• Journal of The Korean Association For Science Education
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• v.18 no.2
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• pp.201-208
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• 1998

Although cooperative learning strategies in many subject areas have been found to be effective, the effect of cooperative learning on academic achievement in science laboratory setting is not clear. Reported results on the effects of the strategies for higher achieving students are not also consistent. In this study, the cooperative learning strategies emphasizing student-centered learning which included higher order thinking activities were used in a elementary school science course. The cooperative and traditional learning groups were selected from fifth-grade classes, and taught about dissolution and solution for 16 class periods. The effects of the cooperative learning strategies upon students' academic achievement, science process skill, the attitude toward science instruction, and the perceptions of classroom environment were investigated. Two-way ANCOVA results revealed that the test scores of academic achievement and science process skill for the cooperative learning group were significantly higher than those of the traditional learning group. No interaction between the instruction and the level of previous achievement was found. The perceptions of confliction were higher in cooperative learning group. In the attitude toward science instruction and the perceptions of participation, however, no significant difference between the two groups was found. Educational implications are discussed.

• Journal of the Korean Data and Information Science Society
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• v.17 no.2
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• pp.345-353
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• 2006

Over the past few years, training professionals have become more pragmatic in their approach to technology-based media by using it to augment traditional forms of training delivery, such as classroom instruction and text-based materials. This trend has led to the rise of the term blended learning. Blended learning, an environment of e-learning, is a powerful learning solution created through a mixture of face-to-face and online learning delivered through a mix of media and superior learning experiences. In this article we design and implement an e-learning environment for blended learning. The environment focused on following factors: learning activity and participation of learners, and real time feedback of instructor.

• Journal of The Korean Association For Science Education
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• v.19 no.1
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• pp.91-99
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• 1999

The researches related to students' preconceptions and conceptual change model have been reported that students' learning motivation is one of the key variable for the conceptual change. The effects of students learning motivations on conceptual changes were evaluated. Subjects of this study were 8th grade students. and they were divided into 2 groups. One group was taught by traditional teaching method, and the other group by concept change teaching model. After the intervention, learning motivations of the students were testified. The students of high motivation who were taught by concept change teaching model showed higher scores in the concept of chemical change than the students by traditional teaching method. But there was no difference in both groups of students who have low learning motivations. The learning motivations before the intervention. the motivations stimulated by classes. and the degree of concept understanding showed high correlation. The motivations stimulated by classes explain 23.3 % of the degree of concept understanding. The results seems to mean that students learning motivations contribute to the understanding of concepts. Especially confidence of learning as a subcategory of the learning motivation contributes significantly to the understanding of new concepts. In contrast, the traditional teaching methods and the teaching methods of concept change learning theory were not effective for the stimulation of students learning motivations.

• Journal of Nutrition and Health
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• v.44 no.4
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• pp.303-311
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• 2011

The purpose of this study was to develop a textbook and teaching guidebook on sensory education for lower grade students at elementary schools. The goal of sensory education was to improve preferences for traditional Korean foods. An advisory committee was organized that was composed of 8 professionals in the education field, in order to discuss the adequacy and validity of the textbook's content. The textbook's units consisted of three parts composed of the following: 'feel by the five senses' (2 lessons), 'enjoying traditional Korean foods' (9 lessons), and 'eating together' (1 lesson). The lesson activities were based on experiential learning. The teacher's guidebook contained an overview of the education process, with specific information and practical guidelines for each lesson. Ninety-seven children in 3rd grade from one school participated in a pilot lesson, which evaluated the educational effects and satisfaction. After the lesson, the children had improved preferences for foods which were taught about in the class, along with better eating attitudes. These results reflect that the developed materials were suitable for improving children's preferences toward traditional Korean foods.

• Educational Technology International
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• v.22 no.2
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• pp.255-283
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• 2021

In the early 2020, COVID-19 changed the traditional way of teaching and learning. This paper aimed to explore the impact of college students' perception of course quality on their online learning satisfaction. A total of 4,812 valid samples were extracted, and the difference analysis and hierarchical regression analysis were used to make an empirical analysis of college students' online learning satisfaction. The research results were as follows. Firstly, there was no difference in online learning satisfaction among students by gender and grade. Secondly, learning assessment, course materials, course activities and learner interaction, and course production had a significant positive impact on online learning satisfaction. Course overview and course objectives had an insignificant correlation with online learning satisfaction. Thirdly, the total effect of online learning satisfaction was as follows. Course production had the greatest effect, followed by course activities and student-student interactions, followed by course materials. It was the learning evaluation that showed the least effect. This study can provide empirical reference for college teachers on how to continuously improve online teaching and increase students' satisfaction with online learning.

