• The Journal of Korean Association of Computer Education
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• v.18 no.1
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• pp.81-97
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• 2015

Although Flipped Classroom(FC) which has recently attracted attention of educational field, showed its various educational effects such as learning academic achievement, attitude, collaborative learning and self-regulated learning. other studies also showed a number of significant problems and challenges in practically implementing. Thus, this study aims to investigate in-service and pre-service teachers awareness of FC in order to explore its educational feasibility for successfully adopting it to classrooms through the alternative solutions to its limitations. To achieve this goal, we firstly conducted literature review on teaching and learning models and guidelines to draw educational prerequisites and then analyzed needs of 156 pre-service teachers and 42 in-service teachers. According to survey results, 80% of teachers are willing to apply FC to their classes and hope to be offered with pre-learning activity materials and guidelines. They consider junior high school students and college students as appropriate learners, social science, science, Korean, and English as suitable subjects, and video content as optimal materials for pre-learning activities.

• The Journal of Korean Association of Computer Education
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• v.11 no.4
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• pp.37-46
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• 2008

Using robots in the programming classes may help to induce learners' interest and motivation. However, simple introduction of new media, such as robots, may cause to increase learners' interest level temporarily, but also may give cognitive overload and offense against learning motivation. We developed a robot programming course to induce intrinsic motivation and to reduce cognitive load for learners in the programming education. And then, we implemented the developed course in college programming classes and analysed the educational effects of robot programming learning on novice learners' flow level. We found that robot programming course was helpful in enhancing novice learners' flow level. Especially, the element of 'autotelic experience', which explains an intrinsic motivation, was higher than conventional programming course group. It means that the developed strategies for robot programming course provides positive effects on learners' intrinsic motivation.

• Journal of Korean Home Economics Education Association
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• v.26 no.2
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• pp.69-87
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• 2014

This research is to develop ethical clothes consumption education program that adopts PBL which is student centered professor-learning method where the learner actively participates in lessons to recognize problems and solve them. This research also tried to see the changes in the students' ethical clothes consumption awareness and problem solving skills and self-directed learning ability after applying this program to lessons. With total of four study topic, seven ethical clothes consumption education programs were developed, and the actual lesson was conducted in controlled group and experiment group. Summary of this research is as followed: First, ethical clothes consumption education program was developed using PBL. Second, teenagers' ethical clothes consumption awareness increased much more than before the course. As both the control group and the experiment group were proven to have high ethical clothes consumption involvement and awareness, it was possible to confirm there is a need for systematic and continuous consumption education at school. Third, when a post test on changes in problem solving ability and self-directed learning ability after applying PBL based ethical clothes consumption education program was conducted, students' problem solving ability was enhanced and both factors, the awareness and behavior of self-directed learning, showed significant difference.

• The Journal of the Korea Contents Association
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• v.18 no.5
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• pp.525-538
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• 2018

Action learning is a teaching method that is taught through the process of finding real problems and finding solutions. The purpose of this study was to examine the effectiveness of action learning for the college course 'media education for children' which was offered by the Department of Child Psychology and Education at S university in Seoul. According to the process of action learning suggested by Marquardt(2000), college students developed the problem of children's news literacy education and set the purpose, goal and contents of news literacy and developed teaching and learning method for the 6th grade elementary students and applied it to the education field. The college students' evaluation about the action learning lesson were collected by questionnaire and verbal. They found that active and voluntary problem-solving and field application through action learning helped to achieve the goals of the children's media education class. Finally, the importance of close cooperation with the educational field and of appropriate feedback were discussed as a necessary condition of action learning teaching method.

