• Journal of Korean Home Economics Education Association
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• v.26 no.1
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• pp.1-16
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• 2014

The purpose of this research is to develop a theme-based integrated teaching/learning plan in clothing, food, and housing in home economics and to apply the developed process in classes for evaluation in order to identify the suitability in schools. The theme-based integrated teaching/learning plan developed on the basis of textbooks consist four sub-themes; choosing($1^{st}$ and $2^{nd)$ lessons), using($3^{rd}$ lesson), processing ($4^{th}$ lesson), and alternatives($5^{th}$ and $6^{th}$ lessons) under the main theme of 'green family life'. The results from 20 individual and group activities showed that the students actively solved the problems when the presented cases were related to their own lives or experiences. The opportunity to implement green life through activities motivated students' willingness to proceed in real life. However, it is vital to assist integrated thinking through various examples before beginning due to students with difficulties connecting the issue from one area to the other during the problem-focused activity. The students' ability to solve the activity workbook had been improved as the lessons continued. From the survey questions on the theme-based integrated lessons, all items associated with integration of clothing, foods, and housing were positively responded. Also, questions regarding general understanding, suitability and satisfaction on the teaching/learning process were marked positive. The conclusion could be that the integrated theme related to clothing, food, and housing in our life would be appropriate for green family life. The theme-based integrated teaching/learning plan is effective in understanding the occurrence of green family life in relation with clothing, food, and housing, identifying the practical ideas implementing green life in those areas, and improving the integrated ability to solve the green life related problems. However, this research has its weakness in generalizing the results due to its limited survey respondents and post-evaluation being the only assessment conducted.

• Proceedings of the KAIS Fall Conference
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• 2012.05a
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• pp.214-218
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• 2012

본 연구는 문제중심학습이 유아의 문제해결력과 학습흥미도에 영향을 미치는가를 알아보는데 그 목적이 있다. 본 연구의 연구 대상은 D광역시에 소재한 사립유치원에 만5세에 재원 중인 유아 50명이다. 연구집단은 문제중심학습 프로그램을 처치하였으며, 비교집단은 교사중심 수업을 처치한 후 사전과 사후검사에는 문제해결력 검사와 학습흥미도 검사를 실시하였다. 본 연구를 위한 실험처치는 5주간에 걸쳐 진행하였으며 PBL 수업을 위한 프로그램 개발, 사전검사, 실험처치, 사후검사 순으로 이루어졌다. 본 연구에서 얻어진 주요 결과를 요약하면 다음과 같다. 첫째, PBL 수업을 적용한 연구집단이 교사중심 수업을 적용한 비교집단에 비해 유아의 문제해결력이 높았다. 즉, 문제의 발견 및 진술, 문제에 대한 아이디어 제안 및 적용, 문제 해결에 대한 결론짓기에서 유의한 차이가 있다. 둘째, PBL 수업을 적용한 연구집단이 교사중심 수업을 적용한 비교집단에 비해 유아의 학습흥미도가 높았다. 즉 주의집중, 흥미도, 자신감, 성실성, 활동에 대한 관심에서 유의한 차이가 있다. 이와 같은 결과로 볼 때 PBL 수업은 교사중심 수업에 비해 유아의 문제해결력과 학습흥미도를 향상에 있어서 더욱 효과적이다.

• Journal of Korean Home Economics Education Association
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• v.20 no.4
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• pp.19-42
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• 2008

The purpose of this study was to develop practical problem-based home economics teaching.learning process plans about a unit 'the youth and consumer life' of middle school eighth-grade Technology and Home Economics by applying blended learning(BL) strategy. According to ADDIE instructional design model, this study was conducted in the following procedure: analysis, design/development, implementation, and evaluation. In the stage of design and development, the selected unit was converted into a practical problem-based unit, and practical problem-based teaching. learning process plans were designed in detail by using BL strategy. An online study room for practical problem-based home economics instruction grounded in BL strategy was prepared by using Edunet(http://community.edunet4u.net/${\sim}$consumer2). Eight-session lesson plans were mapped out, and study aids for students and materials for teachers were prepared. In the implementation stage, the first-session teaching plans that dealt with a minor question 'what preparations should be made to become a wise consumer' were utilized when instruction was provided to 115 eighth graders who were in three different province, and the other one was in a middle school in the city of Daejeon. The experimental teaching was implemented for two weeks in the following procedure: preliminary program, pre-online learning, main instruction and post- online learning. The preliminary program was carried out in a session in the classroom, and pre-online learning was provided before the main instruction was given in a session in the classroom. After the main instruction was completed, post-online learning was offered. In the evaluation stage, a survey was conducted on all the learners and teachers to find out their opinions and suggestions.

• 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.

