Pub Date : 2023-04-30DOI: 10.46392/kjge.2023.17.2.169
Mi Kyong Kim
This study aims to develop and implement a PBL framework using AI technology-based learning tools, namely, Naver Papago, Google Translate, and Grammarly. The six-week framework was embedded into a General English course at a university, and a total of 20 students participated in the study. After collecting 19 students’ questionnaires and 4 sets of group journals in which 20 students participated in four groups, the data were analyzed in order to investigate the students’ English learning experiences through the General English course. The findings are as follows. The students had positive English learning experiences in terms of cognitive factors, affective factors, satisfaction, linguistic factors, knowledge construction, and reflective practices. On the other hand, the students had negative learning experiences in relation to the inadequate quality of AI technology-based tools and the rather over-reliance on the tools. The study concludes with some pedagogical implications: the inclusion of a student-initiated grammar session involving feedback provided by Grammarly, and English language practices involving speaking and writing, both of which should serve to lower the over-reliance of the technology-based tools.
{"title":"PBL Using AI Technology-based Learning Tools in a College English Class","authors":"Mi Kyong Kim","doi":"10.46392/kjge.2023.17.2.169","DOIUrl":"https://doi.org/10.46392/kjge.2023.17.2.169","url":null,"abstract":"This study aims to develop and implement a PBL framework using AI technology-based learning tools, namely, Naver Papago, Google Translate, and Grammarly. The six-week framework was embedded into a General English course at a university, and a total of 20 students participated in the study. After collecting 19 students’ questionnaires and 4 sets of group journals in which 20 students participated in four groups, the data were analyzed in order to investigate the students’ English learning experiences through the General English course. The findings are as follows. The students had positive English learning experiences in terms of cognitive factors, affective factors, satisfaction, linguistic factors, knowledge construction, and reflective practices. On the other hand, the students had negative learning experiences in relation to the inadequate quality of AI technology-based tools and the rather over-reliance on the tools. The study concludes with some pedagogical implications: the inclusion of a student-initiated grammar session involving feedback provided by Grammarly, and English language practices involving speaking and writing, both of which should serve to lower the over-reliance of the technology-based tools.","PeriodicalId":267224,"journal":{"name":"The Korean Association of General Education","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126760215","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-30DOI: 10.46392/kjge.2023.17.2.325
Jung Joo Kim, H. Jeong
This purpose of this paper was to see the mediating effect of mentoring by seniors and juniors in the relationship between cooperative learning experiences and college commitment in liberal arts classes opened for university freshmen. To this end, a survey was conducted on mentees who had been taking competency-building courses at K university and a structural equation model was analyzed based on the survey. The study results are as following. First, cooperative learning experience did not have a significant effect on college commitment. Second, cooperative learning experience had a significant effect on mentoring. Third, cooperative learning experience had a statistical effect on college commitment completely mediated by mentoring. Based on these empirical research results, we suggest that the active use of mentoring by seniors and juniors should be considered in addition to providing cooperative learning experiences for the adaptation to and satisfaction with college life among university freshmen.
