• Journal of Convergence for Information Technology
• /
• v.8 no.1
• /
• pp.153-160
• /
• 2018

This study suggests the development and the application of cognitive apprenticeship to instructional design for the 'computer and presentation skill' among the liberal arts computer courses in H university. The purpose of this paper is to show effects of instructional design on learning of the liberal arts computer courses employing cognitive apprenticeship, and examine earner's satisfaction of instructional planning, lecture contents, and teaching methods, which are evaluation elements of the content evaluation area. As a result of the study, cognitive apprenticeship theory has improved the satisfaction of the lesson plan, lecture contents and teaching method. Therefore, this study has significance in that it recognizes that cognitive apprentice theory is effective for general computer class. It is expected that it will be applied to effective teaching methods of liberal arts computer related subjects in the future.

• Journal of Digital Convergence
• /
• v.13 no.9
• /
• pp.169-175
• /
• 2015

The significant changes of convergence study in the 21st century is the shift from theoretical-based instruction to computer-based instruction. This study investigated the student's cognitive engagement in TPB(Theory of Planned Behavior) of accounting information classes in the Digital Convergence Era. Hypothesis test was conducted from 99 accounting information learners from four year course university in the Gyeonggi-do. A questionnaire was given and analyzed. The results showed. First, the TPB variables han a positive effect on intrinsic curiosity of students. Second, the subjective norm of TPB variables could develop student's enjoyment. Subject norm could have a positive effect on enjoyment. The results of this study may contribute to propose desirable ways of improving the psychological states in the relationship between TPB and cognitive engagement. In the future, variables of cognitive engagement will be compliment to analyze.

• 한국정보교육학회:학술대회논문집
• /
• 2009.08a
• /
• pp.205-211
• /
• 2009

이 연구의 목적은 3D 가상공간인 세컨드라이프에서 예비교사의 성공적인 수업실습을 위한 수업실습장을 개발하는 것이다. 이를 위해 본 연구에서 수행한 내용은 다음과 같다. 첫째, 수업실습 관련 이론 탐색 및 문헌 연구를 통해 세컨드라이프에서의 수업실습의 가능성을 탐색하였다. 둘째, 가상공간의 특성에 대한 문헌 연구를 통해 가상공간에서 예비교사의 수업실습이 성공적인 경험이 되기 위한 조건들을 탐색하였다. 셋째, 이 조건들로부터 세컨드라이프에서의 수업실습 절차를 개발하였다. 넷째, 세컨드라이프에서 수업실습을 위해 필요한 실습장을 설계하고 개발하였다. 마지막으로, 세컨드라이프내의 교실 안에서 예비교사의 수업실습을 수행하였다. 이 수행결과에 기반하여 실습장의 구성요소를 수정.보완하여 개발을 완료하였다.

• 한국정보교육학회:학술대회논문집
• /
• 2006.08a
• /
• pp.289-294
• /
• 2006

논술 수업은 글쓰기 수업이나 독서 감상 같은 국어과 과제의 하나로 인식됨으로써 학생들이 흥미를 잃고 자칫 거부감을 느끼게 할 수 있다는 데 현직 교사들이 논술 교육을 어려워하는 요인으로 작용하고 있다. 따라서 본 연구에서는 초등학교 학생들의 글쓰기 교수 학습 방법에 적합한 인지적 도제 이론을 논술 교육에 적용시켜 학습자들이 모델화를 통해 쉽게 이해할 수 있도록 하였고 동시에 동시적 비동시적 의사소통이 가능한 웹상에서 논술 학습을 실시하는 논술 시스템을 설계하고 구현하였다.

• Proceedings of the Korea Society of Mathematical Education Conference
• /
• 2010.04a
• /
• pp.223-223
• /
• 2010

이 보고서는 수학교사가 교과교육자료를 수업에 적용할 때, 각 과제(task)의 cognitive demand의 수준이 어떻게 변화하는 지 분석하고 그 변화의 요인을 추정한 연구의 일부분이다. Mathematical Tasks Framework과 cognitive demand의 수준 (Stein & Henningsen, 1996)의 이론적 틀을 토대로, 미국 초등 수학교사의 수업을 관찰하고 인터뷰 자료를 수집, 분석하였다. 또한, 교사용 지도서와 교과서 등의 교과교육자료를 분석하였다. 연구 결과, 교사의 수업과제의 cognitive demand 수준이 교과교육자료에서 제시한 수준과 다르게 나타났다.

