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

• Journal of the Korean earth science society
• /
• v.22 no.2
• /
• pp.96-104
• /
• 2001

To approach science education for all which has been required in STS program, it is indispensable to develop variously differentiated education courses that are suitable for various students. In order to do that, we have to abstract essential items that are dealt with in common from science textbook which is regarded as the kernel of science education. Then, these items are developed by fitting for each level-STS science study models. The purpose of this study is to improve the level-based investigation competence by applying these models to various level learning. We obtained some results as the following: First, there has been a positive change for attitude to study science in part. Second, we find the materials in our life and this study is relating to science, technique and society. So we find out the fact that there is close connection between science technique and our life. And also it helps encourage to learn. Third, in the process of searching for and producing STS materials, students have a chance to study for themselves by working out self-leading research activity. Finally, students can reduce a preconception that science is difficult by encouraging attitudes to search for and make our problems in our life scientifically and the habits thinking of and understanding our daily life itself in the scientific sight.

• Journal of Convergence for Information Technology
• /
• v.12 no.3
• /
• pp.193-203
• /
• 2022

The present study aims to investigate how general education EFL instructors who teach in a higher education institution in Korea perceive mixed-ability classes and the teaching strategies that they utilized to teach learners who have varying English proficiency levels and may have different instructional needs. Twenty instructors at a higher education institution in Korea who teach general education EFL courses participated in a questionnaire and three of the twenty instructors participated in follow-up interviews. The findings from the questionnaire and interviews showed that instructors' experiences teaching mixed-ability classes were positive. They offered clear guidelines for participation to help motivate learners and found that higher level students helped lower level students through group work. The instructors also felt that ESP could be a possibility in mixed-ability classes to meet the learners educational needs.

• Journal of The Korean Association of Information Education
• /
• v.7 no.2
• /
• pp.189-197
• /
• 2003

WBI(Web Based Instruction) has been confined to some course due to a burden of development of instruction materials. In this paper, we implemented a personalized instruction and learning system for Word Processor based on Internet by using WBI. Compared to the traditional instruction and learning method for Word Processor Education, the proposed method induce students to take an interest in the learning and make it possible to do student oriented instruction and learning due to the selection of specific contents according to student's ability and his/her learning step. And this system can evaluate the learning rate on the spot by using personalized homework and maximize learning effect by using feedback.

• Journal of Gifted/Talented Education
• /
• v.19 no.1
• /
• pp.141-162
• /
• 2009

The purpose of this study was to find out the learner's characteristics of students of Korea Science Academy by comparing general high school students and science high school students to Korea Science Academy students in terms of scientific attitude, learning styles, preferred teaching style, and learning environment, and to find out the differences of the learner's characteristics by gnender and school number, and to establish teaching strategies based on the findings. First, scientific attitude level of Korea Science Academy students was similar with science high school students and was high level comparing with general high students. Second, for learning style, the students of Korea Science Academy had many independent, collaborative and participatory types, Third, for the prefered science teaching style, the students of Korea Science Academy had high demands for diversification and thinking at higher levels girl students had open-mindedness and cooperation and voluntariness of higher level in scientific attitude, had more independent types in leraning style, and had higher preference of teacher's support, subject convergence and permissive atmosphere than boy students. there were no difference of student's characteristics and preferences by school number. Based on the findings, we proposed 4 teaching strategies.

• Education of Primary School Mathematics
• /
• v.25 no.4
• /
• pp.433-457
• /
• 2022

An effective teacher community helps the participating teachers improve their instructional quality. This study reports a teacher community consisting of 15 elementary school teachers and one teacher educator. This paper analyzed 15 mathematics lessons in which the teachers implemented the five practices for orchestrating productive mathematics discussions by Smith and Stein (2018) based on the grade-specific discussions as well as the whole community's discussions. The results of this study showed that the overall levels of each practice either increased gradually or maintained at the highest Level 4, as mathematics lessons had been implemented. Specifically, the following practices were quite successful: setting goals for a lesson, selecting an appropriate task, anticipating student responses, and selecting student solutions. However, both sequencing and connecting student solutions were implemented at various levels. Monitoring student work tended to remain at Level 2 which included incorrect implementation of the practice. This paper closes with implications related to the skillful implementation of the five practices through a teacher community.

• The Mathematical Education
• /
• v.62 no.1
• /
• pp.117-149
• /
• 2023

This study attempted to design a virtual space using ZEP, a metaverse platform, to enable mathematics classes in the metaverse space, to apply it to mathematics classes, and to find out changes in students' affective domain. As a result, students showed positive effects in terms of subject efficacy, subject interest, intrinsic motivation, class satisfaction and participation. In addition, we found the possibility of customized classes for each student level by performing different missions in classroom classes with limited time and space.

• School Mathematics
• /
• v.14 no.4
• /
• pp.531-552
• /
• 2012

In December of 2009, General Guidelines of Curriculum Revised in 2009 was announced and research on corresponding mathematics curriculum revision has been initiated from that period. Finally, in August 2011, Mathematics Curriculum Revised in 2009 was announced. Based on the examination the backgrounds and the basic directions of revision newly reformed mathematics curriculum should be applied in math class effectively and efficiently. According to this purpose, this paper first of all finds out what are the major points or difficulties to be caused by managing 'Mathematics Curriculum Revised in 2009' according to the change of 'General Guidelines of Curriculum Revised in 2009'. They are i) the implementation of grade band system, ii) management of differentiated class, and iii) increasing or decreasing of 20% in math class hour. According to those three points to be changed and reinforced newly in new curriculum, this paper investigates the alternatives and policy of dealing with smoothly and efficiently those issues while solving the difficulties.

• Journal of The Korean Association of Information Education
• /
• v.14 no.1
• /
• pp.99-110
• /
• 2010

In order to adapt learners' individual differences in learning ability, individual learning and level-learning have been recommended. However, instructing each student accordingly is not easy issue. In this paper, an online learning support system based on Keller's Personalized System of Instruction theory is developed. As a class-based system, it supports teachers and students to conveniently conduct frequent formative evaluations. It enables students to study at their own learning pace and to reach their learning goals. And it adopts point system and level system to induce self-directed participation. Our implementation results confirm teachers can conduct formative evaluations efficiently.

• Journal of The Korean Association For Science Education
• /
• v.21 no.4
• /
• pp.668-676
• /
• 2001

In order to comprehend the internal processes of heterogeneous small-group cooperative learning in science class, this study investigated verbal interaction patterns by the achievement level. Frequency of verbal behaviors was compared in respect of the achievement level, and participation patterns and characteristics were investigated. Verbal interaction patterns by the achievement level were also analyzed based on students' perceptions of interactions. It was found that there were no significant frequency differences between high- and medium-achieving students' verbal behaviors. The verbal interaction patterns showed co-construction processes between high- and medium-achieving students, which was consistent with the students' perceptions of interactions. These suggested that medium-achieving students actively participated in small-group interactions in science class.