• The Journal of Korean Association of Computer Education
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• v.12 no.2
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• pp.47-59
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• 2009

Informatics textbooks for elementary school students have been developed by cities, provinces, and private publishers respectively, and instructional objectives differ depending on the textbook selected by each school. Therefore, discussion on the analysis of instructional objectives is highly needed. The purpose of this study is to develop standards of instructional objectives for Informatics textbooks in elementary school based on the analysis of instructional objectives. To do so, first, an analysis frame was made based on preceding studies for instructional objectives. Second, instructional objectives of current Informatics textbooks were analyzed. Finally, standards of instructional objectives were developed applying Delphi method. It is expected that the standards of instructional objectives suggested here will be referred to as a guideline for developing the curricula and textbooks for Informatics subject in elementary school and to contribute to the normalization of production for qualified textbooks and education in Informatics subject in the future.

• The Journal of Korean Association of Computer Education
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• v.17 no.1
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• pp.51-63
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• 2014

Learning objectives is used to be a good guidance of a class evaluation and activity design for an effective teaching and learning activities in class. Anderson's taxonomy of Educational Objectives that was a revision of Bloom's taxonomy has presented in research field of other subject matters and used as a better guideline for analyzing learning objectives in textbook and achievement levels in test recently. This study has behaved some questionnaires for that Anderson's taxonomy is suitable for a guideline of stating learning objective in Informatics subject matter, and analyzed the learning objectives in 6 Informatics textbooks by Anderson's taxonomy. It has proposed that Anderson's taxonomy is satisfactory for expressing learning objective of Informatics subject matter in class and some dimensions, such as conceptual and procedural knowledge, understand, and apply, are much more used in learning objectives in 6 Informatics textbooks. This results will be a good case study in research about taxonomy of educational objectives and development of Informatics textbooks.

• Journal of Gifted/Talented Education
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• v.18 no.3
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• pp.591-612
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• 2008

In order to investigate the composition and characteristics of instructional objectives in a teaching-learning material for gifted elementary students in science, 217 instructional objectives across 13 themes in 4 areas of 'energy','materials', 'life' and 'earth' were analyzed by Bloom's revised taxonomy of educational objectives. Four types of factual, conceptual, procedural and meta-cognitive knowledge in knowledge dimension were all comprised in the objectives. Conceptual knowledge was primary constituent of the objectives and the proportion of factual knowledge was the least. On the other hand, all 6 categories of 'remember', 'understand', 'apply', 'analyze', 'evaluate' and 'create' in cognitive process dimension were also comprised in the objectives. The category of 'understand' was primary constituent and that of 'remember' was the least one. While conceptual knowledge in knowledge dimension was primary constituent of the objectives in 'energy', 'materials' and 'earth' areas, procedural knowledge was the most objectives in 'life' area. The least type of knowledge was factual knowledge in all 4 areas. In cognitive process dimension, the category of 'understand' was primary constituent and that of 'remember' was the least one in all 4 areas. In conclusion, it was showed that the instructional objectives in the teaching-learning material reflected the characteristics of educational objectives for gifted students in science.

• Proceedings of the Korea Society of Elementary Mathematics Education
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• 2010.08a
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• pp.13-34
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• 2010

수학적 의사소통이 학습과정에서 뿐만 아니라 수학교육의 목표로 강조되고 있으나 실질적으로 초등학교에서 수학적 의사소통 수업에 대한 구체적인 지도방법이나 수업 사례 분석 등의 연구가 미흡한 실정이다. 이에 본 논문에서는 수학적 의사소통 중에서 담화 중심형 의사소통 수업의 성취 요소와 목표를 고려하여 2 4 6학년 수학 수업을 실시한 후, 수업에서 나타난 교사와 학생 간의 상호작용을 분석하였다. 담화 중심 수업을 실시한 세 교실에서 나타나는 공통점과 차이점을 분석하여 수학수업에서 담화 중심의 수학수업 구현에 관한 시사점과 논의거리를 제공하고자 한다.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.3
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• pp.523-545
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• 2010

Mathematical communication has been emphasized not only as the process of learning mathematics but also as the objective of mathematics education. However, little studies have been conducted with regard to what to consider and how to implement in the actual classroom for promoting mathematical communication. Given this background, this paper implemented a mathematics instruction in each of 2nd, 4th, and 6th grade classrooms in which specific learning objectives were considered to promote discourse-based mathematical communication. It then analyzed the degree by which such learning objectives were achieved and the linguistic interactions between the teacher and students in each classroom. This paper finally provided issues and suggestions for effective discourse-based instruction in mathematics classroom by analyzing similarities and differences among the three classrooms.

