• Journal of Korean Home Economics Education Association
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• v.20 no.2
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• pp.1-14
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• 2008

This study was performed to evaluate the effect of the e-Learning application on the teaching learning method in Technology-Home Economics of Middle School. For e-Learning of clothing part, diverse teaching programs and contents were reconstructed and provided in cyber-space. Among the uploaded diverse materials including advanced and supplementary materials, students could make a choice which depends on their own levels. Since the results of assignments could be uploaded in cyber-space and easily accessible to all students, the reliablity of estimation was increased and self-directed learning ability was improved. Also, more effective teaching learning activity could be expected through the mutual exchange of opinion between students and teacher, and among students. Besides, counselling and advices on overall aspect of student's life were also possible. The students were generally satisfied to e-Learning instruction. The interest and understanding about clothing part were increased, and the academic attitude and habit were positively changed. Also they responded that e-Learning instruction were very helpful because learning was possible even after school, diverse materials for learning were available, and submitting the results of assignments was very convenient. In conclusion, the application of e-Learning on the teaching learning method was very effective and should be encouraged. The development and supplement of diverse programs and contents will be necessary for more successful e-Learning instructions.

• The Journal of the Convergence on Culture Technology
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• v.9 no.2
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• pp.373-379
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• 2023

Creative teaching methods can be beneficial in enhancing creativity and self-directed learning abilities in the classroom. However, there may be some specific learning tasks where applying creative teaching methods can be difficult. This is because students may not have completed the necessary prerequisite learning before performing the learning task, leading to low reliability of task results or meaninglessness. This study aims to propose teaching methods that enhance creativity and self-directed learning ability when performing learning tasks that may not have sufficient prior learning. To achieve this, we present a case of applying creative teaching methods to a learning task called "national threats". As a research procedure, we provide a suitable teaching method model and detailed procedures for the given learning task, and apply them in actual classes. The results showed that applying the presented teaching methods for the learning task produced meaningful academic achievements. This study can be valuable not only for enhancing creativity in education but also for interdisciplinary research in fields such as education and national security.

• Journal of the Korean association of regional geographers
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• v.7 no.2
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• pp.97-119
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• 2001

The present education situations are rapidly changing to adapt to 'the Knowledge & Information-based Society'. Especially, the implementation of 'the 7th National Curriculum' put strong emphasis on the learner-centered education that refers to the ability grouping. Therefore, it is necessary that the change from a traditional teaching method to a learner-centered one in geography education will take place. This study will present a design of geography ability grouping through the Task-Solving Learning. This ability grouping method is suitable for the large class. And this study also presents a strategy by applying WBI, which make use of the advantage of computer and constructivism. This WBI model can be applied properly to many teaching-learning methods that includes Self-Directed Learning, Collaborate Learning, Ability Grouping, and Applying ICT Instruction. Actually they are demanded in the current education. A geography-classroom will have an accessible internet program as a precondition for this instruction.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.7 no.12
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• pp.371-380
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• 2017

This paper aims to explore a comparative instructional effects among meaning-based communicative language teaching, input-enhanced FnF instruction and output-enhanced FnF instruction in order to optimize the teaching methods of target grammar and vocabulary. The experiment selected three homogeneous groups of 30 students in each group for the comparison: One comparative group with communicative language teaching, one input-enhanced FnF group and another output-enhanced FnF group. The result indicates that the input-enhanced group outperformed the comparative group in the grammar test with statistical significance and the output-enhanced group overweighted the comparative group in the vocabulary test. However, no significant statistical difference was found between the input-enhanced group and the output-enhanced group. The conclusion from the result could bear the following pedagogical implication: The general English education must use the eclectic method of adopting communicative language teaching with FnF of input-enhanced target grammar and output-enhanced target vocabulary to supplement the students with the basic vocabulary and grammar.

• School Mathematics
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• v.17 no.3
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• pp.423-446
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• 2015

This study aims to look into the characteristics of argumentation in the task context of 'Monty Hall problem' at a high school probability class. As a result of an analysis of classroom discourses on the argumentation between teachers and second-year students in one upper level class in high school using Toulmin's argument pattern, it was found that it would be important to create a task context and a safe classroom culture in which the students could ask questions and refute them in order to make it an argument-centered discourse community. In addition, through the argumentation of solving complex problems together, the students could be further engaged in the class, and the actual empirical context enriched the understanding of concepts. However, reasoning in argumentation was mostly not a statistical one, but a mathematical one centered around probability problem-solving. Through these results of the study, it was noted that the teachers should help the students actively participate in argumentation through the task context and question, and an understanding of a statistical reasoning of interpreting the context would be necessary in order to induce their thinking and reasoning about probability and statistics.

