• Journal of the Korean earth science society
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• v.24 no.7
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• pp.614-624
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• 2003

The purpose of this study was to examine the effectiveness of utilizing a concept map as an instructional strategy to promote student achievement through semantical learning in elementary school on volcanoes. To analyze student achievement in understanding the concept of volcano, quantitative and qualitative analyses were performed through a written test for two different groups that were composed of 80 sixth-grade students: a control group that attended class using the conventional strategy and an experimental group that attended class using concept maps. The results of this study were as follows: First, the use of concept maps in class is effective in learning because of the higher understanding of the group that was using concept maps in the achievement assessment. Second, in their post-instructional understandings, no significant differences are shown between middle- and low-ranking students statistically, but a significant difference is shown between high- and low-ranking students or between high- and middle-ranking students. This indicates that the use of concepts maps in a class is more effective for the middle- and low-ranking students than for the high-ranking students. Third, in the repetitions of classes, the students learning with an aid of concept maps became accustomed to structuring the concepts of their learning subject in categories of relationships, hierarchies, cross-links, and examples easily.

• Journal of the Korean Chemical Society
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• v.57 no.6
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• pp.830-844
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• 2013

The purpose of this study were to analyze characteristics of pre-service chemistry teachers' practice teaching and to investigate the relationship between their practice teaching characteristics and the view of learning. Three pre-service chemistry teachers were selected for this study. Their 9 practice teaching videos that recorded during practice teaching were observed, transcribed, and analyzed. Responses of questionnaires about their view of learning and interviews were transcribed and analyzed. Almost all of the characteristics of pre-service teachers' practice teaching seemed to be reflected in their view of learning. Pre-service teacher K had a lot of constructive view of learning, so comparatively many features of constructivism was presented in practice teaching. Pre-service teacher M had a lot of traditional view of learning, so many traditional features appeared in practice teaching. However, sometimes pre-service teachers' view of learning did not appear to their practice teaching because of several factors. In particular, a few cases that constructive view of learning was not reflected in the practice teaching appeared, especially pre-service teacher H. Factors were the practice school's conditions and the effects of tutors.

• Journal of The Korean Association For Science Education
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• v.24 no.3
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• pp.556-564
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• 2004

Two biology modules were developed previously for the purpose of improving creativity and scientific thinking of secondary school students. A hypothetical-deductive experimental procedure was reflected in the module when students themselves can perform a series of activities of making hypothesis and designing an experiment to solve the questions. They followed a series of scientific processes to determine some characteristics regarding plant pigments and the transport process of materials in living organisms. Four classes of 9th graders in'S' Science High School were divided into the experimental and the control group. The same contents of the modules were taught to the control group by the traditional experimental way. The students' creativity, scientific thinking, scientific inquiry skill and knowledge achievement were examined before and after the interventions. As results, the experimental groups showed more significant improvement on the areas of the students' creativity, scientific thinking, scientific inquiry skill and achievement than the control groups. Results indicated that the specially designed modules in terms of hypothetical-deductive experimental procedure were effective to improve science high school students' creativity and scientific thinking abilities.

• Proceedings of the Korean Society of Computer Information Conference
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• 2010.07a
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• pp.493-498
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• 2010

영재들은 그들의 특성상 지적인 호기심과 높은 과제집착력을 갖고 있다. 물론 그들이 갖고 있는 능력으로 봤을 때 알고리즘 수업을 진행하면 어느 정도의 문제해결력을 신장시킬 수 있다. 본 연구에서는 정보영재들의 능력을 조금 더 끌어올리는 것에 연구에 목적을 두고 있으며 동기유발전략을 활용하면 기존의 알고리즘 수업보다 더 높은 문제해결력을 키우는 것에 가설을 두고 연구를 진행하였다. 알고리즘 수업은 기존 정보교육과정과 비교하여 비슷한 수준으로 구성하였으며 실생활과 관련된 수업 모형을 연구, 적용한 후 문제해결능력 검사지[4]를 이용하여 그 효과를 검증하였다. 검사 결과 실험집단의 문제해결능력이 통제 집단에 비해 향상된 것으로 나타났다. 이러한 결과는 전통적인 알고리즘 수업보다는 정보영재들의 지적인 호기심과 자신감을 자극한 수업이 학습자의 문제해결능력을 향상시켰음을 의미한다. 이는 같은 내용이라도 동기유발전략을 활용한 수업이 효과적이라는 것을 확인할 수 있었고 앞으로도 다양한 전략을 활용한 수업이 필요함을 기대한다.

