• Communications of Mathematical Education
• /
• v.14
• /
• pp.177-195
• /
• 2001

인간의 교수${\cdot}$학습은 본질적으로 뇌 기능과 많은 관련을 맺고 있기 때문에 뇌-기반 학습에서는 우리의 뇌가 최적으로 학습하는 방식에 기초해 접근을 시도한다. 지난 30년간의 뇌에 대한 연구는 교수${\cdot}$학습에 대해서 이용할 만한 많은 정보를 제시하고 있다. 많은 교육연구가들은 뇌 연구를 기초로 뇌가 최적으로 학습하는 뇌-친화적 환경을 도입하였고, Politano & Paquin(2000)은 현행교실에 실제로 이용 가능한 뇌-기반 환경을 창조하기 위한 기초로서 10가지 요소를 제시하면서 뇌-기반 학습에서 학습자는 자신에게 익숙한 학습감각을 가지고 있으며 그것을 통한 학습이 효과적임을 말하였다. 수학교육에서도 이와 같이 뇌-기반 학습을 배경으로 하는, 학습자의 학습감각을 고려한 교수${\cdot}$학습이 의미있다고 할 수있다. 본 연구에서는 뇌기반 학습의 의미를 고찰하고, 제 7차 교육과정이 실행되는 초등학교 4학년, 중학교 2학년, 고등학교 1학년에 교실에 대한 학습감각을 조사하였으며, 수학 교실에서 학습자의 학습감각을 고려한 수업활동을 제시하였다.

• The Journal of Korean Association of Computer Education
• /
• v.7 no.2
• /
• pp.47-56
• /
• 2004

The purpose of this study was to investigate the effect of learner's characteristics on the student's achievement in Information Communication Technology (ICT) teaching-learning environment. The subjects of this study were a total of 140 8th students in middle school in Taejeon province. The methods of teaching were the ICT teaching-learning, Academic achievement test. the learning style inventory. self-concept test and cognitive style test were used as the instruments to determine the effect. Such statistical analyses as the pearson co-relation, multi regression and t-test through SPSS WIN version 11.0 were used to determine the relationship between learner's characteristics and student's achievement. The results of this study were as follows: first, learner's emotional and social factor of learning style influenced positively the student's academic achievement in ICT teaching-learning environment. Second. learner's academic factor of self-concept had an positive influence on the student's academic achievement in ICT teaching-learning environment. Third, there were differences of student's academic achievements according to the student's cognitive style in ICT teaching-learning environment.

• The Journal of Korean Association of Computer Education
• /
• v.9 no.2
• /
• pp.47-55
• /
• 2006

To determine efficient methods of database teaching, this paper applied the situated learning theory to the teaching and learning method and analyzed the effects. Previous related studies were also examined, with the essential contents in database analyzed based on Bloom's taxonomy of educational objectives. Moreover, this paper presented a strategy wherein the contents of database learning are classified into two categories: basic knowledge and technical and extended knowledge. Experimental and control groups were selected based on related studies, and the effects of database teaching and learning method, determined by technique and attitude area as well as knowledge area. After preparing and applying to the teaching and learning method the actual educational curriculum, the following results were drawn: (1) the experimental group showed better performance in terms of understanding the concept of database, operating database, and constructing a database table when the situated learning theory was applied to the teaching method, and; (2) the experimental group was also more receptive compared to the control group, which opted to take technique-oriented database courses. Therefore, various teaching and learning methods aside from the situated learning theory should be applied and analyzed in database and computer science fields for maximum effects.

• The Journal of Korean Association of Computer Education
• /
• v.7 no.5
• /
• pp.33-43
• /
• 2004

Fashion design education essentially requires not only a theoretical but also a practical process in which feedback comes through personal interactions between an instructor and a student. But the existing WBI system exemplifies its limitations by applying only a one-way Distance Education methodology that limit interactions based only on the theoretical texts. This study affirms that distance learning system is possible for the applied component of the fashion design curriculum as long as the specific needs of the particular program is taken into consideration and systematically applied. So it designed and applied an original web-based distance educational system specifically incorporating the needs of the fashion design curriculum Thus the results show that the enhanced distance education system is a tool that could be effectively utilized with the same degree of success as the traditional classroom as long as the traditional teaching component of direct interaction necessary to the fashion design program is incorporated.

• Communications of Mathematical Education
• /
• v.27 no.4
• /
• pp.523-545
• /
• 2013

The purposes of the study were to analyze STEAM instructional materials to find research trends on STEAM instructional program and to develop mathematics-centered STEAM instructional program for middle school second graders. To conduct this study, the researcher collected total 123 research papers and thesis focused on the development of STEAM instructional material and deduced implications for the development of mathematics-centered STEAM instrucational materials from the findings. The researcher found that important components of such as 'context for learning', 'internalization-mmersion', 'new challenge', and 'self-assessment' in STEAM education were not reflected properly in 19 mathematics-centered STEAM instructional programs. Therefore, the researcher put more emphasis on those components in the process of developing mathematics-centered STEAM program.

