• Journal of the Korea Society of Computer and Information
• /
• v.27 no.6
• /
• pp.181-188
• /
• 2022

This study analyzed the effectiveness of sharing activities through software creative sharing classes. The purpose is to find a way for related activities to be carried out continuously. For this study, pre and post were test on changes in self-esteem, responsibility, and sense of community targeting 25 university students in Chungnam. The collected data were analyzed with SPSS 24. The results derived from this study are as follows. First, the self-esteem was significantly higher after the software creative sharing class than before. Second, the responsibility was significantly higher after the software creative sharing class compared to the prior. Third, the sense of community was found to be significantly higher after the software creative sharing class than before. Therefore, it was found that the software creative sharing class had a positive effect on self-esteem responsibility and sense of community. Based on these data, a method to expand continuous participation in talent sharing was suggested.

• Journal of Korean Home Economics Education Association
• /
• v.27 no.4
• /
• pp.19-35
• /
• 2015

The purpose of this study was to develop and evaluate a teaching learning process plan for the practice of caring and sharing to improve character of highschool students through Home Economics subject. The teaching learning process plan consisting of 13-session lessons has been developed and implemented according to the ADDIE model for the unit of 'Happy Family Life and Culture led by Family'. The unit was divided into two themes: Theme I caring through sharing and Theme II caring through practice. Six practice elements of caring and sharing such as communication, gratitude, courage, love, empathy, and environment drawn from Theme I are applied to Theme II. Various activities and teaching materials as well as questionnaire were developed. The plan was applied to 8 classes, 287 freshmen of S highschool in Jeonju-si from March to May, 2014. Three factors were drawn from 35 character-related items: self-perception, perception of caring and sharing, and practice of caring and sharing. These factors were related to respondents' satisfaction with family relationships and school life. Two factors except self-perception improved through 13 lessons. Students evaluated that the whole caring and sharing practice lessons of Theme I and II gave them the chance to realize a actual practice in everyday life was important even with small efforts such as cooking for special family. Also students commented that the praising workbook was impressive. All 23 items of evaluation gained from over 3.5 to 4.2 on 5-point scale. It can be concluded that the teaching learning process plan for the practice of caring and sharing for the unit of 'Happy Family Life and Culture led by Family' would improve character of highschool students through the Home Economics subject.

• Journal of the Korean School Mathematics Society
• /
• v.24 no.4
• /
• pp.369-390
• /
• 2021

It would be reasonable as a teacher to make efforts not only to reflect on the class on their own but also to improve the teacher' teaching e pertise by reflecting on the class with fellow teachers through lesson reflection sharing. This paper attempted to develop a lesson reflective framework that can provide standards and focus for lesson reflection and lesson sharing. First, based on the class evaluation criteria of previous studies, class reflection elements and a draft of lesson reflection were prepared. In a class conducted on 27 third graders at C High School where the co-researcher worked as a teacher, four peer teachers at the same high school were required to write personal opinions on the class based on the draft of lesson reflection. Based on this, lesson sharing was conducted, and modifications of the lesson reflection framework were developed by analyzing the case of class sharing. The implications of this paper indicate the need to clarify the perspective of viewing the lesson by sharing the intention of each question in advance. In addition to writing lesson reflections, it is necessary to share classes simultaneously.

• Journal of Digital Convergence
• /
• v.14 no.2
• /
• pp.57-63
• /
• 2016

The purpose of this study is to draw implications about a practice of university faculty member's teaching reflection by considering the concept, process, and content of reflection as a theoretical basis of teaching reflection. The concept of reflection is based upon 'reflection-in-action' suggested by $Sch{\ddot{o}}n$, and the process and content of reflection is explained through Korthagen's Core Reflection model. The following three implications conclude: First, a faculty member should write a reflection journal by observing and reflecting consistently one's own behavior in a context of teaching. Second, the center for teaching and learning should provide an orientation and consultation about the content and process of teaching reflection. Finally, sharing lessons with the colleague faculty member is required to make an effective reflection for each faculty member.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
• /
• v.9 no.4
• /
• pp.1-10
• /
• 2019

This study investigates maker pedagogy as learning method with graduate students. The exemplary maker pedagogy instructional model in this study is intended to enhance student's research competence. This study examines how the teacher designs and implements maker pedagogy instructional model, and what students have experienced in conduction research project. students provide evidence that they have improved their competence to raise research questions, to make use of research methodology. Their learning experience depends on whether they are heterogeneously grouped or homogeneously grouped in terms of intellectual ability, research experience, etc. Additionally, students suggest that the teacher needs to administrate the learning process regularly, to build up an interdisciplinary network to provide students knowledge and methodologies needed for conducting research, and to create learning environment where each student is possibly enriched with individual accountability and responsibility on each own learning process. In conclusion, this study provides several suggestions for more valuable maker pedagogy instructional models in graduate class.

