• 한국학교ㆍ지역보건교육학회지
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• 제17권2호
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• pp.17-30
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• 2016

Objectives: The purpose of this study was to examine differences between the traditional lecture teaching learning method and action learning teaching learning method of nursing students' leadership, problem solving competence, creativity, and critical thinking disposition. Methods: This study was carried out from February 24, 2014 to May 30, 2014 with 171 nursing students (an experimental group of 88 students and a control group of 83 students) assigned among $2^{nd}$ year students attending nursing departments in U city. The Action learning teaching learning method applied to the experimental group by two experts. The Traditional lecture teaching learning method applied to the control group. In order to compare the differences, a pre and post questionnaire were used. The data gathered was analyzed using the SPSS 22. Results: Upon completion of education the nursing students' leadership, problem solving competence and creativity significantly increased both in the experimental group and in the control group compared to the pre testing phase. The critical thinking disposition significantly increased after education in the experimental group, but there was no significant change in the critical thinking disposition of the control group. Conclusion: To improve nursing students' leadership, problem solving competence, creativity, and critical thinking disposition the action learning teaching learning method appears to be more effective than the traditional lecture teaching learning method.

• 경영과학
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• 제22권2호
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• pp.1-12
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• 2005

New method has been widely used for teaching Management Science since the mid of 1990s. The new teaching method is distinguished from traditional method in several aspects. The mowt distintion of the new method is that Excel based approach is used in order to model and analyze quantitative problems. Due to the introduction of Excel based teaching method model formulation and interpretation is more emphasized than algorithms. By using this new method students are expected to be more interested in Management Science class and easily use several Management Science techniques in real world problems. Though Excel based teaching method has become more prevalent, there exist no empirical research to analyze the effectiveness of Excel based teaching method. This paper will empirically analyze how effective Excel based teaching method is. For this purpose survey data are collected fro professors teaching Management Science and analyzed by using t-test.

• Journal of Dental Anesthesia and Pain Medicine
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• 제21권3호
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• pp.207-217
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• 2021

Background: This study aimed to observe the effect of internship in a pre-anesthetic clinic on the teaching quality of pre-anesthesia evaluation for undergraduates. Methods: A total of 120 undergraduates from July 2017 to July 2018 in the anesthesia department of our hospital were randomly divided into two groups: pre-anesthetic clinic internship teaching group (n = 60) and traditional teaching group (n = 60). The knowledge in the pre-anesthesia evaluation teaching chapters was evaluated between the two groups of undergraduates. Results: There were no significant differences in the demographic information between the two groups. The scores in the case analysis and theoretical knowledge test in the pre-anesthetic clinic internship teaching group were significantly higher than those in the traditional teaching group. In addition, the students' satisfaction with the curriculum design was significantly higher in the pre-anesthetic clinic internship teaching group than in the traditional teaching group. Conclusion: Pre-anesthetic clinic internships can improve the quality of pre-anesthesia assessment teaching for undergraduates.

• 공학교육연구
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• 제22권6호
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• pp.12-20
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• 2019

The purpose of this study is to development of a teaching-learning model for active learning in engineering education. For this, the adequacy between educational objectives and active learning activities is verified and furthermore an "active learning teaching-learning model" is suggested. This suggested teaching-learning model is expected to supplement weakness of traditional lecture-type teaching-learning activity. Based on the literature review, first, the representative activities of active learning were derived. there are twenty active learning activities, which compose of five of individual learning activity, five of pair-learning activity and five of group-learning activity, and five of alternative- learning activity. In addition, a survey on adequacy between designed active learning activities and learning outcomes were conducted to ten educational experts. Lawshe's content validity calculation method was applied to analyze the validity of this study. Second, five teaching-learning principles, such as thinking, interaction, expression, reflection, and evaluation were derived to develop an "active learning teaching-learning model" which supplements lecture-type classes and then the "TIERA teaching-learning model" which consists of five stages was designed. Finally, based on the survey on educational experts, adequate active learning activities were proposed to apply in each stage of the "TIERA teaching-learning model" and as a result the TIERA model's active learning activities were developed. The result of this study shows that some activities of active learning are appropriate to induce high cognitive learning skills from the learners even in traditional lecture-type classrooms and therefore this study suggests meaningful direction to new paradigm of teaching-learning for engineering education. This study also suggests that instructors of engineering education can turn their traditional teaching-learning activities into dynamic learning activities by utilizing "active learning teaching-learning model".

• 한국가구학회지
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• 제26권4호
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• pp.409-420
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• 2015

This study intends to explore a teaching philosophy of a Master, a joiner, a cabinet maker, Byeung-Soo Kim who has devoted his entire life on creating and making traditional Korean wood furniture since the elementary school. His teaching method is to make his learners skillful by learning how to make traditional Korean furniture with the traditional technique or joint handmade. They are able to create the furniture in passing through some levels such as a beginning, a middle, a high, and a special class for three years. Each level suggests that the students should study its own joints from laminating, dado, butt, dovetail, mitered, mortise-and-tenon, rabbet, tongue-and-groove and so on. The teaching method is very unique as the technique different and difficult to fine it from other education processes throughout the country.

