• Journal of The Korean Association For Science Education
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• v.41 no.4
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• pp.339-358
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• 2021

This study explores the agency of a student leader, expressed through efforts to distribute power and encourage participation in elementary scientific modeling classes. The study also analyzes the context in which the leader's agency was expressed and the context in which the development of a collective agency was constrained. The participants were 22 fifth-grade students. The leader's agency was analyzed by examining his words and actions. As a result, at the outset of the study, the leader had the most power, performing all the activities as the sole authority in a non-cooperative participation pattern. However, with reflection and help from the researcher, the leader recognized the problem and facilitated the participation of other students. He developed an identity as a teacher and demonstrated the agency. The leader's agentic behaviors can be categorized into three aspects. First, regarding the cognitive aspect, the leader helped other students participate in modeling by sharing his knowledge. Second, regarding the normative aspect, he made rules to give all students an equal voice. Third, regarding the emotional aspect, the leader acknowledged the contribution of the students, increasing their confidence. The leader's agency temporarily helped the group to overcome the student hierarchy, facilitating a cooperative participation pattern. However, the development of a collective agency was constrained. The power of the leader was partially redistributed, and the other students did not position themselves as equal to the leader. To support the leader's agency to develop into a collective agency, it is necessary to redistribute the power of the leader more equally and to change the recognition of students.

• Proceedings of The KACE
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• 2017.08a
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• pp.99-102
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• 2017

2015 개정 교육과정에선 소프트웨어 교육이 강화되고, 정보문화소양, 컴퓨팅 사고력, 협력적 문제해결력을 교과 역량으로 제시하고 있다. 이에 본 연구에선 창의적 인제양성을 위한 효율적인 소프트웨어 교육을 위해, 하브루타를 접목한 알고리즘과 프로그래밍 수업모형을 제안하고자 한다. 여러 교과의 선행연구에서, 학습능력과 창의력 향상에 대한 하브루타 교육방식의 긍정적 효과를 입증하고 있다. 이에 질문, 토론 중심의 유대인의 교육방식인 하브루타를 소프트웨어 교육에 접목하여 협력적 문제해결을 통한 컴퓨팅 사고력의 신장을 기대해본다.

• Proceedings of the Korean Society of Broadcast Engineers Conference
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• 2017.11a
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• pp.127-130
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• 2017

방송 콘텐츠는 매우 잘 분업화 된 시스템에 의해 서로의 협력으로 제작된다. 그러나 대학의 교육과정은 각 학과의 특성과 목적에 맞추어 독립적인 학문과 실험이 이루어지므로 학생들은 완성된 콘텐츠 제작 과정을 경험하기가 쉽지 않다. 본 연구에서는 방송 콘텐츠 제작을 위해 프로그램 연출 및 영상, 음향, 카메라, 조명 등 다양한 분야의 경험을 가진 교수진의 협력을 바탕으로 방송용 콘텐츠를 만들어 가는 융합수업의 개발과 학습 효과를 분석하고 있다.

• Communications of Mathematical Education
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• v.9
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• pp.15-29
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• 1999

최근 초등학교를 중심으로 급속히 확산되고 있는 열린교육은 종래의 규격화된 일제식 수업과 경직된 교육운영의 틀을 깨고, 다양한 수업의 방법들을 도입하고 개발하고 보급하고자 하는 교육운동이다. 이것은 교육을 ‘하는 사람’이 아니라 ‘받는 사람’을 위주로 하여 행하는 민주주의적인 교육형태로서, 이른바 학습자 및 학부모의 요구에 부응하는 ‘수요자 중심의 교육’임을 뜻한다. 따라서 진정한 열린교육의 효과를 얻기 위해서는, 현재 일반적으로 주력하고 있는 학교교실에서의 교수학습방법 개선 노력 이외에 학부모와 학교간의 건전하고 진정한 협력 관계가 수립, 유지되어야 할 필요성이 높다. 따라서, 본 연구에서는 이러한 필요성에 근거하여, 교사와 어머니와의 동반자적 관계를 수립하고 서로 협력함으로써 초등학교 1학년 아동의 수학 학습의 방향 및 활동방법을 제시하고자 한다.

• School Mathematics
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• v.10 no.4
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• pp.515-535
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• 2008

As part of developmental research of a student-teaching practicum program, this research analyzed a mathematics preservice teacher's questioning. The practicum program is based on the model of reflective practice in a collaborative inquiry community for learning-to-teach. This paper describes how a preservice teacher's questioning pattern had changed on the program participation and explain how the change in discourse can be considered as an indicator for the pre service teacher's professional development. Suggestions for the future program development are discussed.

