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Chuncheon, South Korea

Chuncheon National University of Education is one of several national universities of education in South Korea. It provides training to future educators, primarily those bound for the primary level of the country's public education system. The campus is located in Chuncheon City, the capital of Gangwon province in the country's northeast. In 2004, 2,148 undergraduate students were enrolled, along with 531 graduate students. The current president is Shim Woo-yeop. Wikipedia.


Kang H.,Chuncheon National University of Education
Journal of the Korean Chemical Society | Year: 2013

This study investigated the characteristics of elementary science-gifted education teachers' reflection on their science teaching. To do this, the reflective journals of 33 elementary science-gifted education teachers were analyzed in terms of 'productive reflection'. The results revealed that most of reflective journals included the aspects of 'instructional strategies and instruction for science-gifted education (100.0%)' and 'science-gifted students (90.9%)'. 'Curriculum for science-gifted education (42.4%)' was also frequently included although fewer than two previous aspects. However, 'subject matter knowledge' and 'assessment in science-gifted education' were included less than 10%. The mean score of the inclusion scores was 2.48 on a scale of 5 points and was not significantly correlated with the teaching careers in science-gifted education. 18.2% of the journals showed no integrations, which were unproductive reflection. 66.7% of the journals integrated only two aspects and 24.2% of the journals integrated three aspects. Only 6.1% of the journals integrated four aspects and no journals integrated all five aspects. Especially, the integrations between 'science-gifted students (81.8%)' or 'instructional strategies and instruction for science-gifted education (81.8%)' and the other aspects were most frequent. The integrations between 'Curriculum for science-gifted education (30.3%)' and the other aspects were also frequently included. However, the integrations between 'subject matter knowledge (6.1%)' or 'assessment in science-gifted education (0.0%)' and the other aspects were hardly included. The mean score of the integration scores was 2.12 on a scale of 5 points and was not significantly correlated with the teaching careers in science-gifted education.


Kang H.,Chuncheon National University of Education | Scharmann L.C.,Florida State University | Kang S.,Jeonju National University of Education | Noh T.,Seoul National University
International Journal of Environmental and Science Education | Year: 2010

In this study, we investigated the relationships among cognitive conflict and situational interest induced by a discrepant event, attention and effort allocated to learning, and conceptual change in learning the concept of density. Subjects were 183 seventh graders from six middle schools in Seoul, Korea. A preconception test, a test of responses to a dis-crepant event, and a questionnaire of situational interest were administered as pretests. Computer-assisted instruction was then provided to the students as a conceptual change in-tervention. Questionnaires regarding attention and effort, and a conception test were admin-istered as posttests. The conception test was administered once more as a retention test four weeks later. The results of path analysis indicated that both cognitive conflict and situational interest induced by a discrepant event respectively had an indirect effect on students' conceptual understanding, which were mediated by attention and effort allocated to concept learning. Situational interest, however, was found to exert a stronger influence on conceptual change than cognitive conflict. It was also found that attention, either directly or indirectly through effort, influenced students' conceptual understanding. © 2010 IJESE.


Suh S.,Chuncheon National University of Education | Kim S.W.,Ajou University | Kim N.J.,Yonsei University
Journal of Computer Assisted Learning | Year: 2010

This study investigated the effectiveness of massive multiplayer online role-playing game (MMORPG)-based (massive multiplayer online role-playing game) instruction in elementary English education. The effectiveness of the MMORPG program was compared with face-to-face instruction and the independent variables (gender, prior knowledge, motivation for learning, self-directed learning skills, computer skills, game skills, computer capacity, network speed, and computer accessibility) were examined to see how accurately achievement was predicted in MMORPG instruction. The results indicated that students studying English utilizing online role-playing games showed higher scores in areas of listening, reading, and writing than those who attended face-to-face instruction classes. It was also found that prior knowledge, motivation for learning, and network speed were factors affecting achievement in English learning. These findings suggest that MMORPGs can play an important role in improving English communicative skills. © 2010 Blackwell Publishing Ltd.


Kim K.,Kochi University of Technology | Kim K.,Chuncheon National University of Education | Ren X.,Kochi University of Technology | Gao Y.,Kochi University of Technology
Interacting with Computers | Year: 2016

To simplify the selection of remote targets on large displays, a novel technique called ShifTable is presented in this paper. With ShifTable, users move a finger or a pen towards a desired target, and the whole screen carrying the target shifts faster in the opposite direction, towards the finger or pen. We conducted two experiments to compare ShifTable with unaided direct selection (baseline), Gesture Select and Pan. The results show that ShifTable was significantly faster than unaided direct selection and Gesture Select in selection time, and outperformed Gesture Select in error rate. In addition, elderly participants were able to copy-and-paste targets significantly faster with ShifTable than with Pan. Although ShifTable's simple operation allows users to easily and naturally select remote targets on a large display, we also found usability issues that need to be addressed for this intuitive technique to be more widely accepted by the elderly users. © 2015 The Author.


So H.-J.,Nanyang Technological University | Choi H.,Chuncheon National University of Education | Lim W.Y.,Nanyang Technological University | Xiong Y.,Nanyang Technological University
Computers and Education | Year: 2012

The aim of this study is to investigate the complexity of past experiences with ICT, pedagogical beliefs, and attitude toward ICT in education that the Net Generation student teachers have about their intention to teach and learn with technology. This study has a particular focus on their lived experiences as school students where ICT related policies were actively enacted in Korea and Singapore for the past decade. To unpack the profile of the Net Generation student teachers, we selected six factors (i.e.; past ICT experiences, personal computer use, constructivist belief, computer efficacy, attitude toward computer in education, and prospective computer use) related to ICT use and examined them empirically with 225 first- or second-year student teachers in Korea and Singapore. Overall, our findings indicate that student teachers in both countries tend to hold fairly constructivist beliefs and positive computer efficacy and attitude; attributes that teacher educators can tap on. Student teachers' perceptions about their use of computers for personal purposes and their past experiences with ICT were not relatively high compared to the other variables examined. This study also provides empirical evidence that students teachers who hold constructivist beliefs, have strong computer efficacy, and show positive attitudes toward computers in education are more interested in using computers in future teaching practices. As a conclusion, we argue that the profile of the Net Generation student teachers shows a more heterogeneous composition than we initially expected, and that teacher educators need to be cautious about making generational assumptions solely based on the structural and technological changes. © 2012 Elsevier Ltd. All rights reserved.

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