• The Mathematical Education
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• v.56 no.3
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• pp.301-318
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• 2017

This paper explores students' question generation process and their study in small group discussion. The research is based on Anthropological Theory of the Didactic developed by Chevallard. He argues that the savior (knowledge) we are dealing with at school is based on a paradigm that we prevail over whether we 'learn' or 'study' socially. In other words, we haven't provided students with autonomous research and learning opportunities under 'the dominant paradigm of visiting works'. As an alternative, he suggests that we should move on to a new didactic paradigm for 'questioning the world a question', and proposes the Study and Research Courses (SRC) as its pedagogical structure. This study explores the SRC structure of small group activities in solving ill-structured problems. In order to explore the SRC structure generated in the small group discussion, one middle school teacher and 7 middle school students participated in this study. The students were divided into two groups with 4 students and 3 students. The teacher conducted the lesson with ill-structured problems provided by researchers. We collected students' presentation materials and classroom video records, and then analyzed based on SRC structure. As a result, we have identified that students were able to focus on the valuable information they needed to explore. We found that the nature of the questions generated by students focused on details more than the whole of the problem. In the SRC course, we also found pattern of a small group discussion. In other words, they generated questions relatively personally, but sought answer cooperatively. This study identified the possibility of SRC as a tool to provide a holistic learning mode of small group discussions in small class, which bring about future mathematics classrooms. This study is meaningful to investigate how students develop their own mathematical inquiry process through self-directed learning, learner-specific curriculum are emphasized and the paradigm shift is required.

• Hwankyungkyoyuk
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• v.21 no.4
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• pp.94-110
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• 2008

Recently environmental problem becomes such a big issue all over the world that the necessity and importance of the environmental education in school has been simultaneously emphasized. While diverse methods for the environmental education have been researched, this paper, especially focused on a teaching-learning model called GBS (Goal-based scenario), aims to provide a new learner-centered approach for the environmental education. For this purpose, this paper first briefly presents two theoretical backgrounds of GBS (i.e., constructivism and Schank's dynamic memory theory), which is followed by specific and concrete strategies and methods of how to apply GBS in class for the teacher. GBS(Goal-Based Scenario) is a learner-centered model in which learners are presented with a reality-based scenario (or task or problem) and go through several stages of 'missions' to get to a final solution of the given scenario. GBS, while completely resonant with other constructivist learning models in terms of learner-centered approaches, is distinctive from others, when it supplies more specific, structured guides of learning, called 'missions', to the students throughout the whole learning process. In a words, GBS ought to be recognized as an unique learner-centered model compromising the contradictory concepts of 'learner control' and 'structure and specifics' in learning environments still without any damage of constructivist learning principles.

• International Journal of Contents
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• v.12 no.4
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• pp.62-68
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• 2016

This paper describes an attempt to integrate flip teaching into a language classroom by adopting wikispaces as an online learning platform. The purpose of this study is to examine student perceptions of the effectiveness of using video lectures and wikispaces to foster active participation and collaborative learning. Flipped learning was implemented in an English writing class over one semester. Participants were 27 low intermediate level Korean university students. Data collection methods included background questionnaires at the beginning of the semester, learning experience questionnaires at the end of the semester, and semi-structured interviews with 6 focal participants. Because of the significance of video lectures in flip teaching, oCam was used for making weekly online lectures as a way of pre-class activities. Every week, online lectures were posted on the school LMS system (moodle). Every week, participants met in a computer room to perform in-class activities. Both in-class activities and post-class activities were managed by wikispaces. The results indicate that the flipped classroom facilitated student learning in the writing class. More than 53% of the respondents felt that it was useful to develop writing skills in a flipped classroom. Particularly, students felt that the video lectures prior to the class helped them improve their grammar skills. However, with respect to their satisfaction with collaborative works, about 44% of the participants responded positively. Similarly, 44% of the participants felt that in-class group work helped them interact with the other group members. Considering these results, this paper concludes with pedagogical suggestions and implications for further research.

• The Journal of Korean Academic Society of Nursing Education
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• v.26 no.2
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• pp.185-197
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• 2020

Purpose: The purpose of this study was to investigate the mediating effect of self-regulated learning ability on the relationship between experiencing a good class and problem solving ability in nursing college students. Methods: A structured self-report questionnaire was used to measure experiencing a good class, self-regulated learning ability, and problem solving ability. During June, 2019, data were collected from 130 nursing students in D city. Data were analyzed using t-test, One-way ANOVA, Pearson's correlation coefficients, and hierarchical multiple linear regression with SPSS/WIN 23.0. Results: Importance of good class (r=.50, p<.001), satisfaction of good class (r=.42, p<.001), and self-regulated learning ability (r=.71, p<.001) were positively correlated with the problem solving ability of participants. Also, self-regulated learning ability had a partial mediating effect on the relationship between experiencing a good class and problem solving ability. Conclusion: Considering the findings of this study, developing programs that can improve the self-regulated learning ability of nursing students who experience a good class are needed to increase their level of problem solving ability.