{"title":"The Mediating Effect of Senior-Junior Mentoring on the Relationship between Cooperative Learning Experience and College Commitment of University Freshmen in Liberal Arts Classes","authors":"Jung Joo Kim, H. Jeong","doi":"10.46392/kjge.2023.17.2.325","DOIUrl":"https://doi.org/10.46392/kjge.2023.17.2.325","url":null,"abstract":"This purpose of this paper was to see the mediating effect of mentoring by seniors and juniors in the relationship between cooperative learning experiences and college commitment in liberal arts classes opened for university freshmen. To this end, a survey was conducted on mentees who had been taking competency-building courses at K university and a structural equation model was analyzed based on the survey. The study results are as following. First, cooperative learning experience did not have a significant effect on college commitment. Second, cooperative learning experience had a significant effect on mentoring. Third, cooperative learning experience had a statistical effect on college commitment completely mediated by mentoring. Based on these empirical research results, we suggest that the active use of mentoring by seniors and juniors should be considered in addition to providing cooperative learning experiences for the adaptation to and satisfaction with college life among university freshmen.","PeriodicalId":267224,"journal":{"name":"The Korean Association of General Education","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133345810","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-30DOI: 10.46392/kjge.2023.17.2.307
Shi-Gyeong Seong, Y. Han
University admission through cross-entry admission is active and expected to accelerate further. However, due to this, it is expected that more students will drop out due to maladaptation to their department. Accordingly, universities must prepare systematic management, including the academic counseling necessary for students entering the Liberal Arts and Sciences Cross Application. Therefore, the purpose of this study is to identify the current status of cross-application and the needs of cross-entry students in 2021 and 2022 at S University. Academic counseling was planned and conducted to help students‘ academic achievement and school adaptation. Primary research was conducted to help students with liberal arts and science cross-entry status to have a successful college life.First, in the 2021 school year, most of the cases involved students who completed liberal arts courses in high school and had applied to university science courses for reasons that were advantageous for employment. On the other hand, in the 2022 school year, science majors in high school applied to the field of liberal arts for reasons of admission to universities with a higher pass estimate. Second, among the 2021 cross-entry students who entered the science field, there was a phenomenon in which female students cross-applied again to the liberal arts field in 2022. Third, in terms of satisfaction with the department entered, compared to students enrolled in 2021, the satisfaction level of students enrolled in 2022 was lower at a statistically significant level, indicating that students who cross-applied for liberal arts have greater difficulty adapting to their department than students who cross-apply for science. This shows that the combined test for cross-application among liberal arts and science students can cause difficulties in their adaptation to college. This study sought and suggested alternatives for successful college adaptation for newly admitted students who requested academic counseling. This study also serves as primary research for universities to better help them understand and prepare their cross-application entrance exams.
{"title":"A Study on the Current State and Adaptation of the Cross-entry Students between the Field of Liberal Arts and Science －Focusing on the case of S University","authors":"Shi-Gyeong Seong, Y. Han","doi":"10.46392/kjge.2023.17.2.307","DOIUrl":"https://doi.org/10.46392/kjge.2023.17.2.307","url":null,"abstract":"University admission through cross-entry admission is active and expected to accelerate further. However, due to this, it is expected that more students will drop out due to maladaptation to their department. Accordingly, universities must prepare systematic management, including the academic counseling necessary for students entering the Liberal Arts and Sciences Cross Application. Therefore, the purpose of this study is to identify the current status of cross-application and the needs of cross-entry students in 2021 and 2022 at S University. Academic counseling was planned and conducted to help students‘ academic achievement and school adaptation. Primary research was conducted to help students with liberal arts and science cross-entry status to have a successful college life.First, in the 2021 school year, most of the cases involved students who completed liberal arts courses in high school and had applied to university science courses for reasons that were advantageous for employment. On the other hand, in the 2022 school year, science majors in high school applied to the field of liberal arts for reasons of admission to universities with a higher pass estimate. Second, among the 2021 cross-entry students who entered the science field, there was a phenomenon in which female students cross-applied again to the liberal arts field in 2022. Third, in terms of satisfaction with the department entered, compared to students enrolled in 2021, the satisfaction level of students enrolled in 2022 was lower at a statistically significant level, indicating that students who cross-applied for liberal arts have greater difficulty adapting to their department than students who cross-apply for science. This shows that the combined test for cross-application among liberal arts and science students can cause difficulties in their adaptation to college. This study sought and suggested alternatives for successful college adaptation for newly admitted students who requested academic counseling. This study also serves as primary research for universities to better help them understand and prepare their cross-application entrance exams.","PeriodicalId":267224,"journal":{"name":"The Korean Association of General Education","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114324461","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-28DOI: 10.46392/kjge.2023.17.1.139
Eun-ho Moon, Dong-hoo Kim, Kwang-soo Na, Ho-jin Shim, Jae-duck Kim
This study analyzed the correlation between a student's learning background and their academic achievement in college-level calculus. By focusing on A university cases, this study seeks ways to improve the college calculus curriculum according to changes in the curriculum and the College Scholastic Ability Test (SAT) system. In particular, the academic achievement of college calculus was compared and analyzed according to whether calculus was completed in high school, or if calculus was selectively taken in the SAT. Through this study, it was confirmed that the relationship between one's academic achievement and one's learning background in college calculus differs depending on the student's basic academic ability. In other words, there was a difference in the academic achievement of college calculus according to whether students with a certain level of basic academic ability selectively took calculus in the SAT. On the other hand, it was also confirmed that there was a difference in the academic achievement of college calculus for students who lacked basic academic ability depending on whether or not they had completed calculus in high school. Therefore, universities should prepare a curriculum for college calculus according to the educational background of students by conducting a basic academic ability assessment before granting them admission in order to more accurately grasp their particular educational backgrounds.