• Proceedings of the KAIS Fall Conference
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• 2004.06a
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• pp.119-122
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• 2004

현대 산업 구조가 고도 정보화 사회로 바뀌어 나아감에 따라 효율적인 교육방법에 대한 요구는 점점 커져가고 있으며, 이러한 현실에서 인터넷을 이용하여 수업을 진행하는 사이버강좌는 교육부분에 일대 혁신을 일으킬 수 있는 대안으로 여겨지고 있다. 전통적으로 강의실에서 강의를 진행하는 수업형태와 다르게 사이버 강좌는 시간과 공간의 제약을 받지 않으며, 반복학습이 용이하고, 음성 및 통영상 등의 멀티미디어 활용이 용이하여 강의실 수업 못지 않은 수업효과를 얻을 수 있게 되었다. 특히 급속한 사회 환경의 변화는 교수, 학습 파라다임의 변화를 일으키고 있다. 본 연구에서는 천안대학교 온$\cdot$오프라인강좌의 실태 및 현황을 살펴보고 수업의 질을 높이기 위한 개선방안을 고찰하여 본다.

• Proceedings of the Korea Multimedia Society Conference
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• 2003.05b
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• pp.840-843
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• 2003

본 논문은 '컴퓨터를 이용한 교육방안의 홍수 속에서, 그 효과성은 어느 정도 인지되고 있는가？' '컴퓨터에 대한 일반적 기대치만큼이나 그 효율성은 신뢰도가 있는가？'라는 멀티미디어 교육자재들의 효과성에 대한 근본적인 의문점을 제기하고 학습자들이 쉽게 접할 수 있는 게임형 도형 맞추기를 수업에 접목함으로써 CAI의 효과성을 검증하였다. 실험 후 CAI로 수업을 실시한 집단에게 학습효과가 높고, 멀티미디어 CAI를 도입하여 진행된 수업은 학습자의 학습효과를 높여준다는 결과를 얻을 수 있었다. 멀티미디어의 효과성검증은 컴퓨터가 기존의 학습방법을 완전히 배제하는 혁신적 기제임을 주장하지는 않는다. 컴퓨터의 교육적 활용은 전통학습방법을 보완하여 학습자의 능동적, 창의적 능력을 개발, 육성하고 변화의 흐름을 주도하는 바람직한 인간형 실현에 목표를 두고 있다. 급격한 정보 변혁의 시대에 학교교육의 효율성을 최대화하기 위한 다양한 컴퓨터 보조 수업물이 연구, 제작되고 있는 실정에서, 그 기제들의 효과성을 검증하는 것은 멀티미디어의 잠재적 가능성을 지속적으로 개발, 발전시키는데 우선적인 조건이라 할 수 있을 것이다.

