• Journal of Digital Convergence
• /
• v.18 no.2
• /
• pp.463-473
• /
• 2020

This study was a case study on the connection of volleyball classes for middle school girls. It presents concrete examples of girls' links in school and out of school. Data analysis was organized by classifying volleyball classes from regular curriculum, school sports clubs, club activities, school leagues, and community related classes. In addition, the meanings of the categories were analyzed and interpreted and reconstructed around the possibility of practice at school. The results of this study were divided into experiences in volleyball classes, volleyball lessons using creative and convergence classes. In the discussion, the study was analyzed as connected classes within the school and outside the school. Suggestions were given on teachers' practical studies, best case studies on class linkage, plans to link school sports-life sports-professional sports, and participation and connection of female students in class.

• Education of Primary School Mathematics
• /
• v.13 no.1
• /
• pp.13-24
• /
• 2010

Mathematics educators oriented to reform-based curricular have asserted that mathematics teachers should lead instructions where all students in their classrooms are able to participated. In this paper, some practices for them to implement it are discussed. Before explaining them, some discussions are made about students ability to construct knowledge. One of them is that teachers should know different learners construct different understandings because of their differences of prior knowledge and reasoning ability. Also, it was discussed that teachers consider classroom environments, assigning children's sitting and tasks in the light of learning. The reason to state them is that perspectives of them should be changed. Finally, "Teacher's careful listening to learners' responses", "Why do think in that way?, How do you know?, What is it meant?", "accepting ideas from all learners", "no supporting a particular idea", "utilizing waiting time", and "teacher's responses to learner's errors and mistakes" are discussed as practices for letting all learners be participated in the mathematics instruction.

• Journal of the Korea Convergence Society
• /
• v.12 no.2
• /
• pp.337-345
• /
• 2021

This study was conducted to identify factors that affect the academic achievement of nursing students in home-based course. Data were collected from 324 nursing students attending H university through a questionnaire. Using SPSS/WIN statistics 20.0, the data was analyzed by t-test, ANOVA, Pearson Correlation, and Multiple Linear Regression. Factor that was significant to the academic achievement of nursing students in home-based course was learning engagement(t=2.368, p=.019), which showed 21.8% of the explanation. In conclusion, the development of convergence teaching-learning strategies that reflect new knowledge and technology, and various extracurricular programs are necessary to improve academic achievement through the learning engagement of nursing students in home-based course.

• Journal of Industrial Convergence
• /
• v.21 no.10
• /
• pp.91-101
• /
• 2023

This study was attempted to identify the essence by confirming the experiences of students who participated in Habuta classes in their major subjects. From November 22, 2022 to December 6, 2022, eight nursing students were individually interviewed to collect data, and the data were analyzed by applying Colaizzi's phenomenological analysis methodology. The study's finding derived 6 categories. The specific categories were 'Coexistence of anxiety and expectation', 'Process of understanding and acquisition', 'Constant burden and discomfort', 'Progress and regression under pressure', 'Sense of security that is being recognized', 'Shift of thought to positivity'. In order for nursing students to participate in Havruta classes positively in the future, appropriate class design, active communication channels between professors and students, and strengthening of instructors' competence are required.

• Journal of The Korean Association For Science Education
• /
• v.28 no.6
• /
• pp.603-617
• /
• 2008

Inspired by the socio-cultural perspective on teaching and learning science, we have explored how the teacher and students interact with one another and develop meanings in science classrooms. Data came from four 10th grade science classrooms, and video recordings and verbatim transcripts of the lessons were analyzed. Focus of the analysis was on the participation structures as well as the possibility of developing the space for hybrid meaning making. The participation structures identified were mainly teacher-led, and students rarely took an active stance to initiate an opportunity for generating new meanings. However, some participation structures had the potential to develop a new discursive space in which hybrid meaning can be constructed through negotiation between participants. Implications for future research and more desirable educational practices were discussed based on the result.

• 교육공학연구
• /
• v.33 no.1
• /
• pp.105-135
• /
• 2017

The purpose of this study is to clarify conceptually the difference of instructional coaching, instructional supervision, and instructional consulting by analyzing their own characteristics. The practices for instructional improvement are common in that fundamental objectives are improvement of instruction and development of teacher's professionalism in instruction. However, each area changed according to the social flow and the demands of the educational field and created a unique activity system. So, in order to get rid of this mixed use of these terms, it is meaningful to distinguish the concepts, attributes, and areas of each activity. The specific study questions were 1) what is the origin of coaching, supervision, and consulting? 2) how are instructional coaching, instructional supervision, and instructional consulting defined in existing research in korea? 3) how can we conceptually distinguish instructional coaching, instructional supervision, and instructional consulting? Based on reviewing various existing studies, First, this study investigated the conceptual origins and lexicons of coaching, supervision, and consulting, respectively, in addition reviewd the prior studies conducted in Korea with regard to instructional coaching, instructional supervision, and instructional consulting, and summarized how each concept is defined according to the researcher. Second, this study compared each two concept with another one. Finally, the existing definitions of instructional coaching, instructional supervision, and instructional consulting were analyzed to find out the inherent and common attributes of each concept. In conclusion, this study suggest that the concept of instructional consulting needs to be redefined to better reflect the characteristics of activities, and that studies that rethink the relationship between instructional coaching and instructional supervision are needed.

