• Journal of Korean Home Economics Education Association
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• v.31 no.2
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• pp.155-175
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• 2019

This study aimed to present a concrete and systematic lesson design model for practical problem-based learning in Practical Arts based on the backward design model. To this purpose, this study was conducted in the following four stages: analysis, design, development, and evaluation. In the analysis stage, the literature related to the practical-problem-based curriculum and the instructional design model were reviewed as the theoretical foundations, and the 2015 revision of Practical Arts curriculum was analyzed. In the design stage, based on the literature review, the stages and sub-elements of practical-problem-based learning in Practical Arts were determined, and a template of instructional design was constructed. In the development stage, the design model was drafted based on the stages and sub-elements determined at the design stage. In the evaluation stage, the drafted design model from the development stage was evaluated, modified, and enhanced through expert verification. Based on the suggestions from the experts, the 'practical problem setting' stage was added to the original three-stage model, resulting in a model composed of the following four stages: practical problem setting, goal setting, evaluation planning, and learning activity planning. The experts appraised that the developed model of practical-problem-based instructional design in Practical Arts to be a systematic template that would serve as a concrete guideline for teachers who are trying to design classes based on practical problems.

• 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.

• The Journal of the Korea Contents Association
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• v.13 no.1
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• pp.467-481
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• 2013

The smart education recognized new educational paradigm is going to be introduced in earnest in the field from 2015. We develop the instructional design model for smart education to be able to provide a guide to design the instruction which has a speciality compared to current instruction. Furthermore, we did an expert assessment to recognize the validation and applicability of developed instructional design model and then apply this model to the field. As a result, we drew a positive conclusion for this instructional design model, which provides a base of systemic instructional design in smart education environment and focuses on expanding the ability of students living on 21st century. We expect that this study will be useful for teachers in the field who perform the smart education.

• Proceedings of the Korean Society of Computer Information Conference
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• 2016.07a
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• pp.163-165
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• 2016

본 논문에서는 2015개정 교육과정에서 중학교 필수과목으로 지정된 정보교과에 플립러닝을 적용한 수업모형을 제안하고자 한다. 플립러닝은 전통적인 강의식 교수법을 뒤집은 수업모형으로 구성주의 관점에서 시작된 학생중심수업의 한계점을 개선하고 더욱 활발한 상호작용 중심 수업이 이루어지도록 하는 수업모형이다. 본 논문에서는 학생들의 학업성취 및 학습동기 향상에 긍정적인 영향을 미칠 수 있도록 수업모형을 설계하여 정보교과의 다양한 영역에서 사용가능한 플립러닝 설계 가이드라인을 제공하고자 한다.

• Journal of Science Education
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• v.33 no.2
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• pp.321-335
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• 2009

The purpose of this study was to design of instructional models for underserved science gifted students, especially developing the thinking skills. We made orientation and methodology to design of instructional models. According to these orientation and methodology, we designed instructional models that improving cognitive thinking and affective attitude of underserved science gifted students. Particularly, we designed instructional models that is composed of objective, activity, evaluation. According to the Bloom's cognitive educational objective taxonomy(cognitive thinking process) and Krathwohl's affective educational objective taxonomy(affective attitude), we designed integrated(cognitive and affective) and progressive 4 stages or steps instructional models.

• Communications of Mathematical Education
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• v.29 no.2
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• pp.197-214
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• 2015

This study is to design Flipped Learning classrooms of learner-centered education on the pre-service math teachers education. The study aims to explore the feasibility of teaching and learning method. To achieve the objectives of the study was to explore the teaching and learning model. Flipped learing classroom design includes a main step of a typical process of teaching system. And we designed the model based on the ADDIE Model. This model contains the design steps and the Flipped learning component of the teaching and learning design model. Designed classroom presented in three steps that are before classroom, during classroom and after classroom.

• 한국정보교육학회:학술대회논문집
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• 2004.08a
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• pp.80-86
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• 2004

연구는 컴퓨터 교육을 위한 구조중심 수입설계모형 개발에 관한 것이다. 소프트웨어 공학에서 연구된 구조적 방법론을 통한 시스템의 분석과 설계의 아이디어와 Smith & Ragan의 수업설계모형을 토대로 구조중심 수업설계모형을 구안하였다. 이는 컴퓨터 활용교육에서 활용될 수 있을 뿐만 아니라 교과 내용학의 추상적이고 이론적인 내용에도 체계적이고 구조적 측면에서 접근하여 가르친다면 도움이 될 것이다.

• Proceedings of the Korean Society for Information Management Conference
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• 2014.08a
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• pp.67-72
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• 2014

이 연구는 독서토론수업이 교육환경에서 실제 당면하고 있는 문제를 파악하고, 학습자가 독서 정보바탕의 토론활동을 하는 독서토론 모형을 개발하여 제안하는데 목적이 있다. 이를 위하여 연구자와 현장 전문가의 협력을 통해 현실적 문제를 해결하는 설계기반 연구를 활용하여 논제 구축형 독서토론수업 모형을 개발하였다. 연구의 대상은 초등학교 4학년이었으며, 모형의 완성을 위해 16차시의 수업을 진행하고 양적 연구와 질적 연구, 전문가 검토를 반복하는 형성적 순환을 실시하였다.

• Journal of the Korean School Mathematics Society
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• v.11 no.3
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• pp.439-466
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• 2008

In this paper, we aim to draw up an alternative instruction scheme by designing a web based instruction model on mathematics. Some learning materials are developed according to the scheme, and its educational effects are examined when it is committed to through regular curriculum. The study is composed of three major parts; setting of the theoretical foundation on cultivating Web based educational materials, design and composition of Web based teaching-learning model, and its experiments in the regular class. First of all, we are concerned with the core principles on WBI including the learning theories, developing learner oriented instruction model, design as well as build-up process for education materials, and strategy in instruction. Next, we propose an alternative instruction model for mathematics, in which programs to embody mathematics education and instruction on the Web are constructed, on the while, the study is proceeded through the Web Site. Finally, we design and produce a WBI instruction model on the subject of the plane quadratic curves. This model is examined in the regular class to estimate its educational effects compared with traditional teaching standpoints. Concomitantly, we explore essential elements and the direction of future growth associated with the Web oriented education.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.11 no.11
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• pp.4623-4628
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• 2010

This study is to explore the contents and composition of architectural design studio. The purpose of this study is to seek after the potentiality of architectural design education as a formative design dealing with the morphologic difference between solid and void, and to present the effective process of design education for architectural design studio in terms of creative thinking.