• Proceedings of the Korea Contents Association Conference
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• 2016.05a
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• pp.165-166
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• 2016

방송통신고등학교는 국가수준 교육과정의 개정 시기를 맞아 방송고 학습자 특성을 반영한 온라인 콘텐츠 설계를 위해서 콘텐츠 질 분석, 수업 구조 분석, 화면 로그인 경로 분석 등을 통해서 시행하고 방송고 온라인 콘텐츠 교수설계 모형을 도출하였다. 이에 따라 본 연구에서 도출한 온라인 콘텐츠 교수설계 모형은 먼저 크게 수업 설계, 수업 실행, 수업 평가로 구성되어 있다. 수업 설계는 학습자 분석, 교수환경분석, 교수 분석, 교수 전략개발의 단계를 가지고 있다. 수업 실행은 수업에 대한 동기 유발, 선수학습 회상, 수업 목표 제시, 수업 내용 제시 및 학습 안내 제공, 수행 행동 유도 및 피드백 제공, 목표 수행 평가, 파지 및 전이 단계를 가지고 있다. 수업 평가는 최종 수업 평가 및 최종 피드백 제공 단계를 가지고 있다.

• Communications of Mathematical Education
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• v.25 no.1
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• pp.221-243
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• 2011

The purpose of this study is to investigate activities of sharing learning objectives in mathematics lesson and by doing that, to draw some conclusions on sharing learning objectives in elementary school mathematics lessons. To gather data, 82 pre-service teachers who participated in 4-week teaching practicum were asked to record their mathematics lesson and to transcribe their teaching activities. Specifically by analyzing the data, suggestions on how to share the learning objectives in elementary school mathematics were drawn.

• Journal of the Korea Society of Computer and Information
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• v.19 no.9
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• pp.185-196
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• 2014

This study has analyzed the learning objectives in 6 Informatics textbooks that were published this year in the basis of 2009 revised curriculum using Anderson's taxonomy of Educational Objectives that was a revision of Bloom's taxonomy and Fuller's taxonomy that was presented for programming activities. Some dimensions of Anderson's taxonomy, such as conceptual and procedural knowledge, understand and apply in cognitive process are much more used in learning objectives in 6 Informatics textbooks. Interpreting and producing dimensions of taxonomy are well presented to balance in 6 Informatics textbooks by analysis of Fuller's taxonomy. This results will be a good case study in research about taxonomy of educational objectives and development of Informatics textbooks.

• Journal of Science Education
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• v.34 no.1
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• pp.164-174
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• 2010

The purpose of this study was to find out taxonomic characteristics of objectives infered from questions of summative evaluation by analyzing those objectives with Bloom's revised taxonomy of educational objectives. 1,711 questions of midterm and final examinations collected from 25 middle schools were analyzed to classify objective of each question. The major findings of the study were as follows: first, from the analysis of objectives in the knowledge dimension, the assessment of factual knowledge was most prevailing(67.6%) in the biology summative evaluation. In the cognitive process dimension, memory assessment was most dominant(76.1%). Thus, the main objectives of evaluation leaned toward particular classes in the Bloom's revised taxonomy, which was different from the findings of earlier studies on the weights of evaluation areas. Second, the level of the objectives should be determined in consideration of the grade of middle schoolers, as their cognitive level improves with grade. In fact, however, there was no difference among three grades in characteristics of objective taxonomy.

• Journal of The Korean Association For Science Education
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• v.18 no.4
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• pp.539-544
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• 1998

The consistency and balance of objectives by objective domains in units, sub-units and instructional units were investigated. The 6th elementary biology curricular teaching guidebooks were analysed. Domains of objectives are cognitive, inquiry process, instrumental skill, creative, affective and STS. Cognitive objectives were most dominant in all units, sub-units and instructional units. But no objective for creative domain were suggested. In unit and sub-unit, proportions of objectives were cognitive, inquiry process, affective, instrumental skill and STS domains in order. Objectives for cognitive and inquiry process domains were more than others in instructional units, Except cognitive and inquiry process domains, objectives for the others were not consistent in all units, sub-units and instructional units. Especially, the percentages of objectives for affective domain decreased in units, sub-units and instructional units orderly. These resulted from teaching objective domains categorized formally, Thus, it is necessary to develope curriculum and textbook to be consistent and balanced with objective domains and reflect upon the characteristics of them.