• Journal of The Korean Association For Science Education
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• v.18 no.2
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• pp.201-208
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• 1998

Although cooperative learning strategies in many subject areas have been found to be effective, the effect of cooperative learning on academic achievement in science laboratory setting is not clear. Reported results on the effects of the strategies for higher achieving students are not also consistent. In this study, the cooperative learning strategies emphasizing student-centered learning which included higher order thinking activities were used in a elementary school science course. The cooperative and traditional learning groups were selected from fifth-grade classes, and taught about dissolution and solution for 16 class periods. The effects of the cooperative learning strategies upon students' academic achievement, science process skill, the attitude toward science instruction, and the perceptions of classroom environment were investigated. Two-way ANCOVA results revealed that the test scores of academic achievement and science process skill for the cooperative learning group were significantly higher than those of the traditional learning group. No interaction between the instruction and the level of previous achievement was found. The perceptions of confliction were higher in cooperative learning group. In the attitude toward science instruction and the perceptions of participation, however, no significant difference between the two groups was found. Educational implications are discussed.

• Proceedings of the Korea Contents Association Conference
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• 2016.05a
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• pp.167-168
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• 2016

수업시간에 강의 듣고, 집에서 숙제를 하는 방식은 더 이상 학습자의 학습동기를 이끌지 못하고, 효과적인 수업이 이루어 질 수 없다. 수업시간에는 학생들의 적극적 상호작용이, 집에서는 인터넷 환경을 통한 핵심 강의식 내용을 미리 듣고 수업 활동에 임하는 플립러닝에 대한 영어과 수업의 도입이 필요하나 이에 대한 연구가 충분하지 않은 실정이다. 이에, 본 연구를 통해 영어수업(독해중심)에서의 플립러닝 활용 수업 모형을 개발하고, 이를 현장에 적용 후 수정 보완하여 대학 영어수업에서의 플립러닝 정착 및 발전을 도모한다.

• Journal of The Korean Association For Science Education
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• v.39 no.3
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• pp.389-403
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• 2019

This study aims to analyze criteria and characteristics for preservice elementary teachers' critiques of their peers' inquiry-based instruction. This study reviews critiques written by 31 preservice elementary teachers enrolled in an elementary school science inquiry methods course wherein the teachers designed and implemented inquiry-based instruction. These preservice teachers participated in inquiry-based instruction as if they were elementary students and then evaluated their peers' instruction. Analysis of the critiques reveals that preservice teachers evaluated their peers' instruction on the following criteria: instruction context, science content, teaching strategies, students, instructional goals, non-verbal attitude, and assessment. Their beliefs about teaching science inquiry were reflected in the critiques. Additionally, it was found that four orientation for teaching inquiry-didactic, academic rigor, activity-driven, inquiry orientation-reflected in critiques; some of critiques held more than one of these orientations. And they did not merely criticize but suggested alternatives to general teaching strategies; furthermore, of inquiry-instruction specific teaching strategies. They showed higher epistemic understanding of inquiry-based instruction after mid-term demonstrations. The evidence demonstrated that the proportion of critiques specifically about inquiry-based instruction increased after the mid-term demonstrations. Moreover, the post mid-term critiques emphasized interaction between students as well as understanding of the nature of science. These findings could provide implication for teaching inquiry and criticizing others' instruction as part of elementary school science courses in preservice elementary teacher education.

• Journal of Korean Home Economics Education Association
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• v.32 no.2
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• pp.59-76
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• 2020

The purpose of this study was to develop and evaluate the teaching/learning process plan of 'housing culture and practical space use' for home economics in middle school according to the problem based learning(PBL) model. The plan consisting of 4-lessons has been developed and implemented following the steps of ADDIE model. Various activity materials (4 scenarios, 6 individual activity sheets, 10 reading texts, and 5 working resources) and visual materials (4 sets of ppt and 4 moving pictures) as well as questionnaire were developed for the 4-session lessons. The plans were implemented to a single class of 21 junior students at H middle school in rural area, Kyeongnam, from 1^st to 12^th of April, 2019. Students highly enjoyed and were satisfied with the whole 4-lessons in aspects such as understanding of the contents, adequacy of materials and activities, and usefulness in one's own daily life. Additionally, they have more actively participated in the lessons than usual and even interested in learning more of such lessons. Students also reported that they highly accomplished the goal of each lesson as well as overall objectives. They showed interest in the major part of PBL lesson such as scenario and group activities. And they engaged themselves in drawing the share housing space plan with '5D planner' web program which they described as the best part of the lessons. The teaching/learning process plan developed in this study may be used as a theme of maker education, which is emerging these days. It can be concluded that the PBL teaching/learning process plans for 'housing values and practical space use' would contribute to improving students' attitude on living with others and ability to manage one's individual life.

