• Journal of Korean Home Economics Education Association
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• v.15 no.4
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• pp.37-53
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• 2003

이 연구는 고등학교 $\ulcorner$기술ㆍ가정$\lrcorner$주거 공간 꾸미기 단원의 교수-학습을 위한 WBI 프로그램을 개발하고 평가하는 데 목적이 있다. 이 연구는 WBI 프로그램을 개발하여 주거 공간 꾸미기 단원의 교과 내용을 학습하고 HOME DESIGN 응용 프로그램을 이용하여 실습함으로써 제 7차 교육과정에서 강조하는 웹 기반 수업과 개별학습을 하는 데 활용될 수 있을 것이다. 프로그램은 ADDIE 모형을 중심으로 학습 내용 선정, WBI 프로그램 설계, WBI 프로그램 개발 수업 적용, 평가 과정을 거쳐 개발하였다. 우선 $\ulcorner$기술ㆍ가정$\lrcorner$6개 교과서의 주거 공간 꾸미기 내용을 정리하고 그 내용을 바탕으로 HTML과 PHP, MySQL로 데이터베이스를 구축하여 학습자와 컴퓨터와의 역동적인 상호 작용이 이루어지도록 설계하였다. 또한 온라인의 개별 학습이 가능하도록 주메뉴를 교과서 연구실, 3D 홈 디자인 실습실, 자료 공유실, 종합 평가실의 네 부분으로 구성하여 이론을 약 6시간 동안 학습하고 나서 3시간 동안 실습을 할 수 있도록 하였다. 개발된 프로그램을 수정 보완하고 프로그램의 질을 높이기 위한 목적으로 청주시 C고등학교 1학년 학생 35명과 가정과 교사 3명을 대상으로 시범 적용한 결과를 바탕으로 프로그램의 작동 여부를 화인하고 오류를 고쳐 프로그램의 문제점을 개선하였다. 본 프로그램을 이용한 회원은 4월 20일부터 6월 1일까지 2개 고등학교 학생 70명, 11개 고등학교 교사 11명이었다. 평가 결과 교사들은 본 프로그램에서 가장 유용하게 이용한 부분으로 ‘3D 홈 디자인 실습실(63.6%)’, ‘교과서 연구실(18.2%)’, ‘게시판. 자료실, 묻고 답하기 등(18.2%)’ 순으로 답한 반면 학생들은 ‘3D 홈 디자인 실습실(47.8%)’, ‘교과서 연구실(34.3%)’, ‘게시판, 자료실, 묻고 답하기 등(17.9%)’의 순으로 답하여 유용한 부분에 대한 순서는 일치하나 비율에 차이가 있어 교사들이 ‘3D 홈 디자인 실습실(63.6%)’을 더 유용하게 이용했음을 알 수 있었다. 또한 프로그램을 사용하는 데 있어 교사는 ‘쉬운 편이다’라는 응답이 63.6%로 학생의 24.2% 응답과 차이가 있었으며, 제시된 학습 내용의 양이 ‘적당하다’에 교사가 63.6%, 학생이 48.4%로 답하여 차이가 있었다. 그리고 교사들은 화면 구성이 ‘잘 구성된 편이다(72.7%)’,‘평상시 수업보다 이해에 도움이 되었다(81.2%)’로 답하여 교사들이 학생들보다 본 프로그램에 더 긍정적인 반응을 보였음을 알 수 있었다. 프로그램에 대한 장점과 개선할 점에 대한 개방형 평가는 교사들의 평가와 유사하여 ‘재미있어서 시간이 부족했다’, ‘잘하지는 않았지만, 직접 디자인해서 재미있었다’, ‘어른이 되면 주거 공간 활용을 잘 할 것 같다’, ‘새로운 경험이라 재미있었다’, ‘흥미롭고 재미있었다’, ‘쉽게 되어 있어 좋다’, ‘가구 배치가 잘 되었고. 흠 디자인한 색상이 잘 맞는다’라는 의견이었다. 그러나 주거 공간 꾸미기 WBI 프로그램을 이용한 수업이 컴퓨터에 대한 소양이 부족한 학생과 집중력이 떨어지는 학생에게는 다소 어려움이 있으므로 학생들의 개인차와 학교 실정에 따른 시간 배당 등을 고려하여 학생의 개별학습과 아울러 학교에서 교사의 설명과 함께 수업 시간에 활용할 것을 제안한다.