• The Journal of the Convergence on Culture Technology
• /
• v.9 no.4
• /
• pp.1-11
• /
• 2023

The purpose of this study is to develop a discussion-centered teaching and learning model for nurturing creative and convergence talents. Regarding the research method, a draft model on discussion-centered teaching and learning was devised, and the model was completed through expert validation. The final draft was revised and supplemented by verifying how valid the model was when applied in class by using the derived final draft. Compared with the draft on discussion-centered teaching and learning model, the final model focused on text-reading emphasis, methods of questioning, and question generation strategies, excluding jigsaw discussions. The discussion-centered teaching and learning model developed in this study is expected to help instructors foster creative and convergence talents. Three suggestions have been provided to effectively apply this model to the field. First, an attitude of listening and respect is required during a discussion. Second, a plan should be considered on how to induce active participation of learners participating in the discussion. Third, the importance of managing discussion time was emphasized.

• The Journal of the Convergence on Culture Technology
• /
• v.9 no.3
• /
• pp.753-761
• /
• 2023

This study investigates strategies to increase learning efficiency for programming subjects to which flipped learning teaching method is applied targeting non-major students. Design a learner-centered flipped learning-based programming class and get strategies for effective application methods for field application. Also, the purpose is to explore the efficient application of the flipped learning teaching method to the computational thinking subject of liberal arts classes at this university. By applying the flipped learning teaching method, one of the innovative teaching methods, we consider ways to improve the quality of programming subject classes, the efficiency of practical education, and the improvement of learner achievement. The purpose of this study is to design an efficient learning model for software education targeting non-majors by applying various teaching methods and learning design models convergence away from the traditional teaching method.

• Journal of the Korea Society of Computer and Information
• /
• v.10 no.5 s.37
• /
• pp.343-352
• /
• 2005

The existing CAI or web-based science learning system of elementary school has some disadvantages. For instance, it is composed of uniform courses designed by an instructor without considering the learner's characters, and the learner's opinions or questions raised during learning can not be delivered to the system. This structure has diminished the willingness or the motive of the learner and make an adverse effect on the learning efficiency. In this regards, Instruction-Learning System is needed to provide learning environment Pertinent to the learner's individual character and motivate the learner's active attendance and learning. This study is to design a character-based conversational Instruction-Learning System. This may induce the learner's active attendance through the communications between instructor and learner and furnish various learning materials to motivate the learners and attract their consistent interests in learning.

• Journal of Korean Home Economics Education Association
• /
• v.21 no.3
• /
• pp.45-64
• /
• 2009

The purpose of this study was to develope issue-centered teaching learning process plan for environment-friendly housing education and to apply it to the housing section of Technology Home Economics in a middle school. PRO-CON cooperative group model was used for the teaching learning process plans of 2-session lessons according to the ADDIE model. In the development stage, 7 activity materials and 20 teaching learning materials (4 reading texts, 12 pictures and photos, & 5 moving pictures) were developed for 2-session lessons. The plans applied to the 7 classes, 222 students, in the third grade of the G middle school in Gyeonggi-do during July 10th-17th, 2008. The results showed that the final pro-con was influenced by the rationals of juries' pro-con of each team and the representative's discussion besides one's environmental perspective. The intention to implement environment-friendly housing activities was significantly increased between before and after the lessons. The contents, methods, goals, and process of the 2-session lessons were evaluated over medium to somewhat higher levels. Those evaluations except methods and general satisfaction with the lessons were differed by sex, students' and their families' interests in environments but not by the type of housing. These results might support that pro-con cooperative group model of controversial issues on parking lot would be appropriate to environment-friendly housing lessons and could apply to broad issues on housing and various schools in other areas.

• Journal of Korean Home Economics Education Association
• /
• v.32 no.4
• /
• pp.149-170
• /
• 2020

The purpose of this study was to develop and evaluate a Smart learning-based middle school home economics education plan to improve the online home economics education classes. The educational plan in this study was completed through the process of analysis, design, development, and evaluation. The results of this study are as follows. First, as a result of analyzing consumer life units in the middle school textbooks based on 2015-revised curriculum, Smart learning activities were presented in only two out of the 12 textbooks analyxed. Second, a Smart learning-based middle school home economics education plan was developed in this study with the following characteristics: the topics and contents are structured so that to help learners actively engage in the teaching and learning activities; the education plan to reflects various media and current issues that learners may be interested in; the lesson plans were structured with the premise of online classes; softwares that enable real-time discussion and collaboration are used; and the evaluation method are composed of online activities. Third, the expert evaluation scores for the educational plan and activity materials developed were 4.52 (5-point Likert scale), when averaged across subject, goal, content, teaching/learning activity, and evaluation, and the overall content validity index(CVI) was 0.95. The adequacy of execution, benefit, attractiveness, usefulness, and feasibility were highly with an average of 4.62. Based on the experts' comments, the education plan and activity materials were revised and completed. This study is meaningful in that it developed teaching and learning activities based on online classes after the COVID-19 outbreak, overcoming the limitations of offline classes. It has implications for face-to-face home economics classes due to COVID-19, as it suggests ways to blend online and offline teaching/learning activities depending on the situation.