• Journal of the Korean earth science society
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• v.25 no.4
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• pp.242-250
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• 2004

The purpose of this study is to examine the interactive effects of teaching methods (expository and discovery) and learner's cognitive styles on the retention of learned content in Earth Science three weeks after an instruction is given. The subjects of this study were 1st graders of a boys' high school (n = 185) and co-educational high school (n = 189) in Gwangiu Metropolitan City of Korea. 92 students of the boys' high school and 95 students of the co-ed high school were assigned to the expository teaching group, and the rest of the boys' high school students and the co-ed high school students were to the discovery teaching group. The students were classified into field-independent learners, medium learners, and field-dependent learners based on their cognitive styles. The results of the study can be summarized as follows: First, the discovery teaching was more effective than expository teaching in terms of comprehension and application related to post-instruction retention of learned content. But there was no noticeable difference in knowledge domain. Second, the field-independent cognitive style was more effective than its counterpart, the field dependent cognitive style. Third, in the post-instruction retention test, not so much relevance was found between teaching methods and learner's cognitive style.

• The Journal of the Korea Contents Association
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• v.20 no.6
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• pp.498-509
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• 2020

The purpose of this study was to investigate the teachers' and parents' perceptions on the 2015 revised national curriculum, which integrated humanities and sciences. In order to do so, 102 high school teachers and 68 high school parents were surveyed on their understanding of the 2015 revised curriculum including core competence, student-participatory class, and process-oriented assessment. The results are as follows. First, the teachers had a higher understanding of the purpose, contents, and major revisions of the 2015 revised curriculum than the parents. Second, among the core competencies presented in the revised 2015 curriculum, both teachers and parents considered communication, community and self-management competencies important. Third, both groups said that student-participatory classes and process-oriented evaluation has increased since the implementation of the 2015 revised curriculum. Based on these study results, suggestions for successful operation of the 2015 revised curriculum and future research were discussed.

• Journal of The Korean Association For Science Education
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• v.23 no.3
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• pp.246-253
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• 2003

This study investigated the influences of role-playing analogy upon students' scientific conceptual understandings, application abilities, retentions of conception and application, and learning motivation. Four classes of 7th grade at a middle school in Seoul were assigned to control and treatment groups, and taught about 'motion of molecules' for 4 class hours. For the Treatment group, role-playing analogy instruction was used. The traditional instruction was used for the control group. Data analysis indicated that the scores of the treatment group were significantly higher than those of the control group in the tests on the conception, the retention of application, and the confidence. In the tests of the application, attention, and relevance, there were significant interactions between instruction and student' gender. Both female and male students in the treatment group scored significantly higher than those in the control group in the application test. In the case of attention and relevance tests, male students in the treatment group scored significantly higher than those in the control group. Educational implications are discussed.

• The Journal of the Convergence on Culture Technology
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• v.5 no.1
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• pp.265-273
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• 2019

This research aims at developing human resources who will serve as flexible mediators in the future national or cultural conflict situations. The primary learning contents approach the class by selecting the upcycling design activities, in which the students recognize the problem of waste that is for all and study representative characteristics and backgrounds of each culture. The classes were held centering around the student members of GunpoYMCA, and the culturally characteristic materials were made through upcycling design. The activities included making giraffes in Africa with plastic bottles, Mongolian tents with wooden posts, snow globes with sauce pots, patchworks and rugs with shirts and textiles, and garlands with banners, which helped students learn the new term upcycling as well as get interested in the environmental problems. Also, they could understand other cultures by creating materials that represent each culture and studying their origins and historical backgrounds. In conclusion, this research offers value by developing abilities to cope with not only conflicts between cultures but confrontations between nations in the larger scope.

