• Journal of Korean Academy of Nursing
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• v.35 no.5
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• pp.810-816
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• 2005

Purpose: This study was to test the effectiveness of Web-based multimedia contents for Physical Examination and Health Assessment on learning achievement. Method: Multimedia contents based on Jung's teaching and learning structure model were used to enhance learning achievement. Learning achievement was measured by the knowledge of Physical Examination and Health Assessment. The participants of this study were students in a BSN and RN-BSN program in a university located in Seoul. 59 students in the experimental group received lectures using web-based multimedia contents and 75 students in the control group received regular lectures. Results: The mean score of the degree of educational achievement in the experimental group(mean=31.09) was significantly higher than in the control group(mean=25.55)(t=-3.883, p=.000). Conclusion: These web-based multimedia contents were found to maximizethe effectiveness of the teaching process when used as a teaching aid, and yet kept the strength of a face to face teaching learning method. This program is recommended as part of a main text, vital teaching aid or cyber lecture materials in nursing schools and in health care educational institutions.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.3
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• pp.335-344
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• 2022

This study was conducted for 4 weeks on the preparation of the science teaching/learning course plan for 109 students in 4 classes of the 2nd year intensive course at B University of Education. Pre-service elementary teachers attended a two-week field training practice after listening to a lecture on how to write a science teaching and learning course plan. Pre-service elementary teachers tried to find out about the selection of materials and the degree of connection between the course plan and the class to prepare the science teaching/learning course plan. The researcher completed the questionnaire by reviewing and deliberation on the questionnaire questions together with 4 pre-service elementary teachers. The questionnaire related to the writing of the science teaching and learning course plan consists of 8 questions. Preferred reference materials when writing the course plan, the level of interest in learning, the success or failure of the science course plan and class, the science preferred model, the evaluation method in unit time, and the science teaching and learning One's own efforts to write the course plan, the contents of this course are the science faculty. It is composed of the preparation of the learning process plan and how helpful it is to the class. The results of this study are as follows. First, it was found that elementary school pre-service elementary teachers preferred teacher guidance the most when drafting science teaching and learning curriculum plans. Second, it is recognized that the development stage is very important in the teaching and learning stage of the science department. Third, Pre-service elementary teachers believe that the science and teaching and learning process plan has a high correlation with the success of the class. Fourth, it was said that the student's level, the teacher's ability, and the appropriate lesson plan had the most influence on the class. Fifth, it was found that pre-service elementary teachers prefer the inquiry learning class model. Sixth, it was found that reports and activity papers were preferred for evaluation in 40-minute classes. Seventh, it was stated that the teaching and learning process plan is highly related to the class, so it will be studied and studied diligently. Eighth, the method of writing a science teaching and learning course plan based on the instructional design principle is interpreted as very beneficial.

• Journal of the Korea Furniture Society
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• v.19 no.3
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• pp.163-171
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• 2008

This Study has been conducted with many concerns about various teaching methods that attainable the substantial learning process of practical affair system in order to cope with the rapidly changing situation of the times and the educational environment in the field of design. Design Process Studying Method which utilizes 'Story Telling' as the process where the whole learning is achievable, in accordance with the educational target of the creative professional technician training that complies with the requirement of the times, and by progress of the integrated structure dividing as 1, 2, 3 stages, it doubles various studying effect, and it enables to expect the connection studying effect with other study-subject. Since the process of such program induces the positive participation of the student, it was known that a superior interchange of information is attainable, and due to its enthusiasm and interest on the study, the participating rate for study was appeared very highly.

• Research in Mathematical Education
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• v.22 no.1
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• pp.35-46
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• 2019

This study examines how open-ended tasks can be implemented with the support of redefined learning goals and teaching practices from a student-centered perspective. In order to apply open-ended tasks, learning goals should be adopted by individual student's cognitive levels in the classroom context rather than by designated goals from curriculum. Equitable opportunities to share children's mathematical ideas are also attainable through flexible management of lesson-time. Eventually, students can foster their meta-cognition in the process of abstraction of what they've learned through discussions facilitated by teachers. A pedagogical implication for professional development is that teachers need to improve additional teaching practices such as how to tailor tasks relevant to their classroom context and how to set norms for students to appreciate peer's mathematical ideas in the discussions.

• The Journal of Korean Association of Computer Education
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• v.10 no.6
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• pp.79-89
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• 2007

The advent of e-Learning paradigm requires a various type of e-Learning models and systems which are appropriate to support effective teaching-learning process. Accordingly, the teaching-learning system using the Internet and the intelligent tutoring system(ITS) in e-Learning environment has attracted a fair amount of critical attention. However there is a wide gap between infrastructure of a present educational site and the u-learning environment. Therefore, in this paper, an ITS teaching-learning model is proposed and system is developed for a school environment, which is based on a learner's cognitive structure and applies a concept of u-Learning, and then is verified for validity. X-Neuronet, the developed system, offers a method of representing a learner's cognitive structure so as to apply the method for the efficient individualized learning.

