• Journal of the Korean Geographical Society
• /
• v.35 no.4
• /
• pp.549-563
• /
• 2000

본 연구는 전통적인 교사위주의 설명식 수업을 벗어나 인터넷을 학습에 보다 효과적으로 활용하는 방법을 모색해 보고자 하는 것이다. 이를 위해 인터넷을 통하여 정보를 수집한 후에 그 내용을 재구성하여 홈페이지를 구축한 후 실험수업을 실시하였다. 실험수업의 결과 전통적인 수업반보다 인터넷 홈페이지를 활용한 수업반 학생들의 학업성취수준이 훨씬 높게 나타났다. 한편 인터넷 홈페이지를 활용한 실험수업밥의 겨우 구조적 수업반에 비해 비구조적 수업반 학생들의 학습성취도가 더 높게 나타났으나 그 차이는 유의적이지 않았다. 또한 수업 흥미도, 만족도, 학습의욕 등에도 실험반 학생들은 상당히 긍정적인 평가를 보였다. 본 연구를 통해 지리수업의 학습효과를 높이고 학생들의 흥미도를 높이기 위해서는 인터넷을 활용하는 수업형태가 바람직하다는 결과를 도출하였다. 특히 본 연구를 통해 앞으로 학생들의 학업성취도와 흥미도를 높이기 위해 인터넷을 수업에 활용하는 교수-학습설계의 개발이 필요함을 보여 주었다.

• Journal of Science Education
• /
• v.34 no.2
• /
• pp.421-431
• /
• 2010

The purpose of this study was to identify instructional components supporting students' interest and creativity in American middle school science classrooms. Two 7th grade classrooms were selected, and observed for 11 class periods each. Results showed that hands-on and small group activities were the most effective ways to increase students' interest. The teachers' instructional approaches, such as individualized paced teaching, sufficient peer teaching, permissive atmosphere, various media, and purpose-focused summary game were found to influence students' interest. To enhance students' creativity, increasing interest, making hypothesis, and trying to various experimental method with sufficient time were identified as effective components.

• The Journal of the Korea Contents Association
• /
• v.10 no.2
• /
• pp.1-13
• /
• 2010

The purpose of this experimental study is to find out the effect of augmented reality contents based instruction on academic achievement, interest and flow of learning. The subjects were 142 students of five classes, sampled from 6th graders of an elementary school. Three classes(86 students) were taught by augmented reality based instruction and the other two classes(56 students) were taught by textbook based instruction for 2 weeks. The experimental design of the study was the pretest-posttest control group design. The results are summarized as follows: First, there is a significant difference in academic achievement between two groups. Augmented reality based instruction group accomplished higher achievement than textbook based instruction group. Second, there is no significant difference in general interest of learning between two groups. But in the interest of lessons taken by students themselves, augmented reality based instruction is more effective than textbook based instruction. Finally, there is a significant difference in learning flow between two groups. Augmented reality based instruction group showed higher learning flow than textbook based instruction group.

• Journal of The Korean Association of Information Education
• /
• v.14 no.1
• /
• pp.45-52
• /
• 2010

This paper is a research to know how to influence english lessons in a elementary school, when the class uses both video UCC and PPT to understand for an american culture and english lessons. We study 68 students in the 5th grader for 5 months. The results of the experiment research are as follows. Students of an experiment group show the advanced increase than a control group in understanding. We measure the degree of interesting about English lesson. The motive and interest in english lessons of an experiment group show the developed result. We put a question the experiment group on their opinion in video UCC utility. The experimental group answer the ratio of very positive opinion in usefulness and interest.

• 한국지구과학회:학술대회논문집
• /
• 2006.02a
• /
• pp.154-155
• /
• 2006

본 연구는 통합형 고등학교에서 교사가 ICT 활용 과학 수업을 수준에 맞춰 진행하였을 때 학생들의 과학 학습의 인식과 과학적 태도가 얼마나 신장되는지를 알아보고 또한 효과적인 ICT 활용 수업을 하기 위한 시사점을 얻는데 그 목적이 있다 연구 과정은 통합형고등학교 1학년 보통반 2개반 64명을 대상으로 통제 집단과 실험 집단으로 나눈 후, 통제집단은 전통적인 수업을 하고 실험집단에 대해서는 ICT를 활용한 수업을 한 후 ICT 할용한 수업이 학업 성취도 및 흥미도에 미치는 효과에 대하여 알아보았다. 실험 전에는 학생의 ICT활용 능력 검사를 실시 하였고, 실험 후에는 학업 성취도 검사, 학습 흥미도 검사 등을 실시하였다 연구 결과에 의하면 ICT 활용한 수업집단에서 학습 흥미도 에서 유의미한 결과가 나왔다 학생과 교사의 ICT활용능력을 향상 시키고 새로운 시대에 맞는 학습 개발의 중요성과 이것을 어떻게 효율적으로 잘 사용하느냐가 중요하다는 것을 알 수 있었다