• Journal of Korean Home Economics Education Association
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• v.25 no.1
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• pp.79-94
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• 2013

In this study, the teaching-learning materials and the plan using persimmon juice dyeing, which is one of the traditional natural dyeing methods of Korea, were developed for the purpose of inspiring further awareness of our traditional clothing life-culture. A questionnaire was designed to make a survey on the educational effect, and t-test and Kruscal-Wallis test were conducted to test the significant differences between pre- and post-lessons. A correlation analysis between culture awareness and its education awareness was also done. These prototypes were applied to high school Technology Home Economics classes under the theme, 'Making living goods with persimmon juice dyed fabrics'. Examining the changes in students' awareness of traditional images, and changes in their interest and attitude towards learning in those classes led to the following results. First, as a result of applying LT cooperative learning in order for an understanding of the formation of clothing life-culture and the process of persimmon juice dyeing, many original handicrafts with modern sense were created. Second, a comparative analysis between pre- and post-lessons on the change in students' degree of awareness of traditional clothing life-culture and its education showed that students' awareness had risen after the class; the data was collected from three separate sample groups which had been clustered according to their initial degree of awareness, i.e. high, middle, and low, and the group that scored the lowest before the class showed the greatest improvement. Third, feedback surveys on 'Making living goods with persimmon juice dyed fabrics' classes returned with scores greater than 'moderate', thus revealing that the students' concern and interest towards traditional clothing life-culture hae been enhanced through the class experience. Their attitude had also become more positive. Fourth, since learners with more awareness of the traditional clothing life-culture also showed more awareness of the need for an education designed to promote the culture, a positive correlation between the two had been found. As explained above, the teaching-learning materials and the plan that had been developed for this study has caused a deeper understanding of the value and significance of the traditional natural dyeing and clothing life-culture, and has therefore brought about an educational effect that powers idea creation.

• The Journal of Korea Robotics Society
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• v.15 no.2
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• pp.184-189
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• 2020

This paper is a study on data augmentation for small dataset by using deep learning. In case of training a deep learning model for recognition and classification of non-mainstream objects, there is a limit to obtaining a large amount of training data. Therefore, this paper proposes a data augmentation method using perspective transform and image synthesis. In addition, it is necessary to save the object area for all training data to detect the object area. Thus, we devised a way to augment the data and save object regions at the same time. To verify the performance of the augmented data using the proposed method, an experiment was conducted to compare classification accuracy with the augmented data by the traditional method, and transfer learning was used in model learning. As experimental results, the model trained using the proposed method showed higher accuracy than the model trained using the traditional method.

• English Language & Literature Teaching
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• v.7 no.1
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• pp.89-112
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• 2001

The purpose of this study is to verify the effect of the method of English teaching and learning through the student-centered environmental instruction. I've been skeptical about the traditional instruction, which is composed of the teachers-centered instruction, because of the lack of creativity. Until now, I've always wished to have an alternative method that can be substituted for routine's style. To achieve it, I selected 90 students from 2 classes, in the 3rd year at a girls' high school in Chungnam as the subject of study. I divided them into two groups, the student-centered environmental instruction and the teacher-centered traditional instruction. The tools used in this study are a preliminary English achievement test, a self-directed learning attitudes test and two teaching plans. For this test, a high school text book was assigned. I have treated 20 times of the test each for two groups using two types of teaching-learning plans which I made for this purpose. To verify the hypotheses after administrating the test, I selected t-verification for post test result. Based on this test result, I could conclude that there was a significant improvement of English proficiency and a change in the self-directed learning attitudes; also the student-centered environmental instruction is more effective than teachers-centered instruction.

• Proceedings of the IEEK Conference
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• 2002.07c
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• pp.2051-2054
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• 2002

In this research, we had two experiments. In the first experiment we focused on the comparison of loaming between two groups of hearing impaired students (multimedia training group and traditional print-based method group). The results from the first experiment indicated that there was no numerical difference in test scores between the two groups of students but the students enjoyed learning with computer. We then carried out the second experiment. This time, we focused more on measuring the qualitative nature of the learning using multimedia technology. The results of the second experiment indicated that the two methods of teaching and learning affected students similarly since the average scores of both groups showed no statistically significant difference. About 89% of the students in the second experiment enjoyed learning from the CD-ROM. This result was based not just on the CD-ROM Life in Saskatchewan, but included any kinds and subjects of CD-ROM used in the classroom. Although multimedia training is as good as, but no better than, the traditional print-based method, multimedia can be used as a valuable supplement in adaptive technology.

• Perspectives in Nursing Science
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• v.9 no.2
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• pp.136-145
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• 2012

Purpose: The purpose of this study was to verify the educational effectiveness of the Objective structured clinical examination (OSCE) module development activities on nursing students in the areas of performance skill, knowledge, self-directed learning readiness, and problem solving ability for medication skill. Methods: This study was a nonequivalent control group non-synchronized post-test design. The subjects (N=47), who agreed to participate in this study, were assigned to either the experimental (n=24) or control group (n=23). The experimental group was trained with OSCE module development activities for four days. The control group was trained with a traditional demonstration and practice class for the same amount of time as the experimental group. Medication performance skill and knowledge tests and surveys were done to measure self-directed learning readiness, and learning satisfaction after the experimental treatments. Results: The experimental group which participated in the OSCE module development activities showed significantly higher performance skill, self-directed learning readiness, and problem solving ability for skin test and insulin medication than that of the control group of traditional education. Conclusion: It is recommended to use the OSCE module development activities for nursing students in nursing education-learning in order to improve nursing skills.