• Journal of the Korean association of regional geographers
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• v.17 no.4
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• pp.459-476
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• 2011

This research aims to figure out the impact of different reflective thinking methods on pre-service geography teachers' teaching knowledge. Four pre-service teachers in the same level were selected through the first simulated instruction, Then, different reflective methods were given them to carry out the reflection. Afterwards, they carried out their second simulated instruction. The change of average score of pre-service teachers was analyzed through the peer reviews and Paired samples T-test. The results are as follows. First, when the first peer review score were compared with second peer review, average score of all pre-service teachers improved. But, pre-service teachers who got cooperative reflection with a specialist had the widest variation in the increase level of average score comparing to those without reflection or reflective journal writing. Second, reflective journal writing through self-reflection led to their reflective thinking, but it did not induce them to reflective practice. Finally, pre-service teacher who got cooperative reflection with experienced teachers got the significant improvement in PCK through the T-test. In particular, it had significant statistical value in instruction section and understanding of students section. It demonstrates that the contextual section could be improved by self-reflection or repetitive class practices, while instruction section and understanding of students section needed consulting by assistants.

• The Journal of the Korea Contents Association
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• v.15 no.7
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• pp.629-642
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• 2015

The aim of this study is to investigate the efficacy of pair/group work on the improvement of receptive and productive vocabulary knowledge. One hundred and twelve university students participated in the study and they were divided into three groups. Pair work group(n=42) performed three vocabulary activities in pairs as extra-class works, and Individual work group(n=38) did them alone. On the other hand, Group work group(n=32) did the activities in groups consisting of four or five people during the class. Data were collected from one pretest and two posttest scores. The results showed that collaborative group work was conducive to the growth of both receptive and productive vocabulary knowledge. In contrast, pair groups who do not work collaboratively gained least vocabulary knowledge among three groups. From collaborative group work, participants in higher proficiency levels made greater vocabulary gains than those at lower levels. Based on these results, pedagogical implications are discussed.

• Journal of the Korea Society of Computer and Information
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• v.16 no.8
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• pp.67-76
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• 2011

This study is to analyze the effects on using robots in elementary regular classes. The robots and PC-linked applications were developed considering the school subjects' academic goals and the learners' responses were carefully examined while applying the robots in the class. The image profile after the robot application shows positive feedbacks in most of the contents and some significant differences were found in contents such as 'theoretical-practical', 'uncooperative-cooperative'(p<.05). Moreover, the analysis on the learners' image drawings shows that more robot images are formed related to the concrete learning environment. The learners have answered in an interview to evaluate their understanding of Robot based instruction that both direct and indirect robot experience induce positive participations and provide authentic learning experience. During the robot based instruction, the learners cooperate with their group members and recognize the cooperation as a positive activity. It proves that the robot based instruction can lead to a possibility of new education paradigm.

• 전자공학회논문지 IE
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• v.48 no.1
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• pp.36-44
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• 2011

The purpose of this study was to develop the basic design principles for the engineering mathematics teaching model that supported college students to become collaborative problem solvers. For this purpose, the following four design principles were drawn from the steps of systems approach, especially with consideration of needs of engineering students, professors, curriculum and relevant research on mathematical education. As a result, the four design principles for the engineeering mathematics teaching model were drawn as follows: (1) Improve students' basic mathematical learning abilities through repetition and elaborative practice of the basic mathematical concepts and principles, (2) Develop students' problem solving abilities through collaborative projects or learning activities with peers, (3) Facilitate students' reflection and provide teacher's monitoring and prompt feedback during their learning process, and (4) Build up online learning environments that enable students to become self-regulated learners.

• Journal of the Korea Convergence Society
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• v.12 no.2
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• pp.121-127
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• 2021

This study is to propose a communication strengthening teaching model using action learning for Spanish learners, and to verify its effectiveness through a case study of Spanish lessons. This study was conducted under the same conditions by dividing 91 students from September 1 to December 20, 2019 into experiment and control classes. As a result of the experiment, both classes improved their writing ability to some extent, but the learners in the experimental class applying action learning showed more meaningful results in terms of the content, expressions, fluency of the text, and the affective domain test also showed a significant difference. The development of this teaching model, which is necessary for learner-centered convergence activities, is expected to be of academic significance as it can be used for other foreign language class activities as well as improving Spanish communication.