• Journal of Korean Home Economics Education Association
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• v.5 no.1
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• pp.87-95
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• 1993

본 연구는 교육부에서 의도하는 국민학교 실과 과목의 식품영양 단원의 지침서 내용과 현장에서의 교사 수업 실태를 교육관련 전문지인 새교육, 새교실, 새수업등에 게재된 현장교사들의 지도안 내용과 인천시내 공립국민학교 교사 510명과 학생 1,754명을 대상으로 설문조사를 통한 내용을 분석하였는데 그 결과는 다음과 같다. 1. 교사용 지침서에 제시된 교과목표 및 단원 내용과 현장 교사들의 지도안 내용은 완전일치 하였다. 2. 교육부가 제시한 수업시수가 알맞다는 응답이 4학년 88.7%, 5학년 87.4%, 6학년은 87.8%였으나 약 10%정도의 교사는 식품 영양단원에 더 시간이 필요하다고 응답하였고. 현재의 시간을 줄여야 한다는 응답도 4학년 0.8% 5학년 2.6% 6학년 2.4%나 되었다 또한 28-38%의 교사가 실과시간을 다른시간으로 활용한 적이 있다고 응답하였으며 3번이상 다른시간으로 쓴 경우도 4학년 6.5%, 5,6학년은 11%나 되었다. 3. 교육부가 제시한 교수방법보다 다양한 교수방법이 현장에서 실시되고 있었으나 가장 많이 사용되는 교수방법은 4, 5, 6,학년 모두 설명, 발표 판서, 교과서 읽기 등이었고 실험 조사, 역할 놀이, 토의, 시범 등은 드물게, 필름이나 슬라이드, 카세트 등은 거의 사용하지 않는 것으로 나타났다. 4. 사용된 학습자료로는 교과서, 교사용 지침서, 학습 과제장 등이 주된것이었으며 그 이외의 자료는 극히 활용도가 미약하였다. 5. 실험 실습을 위한 실습은 전혀 갖추고 있지 못한 실정이었으며, 조리 실습은 학생들이 재료와 도구등을 준비(4학년 96.5%, 5학년 96.1% 6학년 95.7%)하여 실시하고 있는 것으로 나타났다.

• The Journal of the Convergence on Culture Technology
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• v.5 no.1
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• pp.211-217
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• 2019

The term project executed at the university is a learner-centered learning method in which students select their topics, draw up their plans, and produce results by themselves based on the content they have learned during the semester. Through the term-end project of the subjects relating software, students learn various techniques for the programming language and produce the outcomes of their project by the creative program development process. However, non-computer majors who take software course as liberal arts subjects have difficulty in understanding the programming language, so it is necessary to provide feedback from their professor for encouraging students in carrying out their projects smoothly. Therefore, a feedback method by the discussions between a professor and learners that can be applied to the term-end project of programming subject for the non-computer majors is proposed. The proposed method was apply to the actual term-end projects and the meaningful results were confirmed through the analysis of the project processes and outcomes.

• Journal of Gifted/Talented Education
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• v.10 no.2
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• pp.1-23
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• 2000

The Schoolwide Enrichment Model(SEM) is a representative model for the gifted education. As the model seems to be more conceptual in nature, it is hard to respond to the different interests and changing needs of the gifted learners. Also it does not provide specific procedures and prescriptions in teaching-learning processes for the teachers. Therefore, SEM needs to be modified into a Systemic Model that is more flexible and procedural. The paper proposes an Instructional Systems Design(ISD) model for SEM. The Systemic Model for SEM consists of 5 major steps. These are as follows: Planning, Diagnosis, Prescription, Implementation, Evaluation. In Planning step, there is a six-stage procedure for initiating the implementation of the SEM. In Diagnosis step, there are two-phases in identifying students for participation in the SEM and assessing strengths, interests, and talents of the learners and recording in The Total Talent Portfolio(TTP). In Prescription step, Curriculum Compacting is administered as a systematic procedure for modifying thecurriculum for above-average ability students. In Implementation step, Enrichment Learning and Teaching is an instructional strategy designed to promote active engagement in learning for teachers and students. Whenever each step has completed, Evaluation step should be followed. These 5 steps are repetitive, cycling and interactive. That is, each one becomes input for the next step, process for itself, and output for the previous step. Each step is monitored through the process of Review and Revision step. In conclusion, the paper suggests six strengths of the Systemic Model for SEM; The Model (1) provides the specific procedure in teaching-learning process; 92) has interactive relations with each component; (3) can be revised continuously for creation of the most effective system; (4) can be implemented more flexibly; (5) can be developed as an unique system for each school; (6) facilitates communications between teachers and students.