• Educational Technology International
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• v.6 no.2
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• pp.113-130
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• 2005

The purpose of this study was to determine the teaching styles of professors who teach adult students in selected higher institutions. It also identified whether professors' teaching styles were teacher-centered or learner-centered and examined the relationship between instructors' teaching styles and such instructor demographic variables as gender, years of teaching experience, and taught level of courses. This study used The Principles of Adult Learning Scale(PALS) (Conti,1983) to measure instructional preferences. Demographic characteristics were collected through a personal data inventory. The analysis of variance (ANOVA) and multivariate analysis of variance (MANOVA) tests were used to analyze the data. The data were examined for significance at the .05 level of confidence by means of analysis of variance. The dependent variables in this study were teaching styles of full-time professor, as represented by the seven subscores from the standardized instrument on the PALS. The seven subscores were: (1) learner-centered activities, (2) personalizing instruction, (3) relating to experience, (4) assessing student needs, (5) climate building, (6) participation in the learning process, and (7) flexibility for personal development. The study established that there was a significant difference in mean scores on the PALS between participants when examined by the number of years of teaching experiences.

• Journal of Engineering Education Research
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• v.18 no.1
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• pp.61-73
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• 2015

The purpose of this study is to suggest some direction to support learning of students in college of engineering. It results from the assumption that engineering education accreditation should come with assessment of the educational process. To analyze the learning process, this study analyzed 5 categories - involvement in and out of instruction, faculty-student interaction, teaching-learning outcomes, and the system of student support. The Research method was questionnaire, and T-test and hierarchical linear model were used. The major findings are as follows. Major-level of satisfaction in teaching-learning and optional-level of satisfaction in teaching-learning are good. But the degree of self-directed learning activities and student-faculty interaction is low, and writing attitude and learning outcomes are not good. Student-faculty interaction, high-order thinking activities and active involvement have a good influence on learning outcomes. So this study suggests to enhance active involvement in instruction, high-order thinking activities, writing skills, and interaction with faculty for the improvement of quality of higher education.

• Journal of the Korean Society of Earth Science Education
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• v.6 no.1
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• pp.69-77
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• 2013

The study aims to figure out pre-service elementary teachers' knowledge understanding on 'stratum and rock' as well as teaching-learning types on the same topic. A total of 65 seniors in an advanced science education course at B University of Education joined the research to fulfill the purpose above. With PCK classification framework, the study examined pre-service teachers' knowledge understanding on 'stratum and rock' while it analyzed how the teachers would teach the given topic to students. The results of the study are presented as follows. First, it was observed that the pre-service elementary teachers have a great understanding on 'stratum and rock' that would be taught via a science textbook for elementary fourth graders. However, regarding terms in 'shale and limestone', they appeared to have a relatively short understanding. Second, PCK elements of the pre-service teachers related to 'stratum and rock' were analyzed and according to the results, the teachers would be interested in teaching model selecting in the teaching-learning strategy field while they would be well aware of how important it is for them to perform an experiment in a teaching process. The teachers also appeared to understand that the teacher question can be mutual complementary during class. However, it turned out that the teachers would have a very much low understanding on learners' prior knowledge as they particularly believe that learning could be significantly affected by the learners' perception level as well as their learning interest and motive. Third, the pre-service elementary teachers were told to design teaching plans on 'stratum and rock' so that the study could find out what learning-teaching methods the teachers would adopt to teach the topic. It was learned that the teachers would proceed with the class basically by giving the learners a descriptive explanation on the topic and also by using pictures and drawings to enhance the learners' understanding during the class.

• Human Ecology Research
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• v.58 no.4
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• pp.561-583
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• 2020

This study developed and implemented a teaching · learning process plan for Home Economics in middle school by converging Habermas's three systems of action. It also examined the effect of the class through the evaluation of students and teachers who participated in the class. This study developed 10 sessions for a teaching and learning process plan by converging three systems of action and reconstructing learning elements related to 'balanced meal plan' and 'food choice' according to the practical action teaching model. After class, we surveyed the degree of help for students, analyzed the learning activity sheets, and analyzed the reflection journals of teachers to evaluate the effects of the class. This class was found to be the most helpful in practicing the healthy dietary life of students, expanding their thoughts, understanding learning contents, and helping them change their lives. As a result of analyzing the learning activity sheet, students gained enlightenment by reflecting and evaluating their action through the class; in addition, changes in interest, awareness, and action appeared. Through the convergence of three systems of action, teachers who practiced the class criticized and realized the act that students were unconsciously accepted. In addition, it confirmed the possibility that students could change their lives, family and society by promoting optimal nutrition and health for a good life that pursues the best good.

• Education of Primary School Mathematics
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• v.26 no.1
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• pp.65-82
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• 2023

The purpose of this study is to examine how pre-service teachers' digital capabilities and content knowledge for teaching pi appear and are strengthened in the process of developing digital-based teaching and learning materials of pi, and to derive implications for pre-service teacher education. To this end, the researchers analyzed the process of two pre-service teachers developing exploratory activity materials for teaching pi using block coding of AlgeoMath program. Through the analysis results, it was confirmed that AlgeoMath' block coding activities provided an experience of expressing and expanding the digital capabilities of pre-service teachers, an opportunity to deepen the content knowledge of pi, and to recognize the problems and limitations of the digital learning environment. It was also suggested that the development of digital materials using block coding needs to be used to strengthen digital capabilities of pre-service teachers, and that the curriculum knowledge needs to be emphasized as knowledge necessary for the development of digital teaching and learning materials in pre-service teacher education.