• Proceedings of the Korean Society of Computer Information Conference
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• 2010.07a
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• pp.475-478
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• 2010

본 연구는 프로그래밍 학습에서 교육용 로봇인 피코크리켓을 활용하여 동료지도학습을 실시하고 학업성취와 교우관계에 미치는 영향에 대해서 효과를 검증하는 실험연구이다. 프로그래밍 학습은 다양한 학습효과에도 불구하고 문법의 어려움과 학습내용의 어려움 때문에 그 효과를 제대로 발휘하지 못하고 있다. 그러나 교육용 로봇에서 사용하는 프로그래밍 언어는 입문자를 배려한 프로그래밍 방법을 사용하여 학습자가 쉽게 다가갈 수 있는 요소가 있다. 한편 프로그래밍 교육은 타 학습내용에 비해 수준별 학습이 더욱 요구되는 학습내용으로서 일제식 수업방법으로는 지도의 어려움이 많다. 따라서 본 연구에서는 교육용 로봇을 활용하여 프로그래밍 교육을 동료지도학습법으로 실시하고 이의 학업성취와 교우관계에 미치는 영향을 탐색해 보는 연구를 설계하였다.

• 대한공업교육학회지
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• v.31 no.1
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• pp.23-45
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• 2006

The purpose of this study is to develop a instructive strategy model of cooperative learning for practical class in technical high school. To achieve this purpose, this study has conducted related literature investigation and interviewed with professionals for reconstruction of practice contents. As a result, 15 steps instructional strategy model of cooperative learning was designed and this model based on traditional 4 steps model, Jigsaw and STAD model which have been verified as effect. To complete the final project, all the team members must cooperate themselves and tutor their peers with learning guides which are constructed as a modular system. This instructional strategy model which is correlated with modular instruction, peer tutoring and cooperative learning is expected to enhance students' school work of psychomotor domain as well as cognitive domain and affective domain.

• 한국정보교육학회:학술대회논문집
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• 2004.01a
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• pp.74-82
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• 2004

컴퓨터 소양 교육은 학교가 안게 된 하나의 새로운 과제가 되었다. 이러한 컴퓨터 소양 교육은 그 교과 내용 자체의 특수성으로 인하여 학습자간의 준비도의 편차가 심하다. 준비도 격차가 큰 학습 내용에 대한 교사와 학습자의 부담감을 줄이기 위해 동료 교수법을 적용해 보았다. 동료 교수법이란 선행 학습자가 후행 학습자를 도와주고, 후행 학습자 역시 선수 학습자를 조력하는 역할을 하는 방법이다. 동료 교수 학습의 기본적인 과정은 '짝 정하기', '역할 정하기', '과제 제시 및 수행', '역할 바꾸기', '피드백'의 순이다. 동료 교수에 적합한 단원을 선정하여 학교재량활동 시간에 지도함으로써 컴퓨터 소양 능력 이외에도 사회성과 책임감, 의사 소통능력, 목표 의식 등에 전반적인 향상이 있을 것으로 기대한다.

• The Journal of the Korea Contents Association
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• v.20 no.10
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• pp.353-368
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• 2020

This research investigates how pre-service music teachers demonstrated pedagogical content knowledge (PCK) and self-efficacy during a 16-week Music Education Course. 37 pre-service music teachers underwent peer mentoring, and prepared teaching guides and class teaching demonstrations. At the end of the course, the 37 participants' teacher self-efficacy and PCK components (namely pedagogical knowledge, representational knowledge, subject matter knowledge, assessment knowledge, student characteristics knowledge, curriculum knowledge, and context and social knowledge) were assessed. Data on their self-efficacy and PCK were gathered through a group interview and their self-reflection journals, and analyzed as phenomenological experience research. Analyses of the data show that pre-service music teachers acquired diverse knowledge. It also showed that peer mentoring enhanced the pre-service music teachers' self-efficacy, enabling them to prepare teaching guides and confidently demonstrate classes. Thus, diverse opportunities in research and practical class demonstrations contributed to pre-service music teachers' PCK and self-efficacy.

• Proceedings of the Korea Information Processing Society Conference
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• 2003.11a
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• pp.265-268
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• 2003

수업의 핵심이라고 할 수 있는 교사의 교수법 향상을 위해서는 실제 수업을 잘하는 사람의 수업 장면과 교수 학습 지도안을 보고 동료교사 및 전문가들과 같이 수업에 대해서 같이 토론하는 것이 좋을 것이다. 그러나 현장의 교사들에게는 실제 그러한 참관 기회가 많지 않을뿐만 아니라 참관 및 토론의 환경도 충분히 제공되지 않고 있다. 이러한 문제점을 해결하기 위한 방법으로 실제 교수법이 뛰어나 교사의 수업 장면을 동영상으로 제작하고, 이 동영상과 교수 학습 지도안을 동기화시킨 전자 지도안을 만들어 현장 교사들에게 제공하는 것이 좋을 것이다. 본 연구에서는 교수법 향상을 위해 저자 지도안 재작 도구의 프로토타입을 개발하였다.

