• Journal of Digital Convergence
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• v.11 no.12
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• pp.829-834
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• 2013

This study intended to find out an efficient teaching-learning method by identifying the effect of achievement goal directivity and self-regulated learning strategy on the level of learning achievement in class. This study analyzed the relationship between the achievement goal directivity and the average and standard deviation of self-regulated learning strategy as well as the relationship between the achievement goal directivity and the learning achievement of self-regulated learning strategy and also analyzed the effect of achievement goal directivity and self-regulated learning strategy on the level of learning achievement, based on the result of survey targeting 133 university students attending the Department of Social Welfare. The findings show that the higher the tendency of achievement goal directivity and self-regulated learning ability, the higher the academic performance, which means that it is necessary to resolve any anxiety through motivation control training and mentoring learning for academic achievement of students and inducing their proactive participation in class.

• Journal of The Korean Association of Information Education
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• v.22 no.2
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• pp.177-193
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• 2018

The purpose of this paper is to explore the types of subjectivity on edutainment features of software education implemented in elementary school. Q-method is used to seek individual learners' subjectivity type. Three types of subjectivity are found: implementation type, intellectual-fun type, and relationship type. Implementation type learners show positive attitude toward making their thinking into realization, intellectual-fun type learners show positive attitude toward solving problems that require intellectual activities, and relationship type learners show positive toward other persons' attention and consideration. These results imply software education will be more enhanced with these three types considered for implementing software education in elementary schools. This study is expected to contribute to further following research and practices.

• Journal of The Korean Association For Science Education
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• v.36 no.4
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• pp.539-550
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• 2016

The purpose of the study is to conceptualize SSI-PCK by identifying major components and sub-components to promote science teachers' confidence and knowledge on teaching SSIs. To achieve this, I conducted extensive literature reviews on teachers' perceptions on SSI, case studies of teachers addressing SSIs, SSI instructional strategies, etc. as well as PCK. Results indicate that SSI-PCK include six major components: 1) Orientation for Teaching SSI (OTS), 2) Knowledge of Instructional Strategies for Teaching SSI (KIS), 3) Knowledge of Curriculum (KC), 4) Knowledge of Students' SSI Learning (KSL), 5) Knowledge of Assessment in SSI Learning (KAS), and 6) Knowledge of Learning Contexts (KLC). OTS refers to teachers' instructional goals and intentions for teaching SSIs. Teachers often present a) activity-driven, b) knowledge and higher order thinking skills, c) application of science in everyday life, d) nature of science and technology, e) citizenship and f) activism orientations for teaching SSIs. KIS indicates teachers' instructional knowledge required for effectively designing and implementing SSI lessons. It includes a) SSI lesson design, b) utilizing progressive instructional strategies, and c) constructing collaborative classroom cultures. KC refers to teachers' knowledge on a) connection to science curriculum (horizontal/vertical) and b) connection to other subject matters. KSL refers to teachers' knowledge on a) learner experiences in SSI learning, b) difficulties in SSI learning, and c) SSI reasoning patterns. KAS indicates teachers' knowledge on a) dimensions of SSI learning to assess, and b) methods of assessing SSI learning. Finally, KLC refers to teachers' knowledge on the cultures of a) classrooms, b) schools, and c) community and society where they are located when teaching SSIs.

• Journal of The Korean Association For Science Education
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• v.28 no.6
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• pp.641-648
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• 2008

The purpose of this study is to analyze pre-service science teachers' pedagogical content knowledge. For this study, two senior education students were selected. The data of this study were collected through interviews, CoRe questionnaire, and classroom observation recordings during the period of student-teacher practice. Data were analyzed using the constant comparative method. The results indicated that the two pre-service science teachers had low level pedagogical content knowledge. Two pre-service science teachers' knowledges of science curriculum were different from each other. Orientations toward teaching science shifted to undesirable direction after the experience of a student-teacher's practice-teaching. Their subject matter knowledges were imperfect. They also had low levels of knowledge of students' understanding.

• Journal of The Korean Association For Science Education
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• v.39 no.3
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• pp.405-414
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• 2019

As a case study, we analyzed the professor's teaching professionalism in college of science-engineering based on pedagogical content knowledge. Two professors from the college of science-engineering located in Chungcheongbuk-do participated in this study. After collecting their syllabi, we observed their classes and conducted semi-structured interview before and after the classes. Analysis were conducted on their syllabi, taped videos, field notes and transcripts of the interview. As a result, both professors' orientation to teaching was not only related to learning subject matter knowledge, but also developing job competencies or communication skills. Their orientations were transformed according to the educational situation. After establishing the final learning goals, the professors organized weekly plan by listing the topics. However, they were unaware that the goals of each topic should be presented in detail in the class. Also, one of them presented a lack of understanding of the students' prior knowledge and showed low understanding of what aspects of the topics make students difficult to learn. In addition, the two professors applied various teaching strategies such as giving examples, questioning, and problem solving, but the degree of students' participation was not enough in the process of teaching. In the aspect of assessment, the professors had low understanding in students' achievement or feedback. Based on the results of the analysis, this study proposed methods and strategies for improving the teaching professionalism of science-engineering professors.