• Korean Medical Education Review
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• v.22 no.2
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• pp.77-84
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• 2020

This study introduces cognitive constructivism in reference to its emergence in the development of medical education. The main concepts of cognitive constructivism as they relate to knowledge construction and the learner's process were described, and cognitive constructivism as a learning theory was examined in its capacity to help interpret the phenomenon of medical education. Piaget's theory of cognitive constructivism and Ausubel's meaningful learning theory were applied in an attempt to explore the role of students and educators, curriculum, and teaching and learning in medical education from a cognitive constructivist perspective. When faced with new information, learners compare it with the existing schema to understand, and in order to resolve conflicts caused by inconsistencies in the information, learners incorporate assimilation and accommodation to help maintain equilibration. Therefore, instructors must meaningfully connect new content to the learner's existing schema and make endless efforts to satisfy learners' intellectual curiosity. The basic premises of medical education content is a suitable subject of meaningful learning. A learner who already possesses well-structured knowledge is likely to experience meaningful learning and a richer intellectual experience. Therefore, it is necessary to organize the curriculum strategically and elaborately so that learners can have an improved and effective learning experience.

• Journal of Korea Society of Digital Industry and Information Management
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• v.13 no.3
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• pp.149-165
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• 2017

This study is to discover and substantiate the casual relation between Learning Organization and Organizational Citizenship Behavior, with Supervisor Trust used as moderating variable. Learning Organization and Organization Citizenship Behavior are used, respectively, as independent and dependent variable, Supervisor Trust as moderating variable. The data for this study was collected from 340 public officials who participated in the training program. Data collection tools were used to collect structured questionnaire questionnaires, and dissemination and retrieval of questionnaires were carried out over 6 weeks from February 6 to March 10, 2017. Of the questionnaire distributed, the questionnaire was finally recovered from the questionnaire, with a recall rate of 91.8 %, showing a very high rate of recall. The result showed that Learning Organization is a significant factor for Organization Citizenship Behavior and also that Supervisor Trust plays a role in the control of the relationship between Learning Organization and Organization Citizenship Behavior; thus, in order for Public Organizations to achieve advanced competitiveness, vitalizations of Learning Organization is important.

• The Journal of Korean Academic Society of Nursing Education
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• v.25 no.2
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• pp.163-172
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• 2019

Purpose: The purpose of this study was to identify the effects of nursing students' belongingness and self-esteem on self-directed learning in clinical practice. Methods: The participants were 163 senior nursing students. Using a structured-questionnaire, data were collected from September to October 2016. Data were analyzed using independent t-test, ANOVA, $Scheff\acute{e}$, test Pearson's correlation coefficients, and multiple linear regression. Results: Self-directed learning in clinical practice had statistically significant correlation with belongingness (r=.47, p<.001) and self-esteem (r=.52, p<.001). Factors affecting self-directed learning were self-esteem (${\beta}=.38$, p<.001), belongingness (${\beta}=.30$, p<.001), and more than 5 members of clinical practice (${\beta}=.15$, p=.017). These three variables explained 35% of self-directed learning. Conclusion: In order to enhance self-directed learning in clinical practice of nursing students, nursing schools should provide training to increase self-esteem in nursing students. In addition, an appropriate number of students should be considered, so that they can have a well-developed sense of belonging to clinical practice.

• Korean Journal of Clinical Pharmacy
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• v.32 no.4
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• pp.281-287
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• 2022

Pharmacists should maintain professional competencies to provide optimal pharmaceutical care services to patients, which can be achieved through continued commitment to lifelong learning. Traditionally continuing education (CE) has been widely used as a way of lifelong learning for many healthcare professionals. It, however, has several limitations. CE is delivered in the form of instructor-led education focused on multiple learners. Learning is passive and reactive for participants, so it sometimes does not lead to bringing behavioral changes in workplace performance. Therefore, recently the concept of lifelong learning tends to move from CE toward continuing professional development (CPD). CPD is an ongoing process that improves knowledge, skills, and competencies throughout a professional's career. It is a more comprehensive structured approach toward the enhancement of personal competencies. It emphasizes an individual's learning needs and goals and enables learning to become proactive, conscious, and self-directed. CPD consists of four stages: reflect, plan, learn, and evaluate. CE is one component of CPD. Each stage is recorded in a CPD portfolio. There are many practical difficulties in implementing the complete CPD system for lifelong learning of pharmacists in many countries including Korea. Applying a hybrid form that utilizes CPD and CE together, as in the case of some countries, could be an alternative. Furthermore, in undergraduate pharmacy education, it is necessary to teach students about CPD and train them on how to perform CPD as a pharmacist.

• Journal of the Korean earth science society
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• v.26 no.6
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• pp.469-476
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• 2005

The objective of this study is to investigate the effects of a new learning method called, 'e-Learning,' by applying this method on a middle school science curriculum and study the influence it has on the students’ short and long term memory. The study was performed on two classes of sixth grade students at 'K middle school' in Yangsan. By handing out structured study assignment in e-Learning, I was able to observe how it affected the learners’ short and long term retention. The results of the study were as follows: First, classes that underwent studies using e-Learning did not show any influence on short term retention. Second, e-Learning had positive influence on long term retention. Third, learners who experienced e-Learning had positive cognition on e-Learning.

• Journal of the Korean School Mathematics Society
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• v.12 no.2
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• pp.261-279
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• 2009

Permutation and combination are the subjects that most teachers feel difficult to teach in Mathematics. This paper investigated evaluation items and factors of anxiety of students for permutation and combination, and further examined the way to lessen the factors of anxiety. Two high school students participated for over a year from December 2007 to February 2008. Also, two teachers joined for the analysis of evaluation items. We found that the ill-structured problems and word problems are the main factors to bring about the anxiety, whereas cooperative learning with high intelligent peers, practice to read word problems and write the process of problems solving are helpful in lessening the mathematical anxieties. Further we propose that the study of appropriate teaching and learning method for permutation and combination should be performed in the future.