{"title":"Analysis of Factors Influenced by Changes in Secondary Curriculum and the SAT System on College Mathematics\u0000－Based on the case of A university","authors":"Eun-ho Moon, Dong-hoo Kim, Kwang-soo Na, Ho-jin Shim, Jae-duck Kim","doi":"10.46392/kjge.2023.17.1.139","DOIUrl":"https://doi.org/10.46392/kjge.2023.17.1.139","url":null,"abstract":"This study analyzed the correlation between a student's learning background and their academic achievement in college-level calculus. By focusing on A university cases, this study seeks ways to improve the college calculus curriculum according to changes in the curriculum and the College Scholastic Ability Test (SAT) system. In particular, the academic achievement of college calculus was compared and analyzed according to whether calculus was completed in high school, or if calculus was selectively taken in the SAT. Through this study, it was confirmed that the relationship between one's academic achievement and one's learning background in college calculus differs depending on the student's basic academic ability. In other words, there was a difference in the academic achievement of college calculus according to whether students with a certain level of basic academic ability selectively took calculus in the SAT. On the other hand, it was also confirmed that there was a difference in the academic achievement of college calculus for students who lacked basic academic ability depending on whether or not they had completed calculus in high school. Therefore, universities should prepare a curriculum for college calculus according to the educational background of students by conducting a basic academic ability assessment before granting them admission in order to more accurately grasp their particular educational backgrounds.","PeriodicalId":267224,"journal":{"name":"The Korean Association of General Education","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121429594","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-28DOI: 10.46392/kjge.2023.17.1.183
I. Seo
As a result of developing questions to investigate the difference in the perceptions and educational needs of professors and students concerning the competency-based liberal arts curriculum, and through conducting a corresponding survey, 33 professors and 502 enrolled students responded for two weeks in November of 2022. The analysis method utilized the Borich Demand Formula and the Locus for Focus Model. First, as a result of examining the difference in perceptions between professors and students about liberal arts education in A college, the survey found that students had a positive perception of the liberal arts curriculum compared to professors regarding all of the questions. Both professors and students were highly aware of the ‘relevance of liberal arts education level’ while the items showing statistically significant differences were the questions dealing with the ‘adequacy of the number of subjects opened’ and the ‘help to grow as professionals’. Second, as a result of analyzing the educational needs of our university's liberal arts curriculum using the Borich Formula and the Locus for Focus Model, the professors cited ‘lectures with teaching methods suitable for learning’, ‘sufficient communication with students’, and ‘diversity in liberal arts course selection’. Student ‘B’ determined that ‘lecture progress with a teaching method suitable for the learning content’ was their top priority when it came to improvement. Based on these results, to operate a better liberal arts curriculum, we need to seek ways to expand the range of choices for liberal arts education. Furthermore, we need to derive important basic vocational skills according to majors during the reorganization of liberal arts education at universities. This means that liberal arts education needs to reflect these changes in both its design and operational aspects. However, due to the different enrollment periods and limited graduation credits allocated to each department, there are real limitations in designing a course that fully reflects these educational demands. Therefore, it is necessary to analyze in detail the students' needs in order to immediately meet their educational goals, and to establish a flexible curriculum that reflects their demands for non-subject programs.
