• Title/Summary/Keyword: 상황학습 기반 수업

Search Result 130, Processing Time 0.025 seconds

Flipped Learning in Socioscientific Issues Instruction: Its Impact on Middle School Students' Key Competencies and Character Development as Citizens (플립러닝 기반 SSI 수업이 중학생의 과학기술 사회 시민으로서의 역량 및 인성 함양에 미치는 효과)

  • Park, Donghwa;Ko, Yeonjoo;Lee, Hyunju
    • Journal of The Korean Association For Science Education
    • /
    • v.38 no.4
    • /
    • pp.467-480
    • /
    • 2018
  • This study aims to investigate how flipped learning-based socioscientific issue instruction (FL-SSI instruction) affected middle school students' key competencies and character development. Traditional classrooms are constrained in terms of time and resources for exploring the issues and making decision on SSI. To address these concerns, we designed and implemented an SSI instruction adopting flipped learning. Seventy-three 8th graders participated in an SSI program on four topics for over 12 class periods. Two questionnaires were used as a main data source to measure students' key competencies and character development before and after the SSI instruction. In addition, student responses and shared experience from focus group interviews after the instruction were collected and analyzed. The results indicate that the students significantly improved their key competencies and experienced character development after the SSI instruction. The students presented statistically significant improvement in the key competencies (i.e., collaboration, information and technology, critical thinking and problem-solving, and communication skills) and in two out of three factors in character and values as global citizens (social and moral compassion, and socio-scientific accountability). Interview data supports the quantitative results indicating that SSI instruction with a flipped learning strategy provided students in-depth and rich learning opportunities. The students responded that watching web-based videos prior to class enabled them to deeply understand the issue and actively engage in discussion and debate once class began. Furthermore, the resulting gains in available class time deriving from a flipped learning approach allowed the students to examine the issue from diverse perspectives.

Development of the PLAY teaching and learning model based on Accelerated Creative Learning (효율적인 정보통신기술교육을 위한 가속학습이론기반의 수업모형개발)

  • Lee, Seung-Eun;Joo, Kil-Hong
    • 한국정보교육학회:학술대회논문집
    • /
    • 2011.01a
    • /
    • pp.29-35
    • /
    • 2011
  • With the society rapidly changing, children are being asked respond quickly to these changes. Therefore, how children learn and think comes before what to teach, and we need to come up with ways to nurture their ability to proactively control their lives and studies. We attempt to use the technique of Accelerated learning, which focuses on the student's own ability toacquire and use information, to enhance the efficiency of information technology education. We designed the PLAY model based on accelerated learning and Multiple Intelligence Theory, and conducted ten experimental sessions on two groups of 70 second grade elementary school students.

  • PDF

Development of Convergence Educational Program Using AI Platform: Focusing on Environmental Education for Grades 5-6 (인공지능 플랫폼을 활용한 융합수업안 개발 : 5-6학년 환경교육을 중심으로)

  • Choi, Heyoungyun;Shin, Seungki
    • 한국정보교육학회:학술대회논문집
    • /
    • 2021.08a
    • /
    • pp.213-221
    • /
    • 2021
  • With the advent of the 4th industrial revolution, the need for artificial intelligence education has increased. The online learning environment caused by COVID-19 made it possible to use variety of artificial intelligence platforms. In this study, an aritificial intelligence class plan was developed and proposed to achieve the goal of artificial intelligence education using an AI platform. The AI platform used is AI for Oceans, With the theme of creating a program for the environment, designed a 6-hour project class using Novel Engineering-based on STEAM model. Students experience AI for Oceans enough time and learn supervised learning by experience. Based on understanding of supervised learning, students design their own programs for the environment using Entry's AI blocks. In this study, for AI convergence education, this lesson was developed and presented with the goal of acquiring the creative problem solving ability and integrated thinking ability by using the principles of artificial intelligence to solve problems.

  • PDF

Experiencing Design Foundation in On-Line Education - By Using The Basic Graphic Tools - (디지털 학습 환경에서의 기초디자인 교육 - 기초디자인 훈련 도구(Basic Graphic Tools)의 개발을 중심으로 -)

  • Lee, Eun-Joo
    • Archives of design research
    • /
    • v.18 no.2 s.60
    • /
    • pp.255-264
    • /
    • 2005
  • The development of personal computers and the Internet led to changes of instructor-student and student-student relationships in design education. New resources of design education with proper materials and tools have to be offered for teaching and learning. The purpose of this research is to develop Basic Graphic Tools(BGTs) on screen that help students to practice the design principles, and to evaluate the BGTs' usability to enhance the credibility of extra tools for online design learning. The BGTs has to be developed to minimize the gap between the online and traditional classroom settings and to maximize the diverse advantage of lecture content driven from technology. Students were given certain design requirements to explore BGTs and a learning guide/performance test after the lecture to evaluate the tools. The test was performed under the e-learning program serviced by C college. This research has presented some encouraging results and raises questions toward future work: how do BGTs impact the feasibility of an online design lecture.