• Education of Primary School Mathematics
• /
• v.23 no.4
• /
• pp.175-189
• /
• 2020

The purpose of the present study was to investigate the structural relationships between elementary teachers' mathematics instruction, teachers' mathematics teaching efficacy, students' mathematical interest, and mathematics achievement. To achieve this goal, we used TIMSS 2015 Korean data and implemented multilevel structural equation modeling given that student data were nested within the school data. The findings reveled that at the student level, the instructional quality rated by students positively affected student mathematical interest. Additionally, student mathematical interest positively affected student mathematics achievement. Although the direct effect of instructional quality on student mathematics achievement was insignificant, the total was significant. At the school level, there were positive direct effects of instructional quality and teacher's mathematics teaching efficacy on student mathematical interest. The direct effects of instructional quality, teachers' mathematics teaching efficacy, and student mathematical interest on mathematics achievement were not significant. However, the total effects of instructional quality and teachers' mathematics teaching efficacy on mathematics achievement were significant. Based on the results, we discussed the implications of the study.

• Proceedings of the Korean Society of Computer Information Conference
• /
• 2015.07a
• /
• pp.295-296
• /
• 2015

본 논문에서는 디지털 매체를 자유자재로 활용할 수 있는 디지털 네이티브 세대인 현재 대학생을 대상으로 수업 중 지난 주 수업 내용과 당일 수업 내용 등이 학생들에게 잘 전달되었는지를 확인해 볼 수 있는 스마트폰을 활용한 문제풀이 기법이 학생들의 수업의 집중도와 흥미를 유발시켜 학습동기를 높이는 효과를 가져 오는 수업설계 방안을 제안한다.

• Journal of Engineering Education Research
• /
• v.11 no.4
• /
• pp.19-33
• /
• 2008

The purpose of this study is to find out the effects of the use of Chatting Method(with AI Chatting robot: Chatterbot) and Computer Interest Levels on Teaching & Learning. The major findings of the study are as follows. Firstly, the chatting activities using the chatterbot method and computer Interest Levels were not effective in the academic achievement. Secondly, the chatting activities using the chatterbot method and computer Interest Levels were effective in improving the learning motivation. Thirdly, According to the result of post-feedback analysis, the benefits of chatterbot method was 'the new', 'transcends time and space', 'drill and practice learning' and was some of the drawbacks 'response fixed', lack of emotional transactions. and the proposal 'PBL' was reached(1. strength: new experience, 2. weakness: be tired, 3. proposal: PBL approach). Fourthly, the relationship between the academic achievement, learning motivation, post-feedback was no correlation. Based on these results, the study suggests that the chatterbot method was need for multiple instructional design strategy.

• The Journal of Korean Association of Computer Education
• /
• v.7 no.4
• /
• pp.27-42
• /
• 2004

The objectives of this study were to investigate the effects of individualized instruction on students' achievement, course interest, attitude in Homepage Development lesson. A total of 204 eighth-graders in a girls' middle school participated in the study. The results showed that the individualized group made significantly greater achievement and revealed higher course interest than the traditional group. Subjects in the individualized group also had more positive attitudes toward the instructional program than did the traditional group. Prior computer experience didn't have significant interaction effects between the teaching methods.

• Proceedings of the KAIS Fall Conference
• /
• 2012.05a
• /
• pp.214-218
• /
• 2012

본 연구는 문제중심학습이 유아의 문제해결력과 학습흥미도에 영향을 미치는가를 알아보는데 그 목적이 있다. 본 연구의 연구 대상은 D광역시에 소재한 사립유치원에 만5세에 재원 중인 유아 50명이다. 연구집단은 문제중심학습 프로그램을 처치하였으며, 비교집단은 교사중심 수업을 처치한 후 사전과 사후검사에는 문제해결력 검사와 학습흥미도 검사를 실시하였다. 본 연구를 위한 실험처치는 5주간에 걸쳐 진행하였으며 PBL 수업을 위한 프로그램 개발, 사전검사, 실험처치, 사후검사 순으로 이루어졌다. 본 연구에서 얻어진 주요 결과를 요약하면 다음과 같다. 첫째, PBL 수업을 적용한 연구집단이 교사중심 수업을 적용한 비교집단에 비해 유아의 문제해결력이 높았다. 즉, 문제의 발견 및 진술, 문제에 대한 아이디어 제안 및 적용, 문제 해결에 대한 결론짓기에서 유의한 차이가 있다. 둘째, PBL 수업을 적용한 연구집단이 교사중심 수업을 적용한 비교집단에 비해 유아의 학습흥미도가 높았다. 즉 주의집중, 흥미도, 자신감, 성실성, 활동에 대한 관심에서 유의한 차이가 있다. 이와 같은 결과로 볼 때 PBL 수업은 교사중심 수업에 비해 유아의 문제해결력과 학습흥미도를 향상에 있어서 더욱 효과적이다.