{"title":"Analyzing Differences in Perceptions between Professors and Students and Educational Needs for Competency-Based Liberal Arts Course\u0000－Focusing on A College","authors":"I. Seo","doi":"10.46392/kjge.2023.17.1.183","DOIUrl":"https://doi.org/10.46392/kjge.2023.17.1.183","url":null,"abstract":"As a result of developing questions to investigate the difference in the perceptions and educational needs of professors and students concerning the competency-based liberal arts curriculum, and through conducting a corresponding survey, 33 professors and 502 enrolled students responded for two weeks in November of 2022. The analysis method utilized the Borich Demand Formula and the Locus for Focus Model. First, as a result of examining the difference in perceptions between professors and students about liberal arts education in A college, the survey found that students had a positive perception of the liberal arts curriculum compared to professors regarding all of the questions. Both professors and students were highly aware of the ‘relevance of liberal arts education level’ while the items showing statistically significant differences were the questions dealing with the ‘adequacy of the number of subjects opened’ and the ‘help to grow as professionals’. Second, as a result of analyzing the educational needs of our university's liberal arts curriculum using the Borich Formula and the Locus for Focus Model, the professors cited ‘lectures with teaching methods suitable for learning’, ‘sufficient communication with students’, and ‘diversity in liberal arts course selection’. Student ‘B’ determined that ‘lecture progress with a teaching method suitable for the learning content’ was their top priority when it came to improvement. Based on these results, to operate a better liberal arts curriculum, we need to seek ways to expand the range of choices for liberal arts education. Furthermore, we need to derive important basic vocational skills according to majors during the reorganization of liberal arts education at universities. This means that liberal arts education needs to reflect these changes in both its design and operational aspects. However, due to the different enrollment periods and limited graduation credits allocated to each department, there are real limitations in designing a course that fully reflects these educational demands. Therefore, it is necessary to analyze in detail the students' needs in order to immediately meet their educational goals, and to establish a flexible curriculum that reflects their demands for non-subject programs.","PeriodicalId":267224,"journal":{"name":"The Korean Association of General Education","volume":"229 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125953892","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-28DOI: 10.46392/kjge.2023.17.1.77
Ran Lee
The purpose of this study is to examine the patterns of writing with multimedia and to suggest an advanced direction for successful classes. To the end, this study took 22 academic studies through a purposeful sampling method and analysed each kind of medium used, as well as the subject’s learners interaction with the writing patterns utilized in Korean education. Most of all, it classified them according to the kinds of utilized media: genre media, vessel media and vessel media with genre media. As a result, it found that there were variety of genre media used, such as traditional folk songs, fairy tales, video materials, homepage profiles. The same was found to be true for vessel media, such as e-mails, Instagram, video-editors, smart-phones, and Zoom. In terms of interaction, individual writings with computer programs, communicative CMC-based writings with other users, and face-to-face cooperative writings with the teacher and other learners were shown as well. Also, it identified the writing activities for creating the identical or different genres with the previously utilized genre media, as well as the writings through letters after reading genre materials. Furthermore, a genre-based approach was applied to the teachings in which genre literacy education was operated in advance for creating each authentic media texts and the instruction of learners to write in the appropriate genre. This shows that the perspective on creation-based media education was reflected, and that the critical media literacy education deeply affects Korean teaching in foreign language education. Based on these findings, this study proposed some suggestions.
