• Title/Summary/Keyword: 학생능동수업

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The Development of Teaching and Learning Model in Physical Education and Competitive Activities Using Flipped Learning (플립러닝을 활용한 체육과 경쟁활동 교수학습 모형개발)

  • Jeon, Ki Chan;Lee, Dong Yub
    • The Journal of the Convergence on Culture Technology
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    • v.8 no.5
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    • pp.351-357
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    • 2022
  • This study was conducted for the purpose of developing a flipped learning teaching and learning model for physical education and competitive activities and confirming the validity of the model. We used the model research method as a research method to achieve the purpose of this study. First, we developed a flipped learning model for physical education and competitive activities through model development research, and then confirmed the validity of the model through model validation research. Based on the teaching and learning model developed through this study, students can change from passive learners to active learners in physical education classes, and it is expected that they can achieve class goals based on interactions between learners different from existing physical education classes through cooperative activities.

A Study on UX Design Process Lecture Based on Modified PBL (Problem-Based Learning) (변형된 PBL 기반의 UX 디자인 수업 설계 연구)

  • Kim, Jung-Yi
    • Journal of the Korea Convergence Society
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    • v.9 no.1
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    • pp.117-131
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    • 2018
  • PBL is expected to be very useful in the engineering project course that leads students to active learning in problem solving process. But it is not actively utilized because of various problems. In this study, modified PBL lectures were laid out for a course that practice UX design process. Modified PBL lectures provide theoretical class and two PBL practices. The variant is that the problem design is made by the students themselves on a weekly basis, rather than by the instructor, and that the two PBL processes consist of one project. The results of this study are meaningful as a basic data in PBL-based engineering college project class. Additional discussion of how to evaluate grades needs to be specified.

Tess를 이용한 교수${\cdot}$학습에서 변환지도에 대한 사례연구 -부진아를 대상으로-

  • Go, Sang-Suk;Hong, Seok-Man
    • Communications of Mathematical Education
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    • v.14
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    • pp.85-102
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    • 2001
  • 칠판과 분필만을 이용한 증명 위주의 기하 수업을 탈피하여 현장에서 사용할 수 있는 능동적인 교수${\cdot}$학습에 한가지 방법을 제시하고자 수학에 자신감이 없는 고등학교 1학년 학습 부진아를 대상으로 컴퓨터 프로그램, Tess를 이용하여 학생의 변환 개념에 대한 이해도를 조사하였다. 또한, 테셀레이션을 직접 만들어 가는 과정을 통하여 타 교과와의 수학적 연결성을 이해하고, 수학의 실용성과 실생활과의 연관성, 도형의 아름다움을 학생이 스스로 찾고, 발견하는데 초점을 두었다. 우리의 전통 문양도 수학교육에 충분히 이용될 수 있다는 사실을 확인할 수 있었고, 학생의 수학에 대한 태도가 크게 향상됨을 알 수있었다.

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Analysis of Learners' Characteristics and Preferences for Effective Online Learning (효과적인 온라인 학습을 위한 학습자특성과 선호도 분석)

  • Lee, Young Lim;Im, Hee-Joo
    • Journal of Convergence for Information Technology
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    • v.11 no.12
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    • pp.138-147
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    • 2021
  • This study aims to analyze the characteristics and preferences of learners who participated in college online classes for effective online learning. A total of 101 college students who participated in online classes completed the survey including personal characteristics of students and learning factors that affect online classes. The results showed that male students were more likely than female students to respond that online classes were more effective. Likewise students who learned from video recordings compared to those who learned from real-time lectures. As a result of analyzing the difficulties of online learning, there was a high probability that online learning was ineffective for students who had difficulties in self-learning and asking questions to their lecturers. Likewise, students who spent a lot of time studying online lectures, there was a high probability that online classes would be more effective for students who spent a lot of time on assignments. The results suggest that online learning is more effective for students who learn actively and self-directedly than those who passively participate in classes. This study implies that it is necessary to design online classes based on the characteristics and preferences of learners to improve the quality of education.

Impact of Role-play activities on academic achievement and learning attitude in science class (과학수업에서 역할놀이 활동이 학업성취도와 학습태도에 미치는 영향)

  • Kim, Myung-Sook;Oh, Ki-Sun;Cho, Dal-Hyun
    • Journal of Digital Convergence
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    • v.10 no.4
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    • pp.323-331
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    • 2012
  • Cell division in biological education is an important and unintelligible unit. Most of students have no interest in learning the content, and don't concentrate on it because cell division unit contains relatively difficult content. In this vein, during considering the effective learning methods, the researcher found role-play as the method for student's positive access to important and unintelligent learning content. Effect of role-play on their learning achievement of science was analysed through the Chapter of cell division on 3rd grade of middle school students. For this study three levels of middle school students were selected from the school located in Seoul. And divided this students into experiment group and control group by 2 classes respectively. Before putting into practice this instruction, there took into account the before and after of students' learning achievement and their learning attitude by using same questionnaire. On the other hand, the researcher put into practice co-variate analysis by using SPSS statistical package as the measurement method.

