• Journal of Fisheries and Marine Sciences Education
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• v.12 no.2
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• pp.224-243
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• 2000

The purpose of this study is to analyze the effects of constructivist instruction applying cooperative learning skill on science academic achievement, science inquiry ability, self-regulated learning, and science related attitude. The subjects of the study were 157 2nd grade junior high school students in Pusan. Subjects were randomly assigned to two groups, experiment and control group. Two groups received 14 sessions training for about 1 month which was done by researcher. The experiment group received constructivist science instruction and the control group received teacher-centered instruction. Constructivist science instruction applying cooperative learning skill consists of five phases: problem recognition, hypothesis establishment, experiment observation, clarification, and application phases. The results of this study are as follows: Constructivist science instruction applying cooperative learning skill had a significant effect on science academic achievement, self-regulated learning and science attitude improvement of middle school students but had no significant improvement of science inquiry ability. And constructivist science instruction had an effect on science academic achievement improvement of the students having high level science inquiry ability. Research suggestions and implications for teaching are discussed.

• English Language & Literature Teaching
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• v.8 no.2
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• pp.197-218
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• 2003

The purpose of this study is to help the students in middle school improve their English listening comprehension by presenting effective teaching and learning techniques using animation. A good animation provides a self-contained world with language expressed in a virtual context. A few animation such as "Mulan", "The Emperor's New Clothes", and "Gulliver's Travel" are presented. The materials are primarily for English listening comprehension, enhance awareness of American culture and life-styles, and to encourage students' active role in learning English. It is suggested that their use with content-based instruction, where animation provides relevant schema background, makes language relevant and comprehensible. Practical aspects of classroom instruction are discussed, focusing on the adaption of pre-viewing, while-viewing, and post-viewing activities to the selected animation. It is concluded that careful animation selection, purposeful lesson planning, and the integration of pre-viewing, while-viewing, and post-viewing activities into the content-based lesson encourage natural language skills, especially the listening comprehension and students' interest in English.

• Journal of Korean Elementary Science Education
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• v.24 no.2
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• pp.183-191
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• 2005

The purpose of this study is to examine the efffcts of science instruction using argumentation, with Tolumin's structure of argument, on students' learning motivation and scientific attitude. In the instruction, well-structured problems selected to be argument, in which interactions among students are stressed. The subjects were classified into two groups: One group is composed of sixty-seven students (experimental group) who were participated in solving processes of the scientific argument tasks, and the other is composed of sixty-nine students (comparative group) who were participated in the traditional teaching method. The results of this study implied that experimental group has a positive effect on students' learning motivation and scientific attitude.

• Journal of Convergence for Information Technology
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• v.11 no.5
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• pp.176-189
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• 2021

This study was aimed to grasp online learning quality satisfaction in Dental Hygiene students. A survey was conducted targeting finally 228 dental hygiene students at a university in Gangwon Province from February 3, 2021 to February 17. As a result of analysis, the online class satisfaction by good instruction component was lower overall than importance. The learning environment satisfaction was lower than its importance. A difference between importance and satisfaction with online learning by detailed good instruction component showed a relatively big difference in systematic class, online learning environment, ability to convey the class contents. The need for online learning content was high in teaching material and VOD. The class operation type satisfaction was high in a non-real time class. Accordingly, a continuous effort is conceivably necessary for improving quality given the teaching-design establishment of online learning.

• Journal of Science Education
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• v.39 no.3
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• pp.321-332
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• 2015

This study was intended to determine how developed Smart learning teaching-learning program on the unit of Solar system and Star affected on science-related attitude, science learning interest and academic achievement. The unit of Solar system and Star was selected among 5th grade science curriculum contents to design smart learning teaching-learning program. Smart learning instruction program utilized a various contents of smart equipment and made learners to do problem solving through their interaction and cooperation. The results of this study were as follows: First, smart learning instruction improved the science-related attitude and the science learning interest and the academic achievement of the experimental group students significantly. Sencond, the survey and the individual face-to-face data shows the positive effects of smart learning instruction. Especially, the satisfaction was high on the attitudes and interests in the classroom and the students regarded the classroom activities as interesting games by using the smart devices. On the basic of the conclusions, this work suggested the direction of the future studies, such as necessity of developments and researches on Smart learning teaching-learning program about other units or other subjects, such as measures of the increasing the intrinsic interest on science rather than Smart learning elicit simple interest and attitude.