{"title":"Research Trend on the Writing Patterns of Multimedia Utilization\u0000－Focusing on Korean Education","authors":"Ran Lee","doi":"10.46392/kjge.2023.17.1.77","DOIUrl":"https://doi.org/10.46392/kjge.2023.17.1.77","url":null,"abstract":"The purpose of this study is to examine the patterns of writing with multimedia and to suggest an advanced direction for successful classes. To the end, this study took 22 academic studies through a purposeful sampling method and analysed each kind of medium used, as well as the subject’s learners interaction with the writing patterns utilized in Korean education. Most of all, it classified them according to the kinds of utilized media: genre media, vessel media and vessel media with genre media. As a result, it found that there were variety of genre media used, such as traditional folk songs, fairy tales, video materials, homepage profiles. The same was found to be true for vessel media, such as e-mails, Instagram, video-editors, smart-phones, and Zoom. In terms of interaction, individual writings with computer programs, communicative CMC-based writings with other users, and face-to-face cooperative writings with the teacher and other learners were shown as well. Also, it identified the writing activities for creating the identical or different genres with the previously utilized genre media, as well as the writings through letters after reading genre materials. Furthermore, a genre-based approach was applied to the teachings in which genre literacy education was operated in advance for creating each authentic media texts and the instruction of learners to write in the appropriate genre. This shows that the perspective on creation-based media education was reflected, and that the critical media literacy education deeply affects Korean teaching in foreign language education. Based on these findings, this study proposed some suggestions.","PeriodicalId":267224,"journal":{"name":"The Korean Association of General Education","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121788813","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-28DOI: 10.46392/kjge.2023.17.1.211
Jieun Kim, Kyoung-A Kim
The purpose of this study is to analyze the need for digital citizenship education for university students in the era of great digital transformation, to explore ways to teach digital citizenship as part of liberal arts education in universities, and to reflect digital citizenship learning in our development of such courses. To this end, an online survey was conducted involving 414 university students in the Seoul metropolitan area. SPSS 25.0 was used to analyze the survey results. To perform a needs analysis, a t-test, the Borich needs assessment model, and the Locus for Focus model analysis were used, and the results were analyzed comprehensively. The main findings of this study are as follows. First, the results of the exploratory factor analysis of the digital citizenship scale constructed in this study extracted a total of 9 components: ‘digital identity’, ‘use of digital technology’, ‘balanced use of digital technology’, ‘digital security’, ‘digital empathy’, ‘digital communication’, ‘digital literacy and critical thinking’, ‘digital rights and responsibilities’, and ‘social participation through digital technology’. Second, this study examined the experiences and perceptions of digital citizenship education of the survey participants, and the findings indicated that most university students received digital citizenship education from elementary school, and that the awareness of the need for such education was very high. Third, the results of the needs analysis of digital citizenship education showed that ‘balanced use of digital technology’, ‘digital security’, ‘digital rights and responsibilities’, and ‘digital literacy and critical thinking’ had the highest priority, and that ‘social engagement through digital technology’ had a secondary priority. Based on the above findings, this study proposes an educational plan to enhance the digital citizenship competency of university students in the era of great digital transformation.
本研究旨在分析大数位转型时代大学生对数位公民教育的需求，探讨如何将数位公民教育纳入大学文科教育，并在大学文科课程的发展中体现数位公民学习。为此，对首都地区的414名大学生进行了网上调查。采用SPSS 25.0软件对调查结果进行分析。在进行需求分析时，采用t检验、Borich需求评估模型和Locus for Focus模型分析，并对结果进行综合分析。本研究的主要发现如下:首先，本研究构建的数字公民量表探索性因子分析结果提取了“数字身份”、“数字技术的使用”、“数字技术的平衡使用”、“数字安全”、“数字同理心”、“数字沟通”、“数字素养与批判性思维”、“数字权利与责任”和“通过数字技术的社会参与”9个组成部分。其次，本研究考察了调查对象对数字公民教育的体验和认知，结果表明，大多数大学生从小学开始就接受了数字公民教育，并且对这种教育的需求意识很高。第三，数字公民教育需求分析的结果表明，“平衡使用数字技术”、“数字安全”、“数字权利和责任”以及“数字素养和批判性思维”具有最高的优先级，“通过数字技术进行社会参与”具有第二优先级。在此基础上，本研究提出了在数字化大转型时代提升大学生数字公民能力的教育方案。