• Journal of The Korean Association For Science Education
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• v.33 no.6
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• pp.1087-1102
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• 2013

The purpose of this study is to find out the influence of reflective thinking facilitation program on reflection areas and its levels that pre-service science teachers present in the class teaching practice during the student-teaching period. Seven pre-service science teachers participated in this study and only four pre-service science teachers among them were additionally trained with the reflective program. Reflections of pre-service science teachers were mostly shown on class management, including attention and motivation, reflection and improvement for teaching activities, and interactions. However, the understanding of the science curricula and their reconstruction, and advance notice about the next class were not mentioned in their reflections. Pre-service science teachers who participated in the additional reflective program have shown more frequent reflections than those who only participated in the traditional student-teaching program. Pre-service science teachers, not trained with the reflective program, mostly showed descriptive reflection. However, those who participated in the reflective program have shown higher levels of reflections such as dialogic as well as the descriptive reflection. Therefore, pre-education program, reflective journal-writings, and science teachers' assessments on class and their feedback seem to improve the frequency and level of reflection for the pre-service science teachers.

• Journal of Educational Research in Mathematics
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• v.12 no.2
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• pp.247-264
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• 2002

본 연구의 목적은 교사들이 갖고 있는 수학 및 수학을 어떻게 가르칠 것인가에 대한 신념과 수업 관행과의 관계를 문헌적 고찰을 통하여 교사 변화를 위한 모델을 제시하는데 있다. 이를 위하여 먼 저 신념에 대한 정의, 신념과 지식의 차이점, 그리고 신념이 교사들의 수업 관행과 어떻게 관련이 있는지를 논의하였다. 신념과 수업 관행과의 상호 관계를 통하여 본 연구에서는 수업 개선 프로그램의 개발을 위한 모델을 개인적 수준, 학급 수준, 및 학교 수준의 세 시각에서 논의하였다. 이들 모델들은 결국 교사의 학습도 학생들의 학습 방법과 유사한 형태를 띄고 있다는 점에서 현재의 주요한 수학 학습 이론들에 근거를 두고 있다. 결국, 교사들의 수업 관행에 큰 영향을 끼치는 것으로 알려진 교사들의 수학적 신념은 위에 논의된 세 요소의 측면에서 수업 개선 프로그램들이 운영될 때 수업 관행과 함께 변화한다는 것을 본 이론 연구에서는 암시해 주고 있다.

• Journal of The Korean Association For Science Education
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• v.36 no.3
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• pp.399-411
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• 2016

The purpose of this study is to investigate implications for future STEAM education by analyzing the surveys by the in-service teachers who participated in the Advanced STEAM Teacher Training Program(ASTTP) for raising interests and understanding of science and technology and nurturing STEAM literacy and problem-solving ability of students. ASTTP was developed for promoting 'teacher competence for STEAM.' ASTTP is a 60-hour program(4 credits), which includes offline intensive course of 38 hours, online training course of 12 hours, a course of implementation at schools for 5 hours, and a workshop for 5 hours (based on the 2014 program). For the offline intensive course, teachers take various professional development classes and activities, such as open-laboratory tours, advanced experiments, mentoring programs, and team projects as well as lectures on diverse disciplines. For the online course, teachers take online classes freely while they are encouraged to work with other teachers in groups. After taking both online and offline courses, the teachers are required to implement their STEAM lesson plans in their classrooms. Finally at the workshop, some selected teachers share how successfully they have implemented STEAM education. About 700 teachers have successfully taken the program from 2012 to 2014. Based on the surveys by the teachers, the program has been modified and improved. Our analysis shows increased professional development in STEAM education for the participating teachers. This study can provide some implication and helpful insights for people who need to develop and manage teacher training programs for STEAM education and other education programs in general.

• Journal of The Korean Association of Information Education
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• v.14 no.2
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• pp.139-148
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• 2010

This study aimed to develop the teacher training programs to prevent and treat of game addiction. First, we analyzed the existing training programs concerning game addiction and searched for various strategies applicable to game addiction prevention and treatment education programs. On this ground, training programs were divided into three courses that were the prevention program for normal students, the treatment program I for students in the potential-risk group, and the treatment program II for those in the high-risk group. For the prevention program, commonalities were drawn and developed from the existing studies and training programs; and for treatment programs, game addiction clinic centers were analyzed to draw various useful strategies and contents. We also developed the details of those programs in consultation with experts. As a result of content validity about the developed teacher training program to prevent and treat of game addiction, this program was generally appropriate and acceptable. We expect that the developed programs help to treat a student who has game addiction effectively.

