with various aspects of education such as the enhancement of students' motivation, interest in subjects, academic achievement, and cooperative abilities. However, PBL has not been widely implemented in secondary schools. The purpose of this study is to investigate secondary school teachers' perception of problem-based learning and their way of applying it. Data was collected through semi-structured interviews with nine secondary school teachers. Five of them had experience in implementing PBL, while four of them had interest in using PBL but had not yet had the experience. Different concepts were extracted and categorized. Nvivo 2.0 was used for analysis. The results were as follows: Changes in student attitude toward class, improvement on cooperation with others, self-regulated learning skills, and satisfaction from students' positive comments on PBL enabled teachers to become more enthusiastic and positive toward PBL. The stress of developing proper problems and the enormous amounts of time and efforts required in using PBL were shown as barriers for teachers in implementing PBL. However, some negative perspectives about PBL changed into positive after teachers experience PBL. By examining each teacher's way of implementing PBL, several teaching strategies suitable to their school systems were suggested.

• Journal of the Korean association of regional geographers
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• v.4 no.2
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• pp.201-217
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• 1998

This paper examined the strategy of experiential learning on Web-based cyberspace for constructive education of social studies. The results as follows : The first, constructivism has brought the paradigm shift in traditional principles of teaching and learning, constructivism is not a theory about teaching, it is a theory about knowledge and learning, learning is understood as a self-regulated process of resolving inner cognitive conflicts that often become apparent through experience, collaborative discourse, and reflection. It is proper for constructive education of social studies to carry out from cognitive constructivism to socio-cultural constructivism, from socio-cultural constructivism to cognitive constructivism and co-constructivism, considering the aim or objectives of social studies education. The second, Web-based Instruction(WBI) can provide learners for constructive environments which can be proper for teaching and learning. WBI was suggested as the best medium for constructive education of social studies in the information age. WBI must design teaching and learning so that may not be teacher-centered, if teacher-centered, it is not constructivism. The third, Web-based cyberspace is the proper mediated experience fields for experiential learning to effectively study regions or space because of overcoming distance fractions through the time-space convergence, it actualize the constructive education of social studies in the space age.