• 한국지구과학회:학술대회논문집
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• 2005.09a
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• pp.231-244
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• 2005

이 연구는 고등학교 지구과학 탐구활동에서 소그룹활동을 학생들의 대화를 중심으로 분석하고, 반성적 탐구활동이 교육과정별로 어떤 차이를 보이고 소그룹내의 상호작용특성에 따라 반성적 탐구양식의 차이가 어떠한지 알아보는 것이다. 그럼으로써 학생들이 어떤 반성적 탐구양식을 보이며 어떻게 발달시키는지에 관한 이해를 제공하고, 수업속의 맥락은 이러한 반성적 탐구학습을 증진시키고 억압하기위해서 어떻게 상호작용 하는지를 알아보고자 하였다. 이에 대한 연구문제로 소그룹을 이용한 탐구활동 수업과 반성적 탐구활동수업 중 반성적 에피소드의 차이가 있는가, 소그룹내의 그룹상호작용의 특징에 따른 반성적 탐구유형의 차이는 있는가를 설정하였다. 이를 위해 고등학교 1학년 2개 학급을 선정 기존의 우리나라 교육과정에 의거한 탐구활동수업 4차시, 반성적 탐구교육과정 수업 4차시를 각각 실시하고 수업을 녹화 전사해서 언어행동 분석틀과 반성적 탐구의 3가지 맥락을 통해 분석하였다. 연구 결과 두 교육과정 모두 도입에서 두 교육과정 모두 A-AD맥락의 반성적 탐구가 전형적으로 자주 나타나며, 반성적 탐구 교육과정수업에서는 AD-SR가 주로 나오는 것으로 보아 과제활동초기에 역할 분담과 과제 활동의 전략을 세우며, 전략을 세울 때 영역개념을 이용하는 것을 안수 있었다. 우리나라 교육과정 수업에서는 반성적 탐구진술이 간단하고 계획과정이 짧으며, 주로 과제 맥락 내에서 반성적 탐구를 하는 것으로 나타났다. 전개부분에서는 두 교육과정모두 DI-DP, DI-A맥락의 반성적 탐구가 나타나 자료 항목과 자료 패턴 그리고 인공물과 관련시키는 반성적 탐구가 공통적으로 나타나며 반성적 교육과정수업에서는 대체로 자료 맥락의 영역개념과 과제 맥락을 연결시키는 반성적 탐구가 잘 나타나고 있다. 반면 우리나라 교육과정에서 주로 과제 맥락 내에서 반성적 탐구가 나타났다. 정리단계에서는 반성적 교육과정 수업에서는 DC-DP가 주로 나타났으며 우리나라 교육과정수업에서는 DC-DP DP-AD맥락의 반성적 탐구가 나타났다. 정리활동에서 우리나라 교육과정은 반성적 교육과정보다 자료 맥락의 영역개념을 더 자주 이용하고 다양한 맥락의 반성적 탐구가 나오고 있으며, 이는 우리나라 교육과정의 학습지의 활동이나 문제는 학생들에게 익숙하고, 자료 패턴을 가지고 행동결정으로 연결짓는 활동이 명확히 제시되었기 때문이라고 판단된다. 두 그룹의 상호작용 특징에 따른 반성적 탐구의 성향의 차이는 도입단계에서 그룹의 특징과 상관없이 A-AD, AD-SR맥락의 반성적 탐구가 나왔으며 전개와 정리단계에서는 N그룹에서는 DP와 관련된 의미 있는 반성적 탐구가 나오는 반면 M그룹에서는 이러한 맥락의 반성적 탐구는 아주 드물게 나타나며, GN과 관련된 행동결정이 자주 보이고 있었다. 정리활동시 주로 하는 기록 활동에서 N그룹에서는 다양한 맥락에서 반성적 탐구를 하고 있는 것에 비해 비교 그룹에서는 서로 견제하고 확인하는 상호작용의 특징에서 나타나는 AD-SR맥락의 반성적 탐구가 자주 나타났다. 반성적 탐구 척도 두 그룹을 비교 했을 때 CON 상호작용의 특징이 낮게 나타나는 N그룹이 양적으로 그리고 내용적으로 더 의미 있는 반성적 탐구를 했다

• The Journal of the Convergence on Culture Technology
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• v.9 no.1
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• pp.355-360
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• 2023

Recently, with the development of digital, children are exposed to a lot of media media. Reading activity decreases, making it difficult to acquire information from books or organize and remember acquired information. Since education with augmented reality increases children's participation and immersion in learning, we proposed a reading activity application with augmented reality technology to increase children's reading interest and creativity. In addition, based on the five nurturing processes, we designed a play-oriented reading activity for the application. In addition to the application suggestions, we designed a play-centered lesson model so that it can be used in actual lessons. In order to analyze the conceptual thinking framework according to the lesson model design, we visited an actual daycare center and conducted a class attended by an expert. Experts who participated were asked to fill out a pre-produced questionnaire to review the suitability of the reading activity class model and operation, and the feasibility was examined. Our lesson model design was based on limited book content, and due to ethical concerns, large-scale experiments with children could not be conducted, so the results of the study are not representative of the whole. However, it is significant that the possibility of running a new reading activity class based on the Nuri course has been examined and proposed.