• School Mathematics
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• v.15 no.2
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• pp.443-457
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• 2013

This study investigated the perceptions of beginning teachers about teacher knowledge. Reflections and improvement of their class knowledge have been perceived as the most important factors by beginning teachers. In terms of utilization of actual classes, teacher knowledge, mathematical concepts and correlations such as connection linked to class contents and hierarchy have been used the most. Among the needed teachers knowledge, knowledge of student understanding and mathematics content knowledge was the most essential knowledge that could be mainly formed through classroom experience and teacher training program. On the other hand, knowledge about technology and assessment was not necessary or useful factor for beginning teachers. To facilitate formation of beginning teachers' knowledge, teacher introductory program, mentoring program, interactive relationship with teacher education institutes, curriculum improvement for teacher education institute and the development and dissemination of various teachers training program would be required.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.18 no.4
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• pp.51-63
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• 2023

The purpose of this study is to develop and implement a secondary teacher training program based on the TPACK model to strengthen the capacity of teachers of youth entrepreneurship education in the context of the increasing importance of entrepreneurship as a future competency, and to provide theoretical and practical implications based on it. To this end, a teacher training program was developed through the process of analysis, design, development, implementation, and evaluation based on the ADDIE model, and 22 secondary school teachers in Gangwon Province were trained and the effectiveness and validity were analyzed. First, the results of the paired sample t-test of TPACK in entrepreneurship education conducted before and after the program showed statistically significant improvements in all sub-competencies. Second, the satisfaction survey of the training program showed that the overall satisfaction was high with M=4.83. Third, the validity of the program was reviewed by three experts, and it was found to be highly valid with a validity of M=5.0, usefulness of M=4.7, and universality of M=5.0. Based on the results, it is suggested that in order to expand entrepreneurship education, opportunities for teachers' holistic capacity building such as TPACK should be expanded, teachers' understanding and practice of backward design should be promoted, and access to various resources that can be utilized in entrepreneurship education should be improved.

• KIPS Transactions on Software and Data Engineering
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• v.6 no.7
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• pp.353-360
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• 2017

In this study, a software education program based on blended learning using scratch was designed for pre-service elementary teachers' software education. Software education program was applied to experimental group and control group within the university of education using Scratch programming for 12 weeks. Blended learning using online lectures was applied to experimental group. The pre-service teachers' recognition about software education and self-evaluation of computational thinking were performed. Then, we analyzed the effect of the developed education program on the recognition of software education and computational thinking. As a result, the level of post-recognition of software education in the experimental group was significantly higher than that of the pre-recognition. In the self-evaluation of computational thinking, the experimental group was significantly higher than the control group. Therefore, it can be seen that the software education program based on blended learning can help improve the learner's computational thinking.

• Journal of the Korean School Mathematics Society
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• v.17 no.1
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• pp.93-108
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• 2014

In this paper we carried out a survey targeting 185 elementary, middle and high school mathematics teachers to identify their conception, satisfaction, requirements of after-school mathematics education. The survey results show that we need to develop newer programs, reduce teachers' task, build a more effective system for supporting and researching after-school mathematics education, and so on. Using these survey results we understand the facts of existing after-school mathematics education and provide preliminary data for discussing how to invigorate and advance the after-school mathematics education.

• Journal of Digital Contents Society
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• v.18 no.4
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• pp.659-669
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• 2017

The purpose of this study is to develop a copyright education program for the directors and teachers in kindergartens and day care centers. In this study, these programs were developed based on the actual situation of knowledge, copyright education requirements, and professional opinions. In this way, a copyright education programs were designed. Through the program, the directors and teachers were trained on the subject. Then, the overall evaluation was carried out through an open questionnaire and in-depth interview. Through this evaluation, the program was modified. These programs were made up of education purposes, education objectives, education contents, education methods, operating methods, and education evaluation. Education content was intended to be educated through examples from kindergartens and day care centers.