{"title":"A Needs Analysis of Digital Citizenship Education for University Students in the Era of Great Digital Transformation","authors":"Jieun Kim, Kyoung-A Kim","doi":"10.46392/kjge.2023.17.1.211","DOIUrl":"https://doi.org/10.46392/kjge.2023.17.1.211","url":null,"abstract":"The purpose of this study is to analyze the need for digital citizenship education for university students in the era of great digital transformation, to explore ways to teach digital citizenship as part of liberal arts education in universities, and to reflect digital citizenship learning in our development of such courses. To this end, an online survey was conducted involving 414 university students in the Seoul metropolitan area. SPSS 25.0 was used to analyze the survey results. To perform a needs analysis, a t-test, the Borich needs assessment model, and the Locus for Focus model analysis were used, and the results were analyzed comprehensively. The main findings of this study are as follows. First, the results of the exploratory factor analysis of the digital citizenship scale constructed in this study extracted a total of 9 components: ‘digital identity’, ‘use of digital technology’, ‘balanced use of digital technology’, ‘digital security’, ‘digital empathy’, ‘digital communication’, ‘digital literacy and critical thinking’, ‘digital rights and responsibilities’, and ‘social participation through digital technology’. Second, this study examined the experiences and perceptions of digital citizenship education of the survey participants, and the findings indicated that most university students received digital citizenship education from elementary school, and that the awareness of the need for such education was very high. Third, the results of the needs analysis of digital citizenship education showed that ‘balanced use of digital technology’, ‘digital security’, ‘digital rights and responsibilities’, and ‘digital literacy and critical thinking’ had the highest priority, and that ‘social engagement through digital technology’ had a secondary priority. Based on the above findings, this study proposes an educational plan to enhance the digital citizenship competency of university students in the era of great digital transformation.","PeriodicalId":267224,"journal":{"name":"The Korean Association of General Education","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122289466","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-28DOI: 10.46392/kjge.2023.17.1.103
Doo-yeon Lee, J. Kim
The purpose of the current study was to investigate pre-service teachers' perception of plagiarism and plagiarism prevention education with the inclusions of variables such as major and gender. Participants of the study were 118 pre-service teachers majoring in English education and Ethics education at a university located in Korea's Gyeongsang Province. A questionnaire, developed and used for data collection, was composed of five parts: demographic data and a definition of plagiarism, the current status of assignments, reasons for plagiarism, degree of plagiarism, and lectures related to plagiarism or citation methods. A paired t-test, an independent t-test, frequency, and ANOVA were used to analyze the possible differences based on variables of gender and major.The study revealed that almost all students were aware that plagiarism is problematic. However, despite their increased awareness of plagiarism, they also reported that they had rarely taken or heard about lectures on how to cite or research ethics. In addition, the reasons why pre-service teachers engage in plagiarism are affected by variables such as the amount and difficulty of the assignments and the type of assignments they were given. It was also found that female students and students majoring in Ethics education were more strictly aware of plagiarism even though most of the items did not show statistically significant differences according to gender or major. The findings from the present study suggest that plagiarism prevention education targeting pre-service teachers should include proper citation methods and prevention education appropriate for each task type, including self-plagiarism.
