• Proceedings of the Korean Information Science Society Conference
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• 2006.10a
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• pp.124-129
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• 2006

정보 통신 기술의 발달로 컴퓨터를 활용한 교육 영역이 계속 발전해 나가고 있고, 교수-학습에 도움을 주기 위한 많은 코스웨어 들이 개발되어 사용되고 있다. 기존의 코스웨어는 수업시간에 이미 배운 내용을 단순 반복하거나 형성 평가 형식의 예제를 풀어보는 유형으로, 학습자는 미리 계획된 커리큘럼과 프로그램에 수동적으로 반응하게 되어 코스웨어에서도 교수 중심의 학습이 이루어 지는 것을 극복하기 위해 본 연구에서는 학습자가 능동적으로 학습 과정에 참여하여 학습자 중심의 교육이 이루어 질 수 있고 텍스트가 아닌 프로그래밍 언어나 아이콘화 된 메뉴를 이용해 쉽게 접근이 가능하며 실제 상황과 유사하게 학습환경을 제공하고 수행결과를 확인해 학습의 효과를 극대화 시킬 수 있는 응용 프로그램 인터페이스(Application Program Interface) 기반의 시뮬레이션형 코스웨어를 설계해보고자 한다.

• Journal of the Korean Society of Earth Science Education
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• v.14 no.2
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• pp.123-135
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• 2021

In this study, we apply a lesson design process using an argumentation structure to preservice earth science teachers and analyzed argumentation levels displayed in the lesson plans written by preservice teachers in the process. As a result of the study, the preservice teachers designed a logically structured lesson by reflecting more argumentation components in the final lesson plan than the first one. In addition, in the case of lesson topics in which all argumentation elements were not explicitly presented in textbooks or curriculum, preservice teachers could not clearly reflect some argumentation components in the lesson plan. The conclusions and implications based on the results are as follows: First, it is necessary to use the argumentation structure as a tool to design logical science lessons, considering that argumentation levels of lesson plans written by preservice science teachers were improved by using argumentation structures in instructional design. Next, it is necessary to cultivate the preservice science teacher's ability to reconstruct the curriculum for science lesson design using the argumentation structure since argumentation levels of lesson plans written by preservice science teachers were limited to the argumentation components presented in the textbook and curriculum. Additionally, it is necessary to develop and apply a preservice teacher education program that uses the argumentation structure in the context of actual teaching activities so that preservice science teachers can not only understand argumentation but also improve their class expertise.

• Journal of Korean Home Economics Education Association
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• v.22 no.1
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• pp.1-19
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• 2010

The purpose of this study was to develop practical problem focused teaching learning process plan for housing for the later life in order to apply it to the older stage of family planning section of Technology Home Economics in a highschool. Practical problem focused method was used for the teaching learning process plans of 3-session lessons according to the ADDIE model. The global practical problem was "What should I do to plan a safe and comfortable housing for the later life?" In the development stage, 53 teaching learning materials (44 students activity materials, 2 students' and 5 teacher' reading texts, and 2 moving pictures) were developed for 3-session lessons. The planes applied to the 5 classes, 150 students, in the freshmen of B highschool during April 20th-24th, 2009. The 5 point likert questionnaire were used to evaluate the 3-session lessons about 4 contents related aspects as well as the methods and effects of the lessons besides 2 open ended questions. The overall evaluation was very positive in all 6 aspects of the lessons. Some students wanted to learn more about universal design and aging related jobs. Those results showed that the practical problem focused teaching learning process plan for housing for the later life which this study developed would be appropriate to teach the older stage of family planning section related to housing and could be adjusted to the condition of each school and regions.

• Korean Journal of Child Studies
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• v.21 no.1
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• pp.269-281
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• 2000

본 연구의 목적은 유아교육기관의 자유놀이 시간에 자발적으로 출현하는 유아의 쓰기 활동의 양상과 이를 지지하는 유아교육기관의 환경에 대하여 탐색하는 것이다. 이를 위하여 본 연구에서는 연구의 대상으로 미국 캘리포니아주에 위치한 대학 부설 유아교육기관과 유아를 선정하고 관찰한 후 그 결과를 서술하고 분석하였다. 본 연구의 결과 연구의 대상인 유아교육기관의 전반적인 환경에는 다양한 문해 활동 자료들이 풍부하게 마련되어 있었고 유아들은 이러한 환경에서의 자유놀이의 맥락 내에서 자발적으로 쓰기 활동에 참여하였다. 유아들은 실제 생활을 운용하기 위하여 효율적으로 쓰기 활동에 참여하였고, 또래들과 교사들과 함께 그들의 쓰기 작품을 읽고 그 의미를 토론하면서 쓰기 언어에 대한 그들의 발전적인 지식을 표출하였다. 본 연구의 결과는 형식적인 쓰기 교수법이 없이도 다양한 문해 활동 자료들이 풍부하게 갖추어진 질 높은 유아교육기관의 자유놀이 시간을 통해 유아의 쓰기 언어 학습이 효율적으로 이루어질 수 있다는 사실을 증명함으로써 유아교육기관에서의 언어 교육의 실제에 적용할 수 있는 시사점을 제공한다.