• The Mathematical Education
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• v.60 no.1
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• pp.111-131
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• 2021

This study aims to investigate how secondary mathematics teachers understand and intend to use textbooks for their mathematics instruction. For this purpose, we developed a set of survey items in order to unpack what the teachers understand the mathematical tasks suggested in the textbooks in terms of the levels of cognitive demand and how they intended to use the tasks in the textbooks for their teaching. Twenty-five teachers participated in the survey. The data from the survey were analyzed. The findings from the data analysis suggested as follows: a) the teachers seemed to closely follow textbooks without attempting to modify the tasks, even when the teachers consider it is necessary to modify textbook tasks to high-level tasks, b) the teachers seemed to be unstable in regards that they admitted themselves very competent for modifying tasks for developing students' mathematical thinking but, at the same time, they were uncomfortable with transforming tasks into cognitively demanding tasks that promote students' mathematical understanding, and c) the teachers appeared to consider textbooks as significant criteria in conducting tests including midterm and final exam. In conclusion, the teachers seemed to intend to follow closely the contents and sequence of mathematics textbooks in their mathematics classrooms.

• The Journal of the Convergence on Culture Technology
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• v.7 no.4
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• pp.435-440
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• 2021

This study examines the effectiveness of the study through a case of PBL (problem-based learning) class conducted in a balanced culture course called at 00 - University in the second semester of 2020. The effects we can achieve through learning are as follows: First, problem-based learning (PBL) has sufficient active interaction between the teacher and the learner. Second, PBL learning can actively utilize various problems that fit the characteristics of the subject and actively utilize the process of role sharing and collaboration. Third, critical perceptions of problem situations can be extended. The limitations identified in this class case are, first, the nature of the subject, "Understanding Culture and Philosophy," which makes it possible to discuss the global cultural phenomenon, but it should be discussed in terms of philosophy. Second, it is not easy to work as a team on non-face-to-face online.

• Journal of Korea Entertainment Industry Association
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• v.13 no.7
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• pp.531-537
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• 2019

Education using Virtual Reality(VR) has attracted a great deal of attention in recent years because it does not require expensive equipments and a large space in the field, and it enables effective education at a relatively low cost. The basic medical science curriculum(functional anatomy) is very important in the health sciences, but the students have many difficulties in understanding. The purpose of this study is to apply VR to basic medical science curriculum and to understand students' perception. The students were asked to directly experience the anatomy virtual reality program(3D Organon®) and to investigate the differences from other learning materials, such as understanding, concentration and interest. Overall, learning using VR showed high significance than other learning materials such as textbooks, models, and 3D application. Therefore, this study suggests the use of virtual reality in medical subjects such as anatomy classes.

• Communications of Mathematical Education
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• v.20 no.3 s.27
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• pp.483-502
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• 2006

In this research, we try to accomplish the main purpose of managing the special supplementary curriculum and set a model for its organization and management to the other schools by analyzing the result from the management of the special supplementary curriculum through mentoring lessons that are proposed in the 7th curriculum to provide the underachieved students with opportunities to study the subjects they couldn't understand during the regular curriculum.

• Proceedings of the Korean Society of Computer Information Conference
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• 2014.07a
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• pp.455-456
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• 2014

본 연구에서는 예비교사가 학교 현장에서 적용할 수 있는 STEAM 수업 프로그램 개발을 위한 역량을 기르기 위한 수업을 개발하였다. 오픈소스와 CT (Computational Thinking)를 활용하여 팀별 프로젝트 (아두이노 및 스크래치 활용)를 진행하는 방식의 STEAM 교육을 통해 학생들의 창의성을 기를 수 있도록 수업내용을 구성하고 시범운영하였다. 이 수업을 통해 예비교사들은 다양한 학문 분야에서의 문제해결능력이 서로 밀접하게 연관되어 있음을 이해하고, 융합인재를 길러나갈 수 있는 역량을 기르게 될 것이다.

• Communications of Mathematical Education
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• v.20 no.1 s.25
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• pp.87-101
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• 2006

Gifted students in elementary, middle and high schools require a specialized curriculum to foster their mathematically gifted natures. Questions that stimulate the teacher's intellectual curiosity, student reactions and methods pertaining to content organization and problem formation are the main foci.