• Proceedings of the Korean Society of Computer Information Conference
• /
• 2021.01a
• /
• pp.123-124
• /
• 2021

본 연구의 목적은 SWP강화를 위한 교수법 개선 및 적용을 통해 교수자들 스스로 수업방식을 채택해보고 가지고 있는 경험과 노하우를 공유해 학습자 특성에 맞는 사회복지현장 실무형 수업방법을 적용하고 개선 방안을 모색하고자 하였다. 연구결과 첫째, 학습자 동기유발 적용 방안으로 복지현장의 유형별 사업 진행 모습 시청(유튜브 동영상), 사회복지현장의 실무자 초대 또는 인터뷰 영상, 복지현장에 진출한 선배와의 만남 등이 필요하다. 둘째, 학습자 참여 방안으로 복지현장에서 진행하는 행사 참여, 복지기관 홈페이지 또는 유튜브에 댓글(선플) 달기, 복지현장 탐방 또는 실무자와의 인터뷰 영상을 편집하여 제출하는 노력이 필요하다. 셋째, 상호작용 적용 방안으로 수업에 앞서 사회복지현장의 이야기를 다룬 기사, 에세이, 사진 등에 대한 소감으로 소통하는 방법과 SNS 토론(e-campus, 카카오톡 등)을 통해 복지현장에서 중요하게 다루어지는 이슈에 대한 토론 등 적용 방안이 필요하다.

• Journal of The Korean Association For Science Education
• /
• v.38 no.4
• /
• pp.565-574
• /
• 2018

The purpose of this study is to investigate the features of science classes of Science Core Schools (SCSs) perceived by students. 654 students from 14 SCSs were surveyed with two open-ended questions on the features of science classes. The students' responses were analyzed with NetMiner 4.5, in terms of the centrality (of betweenness and of degree) analysis and the community analysis. The results of the research are as follows: (1) the science classes of SCSs were perceived by students to be of the environment of free questioning, active participation and communication, caring teacher, more science experiments and advanced contents, and knowledge sharing; (2) science classes in SCSs were perceived to be different from those of ordinary high schools because SCSs provide more opportunities for science-related special courses (like project work, advanced science subjects), extra-curricular activities, inquiry and research activities, school supports, hard-working classroom environment, longer studying hours, R&E and club activities. The students' perceptions of SCS science classes appear to be in line with the characteristics of 'good' science lessons from previous studies. The SCS project itself and the features of SCS science classes would help us to see how we introduce educational innovations into actual schools.

• Proceedings of the Korean Society of Computer Information Conference
• /
• 2019.07a
• /
• pp.343-344
• /
• 2019

본 논문에서는 교수자에게 큰 부담을 주지 않으면서 학습 효과를 높이기 위한 방법으로 문제풀이 기반의 자발적 복습을 지원하는 교수학습 모형을 제안하고 이를 수업 운영에 적용하였다. 학습자들에게 배포한 수업내용을 복습할 수 있는 문제들로 구성한 유인물은 단순히 해당 요일의 수업을 되풀이하여 익히는 소극적 의미에서의 복습이 아니라 이전 수업 내용들 간의 연관성을 이해할 수 있도록 문제를 구성하고 학습자들의 복습시 발생하는 어려움을 해결할 수 있도록 교수 전략을 수립한다.

• Proceedings of the Korean Society of Computer Information Conference
• /
• 2020.01a
• /
• pp.257-258
• /
• 2020

팀 프로젝트 기반 컴퓨터 프로그래밍 수업에서 팀의 동료 학습자들은 공동의 성과물을 얻기 위해 다양한 팀 활동을 하게 되며 그 과정에서 여러 학습 능력이 향상될 수 있다. 본 연구에서는 팀 프로젝트에 참여하는 학습자들이 팀 구성, 주제 선정, 프로젝트 계획서 작성, 역할 분담, 팀 단위의 프로그래밍 개발 활동 및 평가에 참여하는 과정에서 얻게 되는 학습 성과를 분석해보고자 한다. 팀 프로젝트 수행과 관련 있는 창의력, 협동 능력, 의사소통 능력 그리고 문제해결 능력에 대해 학습자들 스스로 얼마나 향상되었다고 느끼는지 조사분석하여 다음 학기 수업 운영 시 교수법 개선에 반영하고자 한다.