• Journal of Oral Medicine and Pain
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• v.37 no.2
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• pp.93-105
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• 2012

Let me introduce a teaching method to improve practice capacity in dental laboratary work. I applied theories of layers of modeling and reflection constituting cognitive apprenticeship and peer tutoring to my class. At internet uploading a file showing a practice procedure a week before the class of a course, I let students preview it. During the class I demonstrated the practice procedure in front of students. A superior student and an inferior student paired according to the previous practice grade and a feedback between a peer tutor and a peer tutee was activated. Late in the class, a student self-evaluated his own practice result and had a check of a professor. Finally he compared his own practice result with that in the file uploaded at internet and reflected. This teaching method led to improvement in students' satisfaction and efficiency of learning.

• Journal of Korean Library and Information Science Society
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• v.50 no.2
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• pp.149-168
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• 2019

The purpose of this study is to analyze the characteristics of teacher librarians' efficacy and to propose some ways to enhance their efficacy. To do this, questionnaires on 30 teacher librarians who participated in the level 1 certification program of K university in 2018 were conducted. The results showed that their average efficacy was 3.38, the efficacy of teaching method was 3.60, the collective efficacy was 3.38, and the personal efficacy was 3.18. They had high personal efficacy on classroom management, the willingness to lead poor students and the possibility of problem student guidance, and collective efficacy on conflict management with fellow teachers and parents. On the other hand, personal efficacy in problem analysis and guidance for problem students, difficult contents and course instruction were low. Also, the collective efficacy of the conflict between the manager and the education office was low. They have a strong willingness to improve teaching methods for students and showed high efficacy about student synchronization and preparation for teaching. However, they were aware of the lack of learning skills and the lack of various teaching methods. The variables influencing their efficacy were graduation, education level, school size, and degree. Especially, the higher the education level, the more confident and enthusiastic about teaching problemmatic students and disadvantaged students. In addition, teacher librarians with high academic standards showed high confidence in conflict resolution with peers and parents and teaching methods. The improvement direction to enhance their efficacy in this study are increasing the ratio of teacher education in the field of education, reforming teacher librarians training before appointment, establishing supervision organizations for school libraries and improving their professionalism by going to graduate school.

• Proceedings of the Korea Multimedia Society Conference
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• 2002.11b
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• pp.677-680
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• 2002

요즘 원격 교육의 필요성으로 인하여 교사 연수에 있어서도 기존 출석 연수와 병행하여 원격연수가 증가하는 추세에 있다. 그러나 현재 이루어지고 있는 원격 연수의 상당 부분은 실제 현장 교사들이 원하고 교사 연수의 핵심인 교수법 향상에 대한 것보다는 교과에 대한 지식이나 기능위주로 시행되고 있는 것이 사실이다. 교사 연수의 궁극적인 목적인 교수법 향상을 위해서는 연수생들이 경험이 풍부하고 교수법이 뛰어난 교사가 실제 수업하는 것을 보고 동료 교사들끼리 서로 충분히 토의를 거치고 배우는 형태의 연수가 유용할 것이다. 그러나 시간, 인원, 경비 등의 문제로 실제 그렇게 하기 어려우므로, 교수-학습 지도안과 동기화된 동영상 중심으로 이루어진 원격 연수 시스템을 구축하는 것이 좋을 것이다. 본 연구에서는 동기화 동영상 저작 도구를 개발하고 이를 활용하여 원격 연수 시스템을 구축해서 교사들의 교수법 향상에 많은 도움이 되리라 기대한다.

• Journal of Educational Research in Mathematics
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• v.26 no.1
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• pp.63-77
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• 2016

SENKs (Students who Emigrated from North Korea to South Korea) are exposed to the general problem of Su-Po-Ja(mathematics give-uppers) as well as their own difficulty in learning mathematics. In this study, we conducted the FGI (focus group interview) in order to examine the recognition on mathematics teaching and learning in South Korea with 6 SENKs and 3 teachers who teach the SENKs. As a result, it was found that SENKs' had difficulties in understanding math because of the differences in math terminology used in South and that in North Korea, the unfamiliar problem situation used in math lesson, and the shortage of time for solving math problem. And the teachers reported that they had difficulties in teaching great deal of basic math, SENKs' weak will to learn math, and SENKs' lack of understanding about problem situation because of the inexperience about culture and society in South Korea.

• Journal of The Korean Society of Integrative Medicine
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• v.9 no.2
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• pp.193-203
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• 2021

Purpose : This study aims to identify the effects of peer tutoring on the peer group caring interaction, interpersonal competence, and academic self-efficacy of nursing college students and to use them for practical education. Methods : The participants comprised 33 nursing students who lived in Gyeong-nam Province. Data were collected from February 1 to May 1, 2019. The PGCIS -K Questionnaire, Interpersonal Competence Questionnaire, and Academic Self-efficacy Questionnaire were used. Data were analyzed by average, standard deviation, minimum, maximum, and Wilcoxon signed rank test using SPSS version 23.0. Results : A significant difference was found in the data obtained from the Interpersonal Competence Questionnaire (z=-2.13, p<.03) but not from the PGCIS-K Questionnaire of the research subjects who participated in peer tutoring (z=-.89, p<.37) and from the Academic Self-efficacy Questionnaire (z=-.78, p<.43). Furthermore, their interpersonal competence significantly increased after the peer tutoring program. Conclusion : This study developed a peer tutoring program for nursing students and applied it to basic nursing practice classes to verify its effect on peer group caring interaction, interpersonal competence, and academic self-efficacy. The subjects improved their peer group caring interaction and interpersonal competence through peer tutoring. Peer tutoring also showed an effect on interpersonal competence.