Comparison between Traditional Classrooms and Active Learning Classrooms: The Impact of Learning Spaces on Student Perceptions (전통 교실과 Active Learning Classroom 간 비교 연구: 학습 공간이 대학생들의 인식에 미치는 영향을 중심으로)

  • Choi, Koun;Shin, Won-Sug;Kim, Myunglang
    • Journal of Convergence for Information Technology
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    • v.10 no.8
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    • pp.161-172
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    • 2020
  • The purpose of this study is to compare students' perception shaped by two different university classrooms: Traditional Classroom and ALC(Active learning classroom). We conducted survey of 71 university students who were taught by an identical instructor using same pedagogy. The survey questionnaires asked respondents about their perceptions on teaching and learning and physical environments relations, teaching proficiency, social context, student satisfaction and immersion. The data was analyzed using Student's T-test. The results showed that ALC group, compared to the traditional classroom group, demonstrated statistically higher awareness on teaching and learning and physical environments relations, teaching proficiency, and instructor-student unofficial relations. Based on these findings, implications and limitations of this study were discussed.

Basic knowledge of oral health before major courses (전공 수업 전 구강보건 기초지식 분석)

  • Woo, Hee-Sun
    • Proceedings of the Korean Society of Computer Information Conference
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    • 2017.07a
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    • pp.231-232
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    • 2017
  • 대학에서 학습효과를 높이기 위해 신입생들을 대상으로 기초학습능력검사를 실시하고 있다. 대학별 수시 비율이 높아짐에 따라 특성화고등학교 학생들이 입학의 기회 폭이 증가하였다. 이과와 문과의 계열성을 떠나 수학, 영어 등의 기본 교육과정이 다르기 때문에 대학에 진학해서 그동안 배우지 않은 전공 교과목에 많은 어려움을 느끼고 있다. 이에 본 연구는 보건계열 치위생과에 입학한 학생들의 가장 기본 전공과목인 치위생학개론 수업 전 구강에 관련된 지식을 다 각도에 따라 분석하여 이를 기초한 교수 학습 방법 및 학습자의 능동적인 수업 참여와 함께 동기 유발이 될 수 있도록 함에 있다.

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Science Teachers' Orientation toward Scientific Inquiry-Based Teaching (중학교 과학 교사의 과학 탐구 교수 지향)

  • Yang, Jungeun;Choi, Aeran
    • Journal of the Korean Chemical Society
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    • v.64 no.4
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    • pp.210-224
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    • 2020
  • The purpose of this study is to investigate science teachers' orientation toward scientific inquiry-based teaching. In this study, five middle school science teachers formed and participated in a teacher learning community for scientific inquiry-based instruction during one year. Data collection consisted of pre and post questionnaire and interviews, audio-recordings of teachers' collaborative lesson planning and reflection on teaching practice, and field notes of participant teachers' teaching practice and follow-up interviews. Data analysis indicated that there were four orientations toward scientific inquiry-based teaching. They were knowledge and beliefs about 'goals of scientific inquiry-based teaching', 'scientific inquiry-based teaching and learning', 'argumentation-based teaching and learning', and 'nature of science and science inquiry'. Teachers' collaboration in a teacher learning community would be effective in facilitating teachers' orientation to scientific inquiry-based teaching.

Design and Implementation of Problem Based Learning in Training Ship (PBL(Problem Based Learning) 수업 방법을 활용한 실습선 수업 설계 및 운영)

  • Kim, Bu-Gi;Kim, Noo-Ree;Kim, Jun-Ho;Choi, Hyun-Jun
    • Journal of the Korean Society of Marine Environment & Safety
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    • v.25 no.6
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    • pp.743-748
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    • 2019
  • This study suggested a process of redesigning and implementing problem based learning to enhance students' active and collaborative learning activities and learning outcomes. The results of this study are as follows. First, the ef ect of class participation, academic self-regulated learning, and academic self-efficacy were examined. As a result, first, the average of learning activity, class extension, and participation in class was high in the difference between before and after class. Second, the post average scores of all the factors except the 'evaluation' were higher than before. Third, academic self-efficacy showed a significant difference only in 'task preference'. Finally, students' satisfaction with the class was also high. The professor was also able to grasp the characteristics of individual students by designing and operating the classes using PBL, and it was confirmed that the interaction with students increased. Based on the results of this study, we discussed the limitations and educational implications of the problem based learning class and propose successful problem based learning design and operation of the classroom.

Design of programming language classes using flipped-learning based on MOOC (MOOC 기반의 플립러닝을 적용한 프로그래밍 언어 수업 설계)

  • Kim, Hwa-seon
    • Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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    • 2017.05a
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    • pp.679-681
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    • 2017
  • 현 시점의 대학에서는 기존의 산업기술을 ICT와 창의적으로 융합해 새로운 부가가치를 창출하는 4차 산업혁명에 대비하여 창의적 인재를 양성해야한다. 이를 위해 많은 대학에서는 모든 강의에 플립러닝을 도입하여 적용시키고자 하는 노력이 이루어지고 있다. 본 연구에서는 산업기술과 ICT의 융합에 기본이 되는 프로그램 개발의 핵심 언어라고 할 수 있는 C 언어 수업에 MOOC 시스템을 기반으로 하는 플립러닝을 적용하는 수업을 설계한다. 플립러닝 수업의 경우 자기 주도적 학습이 이루어지지 않을 경우 수업의 효과가 미미할 수 있다. 이러한 문제를 해결하기 위해 학생들의 참여를 능동적으로 이끌어 내고, 학습 이해도를 높이기 위한 방법을 제시하여 플립러닝 수업의 성공적 적용을 이루고자 한다.

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