• Communications of Mathematical Education
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• v.19 no.2 s.22
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• pp.363-378
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• 2005

본 연구는 객체지향형 교육용 프로그래밍 언어인 두리틀(Dolittlee)을 수학교수-학습에 활용하기 위한 연구의 일부이다. 본 논문에서는 세 명의 고등학교 1학년 학생을 대상으로 7차 교육과정상의 중등 함수단원을 중심으로 함수의 그래프에 대한 두리틀 프로그래밍 활동을 안내적 교수법으로 진행하고 그 결과를 분석하여, 두리틀 프로그래밍 활동이 함수의 개념 형성에 미치는 영향을 관찰하고 컴퓨터 친밀도와 수학적 성향이 프로그래밍 학습에 어떠한 영향을 주는지에 관하여 고찰하였다. 연구 결과, 두리틀을 이용한 함수의 그래프 그리기 활동은 학생들에게 함수의 기본 개념과 그래프의 성질을 이해하는데 효과적이었으며, 두리틀 프로그래밍 탐구 활동에 있어 학생들의 수학 성취도보다는 수학에 대한 긍정적인 성향과 컴퓨터와의 높은 친밀도가 긍정적인 영향을 미친다는 사실을 확인하였다.

• Journal of Elementary Mathematics Education in Korea
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• v.1 no.1
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• pp.1-16
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• 1997

Children should have opportunities to experience problem solving individually with strategies for developing their problem solving abilities. To make an instructional design for individual teaming, problem solving activities were classified into categories like individual activities, individual activities within a group, and team teaching. A flow of teaching and teaming process was designed before, and concrete and semi-concrete materials were used in an experimental teaching, which was analysed in this research.

• Journal of Global Scholars of Marketing Science
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• v.6
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• pp.339-366
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• 2000

WTO체제의 등장과 더불어 전세계는 단일 시장화를 지향하면서 경쟁에 입각한 생존경쟁 이 치열해지고 있다. 이러한 세계적 조류는 국내적으로 영리조직뿐만 아니라 비영리조직까 지도 경쟁력 향상을 통한 생존과 발전을 추구하게 하고 있다. 본 연구는 이러한 관점에서 대학교육서비스 질의 개선을 통한 대학발전을 위해 마케팅모 형을 구축하는데 그 주요 목적을 두었다. 본 연구는 이러한 연구의 목적을 달성하기 위하여 기존의 대학발전을 위한 학자 및 평론 가 등의 국내외 문헌과 연구논문을 참고하여 오늘날 대학교육환경의 변화양상을 살펴보고 이러한 환경변화 속에서 교육서비스 마케팅의 필요성을 고찰하고 대학교육서비스 마케팅모 형 구축의 결정요인을 도출하였으며 이들 요인에 의한 가설을 설정하였다. 이를 검증하기 위해 부산과 경남지역의 국 공립대학 및 사립대학을 합쳐 10개 대학의 교수(216명)와 학생(356명)을 대상으로 설문조사하고 실증분석을 하였다. 실증분석의 결과를 롱하여 본 연구는 대학교육서비스 마케팅모형의 발전적 시사점을 도출하여, 대학의 교수와 교직원이 고객지향성, 시장지향성을 견지하면서 교육서비스 질을 개 선하고 나아가서는 고객만족과 재구매 의도를 강화하여 대학의 생존과 발전을 위한 대학의 경쟁적 발전방향을 제시하였다.

• Korean Journal of Child Studies
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• v.29 no.3
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• pp.239-252
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• 2008

This study was to explore the causal relationship among teacher efficacy, teachers' approaches to instruction, and students' achievement goal orientation. Among the 278 6th grade students (average age: 12 years) who completed a self-report questionnaire during the second term, 230 (102 boys, 128 girls) returned the completed questionnaire (overall response rate : 82.7%). Measures of teacher efficacy, teachers' approaches to instruction, and students' achievement goal orientation were based on students' perceptions. Structural equation modeling tested relationships among the variables. Findings were that teacher efficacy influenced both students' achievement goal orientation and teachers' approaches to instruction. Teacher efficacy positively influenced teachers' mastery approach to instruction and students' mastery and performance approach goal orientations, whereas teacher efficacy negatively influenced teachers' performance approach to instruction.

• Proceedings of the Korean Information Science Society Conference
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• 2000.04b
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• pp.711-713
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• 2000

본 논문은 멀티미디어의 특성을 활용하여 초등학교 5학년의 음악과 전 영역을 멀티미디어 CAI로 설계하고 구현함으로써 음악에 대한 기초개념과 악곡에 대한 이해와 관심을높이고 학습자에 대한 개별학습과 교수-학습의 효율성을 높이고자 하였다. 이에 따라서 멀티미디어 CAI에 관한 이론을 탐색하고 CAI의 설계원리 및 교과의 특성을 고려하여 Hannafin와 Peck이 제안한 코스웨어 설계모형을 모델로 하였다. 설계모델에 따라 교육과정을 분석하여 멀티미디어 적용요소를 추출하였으며 저작환경에 적합한 스토리보드 형식을 작성하였다. CAI 코스웨어 설계모형에 준거하여 객체지향적이고 상호대화적인 접근을 가능하도록 멀티미디어 디렉터를 도구로 사용하였다. 본 CAI 프로그램은 멀티미디어(Text, Image, Graphic, animation, sound)를 활용하여 주의집중과 동기유발을 높혔고 특히 가창, 기악, 창작, 감상, 이론적 내용, 형성평가의 모든 음악적 영역을 교육과정의 내용에 일치시켜 충실한 교수-학습이 이루어지게 하여 모든 교사의 현장수업에 대한 부담감을 감소시켰다.