• Journal of dental hygiene science
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• v.16 no.6
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• pp.488-494
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• 2016

The purpose of the present study was to examine dental hygienists' perception of the current national practical examination. This research was performed using 199 self-reported surveys answered by professors of dental hygiene studies and clinical dental hygienist. Frequency analysis, chi-square tests, and analysis of variance were performed by using IBM SPSS Statistics ver. 20.0. The results revealed that many of the respondents consider the current national practical examination to be neutral. They did not think that the current national practical examination questions are useful for assessing occupation-centric integrated clinical practice ability and counseling techniques for patient intervention. The professors of dental hygiene studies believed that among the research tasks required as mentioned in the national practical examination questions, dental polishing and tooth brushing education are of paramount importance, whereas clinical dental hygienists believed that ultrasonic scaling is the most important (p<0.05). Most of the professors of dental hygiene studies reported that they conducted skills education for dental polishing and tooth brushing education, while most of the clinical dental hygienists reported that tasks actually performed in the clinic included impression taking, model fabrication, ultrasonic scaling, and explaining treatment precautions (p<0.05). Therefore, these tasks can be effectively carried out with the improvement of the national dental hygienist practical examination.

• The Journal of the Korea Contents Association
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• v.22 no.4
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• pp.535-546
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• 2022

This study tried to explore factors for improving academic achievement in online non-face-to-face education based on the survey results of a University's online cooperative learning Q&A. Due to the Corona situation, both professors and learners can easily feel psychological isolation due to the implementation of all non-face-to-face online classes. As one of the methods, it was intended to suggest the direction of future education to various teachers and learners by sharing class cases in which the online cooperative learning methodology was applied. Previous studies on non-face-to-face online learning, online cooperative learning, and learning promotion method were reviewed, and the online Q&A method was adopted as a specific learning promotion method to conduct research. In the Q&A process, learners were given an opportunity to check their learning content, share knowledge and communicate, and performance evaluation-related factors such as guaranteeing anonymity of the questioner and answerer, improvement points system, and absolute evaluation were asked. As a result of the survey analysis, it was found that they are the success factors of online cooperative learning. It is a small change that can be applied in practice in the future where online non-face-to-face learning is likely to continue, but by sharing meaningful cases of application of teaching methodologies, both professors and learners being motivated and actively involved in. It is expected that we will be able to suggest methods and directions for improving skills together by changing and supplementing the learning field.

• Journal of Korean Home Economics Education Association
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• v.16 no.2
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• pp.13-26
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• 2004

This study tried to suggest teaching and learning activities which can be effectively utilized in Home Economics Education by analyzing and suggesting “The objective and contents of personality education” in Home Economics Area in the curriculum of 7th Technology ＆ Home Economics. As a result, Personality education can be implemented in all areas of Home Economics Education. Especially in Home Economics Education, the following personality education can be implemented. First of all, it can teach the equality among family members by teaching the values of equality and respecting human rights. Secondly, it can teach to recognize and implement various values related to environmental protection. Thirdly, it can teach the ethics related to care which was claimed by Gilligan and other people - in other words, charity, forgiveness, friendship, love, sacrifice, concession, conversation, compromise and etc. Especially these kind of values are extended to also the ethics of care for others, neighborhood, and community not only for family care which was the traditional Home Economics education criticized as family selfishness. On the other hand, personality education in Home Economics Education is different from other subjects. It enables students to act through experiences not just emotion or knowledge by learning actual relationships among family members in daily life. This kind of feature is proving the fact that Home Economics Education can play a very effective role in achieving the objective of moral behavior The results of this study proves that Home Economics Education is an effective subject which can conduct personality education by the objectives and contents that are different from other subjects. This provides the reasonable cause for Home Economics Education to be an required subject in school curricula. Future study should be conducted as an empirical research to develop personality programs(activities for teaching ＆ learning) which can be implemented in Home Economics Education and to accumulate empirical data of such programs.