• Education of Primary School Mathematics
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• v.25 no.4
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• pp.297-312
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• 2022

Word problems can lead learners to more meaningfully learn mathematics by providing learners with various problem-solving experiences and guiding them to apply mathematical knowledge to the context. This study attempted to provide implications for the textbook writing and teaching and learning process by examining the word problem of elementary mathematics textbooks from the perspective of practical context. The word problem of elementary mathematics textbooks was examined, and elementary mathematics textbooks in the United States and Finland were referenced to find specific alternatives. As a result, when setting an unnatural context or subject to the word problem in elementary mathematics textbooks, artificial numbers were inserted or verbal expressions and illustrations were presented unclearly. In this case, it may be difficult for learners to recognize the context of the word problem as separate from real life or to solve the problem by understanding the content required by the word problem. In the future, it is necessary to organize various types of word problems in practical contexts, such as setting up situations in consideration of learners in textbooks, actively using illustrations and diagrams, and organizing verbal expressions and illustrations more clearly.

• Journal of Korean Elementary Science Education
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• v.25 no.4
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• pp.430-453
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• 2006

The purpose of this study was to explore how an elementary school teacher developed PCK by utilizing her knowledge domains in teaching practice, regarding the specific science topic of 'animals:' A case study approach was adopted with the participation of a 1st grade teacher, in a poor urban neighborhood elementary school in NYC. Data was collected through interview and the participant observation method in order to investigate: a) the teacher's existing knowledge base in terms of subject matter knowledge, pedagogical knowledge and contextual knowledge; b) how she develops PCK during classroom practice, centering on the relationship between knowledge domains. The findings illustrate the ways in which the three knowledge domains are closely related and developed as PCK through the whole teaching process. In particular, the findings indicate that the teacher's contextual knowledge plays a critical role in shaping and developing PCK. Before instruction, her contextual knowledge regarding the administrative policies and the school test system in the district enabled her to make decisions and plans about teaching science. During classroom teaching, her knowledge of students' sociocultural backgrounds and living conditions in the urban setting helped her to identify specific teaching strategies and resources suitable to the students' needs and interests. The study results imply that science instruction can be more feasible in meeting the demands of particular groups of students if teachers make an effort to become knowledgeable about their own teaching context and utilize it in developing their PCK.

• Korean Journal of Social Welfare Studies
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• v.42 no.1
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• pp.371-397
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• 2011

Field practicum is the core of Social Work education and plays a key role in the integration of theory and practice. To maximize the effectiveness of field education, it is important that both the faculty field liaison and field instructor are cooperated. However, the current field education is almost dependent on the supervision by field instructors. This study explores the perception on the areas of supervision by using the Q-methodology. As a result, the perception of faculty field liaison was categorized into three types and field instructors' was two. Their types of perception were partially overlapped rather than contrast. Findings of the study suggested the need for greater collaboration between academia and agencies.

• The Journal of Korean Association of Computer Education
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• v.12 no.1
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• pp.33-44
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• 2009

In this study, we selected an educational robot as a suitable tool to support algorithm learning for middle school learners through comparative analysis of various tools. Educational robot can provide tangible experiences for abstract concepts of algorithms. Therefore, we developed an algorithm learning program with educational robots to enhance intrinsic motivation and creative problem solving ability for middle school learners. Also, we implemented the developed program in middle schools and analysed the educational effects of the program. We found that the algorithm learning program with robots was helpful in enhancing learners' intrinsic motivation about algorithm learning and creative problem solving potential. These findings may offer useful direction for designing teaching and learning program for algorithm education. These results can be used as a basis for study on designing and developing algorithm learning program.

• Journal of Korean Home Economics Education Association
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• v.21 no.2
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• pp.187-202
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• 2009

The purpose of this study was to develop a practical reasoning model for the 'parenthood' part of the 'marriage and child rearing' unit of high school first-grade technology & home economics based on the instruction objectives selected from 11 different kinds of textbooks, and to examine the effects of the model. Learning objectives and contents were selected, and a practical reasoning teaching model of six sessions was developed and implemented in class. The subjects in this study were students in five first-year classes in a high school located in the city of Icheon, Gyeonggi province. The effectiveness of the model was analyzed by conducting a survey on the students before and after its application. Assessments were also conducted on the lessons applied. Students who received instruction according to the practical reasoning model underwent a significant change, as they displayed higher scores in understanding the meaning of parenthood, preparation for parenthood, and the role of parenting. As a result of applying the model, it was found that the classes proved to be helpful to the students.

• Journal of Christian Education in Korea
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• v.70
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• pp.303-337
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• 2022

The purpose of this study is to realize Ontact PBL that can sufficiently contain interactive elements that can increase the perception of reality between professors and students in an environment without human contact. This is a class designed, developed, and operated ontact PBL for the first semester of 2021. As a result of diagnosing the realism of teaching and learning for students who took the class, the average teaching realism improved significantly by 0.95. This was found to be effective in improving the sense of realism in teaching as there were many related opinions in the reflective journal on students' classes. In addition, there was an effect on learning presence, and it was confirmed that emotional presence, which is a sub-element of learning presence, significantly improved by 0.7, social presence by 0.5, and cognitive presence by 0.6. Learning presence also confirmed the students' reflection on the class, and it was possible to judge that Ontact PBL was effective in improving the sense of presence.