• School Mathematics
• /
• v.16 no.3
• /
• pp.585-611
• /
• 2014

The purpose of this study is to understand the decision-making behavior of a mathematics teacher in science academy of Korea by applying the framework of class analysis through the theory of goal-oriented decision-making. To this end, we selected as the participant a mathematics teacher in charge of the class of basic calculus of science high school for the gifted in the metropolitan area, and observed the teacher's lesson. Based on a questionnaire derived from previous studies, we analyzed goals, orientations and resources of the teacher. Research results show that there are certain teaching routines by analyzing the behavior patterns that appear repeatedly in the teacher's lesson. Also we understand that it can be used on goals, orientations and resources of the teacher to adequately explain his teaching routine. In the present study, in particular, it was found to have a similar but partially different routines to the teaching routines shown in the study of Schoenfeld. From these findings, We can derive the implications that the theory of goal-oriented decision making can be suitably used as analytical tool for understanding the behavior of the teacher who pursue a productive interaction in mathematics lesson in Korea.

• Korean Journal of Childcare and Education
• /
• v.10 no.4
• /
• pp.97-118
• /
• 2014

The purpose of this study was to investigate perception and demand on early childhood science education lectures. In order to verify this purpose, it was applied to 228 pre-service teachers in a 3-year early childhood teacher - training department. There were 3 grades which finish the teacher practice. The results of this study were the following. First, they reported that the educational contents and the teaching skills they acquired in their preliminary program helped them in making class leading plans and leading skills for every activity pattern. Second, pre-service teacher wanted hands on practical activity that can be directly applied in the field.

• Journal of Digital Convergence
• /
• v.14 no.2
• /
• pp.57-63
• /
• 2016

The purpose of this study is to draw implications about a practice of university faculty member's teaching reflection by considering the concept, process, and content of reflection as a theoretical basis of teaching reflection. The concept of reflection is based upon 'reflection-in-action' suggested by $Sch{\ddot{o}}n$, and the process and content of reflection is explained through Korthagen's Core Reflection model. The following three implications conclude: First, a faculty member should write a reflection journal by observing and reflecting consistently one's own behavior in a context of teaching. Second, the center for teaching and learning should provide an orientation and consultation about the content and process of teaching reflection. Finally, sharing lessons with the colleague faculty member is required to make an effective reflection for each faculty member.

• Journal of The Korean Association of Information Education
• /
• v.20 no.1
• /
• pp.93-100
• /
• 2016

Computer Science Unplugged is a collection of free learning activities that teach Computer Science through engaging games and puzzles that use cards, string, crayons and lots of running around. In spite of the success of unplugged activities, the unplugged resources for experiencing the concepts of data structures is lacked. In this study, we design, implement and survey the 3 hour lessons of the core concepts of graph theory and the shortest path algorithm for the primary students using computer science unplugged activities. Our survey results showed that our lesson plan is adequate for primary school students and will have a positive effects for primary school students.

• Journal of The Korean Association For Science Education
• /
• v.29 no.2
• /
• pp.240-252
• /
• 2009

In this study, we applied a web-based education system to the teaching-demonstrations of the pre-service teachers and identified the usefulness of the system as a method supporting constructive education for pre-service teachers. The pre-service teachers performed the web-based activities for the teaching-demonstrations, and we interviewed them after the teaching-demonstrations. On the basis of the results, we found three situations showing the usefulness of the web-based education system. First, the pre-service teachers examined the materials on the constructive teaching-learning theories and constructed the related theoretical knowledge. At this point the web-based discussion board supported the environment where they thought deeply and investigated the theories carefully. Second, they experienced interaction with others and the academic adviser in the processes of preparing the teaching-demonstrations. This interaction was supported by web-based discussion board, and they were able to form the practical knowledge related to the planning and building constructive teaching. Third, they reflected on their own teaching after the teaching-demonstrations. At this point, the web-based discussion board was able to facilitate the interaction for the reflective thinking processes. In this study, we identified that the web-based education system could provide an effective environment where the pre-service teachers could learn constructive teaching-learning methods.