• English Language & Literature Teaching
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• v.17 no.4
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• pp.207-227
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• 2011

This paper investigates how two different modes of feedback (selective vs. comprehensive) affect selected students' writing development in terms of three different types of measurement (accuracy, fluency, and complexity). 139 university students participated in the study, and 278 writing samples were analyzed. The results of the study indicate that participants who received selective feedback wrote more accurately and fluently than their counterparts. However, in terms of complexity, both selective and comprehensive groups showed no sign of improvement in semester-based investigations. The results of this study support Skehan's (2009) theory of trade-off effects, suggesting that 'natural' tension exists between accuracy and complexity when resources are limited. Moreover, this finding contrasts with the theory of Cognition Hypothesis, which proposes that task complexity will be associated with increases in complexity and accuracy. In the study, selected participants (N=21) strongly nominated their error sources as unfamiliarity toward using key words, usage, transition, and sentence types. This study not only contributes to the accumulation of our current knowledge in the related area of theory, but offers educational implications for those who are dealing with intermediate-level students when deciding what particular teaching content should constitute a priority within a limited instructional period.

• Korean Journal of Child Studies
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• v.21 no.1
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• pp.235-252
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• 2000

This study investigated the effects of story making activity with wordless picture books on the language abilities of 5- and 6-year-old children. The 52 subjects attending a kindergarten in Kwangju were randomly assigned to an experimental group or a control group of 26 children each. The experimental group made stories with wordless picture books while the control group listened to stories. Experimental treatments were given twice a week for 6 weeks. Assessment was by The Language Comprehension-Cognition Test(1994), The Picture Vocabulary Test(1995), and The Sentence-Comprehension Test(1996). Qualitative level of the stories was analyzed by Morrow's(1985) revised Instrument Assessing Children Understanding of Stories(Chae, 1996). The vocabulary, language-comprehension, and story-composing ability of children who made stories with wordless picture books were higher than those of children who listened to stories told by teachers.

• Journal of the Korean Home Economics Association
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• v.47 no.1
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• pp.55-63
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• 2009

The purpose of this study was to analyze the path model about the emotional intelligence of multicultural preschoolers'. Multicultural mothers(N = 89) were administered questionnaires on social support, marital satisfaction, depression and mother-child relationship. Teachers(N = 89) were administered a questionnaire on preschoolers' emotional intelligence. The results indicates three things. First, social support effects marital satisfaction directly and mothers' depression indirectly. Second, mothers' depression effects preschoolers' self regulation and other regulation directly. And third, social support, marital satisfaction, mothers' depression effects preschoolers' self cognition indirectly through parent-child relationship.

• Hwankyungkyoyuk
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• v.22 no.3
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• pp.63-71
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• 2009

The aim of this study is to provide the basic data on misconception correction through the investigation of perception extent for 'environmental pollution' concepts in the elementary school students. For this, 18 investigation questions for concepts were created. And then a questionnaire was inputted for 446 elementary school students. The rate of average wrong answer for total questions was 34.9%. The eight questions were appeared as rate of wrong answers over average, suggesting that the misconception extent for 'environmental pollution' was still high. The extent of concepts for total questions between living environments of the study subjects did not show any significant differences. However, the urban students had significantly higher rate of wrong answers than rural students in the three questions, indicating that it is necessary to develop various teaching-learning materials on 'environmental pollution'. Therefore, the teachers have to study the various ways to induce the cognition conflicts through the application of proper teaching-learning for correction of 'environmental pollution' concepts.

• Educational Technology International
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• v.6 no.2
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• pp.59-67
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• 2005

The primary purposes of this study are to develop a Situated Learning Support System based on an MMORPG (Massively Multiplayer Online Role Playing Game) and to investigate applications of Situated Learning theory both hypothetically and practically. In Situated Leaning theory, cognition is interpreted as a dynamic system related to situation, context and activity. According to this theory, learning context, social interaction and personal direct experience are also emphasized. A virtual reality learning system based on an MMORPG provides context, social interaction and a learning environment able to provide direct experiences. However, such a system has been difficult for teachers to develop. This study aims to develop a support system facilitating the construction of a Situated Learning System based on an MMORPG. This study proposes new research and practical applications of Situated Learning theory using educational games.

• Journal of the Korean earth science society
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• v.29 no.2
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• pp.151-162
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• 2008

This study quantitatively investigated the actual situations and perceptions of gifted students and their teachers during small group inquiry activities in Korea. Some 1,670 gifted math students and 1,732 gifted science students as well as 614 of their teachers were selected through random sampling to participate in this study. Data were collected by means of a survey developed by the researchers of this study, based on reviews of literature related to inquiry and small group cooperative learning. The results were as follows: (1) In Korean gifted education, small group inquiry activities were frequently used as teaching and learning strategies, and both the students and teachers perceived its effects to be very positive in terms of cognition and affection. (2) Gifted education teachers emphasized the development of students' procedural inquiry skills as well as logical thinking skills, whereas they were indifferent to the essential elements of small group cooperative learning and therefore the lessons did not surpass the level of traditional group activities. (3) The fact that the actual small group inquiry activities did not reflect the characteristics of well-organized small group activities is due to a lack of knowledge on the teacher's part as to effective teaching strategies concerning cooperative learning. This study implies that gifted education teachers require the opportunity to reflect on and develop their knowledge and understanding of small group inquiry activities through professionally developed programs in order to maximize the effectiveness of small group inquiry activities in gifted education.