• The Journal of Korean Association of Computer Education
• /
• v.15 no.4
• /
• pp.25-39
• /
• 2012

Smart education is defined as creating new values through connecting educational elements based on smart devices and infrastructure. In the study, we propose a theoretical and procedural framework for developing smart learning activities, which is considered characteristic of smart education, as well as environments in smart schools of Sejong Special Autonomous city. In addition, we discuss an instructional model developed from the framework. A smart learning activity as a basic unit in instruction is represented as a block when design and instruction focuses on smart learning activities. The block consists of components from learning activities, motivation, information activities, and tools when a teacher has smart learning ideas. Based on the theoretical and procedural framework, the thought-sharing model (i.e., that learners share ideas and opinions with classmates, review classmates' work, and enhance their own work) is an instructional model that leads to smart education. We discuss considerations for developing instructional models using the framework.

• Journal of the Korean earth science society
• /
• v.27 no.3
• /
• pp.269-278
• /
• 2006

In this study, we used Virtual Reality (VR) materials on an introductory earth science course consisted of thirty six pre-service science teacher program students. Before and after class an instrument of Constructivist Learning Environment Survey (CLES) was administered. The main focus of the CLES was to evaluate how the classroom was prepared for student centered learning environment. The pre and post tests of student perceptions regarding their learning environment were compared in six domains: personal relevance, critical voice, shared control, student negotiation, scientific uncertainty, and attitude. Questionnaire regarding the general perception of the VR materials was administered as well. How future science teachers valued the use of VR materials in their classrooms was found from this study. Based on these results, we intend to contribute for a more complete understanding of the potential of VR materials in achieving better learner-centered classroom environment.

• Journal of Korean Elementary Science Education
• /
• v.30 no.1
• /
• pp.83-92
• /
• 2011

The purpose of this study was to develop the learning program using sharing nature that can be utilized in Korean elementary science classes and explore the its effects of science academic achievement, inquiry ability, scientific attitude of students after applying it. Sharing Nature used a playful and inspirational teaching strategy and was named after Flow Learning based on universal principles of how people learn. To examine the effects of Sharing Nature Learning Program this learning materials were applied to elementary science curriculum, and an experimental group and a control group were selected from 4th graders at a elementary school located in Icheon City, Gyeong-gi province. The results of this study found significant difference in the student's enhancement of the science academic achievement, inquiry ability, scientific attitude. In conclusion, Sharing Nature Learning Program is useful to develop the elementary school student's science academic achievement, inquiry ability, scientific attitude and had better be widely applied to science education.

• Journal of Korean Home Economics Education Association
• /
• v.30 no.1
• /
• pp.15-28
• /
• 2018

Teachers are not completed by appointment, but gradually made through self-development and training for a long time. In order to improve a sense of responsibility of home economics teachers, and also to suggest the purpose and direction of program through job training, the needs of training subjects should be preferentially understood. Thus, this study aims to provide basic data for establishing the developmental operation measures of training for home economics teachers, by researching the needs for training performed after the qualification training for first-grade teachers, targeting the teachers participating in the qualification training program for first-grade teachers of home economics in 2017. About the half of the research subjects received the home economics training one time or less for last three years. Through the training for first-grade teachers, the technical improvement of lesson instruction was demanded the most. As professional qualifications that should be cultivated through training, the ability to develop teaching methods and teaching/learning materials was the highest. Regarding the theme of training, the development of teaching/learning materials for home economics was desired the most. They wanted the training method including direct participation with high utilization for lesson, sublation of competition-centered evaluation, preference of instructors with field experience, continuous opportunity of home economics training, and communicative training. Regarding the needs for the 2015 revised curriculum, the demand for the training of 'human development and family' area was the highest. Therefore, in order to improve the professionalism of teachers through home economics training, it would be necessary to improve the educational environment such as temporal room for training and administrative support, and also to provide diverse types of training like group training, remote training, and smartphone app training suitable for changes in the generation of teachers. Also, on top of forming communities of home economics teachers, and sharing great contents of training, there should be individually-customized training for practice and sharing lesson cases.