• School Mathematics
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• v.16 no.3
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• pp.409-444
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• 2014

There have been many discussions of teaching and learning mathematics through modeling activities in mathematics education research community. Although there has been some agreement regarding modeling activity as an alternative way to support mathematics teaching and learning, there is still no clear consensus on these issues. This paper reports a case study which aims to identify ways to design modeling tasks and instruction to foster meta-level learning, and investigate how modeling activities can facilitate meta-level learning. From the results of teaching experiment, this study examines the potential of modeling activities in mathematics teaching and learning.

• Cartoon and Animation Studies
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• s.36
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• pp.217-236
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• 2014

This study is a literature analytical process for studying the drawing teaching methods considering the professional characteristics of animation and a principle analytical process for studying the perspective that when teaching methods that consider the function, learning and creative mechanisms of the brain are applied, the animation drawing ability will be effectively increased. In recent years, as an alternative discussion on the educational method of each field, study results applied with brain-based learning principles are being presented. This is not only being applied and implemented for art and drawing education but as overall educational alternatives. On the other hand, animation drawing requires artistic literacy and at the same time requires comprehensive teaching methods that can train the structural knowledge, cognitive sensation and communication method but such professional teaching methods are insufficient. Therefore, the principle of effective education is seen through the brain mechanism and the principle of demonstrating the creativity and learning by the brain is analyzed. In addition, through the fundamental relationship on the picture drawing and the function of the brain, the relationship of the drawing and the brain is identified. As a result, not only for the left brain that observes the cognitive information which can draw the structure and shapes but the right brain which is directly related to the drawing should be developed, but in order to express the creativity, teaching methods that can understand the mechanism of comprehensive brain where physical and psychological factors are expressed should be also developed. It is because the animation drawing education is teaching the methods for demonstrating the characteristics of artistic creativity required for the drawing ability. This process will not only be a foundation for identifying the difference against the previous animation drawing teaching methods, and the brain-based principles will be selected as the core strategic definition for designing the strategy and methodological model of future education.

• Archives of design research
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• v.12 no.3
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• pp.55-71
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• 1999

본 연구는 전문대학 디자인 교육의 문제를 점검하고, 전문대학만의 차별화 된 디자인 교육을 위한 전략과 방향을 정보화에 기반한 커뮤니케이션 툴 학습기능을 중심으로 찾아보는 것이 목적이다. 연구 방법은 주로 문헌 조사 방법을 사용 했다. 전문대학 디자인 관련 현황과 문제점을 분석하고, 새로운 학습체제의 대안을 제시 했다. 연구에서 도출한 결론은 첫째, 전문대학 디자인 교과과정은 중견 직업인 양성 목적 보다는 4년제 교과과정의 모방이며 둘째, 학과목의 연계성 부족과 과도한 학과목으로 전문성 양성과 거리가 있고 셋째, 정보화와 멀티미디어화 등에 대한 대응력에서 취약하며 넷째, 학교 시설과 교수 인력에 한계가 있다. 이에 인터넷등 네트워크 미디어를 통해 가상학교를 구축, 상호 시너지를 확보하는 전략 전개의 필요성을 제시했다. 결론적으로 본 연구 논문은 전문대학의 현실적 디자인 교육 진단을 근거로, 국가적인 교육 정보화 정책과 세계적인 사이버 교육의 트렌드를 접합하여 현실적인 대안을 제시했다.

• Journal of The Korean Association of Information Education
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• v.3 no.2
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• pp.23-32
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• 2000

For a Web, it can be a communication-rich environment that helps educaitonal dialogue among participants, including learners, instructors, and instructional materials. As an example, this study is intended to show a "classroom homepage" which provides even users with cyber place for educational communications. Within this Webpage, users can share available educational materials, experiences, opinions about specific matters and even their serious problems. The existence of this kind of communication channel helps to motivate every users to consider others' situations and understand one another. This Webpage called classroom homepage is suggested as a prototype for enjoying possible educational activities from the perspective of learners.