• Journal of The Korean Association For Science Education
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• v.24 no.5
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• pp.843-850
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• 2004

This study investigated the effects of group processing in cooperative learning using task-oriented reward on students' science achievement, science learning motivation, and attitude toward science instruction. Eighth graders (N=58) selected from a middle school in Seoul, were randomly assigned to either the treatment or comparison group, and taught on the 'Separation of Mixture' over 8 class hours. The treatment group received cooperative learning using task-oriented reward containing group processing (GCL), while the comparison group received cooperative learning using task-oriented reward without group processing (CL). Significant interactions between the instruction and prior achievement level were found in the achievement and the attitude toward science instruction. High-level students in the GCL group performed better than those in the CL group, while low-level students in the CL group performed better than their counterparts.

• Proceedings of the Korean Society of Computer Information Conference
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• 2012.01a
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• pp.153-157
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• 2012

이 연구는 자기조절학습전략 활용 과제기반언어학습을 영어수업에 적용한 후 학업성취도와 영어 학습태도 차원에서 그 효과성을 규명하고자 하였다. 먼저 학습자의 능동적인 학습과정을 도울 수 있는 자기조절학습전략 활용 과제기반언어 교수 학습 모형을 도출하였다. 이어서 초등영어 5학년 정규교육과정운영 틀에서 자기조절학습전략 활용 과제기반언어학습 수업을 설계하고 실제 적용하였다. 연구결과 첫째, 자기조절학습전략 활용 과제기반언어학습은 학업성취 상위, 중위, 하위 집단에 따른 학업성취도 변화에 대한 분석 결과 학업성취 상위집단과 하위집단 간에 유의미한 차이를 보였다. 둘째, 자기조절학습전략 활용 과제기반언 어학습은 영어에 대한 자아개념, 영어에 대한 태도, 영어에 대한 학습 습관으로 정의된 영어 학습태도의 모든 영역에서 유의미한 차이가 있었다. 자기조절학습전략 활용 과제기반언어학습은 학습자 중심 교육이라는 초등영어교육 추세를 고려할 때 교육현장에 유용하므로 자기조절학습력과 실제적 의사소통능력에 초점을 둔 보다 다양한 교수설계 연구가 요청된다.

• Journal of Engineering Education Research
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• v.12 no.4
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• pp.38-45
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• 2009

The purpose of this study is to explore improvable proposal of instruction through analyzing learners' needs and satisfaction for college of engineering. Based on the online survey date with undergraduate students in Seoul National University, recognition difference between students in college of engineering and all students in SNU was identified. Among several factors influenced on learners' satisfaction in class, it is shown that satisfaction to facilities is higher than any other factor related to instruction. Generally, satisfaction with teaching in class is lower while satisfaction to an extrinsic support to students is high. Therefore, instructors should be more concerned about teaching in class. Learners' satisfaction with instructors' feedback to assignments and tests is significantly higher in college of engineering. However, learners' satisfaction with the progress of classwork and assignment students should perform regularly is lower than one in other colleges.

• The Journal of Korean Association of Computer Education
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• v.7 no.1
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• pp.129-139
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• 2004

This society is rapidly changing into an information-oriented society. As such, revolutionary and efficient teaching methods are needed in school education rather than traditional methods. To be an efficient teaching lesson, teaching plans based on learners' prior knowledge are needed. The knowledge-space theory provides the methods of efficient analysis about learners' status of knowledge. This study designs and implements the support-learning tool based on the knowledge-space theory to increase the efficiency in classroom lessons through the development of various methods of analysis of learners' knowledge status.

• 대한공업교육학회지
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• v.41 no.1
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• pp.108-127
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• 2016

We confront incessant choices in life. A person or a group stands at a crossroad continuously and make decisions under limited conditions in each time in order to achieve a goal. These series of processions are referred to as decision making and dominates our actions. Based on this view, the decision making is crucial and it secures its own position in school education as well as in real life. The purpose of this study is to develop decision making skills instructional model that can be applied to improve decision making skills in technological subjects. The components of decision making skills in technological education was problem recognition, problem identification, alternative production, alternative assessment, optimum selection, optimum evaluate. An instructional models for improvement of decision making skills in technology education and examination was designed according to the components of decision making skills in technological education. Depending on the components of decision making skills developed a teaching material to experience each step. And in the teaching material was to verify the improved decision-making skill. Accordingly, a decision making instruction model in technology is expected to contribute to enhance students' decision making skills.