{"title":"A Study of Pre-service Teachers' Perception of Plagiarism","authors":"Doo-yeon Lee, J. Kim","doi":"10.46392/kjge.2023.17.1.103","DOIUrl":"https://doi.org/10.46392/kjge.2023.17.1.103","url":null,"abstract":"The purpose of the current study was to investigate pre-service teachers' perception of plagiarism and plagiarism prevention education with the inclusions of variables such as major and gender. Participants of the study were 118 pre-service teachers majoring in English education and Ethics education at a university located in Korea's Gyeongsang Province. A questionnaire, developed and used for data collection, was composed of five parts: demographic data and a definition of plagiarism, the current status of assignments, reasons for plagiarism, degree of plagiarism, and lectures related to plagiarism or citation methods. A paired t-test, an independent t-test, frequency, and ANOVA were used to analyze the possible differences based on variables of gender and major.The study revealed that almost all students were aware that plagiarism is problematic. However, despite their increased awareness of plagiarism, they also reported that they had rarely taken or heard about lectures on how to cite or research ethics. In addition, the reasons why pre-service teachers engage in plagiarism are affected by variables such as the amount and difficulty of the assignments and the type of assignments they were given. It was also found that female students and students majoring in Ethics education were more strictly aware of plagiarism even though most of the items did not show statistically significant differences according to gender or major. The findings from the present study suggest that plagiarism prevention education targeting pre-service teachers should include proper citation methods and prevention education appropriate for each task type, including self-plagiarism.","PeriodicalId":267224,"journal":{"name":"The Korean Association of General Education","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116377581","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-28DOI: 10.46392/kjge.2023.17.1.227
Y. Park, Jinhee Park
Social expectations for the development of sustainable core competencies of learners require innovative changes in teaching and learning methods in university education. Project learning enables proactive and cooperative learning so that meaningful learning can take place in preparation for real situations in which learners face unpredictable situations and those involving complex problems. This study focuses on these team project classes, analyzes the contextual behavioral aspects of actual learners during the learning process of team project classes conducted in universities, and examines their characteristics. As a result, the study confirmed that the process of discussion among students to define the purpose of the project activity is a learning process in itself. It is also serves as an extension of their perspective that goes beyond the scope of their experience through their interactions, rather than the application or utilization of learned knowledge. In addition, unlike the general expectation that cooperative interaction will be based on consensus, agreement, and active communication, the cooperative process of students discussing the subject and direction of the project outcome is conducted through tacit recognition of individual differences and agreement on these differences. Moreover, through actual experience, students reflected on the need to focus on the meaning that was missing due to common sense and conventional wisdom, and which goes beyond the logic of identity confined within the range of ordinary experience that was the basis of prediction. Through this, they were able to make progress in redefining the problem. Finally, the study confirmed that the instructor's feedback, which was implemented during the actual project activity process, can function as a tool and and as leverage in the process of the students' problem-solving abilities by supporting the problem-solving that occurred in real situations, unlike in general knowledge. It is expected that the results of this study will contribute to the vitalization of team project learning as basic research material to determine what kind of experiences are possible for actual learners in the team project learning process.
{"title":"An Observation Study on the Experience of University Students in Project Learning","authors":"Y. Park, Jinhee Park","doi":"10.46392/kjge.2023.17.1.227","DOIUrl":"https://doi.org/10.46392/kjge.2023.17.1.227","url":null,"abstract":"Social expectations for the development of sustainable core competencies of learners require innovative changes in teaching and learning methods in university education. Project learning enables proactive and cooperative learning so that meaningful learning can take place in preparation for real situations in which learners face unpredictable situations and those involving complex problems. This study focuses on these team project classes, analyzes the contextual behavioral aspects of actual learners during the learning process of team project classes conducted in universities, and examines their characteristics. As a result, the study confirmed that the process of discussion among students to define the purpose of the project activity is a learning process in itself. It is also serves as an extension of their perspective that goes beyond the scope of their experience through their interactions, rather than the application or utilization of learned knowledge. In addition, unlike the general expectation that cooperative interaction will be based on consensus, agreement, and active communication, the cooperative process of students discussing the subject and direction of the project outcome is conducted through tacit recognition of individual differences and agreement on these differences. Moreover, through actual experience, students reflected on the need to focus on the meaning that was missing due to common sense and conventional wisdom, and which goes beyond the logic of identity confined within the range of ordinary experience that was the basis of prediction. Through this, they were able to make progress in redefining the problem. Finally, the study confirmed that the instructor's feedback, which was implemented during the actual project activity process, can function as a tool and and as leverage in the process of the students' problem-solving abilities by supporting the problem-solving that occurred in real situations, unlike in general knowledge. It is expected that the results of this study will contribute to the vitalization of team project learning as basic research material to determine what kind of experiences are possible for actual learners in the team project learning process.","PeriodicalId":267224,"journal":{"name":"The Korean Association of General Education","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124053716","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-28DOI: 10.46392/kjge.2023.17.1.127