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

• Science of Emotion and Sensibility
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• v.22 no.1
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• pp.77-88
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• 2019

As the social interest of the Baby Boomer generation is increasing, this study derives implications for lifelong education policy through identification of the need and support for lifelong education among baby boomers lifelong learning, taking into account such aspects of quality of life as emotional psychology-based self-development and self-realization. To optimally explore support for lifelong learning for the baby-boomer generation, first-tier (top-level), sixth-tier (bottom-level), and five-other evaluation criteria were available. For the first layer, we examined whether potentiality or realizability was more desirable, and for the second layer, detailed criteria for realizability were set up, dividing them into financial, legal, and administrative feasibility. A study conducted by experts on the policy priority analysis of Baby Boomers showed that their support for lifelong learning places a greater priority on its feasibility (the more feasible alternative) than desire (the more desirable option). Among the six criteria, lifestyle activities had high priority, and the relative importance of the five assessment alternatives for lifetime learning activities was shown to be higher for employment skills education (0.377), civil participation education (0.181), lifestyle activities (0.200), and 'lifetime activities' (06.11). These results are meaningful: they can help shape and refine the needs of lifelong education, assess their relative importance, and prepare basic data for lifelong learning policies for baby boomers who are about to enter their old age.

• Journal of the Korean earth science society
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• v.22 no.5
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• pp.427-447
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• 2001

Science teachers need to understand what science is, how students learn, how to teach science effectively, and the rationale for their teaching methods. Along this line, this article discusses constructivist learning theory as an alternative to the traditional pedagogy and the origin of various versions of constructivism. Constructivism is defined and used in a variety of contexts including philosophical constructivism, constructivist research paradigm, sociological constructivism, and educational constructivism. Educational constructivism (or psychological constructivism) can be divided into three distinct versions (i.e., individual, radical, and social constructivism) depending on unique ontological and epistemological beliefs that underlie each version. Each version of educational constructivism supports different conceptions of science teaching and learning that are consistent with its specific ontological and epistemological beliefs. In this article, the main tenets of each version of educational constructivism are examined with regard to ontological beliefs, epistemological commitments, and pedagogical beliefs. In addition, two major criticisms on constructivist pedagogy as well as implications for research methods for each version are also discussed.

• Journal of the Korean School Mathematics Society
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• v.16 no.4
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• pp.675-694
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• 2013

The purposes of this study were to investigate teachers' perceptions on process-focused mathematics assessment using manipulatives and technological devices and to propose the direction of the process-focused mathematics assessment. This study was conducted by the survey method with a total of 332 elementary and secondary school mathematics teachers working in Seoul or Gyeonggi areas who had experienced in using manipulatives and technological devices. According to the results, the use of manipulatives and technological devices in the process-focused mathematics assessment will facilitate the use of various alternative assessment methods such as research-report, project, and discussion for the process-focused mathematics assessment. Those alternative assessment methods enable teachers to diagnose students' learning in more accurate and holistic views and contribute to improving teachers' teaching practices focused on the mathematical process.

• Journal of the Korea Convergence Society
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• v.9 no.6
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• pp.209-215
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• 2018

The college liberal arts mathematics is opened as a required course in science and engineering field, but students with low achievement experience difficulty in learning. Therefore, flip learning, which is well known as an effective teaching method based on self-led and learner, is suggested as an alternative. However, some problems are pointed out in this pedagogy. As an alternative to flip learning, we apply flip PBL classes that apply PBL to flip learning to general math subjects to supplement the problems of existing flip learning classes and increase interest in mathematics I want to know the effectiveness of whether it can be done. In this study, we investigated the educational effectiveness of the comparison study between the experimental group applying flip PBL class and the control group applying the existing flip learning class. First, the experimental group showed higher than the control group by 22 points Second, in the reflection journal analysis, in contrast to the control group, there was a positive effect on the improvement of the interest of the mathematics in the experimental group, It is expected that it will be applied as a teaching method that can complement the learning.

• Proceedings of the Korea Contents Association Conference
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• 2005.05a
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• pp.19-30
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• 2005

This study examined student's and teachers' perceptions of learning style on internet-based learning. Many research have studied student's learning style both in traditional learning settings and inter-based learning settings. These studies emphasized that student's learning style is one of the important indicators of establishing learning strategies and expecting positive learning outcomes. However, it has been rare to find the comparative analyses between learners and teachers to see how differently they perceive the learning style on internet-based learning. This study analyzed 386 elementary and 627 middle school students and 130 cyber teachers. They filled out the 15 items questionnaire on internet-based learning style. The results showed that the student's and teachers preferred the self-directed internet learning style rather than cooperative and dependent styles. However, the teachers judged the students more self-directed and dependent style preferred than the students self perception. In conclusion, this study suggests the differentiated teaching-learning design and development strategies on internet learning, especially based on subject matter. Also, there should be advanced tutor strategies considering learners' different learning styles. Finally, many research on internet learning styles should be conducted in various learning areas and learner ages and characteristics.