• Journal of Korean Home Economics Education Association
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• v.20 no.2
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• pp.1-14
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• 2008

This study was performed to evaluate the effect of the e-Learning application on the teaching learning method in Technology-Home Economics of Middle School. For e-Learning of clothing part, diverse teaching programs and contents were reconstructed and provided in cyber-space. Among the uploaded diverse materials including advanced and supplementary materials, students could make a choice which depends on their own levels. Since the results of assignments could be uploaded in cyber-space and easily accessible to all students, the reliablity of estimation was increased and self-directed learning ability was improved. Also, more effective teaching learning activity could be expected through the mutual exchange of opinion between students and teacher, and among students. Besides, counselling and advices on overall aspect of student's life were also possible. The students were generally satisfied to e-Learning instruction. The interest and understanding about clothing part were increased, and the academic attitude and habit were positively changed. Also they responded that e-Learning instruction were very helpful because learning was possible even after school, diverse materials for learning were available, and submitting the results of assignments was very convenient. In conclusion, the application of e-Learning on the teaching learning method was very effective and should be encouraged. The development and supplement of diverse programs and contents will be necessary for more successful e-Learning instructions.

• English Language & Literature Teaching
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• v.11 no.4
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• pp.391-411
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• 2005

The purpose of this study was to examine the effects of culture teaching and using web sites as a method of culture teaching in college English education. To achieve these purposes, a web-based culture teaching-learning model was developed and applied in English classes. Then, the effects were compared with those of a culture teaching method which were based on the traditional verbal explanation. As the tools for this study, two test sheets were used to measure language proficiency and American cultural knowledge. Focusing on the study results, the conclusions were summed up as follows: First, for enhancing the American cultural knowledge, using the web was found to be more effective than traditional verbal explanations. Second, for English language enhancement through web-based culture teaching, it is necessary to do it for each level of English proficiency or develop web sites which fit well with students' interests or levels.

• Journal of Digital Convergence
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• v.14 no.10
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• pp.339-348
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• 2016

The purpose of this study was to identify the Kolb's learning style and preference for instructional methods of undergraduate nursing students. Data were collected from 174 students at a university in D city using a structured questionnaire from October 19 to October 21 2015. Learning style ratio of nursing students was accommodator 34.5%, converger 33.9%, assimilator 16.1%, diverger 15.5% and preference scores for instructional methods were discussion 7.27, direct instruction 7.26, peer teaching 7.22, independent study 6.54, project 6.25, instruction through technology 5.77, game 5.45, simulation 4.23. A significant difference was found in experience of flipped learning between four learning styles groups of nursing students. However, there was no significant difference in the preference of instructional methods between the four learning styles groups. Most of the students were in the middle range of the learning styles. The assessment of nursing students' learning styles is expected to help educator to plan teaching strategies.

• Journal of Engineering Education Research
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• v.23 no.6
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• pp.40-50
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• 2020

This paper proposes learning modules as a kind of integrated instruction model for soft skills program outcomes to enable CEA. Learning modules consist of course learning objectives(outcomes) described in detail, learning content(elements), learning activities(teaching learning methods), evaluation methods, evaluation rubrics so that they can be evaluated based on the performance criteria of the program learning outcomes. The unit of time for the learning module is 50 minutes. If this learning module is applied, it is expected that the soft skill program outcomes can be evaluated in the technical course. As a result of the expert feasibility study, the positive answers were much higher than the negative answers in most of the questions about the composition of the learning module or the method of managing the class.

• Journal of The Korean Association For Science Education
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• v.18 no.3
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• pp.443-450
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• 1998

This study was performed to find the environmental factors of inquiry instruction perceived by secondary school science teacher. The instrument consisted of three domains such as teaching conditions, viewpoints of secondary school science teachers of environmental factors for inquiry instruction, and barrier and improve! rent factors of inquiry instruction. Teaching conditions between middle school and high school science teachers were not different significantly. Environmental factors of inquiry instruction of secondary school science teacher included five factors such as 'facilities and encouragement', 'amount of works and materials', 'teacher education and textbook', 'practice and knowledge' and 'perception of necessity and satisfaction'. And all factors except 'perception of necessity and satisfaction' were very low state for inquiry instruction. In the disturbant and improving factors, the critical factors were 'over students per class', 'textbook' and 'learning materials' for middle school science teachers, and 'over students per class', and 'entrance examination' for high school science teachers. Thus the development and diffusion of adequate inquiry learning materials may be helpful to practicing inquiry instruction as decrease of works and psychological charges, and it is needed to reorganize systematically and intensify pre- and in-service teacher education to practice inquiry instruction.