• 제목/요약/키워드: 도서관활용수업

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The Effect of School Library-Assisted Instruction on Self-Directed Learning Ability in Home Economics Education (가정과 교육에서 학교도서관 활용수업이 중학생의 자기주도적 학습능력에 미치는 효과)

  • Lee, Hyo-Soon;Yoo, Tae-Myung
    • Journal of Korean Home Economics Education Association
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    • v.19 no.4
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    • pp.201-218
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    • 2007
  • This study is a quasi-experimental study to find out the effect of school library-assisted instruction on middle school students' self-directed learning ability in Home Economics Education. For this purpose, the following research questions were established. 14 hours of school library-assisted instruction and traditional lecture were carried out to 164 9th grade female students(82 of experimental group, 82 of comparison group) of a girls' middle school in Jinju, Gyeongnam. To verify the instructional effect, a pre-test and a post-test for self-directed learning ability were carried out. SPSS 12.0 was used for statistical analysis. For statistical analysis, reliability analysis, frequency analysis, x2-test, t-test, repeated measures-ANOVA, and bivariate analysis were used. The results of this research were as follows: First, there was a statistically significant difference between experimental group and comparison group in the self-directed learning ability in all the subordinate items. Second, the change of self-directed learning ability by grade within the experimental group showed no interactional effect in all the sub-items except problem solving ability. Problem solving ability showed a meaningful difference in the rate of grade rising in accordance with academic achievement level and a higher synergy effect was shown in the low academic achievement group. Third, the experimental group showed a higher rate of rising in the self-directed learning ability than the comparison group, and the low academic achievement group showed a higher rising rate of grade than the high academic achievement group. Based on the results of this research, we concluded that the school library-assisted instruction was effective in enhancing middle school students' self-directed learning ability especially for the low academic achievement group.

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A Study on the Task-Centered Instructional Design for the Library-Based Instruction of Teacher-Librarians (사서교사의 도서관 활용 수업을 위한 과제 중심의 교수설계 연구)

  • Hahm, Myung-Sik
    • Journal of the Korean Society for information Management
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    • v.25 no.4
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    • pp.347-361
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    • 2008
  • This study is to present cooperative instructional concept framework for the library-based instruction of teacher-librarians, based on 'Information and the Library' curriculum and instructional design procedure. The development of cooperative instructional units has been initiated in the school libraries, but the research based on instructional theories, including instructional design, is lacking. In this aspect, instructional theories and methodologies for the cooperative instruction of teacher-librarians are important. The cooperative instructional units for teacher-librarians should be developed by 'Information and the Library' curriculum and instructional design procedures. The objectives of the curriculum emphasize information use process based on information task. This study is to present cooperative instructional concept framework, and to help teacher-librarians develop specific cooperative instructional units based on the framework.

A Study on the Design of Inquiry Instruction Model by Information Literacy Instruction in School Library (학교도서관의 정보활용교육에 의한 탐구수업모형 설계에 관한 연구)

  • Ro, Jin-Young;Byun, Woo-Yeoul;Lee, Byeong-Ki
    • Journal of Korean Library and Information Science Society
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    • v.40 no.1
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    • pp.471-492
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    • 2009
  • Inquiry instruction is a dynamic process that uses questioning and answering to have students actively participate in their own learning. Inquiry instruction is a teaching technique in which teachers do not provide knowledge, but help students discover knowledge by themselves. However, Inquiry instruction currently has problems of lack of connection between inquiry process and school library, lack of collaboration between the media specialist and teacher, and lack of applicable models. Information literacy is the ability to access, evaluate and use information. Information literacy process is closely related to the inquiry process. Thus, this study suggested an elaborative model in inquiry instruction using information literacy process. This research derived the skills, strategies, activities of inquiry instruction model by comparing and analyzing Lippitt's inquiry process with information literacy process(Big6 Skills, Pathways to Knowledge, I-Search, 8Ws, Inquiry Process, Inquiry in the Research Process). Based on the results, this study designed an elaborative model in inquiry instruction using information literacy process.