  • PDF

Effects of AI-Based Personalized Adaptive Learning System in Higher Education (인공지능 기반으로 맞춤 및 적응형 학습 시스템의 고등 교육에서의 적용효과)

  • Cho, Yooncheong
    • Journal of The Korean Association of Information Education
    • /
    • v.26 no.4
    • /
    • pp.249-263
    • /
    • 2022
  • The purpose of this study is to investigate the effects of assessment by adopting adaptive learning in higher education that are rarely examined in previous studies. In particular, this study applied research questions: 1) How does technical perception, perceived contents and features, and perceived integration of the AI-based adaptive system with lecture affect overall satisfaction, overall effectiveness, overall usefulness, overall motivation for the study, and intention to use it with other classes? 2) How do overall satisfaction, overall effectiveness, overall usefulness, motivation for the class, and intention to use affect loyalty on the AI-based adaptive system? This study conducted online surveys after the completion of the classes adopted AI-based adaptive learning system, ALEKS. This study applied ANOVA, regression, and factor analyses. The results of this study found that perceived integration of the AI-based adaptive learning system with the lectures on overall satisfaction, effectiveness, motivation, and intention to use for other classes showed significant with higher effect size. The results of this study provides implication that the AI-based learning system help improve learning outcomes in graduate level studies. The results provide policy and managerial implications that the AI-based adaptive learning system should improve better customer relationships in higher education.

On application of Vygotsky's theory in math education for gifted students (비고츠키의 학습-발달 이론과 수학 영재 교육)

  • Hong, Jin-Kon;Kang, Eun-Joo
    • Journal for History of Mathematics
    • /
    • v.24 no.4
    • /
    • pp.181-200
    • /
    • 2011
  • The focus of gifted education program for math should not only be on how to select gifted students but also on how to magnify students' potential ability. This thesis supports Vygotsky's view, which provides an insight into gifted education field as an 'acquired giftedness' theory. The issues in this thesis suggest proper classroom models for current gifted education program together with moderate classroom atmosphere and optimum role of teachers.

What Changed and Unchanged After Science Class: Analyzing High School Student's Conceptual Change on Circular Motion Based on Mental Model Theory (과학수업 후 변하는 것과 변하지 않는 것: 정신모형 이론을 중심으로 한 고등학생의 원운동 개념변화 사례 분석)

  • Park, Ji-Yeon;Lee, Gyoung-Ho;Shin, Jong-Ho;Song, Sang-Ho
    • Journal of The Korean Association For Science Education
    • /
    • v.26 no.4
    • /
    • pp.475-491
    • /
    • 2006
  • In physics education, the research on students' conceptions has developed in the discussion on the nature and the difficulty of conceptual change. Recently, mental models have been a theoretical background in concrete arguments on "how students' conceptions are constructed or created." Mental models that integrate information in the presented problem and individual knowledge in their long-term memory have important information about not only expressed ideas but also in the thinking process behind the expressed ideas. The purpose of this study is to investigate the forming process and the characteristics of high school student's mental models about circular motion, and how they were changed by instruction. We used the think-aloud method based on the instrument for identifying student's mental models about circular motion, pretest of physics concept, mind map and interview for investigating student's characteristics. The results of the study showed that instructions based on the mental model theory facilitated scientific expressed model, but several factors that affected forming mental models like epistemological belief didn't change scientifically after 3 lessons.

The Design and Development of a Web-based Learning Environment for Problem-Solving Applying Cognitive Apprenticeship (인지적 도제 방법을 적용한 웹 기반 문제해결학습 환경 설계 및 구현)

  • Lee, Cheol-Hee;Jo, Miheon
    • The Journal of Korean Association of Computer Education
    • /
    • v.8 no.5
    • /
    • pp.85-95
    • /
    • 2005
  • In the information and knowledge-based society, problem-solving ability to utilize information and to cope with various problem situations is considered to be much more important than simply memorized knowledge. On the basis of such needs of the current society, various studies were conducted focusing on the merits of e-learning to create learning environments that can help students acquire basic knowledge and develop problem-solving abilities. This study attempted to design and develop a web-based learning environment for problem-solving applying cognitive apprenticeship that can help students develop their thinking skills and problem-solving strategies. The results of this study can be utilized as a method to connect traditional classrooms to e-Learning.

  • PDF

Comparison of the effectiveness of SW-based maker education in online environment: From the perspective of self-efficacy, learning motivation, and interest (비대면 온라인 환경에서 SW기반 메이커교육의 효과성 비교: 자기효능감, 학습동기, 흥미도의 관점에서)

  • Kim, Tae-ryeong;Han, Sun-gwan
    • Journal of The Korean Association of Information Education
    • /
    • v.25 no.3
    • /
    • pp.571-578
    • /
    • 2021
  • This study compares Online SW-based maker education in terms of self-efficacy, learning motivation, and interest after applying differently according to blended learning strategies. First, a SW maker program for blended learning was developed and applied as a live seminar-type class including real-time interactive and a support-providing class consisting of online content and Q&A. As a result of comparing the differences between students according to the two strategies divided into pre- and post- survey, in the self-efficacy part, there was a significant difference in the positive efficacy and the overall part, and in the learning motivation part, the live seminar form was significantly higher in the confidence part. In the interest part, the support-providing form showed a significantly higher average in the instrumental interest and nervous part. In order to maintain the effect of maker activities like existing face-to-face situations in Online learning, it is necessary to increase sharing time between students, an integrated learning environment, and sufficient provision of exploration time and learning materials.

Web 2.0-based Teaching-Learning Strategy using Open API and Mashup Services (오픈 API와 매쉬업을 활용한 Web 2.0 수업전략)

  • Han, Seon-Kwan;Lee, Eun-Mi
    • 한국정보교육학회:학술대회논문집
    • /
    • 2011.01a
    • /
    • pp.195-202
    • /
    • 2011
  • In the latest internet environment based on Web 2.0, the open API in the form of mash-ups have emerged. In this study, we analyzed the contents of textbooks and curriculum related Web 2.0. We also designed the teaching and learning strategies using open API and mashup services. Firstly, we divided into four specific types of teaching-learning procedures and suggested the lesson plans. Moreover we developed the prototype on open API and mashup service-based contents and sites. Through this study, we presented special teaching strategies using new technology like an open API and mashup.

  • PDF