• The Korean Journal of Elementary Counseling
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• v.10 no.2
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• pp.151-165
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• 2011

This study aims to demonstrate how well SCM analysis, which indicates social cognitive map of categorizing peer subgroups of elementary school students, corresponds with that of teachers. To do this, the subject of this study includes two classes of the 3rd and the 5th grade students in D elementary school in B-gu, Busan city. Over 30 students of each gender in each grade were surveyed with social network questionnaires to collect data. The result of the social network survey was analyzed by SCM 4.0 program to categorize peer subgroups within each class. The categorized peer subgroups were reported to the class teacher. Based on the report, the class teachers observed peer subgroups in classes. After the teachers observed and categorized the students into several peer groups, an analysis was conducted to compare the peer subgrouping by students with that by teachers. The result showed the two were 80% correspondent to each other regardless of gender and grade. If interobserver reliability stays within the range of 80-100%, it is considered reliable. And this leads to the conclusion that peer subgrouping by students' cognition and that by teachers' observation can be regarded quite corresponding. In conclusion, peer subgrouping through SCM is significant when peer subgrouping Korean children, and it appears to be more significant when analyzed considering different variables including gender and grade. Peer subgrouping by girls is shown to be more accurate than that by boys.

• Journal of Gifted/Talented Education
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• v.23 no.5
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• pp.715-729
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• 2013

The purpose of this study is to analyze the perception on science and scientists of the teachers who are engaged in the special education for the scientifically gifted, science-gifted students and their parents. For this study, 34 teachers, 222 students and 107 parents answered the questionnaire of the perception on science and Draw-A-Science-Test (DAST). The result showed that the three groups generally had a sound recognition but the score of recognition about a 'nature of science' was lower than other domains. The science-gifted students had less cognition about 'science and society' than their teachers and parents, but they had more positive perception about 'science learning' than their parents significantly. All of the three groups had the stereotyped image of scientist. About the internal images of scientists, three groups had a similar perception, and they showed higher scores in the cognitive aspect than emotional or ethical aspects. And the science-gifted students showed the significantly higher scores than their teachers and parents in diligence, imaginative power, concern about other people, respect for other's opinion, humor, artistic sense, respect for human, desire for peace. Three groups turned out to be influenced by movie, science journal, and biography as a source of scientist's image, but their contribution was different among groups.

• Korean Journal of Child Education & Care
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• v.18 no.4
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• pp.39-50
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• 2018

Objective: Social attention is paid to the issues concerning child care teachers' work multisibility and ambiguous legal status. Child care teachers are employees based on the "Labor Standards Act" and the "Child Care Act". They also play the role of kindergarten teachers based on the "Childhood Education Act" because of the Nuri curriculum. Based on the main tasks of the child care teachers who protect and nurture infants and toddlers, the Nuri curriculum education for infants is conducted. However, the duties and rights of child care teachers are disproportionate because there are many areas where teachers' professional roles do not suit their legal rights. Methods: The purpose of this study is to investigate how teachers perceive their own rights through field experience using qualitative method based on interpretative epistemology. Participants were 61 child care teachers working in the metropolitan area and used protocol description and focus group interview (FGI) for data collection. The collected data were derived as a central theme according to the data analysis method proposed by Creswell (2013). Results: Participants in the study described the 'Right and autonomy of education as a professional occupation', 'Right to request for improvement on working conditions, guarantee of living and to request for welfare system' and 'Right to guarantee of a teacher's status and adjustment of grievance.' They pointed out poor working conditions and welfare benefits at daycare centers, and emphasized that education and autonomy are necessary conditions to be strengthened for quality child care activities. On the other hand, they did not realize that 'Right to guarantee of a teacher's status and adjustment of grievance' was their right. And they have endured the infringement of this right. Conclusion/Implications: This study reveals the gap between teachers' responsibilities and rights, indicating the urgency of institutional arrangements. It is discussed that the social expectation for strengthening personality and professionalism as an infant and child specialist is increased and a practical alternative for the improvement of the right of teachers working in the child care field is needed considering the change of values about work.

• Journal of the Korean Society of Earth Science Education
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• v.17 no.1
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• pp.1-19
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• 2024

This study is a design and development study that developed instructional strategies based on distributed cognitive theory for science classes using technology according to procedures that ensured reliability and validity. To develop instructional strategies, development study and validation study were conducted according to design and development research methodology procedures. In the development study, an initial instructional strategy was developed through prior literature review and prior expert review. In the validation study, the instructional strategy was validated using internal validation (expert validation, usability evaluation) and external validation (field application evaluation) methods, and the final instructional strategy was developed. The final instructional strategy consisted of 3 instructional principles, 9 instructional strategies, and 38 detailed guidelines. Through this study, the researcher suggested the suitability of instructional strategies for science classes using technology, the usefulness of blocks and teaching and learning processes, the possibility of using technology as a cognitive tool, the need for teachers' efforts to cultivate teaching capabilities using technology, and the needs lesson plan that takes into account conditions affecting the application of instructional strategies.