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The Effect of Library Assisted Practical Problem-Based Home Economics Instruction on Student's Consciousness and Attitude of 'Life and Career Planning' (도서관을 활용한 실천적 문제중심 수업이 '생애설계와 진로탐색'에 관한 학습자의 의식 및 태도에 미치는 효과)

  • Kim, Young-Shin;Lee, Yon-Suk
    • Journal of Korean Home Economics Education Association
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    • v.22 no.2
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    • pp.61-79
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    • 2010
  • The purposes of this study were to develop lesson plans of library assisted practical problem-based teaching-learning for 'life and career planning' unit in high school Technology Home Economics Subject and to compare the learning effect of this lesson plan with that of practical problem-based teaching-learning in class. The change in student's perception about home economics subject was also compared after two types of teaching-learning process. The contents of the high school Technology Home Economics textbooks and curriculum guide book for the year of 2007 curriculum revision were analyzed. Based on these analysis 10 library assisted practical problem-based teaching-learning lesson plans on 'life and carrer planning' unit were developed. The high school students living in Gyeonggi province as an experimental group participated in library assisted practical problem-based teaching-learning. The control group of students who had same condition with the experimental group were taught by same lesson plans in class. After the experiment, the changes in attitudes toward life and career planning and in perception about Home Economics subject were analyzed using Analysis of Covariance. The more significant positive attitudes toward life and career planning were found in the experimental group of students compared with those of the control group of students. And compared with the control group of students, the experimental group of student perceived more positively about characteristics of Home Economics subject. Thus, the following conclusion was made that the library assisted practical problem-based teaching-learning could be one of the useful teaching-learning methods to improve attitude toward life and career planning and perception about Home Economics subject.

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The Effect of School Library-Assisted Instruction on Academic Achievement in Home Economics Education (학교도서관 활용수업이 중학생의 가정과 학업성취에 미치는 효과)

  • Lee, Hyo-Soon;Yoo, Tae-Myung
    • Journal of Korean Home Economics Education Association
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    • v.21 no.1
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    • pp.71-88
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    • 2009
  • This study was a quasi-experimental study to test a research question: Is the school library-assisted instruction effective in enhancing students' academic achievement? To solve the research question, 14 hours of school library-assisted instruction and traditional lecture were carried out to 164 9th grade middle school female students(82 of experimental group, 82 of control group). SPSS 12.0 was used for statistical analysis of frequency analysis, $x^2$-test, and t-test. The results showed that there was a statistically significant difference between the pre-test and the post-test in the total academic achievement scores of both experiment group and comparison group. There was a statistically significant difference between the pre-test and the post-test in paper and pencil test scores for comparison group. There were statistically significant differences between the pre-test and the post-test both in paper and pencil test scores and performance assessment for two groups. But there were no statistically significant differences between the experiment group and the comparison group in post-test pre-test gap of total academic achievement, paper and pencil test, and performance assessment scores.

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A Study on the High School Library-Assisted Instruction Using Human Library: Case of S Girls' High School Library in Seoul (휴먼 라이브러리를 활용한 고등학교 도서관의 협력수업 사례에 관한 연구 - 서울 S여자고등학교 도서관을 중심으로 -)

  • Cho, Miah
    • Journal of the Korean Society for Library and Information Science
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    • v.54 no.4
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    • pp.5-26
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    • 2020
  • This study sought to propose desirable education direction for library-assisted instruction that uses human library in school library. For this purpose, this paper conducted a case study on the classes that use human library run by the library of S Girls' High School in Seoul. The main study results are summarized below. First, S Girls' High School Library implemented five human library programs in 2019, including improvement of perception on multi-culture, menstruation rights for all, generation-connecting MEMORO project, pregnancy and delivery, and improvement of perception on the disabled. Second, the students replied that they could imagine and immerse while listening to Human Book's story and that it was good to be able to ask questions if they had any. They said that those who acted as Human Book gave realistic advice, which was meaningful giving them a lot to learn. Some students replied that their previously negative perception turned positive.

A Study on Three Steps for the Model Development and Process of Cooperative Instruction for Teacher-librarians (사서교사의 협동수업 모형 개발과 과정에 관한 3단계 연구)

  • 함명식
    • Journal of the Korean Society for information Management
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    • v.20 no.1
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    • pp.121-144
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    • 2003
  • This thesis has a research focus in effectively Practicing cooperative instruction where teacher-librarians play a role. The cooperative Instruction means to practice cooperatively with the subject teachers and teacher-librarians, in teaching subject matters(Korean, English, Social studies. Science, History, and so forth), using the school library. This thesis presents three steps by theory-model-support for a practice method through developing a cooperative instruction model. This is based on curriculum which is an axis of school education and an instructional design theory which is a base theory for subject matters.