• Journal of The Korean Association For Science Education
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• v.24 no.5
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• pp.805-813
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• 2004

Our educational system clearly places much greater value on left hemisphere learning. Students who process information in other ways are at a serious disadvantage and may not be learning efficiently. Since mind mapping emphasizing visual and spatial language, it helps students to use the whole brain and promotes more effective comprehension. The purpose of this research was to determine the effects of the instruction using mind map on the science achievement of students. A pretest-posttest control group design was employed. Subjects were 153 male and female, first grade students in a middle school. A control group of 83 was instructed with a traditional teaching method, and an experimental group of 70 was instructed by using a mind mapping strategy. Two groups were treated for 50 hours during 17 weeks. Tolerance's 'Style Of Learning And Thinking(SOLAT)' was used to assess students' lateralization preferences. A 30-item multiple choice posttest was used to assess students' achievement. To analyze the data, we used an analysis of covariance(ANCOVA) and i-tests. It was found that 21.6% of students was left brain dominant, 31.4%, right brain dominant and 47.1 % was integrated style. There was no gender difference in hemispheric dominance. Significant differences existed between the test scores when they were taught by using a mind map. Mind mapping turned out to be a valuable learning technique for the right brain students, helping them to achieve the same level of subject mastery as left brain students. There was a significant difference between males and females in relation to mind map application. Female scored significantly higher than males.

• Communications of Mathematical Education
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• v.37 no.3
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• pp.393-417
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• 2023

The necessity of this study was to improve academic achievement and math attitudes through leveled reciprocal peer learning, and the specific purpose was as follows. First, each unit seeks to select learning methods and contents for each level of class for reciprocal peer learning, second, develop activity sites for each level through curriculum analysis, and third, improve academic achievement and math attitudes through classes that apply reciprocal peer learning activities. The study was conducted on 60 second graders of 00 High School in 00 Metropolitan City. Two classes were selected for the midterm exam results for the first semester of the second grade. Class 1 was divided into the experimental group and the other class 1 was divided into the comparative group, and 13 classes were conducted for about 2 months from May 1 to July 4, 2020. The experimental group (30 students) was a class that applied leveled reciprocal peer learning activities, and the comparative group (30 students) was a class that was taught based on traditional textbooks. As a result of this study, first, in this study, it was possible to improve academic achievement and math attitudes by setting learning contents for each unit and applying reciprocal peer learning activities for each level. Second, the experimental group taught by applying leveled reciprocal peer learning activities was effective in academic achievement and math attitudes compared to the comparative group taught based on traditional textbooks to students in the upper, middle, and lower groups. Third, in the class applying leveled reciprocal peer learning activities, low-level students who were neglected in math classes were also interested in the class and actively participated in it, showing improvement.

• The Journal of the Convergence on Culture Technology
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• v.9 no.3
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• pp.753-761
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• 2023

This study investigates strategies to increase learning efficiency for programming subjects to which flipped learning teaching method is applied targeting non-major students. Design a learner-centered flipped learning-based programming class and get strategies for effective application methods for field application. Also, the purpose is to explore the efficient application of the flipped learning teaching method to the computational thinking subject of liberal arts classes at this university. By applying the flipped learning teaching method, one of the innovative teaching methods, we consider ways to improve the quality of programming subject classes, the efficiency of practical education, and the improvement of learner achievement. The purpose of this study is to design an efficient learning model for software education targeting non-majors by applying various teaching methods and learning design models convergence away from the traditional teaching method.

• Proceedings of the Korea Multimedia Society Conference
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• 2001.06a
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• pp.412-415
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• 2001

본 연구는 초등 음악과 창작 학습을 위한 멀티미디어 활용과 그 효과를 알아보기 위하여 멀티미디어 활용 집단과 전통적인 수업 집단으로 구분하여 극용하고 학업성취도를 비교 분석해 보는 것을 목적으로 하였다. 멀티미디어 활용은 Noteworthy 1.70b를 이용하였다. 연구 대상은 부산광역시 장전초등학교 6학년 학생이며, 두 집단으로 구분하여 실시하였다. 연구의 가설로는 멀티미디어 활용 집단의 학업 성취도가 전통 수업 집단의 성취도보다 높을 것이라고 설정하였고, 결과 분석은 SAS(통계분석프로그램)를 사용하였다. 연구 결과 멀티미디어 활용 학습은 학습 집단 전체에 대한 학업 성취도를 균등하게 향상시킬 수 있다는 결론을 내릴 수 있었다.