• 공학교육연구
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• 제20권2호
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• pp.31-38
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• 2017

In this study, specific teaching methods of lecturing and improved discussion methods (combining discussion and problem-based learning) were selected and applied for each major subject and learning content area in the fields of engineering, language, and social sciences. Then, the selected teaching methods were examined to determine the most effective learning contents. Finally, in order to determine the most effective teaching methods, a survey on student satisfaction was analyzed statistically. The results showed that students preferred teaching methods that combine lectures and improved discussion methods to the traditional method of only lectures. Therefore, this research proposes the combined teaching method for each major subject and learning content area.

• 한국과학교육학회지
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• 제14권3호
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• pp.285-292
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• 1994

The purpose of this study is to investigate the misconception about circulatory / excretional system and to determine the effectiveness of two teaching strategies. The subject was 214 middle school students. The control group was instructed with the traditional teaching method.On the other hand, the experimental group was taught with the concept mapping teaching method. Then the effectiveness of the two teaching strategies were compared in terms with the changes of their conceptions about circulatory/excertional system. The major findings of this study are as follows. 1. The major misconception types were identified. 1) The function of blood is only transportation. 2) The artery is equal to arterial blood. 3) The colon and the anus are also excretional organs. 4) Urine is formed from the bladder. 5) Urine and feces are also excrement. 2. Different conceptional change was observed between control group and experimental group at 0.05 significance level. The concept mapping strategy was more effective than traditional teaching method. 3. No significent difference was found between male and female students in the effectiveness of concept mapping strategy.

• 한국초등과학교육학회지:초등과학교육
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• 제24권5호특별호
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• pp.539-545
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• 2005

The purpose of this study was to investigate the effects of science teaching using ARCS strategies on elementary pupils' teaming motivation and academic achievement. For this purpose, 67 children of 2 classes in the 5th grade of an elementary school were involved, and each class was assigned to experimental and comparison group. The experimental group, consisting of 33 children, were applied with the teaching method using ARCS strategies, while the comparison group, 34 children, were applied with traditional-type teaching method. The instruction effects were analyzed through pre/post-test's results using the questionnaires of loaming motivation and academic achievement. The results of this study are summarized as follows. After science lessons, it was found that the teaching method using ARCS strategies was more effective in improving learners' motives of teaming science and academic achievements than traditional instructions. And the instruction using ARCS strategies was effective to the children who were in low and middle level in academic achievement compared to those in high level.

• Communications for Statistical Applications and Methods
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• 제27권3호
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• pp.269-284
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• 2020

This study compares two teaching methods in an introductory statistics course at a large state university. The first method is the traditional lecture-based approach. The second method implements a flipped classroom that incorporates the recommendations of the American Statistical Association's Guidelines for Assessment and Instruction in Statistics Education (GAISE) College Report. We compare these two methods, based on student performance, illustrate the procedures of the flipped pedagogy, and discuss the impact of aligning our course to current guidelines for teaching statistics at the college level. Results show that students in the flipped class performed better than students in traditional delivery. Student questionnaire responses also indicate that students in flipped delivery aligned with the GAISE recommendations have built a productive mindset in statistics.

• 컴퓨터교육학회논문지
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• 제17권5호
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• pp.53-68
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• 2014

본 연구의 목적은 ICT를 활용한 교수-학습방법이 전통적인 교수-학습방법에 비해 학생의 학업성취에 어느 정도 효과가 있는가를 메타분석방법을 적용하여 밝히고자 하였다. 이러한 목적을 달성하기 위하여 2001년도부터 2014년 2월까지 국내에서 발표된 ICT를 활용한 교수-학습 관련 석 박사학위논문과 학술 논문 103편 가운데 133개의 효과크기 수를 분석하였다. 본 연구의 주요결과를 살펴보면, 첫째, 본 연구의 분석대상 가운데 85%가량은 ICT 활용 교수-학습방법이 전통적인 교수-학습방법에 비하여 학생의 학업 성취에 효과가 뚜렷한 것으로 밝혀졌다. 둘째, 학교 급별에 따른 ICT 활용 교수-학습의 학업성취 효과 크기는 초등학교 학생과 대학생이 중학생과 고등학생들에 비하여 상대적으로 큰 것으로 밝혀졌다. 셋째, 실시 교과목에 따라서는 예체능과 사회 교과의 평균 효과크기가 다른 교과목에 비하여 ICT 활용 교수-학습의 효과가 큰 것으로 드러났다. 이와 같은 연구결과를 통해 그동안 선행된 많은 ICT 활용 교수-학습과 관련된 개별연구들의 각기 다른 학업성취 효과에 메타분석을 적용하여 보다 강력한 결론을 내렸다. 또한 이러한 보다 강력하고 통합된 결론을 통해서 이 분야의 후속 연구를 수행하는 데 필요한 기초자료와 방향성을 제시하였다.