Jae Kyung Kim
The purpose of this study is to suggest death education in preparation for grief and death in old age from the perspective of Thanatology (the study of death and dying). In our rapidly aging society, the increase in the number and proportion of the elderly population means that the end of life that the elderly population will soon face, that is, the preparation for death, is urgently needed. The need for education to prepare the elderly for grief and death of the is increasing. A research problem was set. 1) How do participants perceive grief and death in old age? 2) What changes did the participants who received death education prepare for grief and death in old age experience in terms of cognitive and emotional aspects? 3) How do participants who received death education to prepare for grief and death? in old age perceive grief and death?For this study, in-depth interviews were conducted to find out the perceptions of the participants, to observe them both before and after death education. The participants were two people, a 78-year-old man and an 81-year-old woman, and the necessity of death education was suggested by analyzing the cases of the two people through the experiment. When asked what good things and hard things happened in their lives and what they thought of their lives, the two participants answered that they were anxious, regretful, and lamented over some things before death. Through interactive education using the Hoy model, cognitive understanding and emotional attitude changes were observed. Cognitive and emotional changes were clear, while a better understanding of the topic led to positive attitudinal changes. The in-depth interview question was the same: “What good and bad things happened in your life, how do you view your life?” The answer was to look at oneself positively and acknowledge oneself by reconstructing the past rather than regretting it. In addition, the subject changed from denying and despairing of about the given reality and gave an answer reflecting an attitude of acceptance of reality as it is.As a result of the study, after education, the feelings of grief were alleviated and the participants began to see themselves and their environment from a new perspective. In addition, they let go of guilt and became more aware of themselves, their cognitive and emotional attitudes changed to positive ones, and they began to show an attitude of accepting reality. In conclusion, it is suggested that such interactive education is necessary to relieve the grief and despair of the elderly and for the establishment of a social support system, as well as personal support, considering the psychological and emotional situation of the elderly.
{"title":"A Study on Death Education in Preparation for Old Age Grief and Death from the Perspective of Thanatology (The Study of Death and Dying)","authors":"Jae Kyung Kim","doi":"10.46392/kjge.2023.17.1.127","DOIUrl":"https://doi.org/10.46392/kjge.2023.17.1.127","url":null,"abstract":"The purpose of this study is to suggest death education in preparation for grief and death in old age from the perspective of Thanatology (the study of death and dying). In our rapidly aging society, the increase in the number and proportion of the elderly population means that the end of life that the elderly population will soon face, that is, the preparation for death, is urgently needed. The need for education to prepare the elderly for grief and death of the is increasing. A research problem was set. 1) How do participants perceive grief and death in old age? 2) What changes did the participants who received death education prepare for grief and death in old age experience in terms of cognitive and emotional aspects? 3) How do participants who received death education to prepare for grief and death? in old age perceive grief and death?For this study, in-depth interviews were conducted to find out the perceptions of the participants, to observe them both before and after death education. The participants were two people, a 78-year-old man and an 81-year-old woman, and the necessity of death education was suggested by analyzing the cases of the two people through the experiment. When asked what good things and hard things happened in their lives and what they thought of their lives, the two participants answered that they were anxious, regretful, and lamented over some things before death. Through interactive education using the Hoy model, cognitive understanding and emotional attitude changes were observed. Cognitive and emotional changes were clear, while a better understanding of the topic led to positive attitudinal changes. The in-depth interview question was the same: “What good and bad things happened in your life, how do you view your life?” The answer was to look at oneself positively and acknowledge oneself by reconstructing the past rather than regretting it. In addition, the subject changed from denying and despairing of about the given reality and gave an answer reflecting an attitude of acceptance of reality as it is.As a result of the study, after education, the feelings of grief were alleviated and the participants began to see themselves and their environment from a new perspective. In addition, they let go of guilt and became more aware of themselves, their cognitive and emotional attitudes changed to positive ones, and they began to show an attitude of accepting reality. In conclusion, it is suggested that such interactive education is necessary to relieve the grief and despair of the elderly and for the establishment of a social support system, as well as personal support, considering the psychological and emotional situation of the elderly.","PeriodicalId":267224,"journal":{"name":"The Korean Association of General Education","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125897071","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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