• Journal of Elementary Mathematics Education in Korea
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• v.3 no.1
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• pp.75-92
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• 1999

Many educators say that one of the key theory which is widely accepted teaching-learning process in the 7th mathematics curriculum is constructivism. They believe constructivism is very powerful as a background theory in teaching-learning mathematics and in this point of view, each student can construct knowledge by himself in the inner world. Therefore, the aspect of teaching-learning methods in the 7th mathematics curriculum focused on inquiry learning, self-directed learning, cooperative learning. Through this methods, the 7th mathematics text also composed of ease, interesting and dynamic activity oriented subjects. And constructive teaching-learning methods in mathematics is implemented variously by those whom attracted in constructivism. Thus, the purpose of this study is to build up a model that is required to systematize teaching-learning process in mathematics as a guideline for teachers. Another purpose of this study is to make clear that the presented model is appropriate process for teaching-learning in mathematics.

• Journal of Korean Library and Information Science Society
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• v.41 no.4
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• pp.355-381
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• 2010

The purpose of this study was to develop teaching-learning method for reading guidance librarians in Korean Library and Information Science. Even though it was an increase of needs for reading guidance librarians in libraries, reading education courses provided by LIS in Korea lacked. Also, most reading education courses of LIS stressed knowledge-oriented education than the practice of reading program design or reading experience. So this study developed the teaching-learning method of the self-directed learning for the activities of post-reading portfolio, management of reading program for motivation, and the team-projected learning for the design of reading program.

• Korean Journal of Child Education & Care
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• v.18 no.4
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• pp.65-89
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• 2018

Objective: The purpose of this study is to analyze the science concepts and teaching and learning methods presented in the science education-related activities of the Nuri Curriculum teacher guidebooks for ages 3-5. Methods: The research data included 772 activities related to science education in the teachers' guidebook. The analysis of science concepts was based on physical science (force and motion, physical structure, electricity and magnetism, light and shadow, sound properties), chemistry (material properties, material reaction), life science (organizational structure, growth and change, heredity and evolution, animal plant and human relationships), earth science (earth system interaction, earth system structure, and universe), engineering (designed world, engineering design, engineering, technology and society) and ecology (environment preservation). Teaching and learning methods were analyzed according to the types of small and large group activities and of free play activities. Results: Science concepts were mainly presented in the fields of engineering, chemistry, and life science commonly among children aged 3-5, whereas the concepts of physical science were lowly presented in all ages. Science concepts appeared mainly in the daily subjects of 'animal plant and nature', 'life tools', 'environment and life', and 'spring, summer, autumn and winter'. As the teaching and learning method, free paly activities (science area, free outdoor selection activity, math and manipulative activity) were mostly used for the ages of 3 and 4, and small and large group activities (cooking, story sharing, music activity) were for the age of 5. Conclusion/Implications: It is necessary to select the level of science area and concept that can be taught according to the age of children and the timing of the teaching.

• The Journal of the Korea Contents Association
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• v.21 no.4
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• pp.14-25
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• 2021

The purpose of this study is to explore what are the interactive factors of synchronous online education in university and identify the level of interaction. This study used mixed research method. As a result of the interaction level, it was recognized that face-to-face education could be more interactive than synchronous online education. Synchronous online education could have better interactive between instructor and learner, and among learners than asynchronous online education. Factors which influencing the interaction were as follows: small group activities and scaffolding, diversification of communication channels and integration of learner's question in learning content. Detrimental elements were distance felt between instructor and learners, low intimacy among learners, content-focused lecture, restrictions on non-verbal communication, unstable systems and misusing microphones. The necessary factors to promote interaction are planning interactive class activities, etc. Based on the results, it was to suggest what kinds of efforts are needed to make interaction more effective in terms of teaching and learning method & activity, tool & system, and environment.

• Journal of The Korean Association of Information Education
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• v.1 no.1
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• pp.82-91
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• 1997

The purpose of thesis is to design and implement an efficient Internet-Based courseware which facilitates the problem solving learning. This courseware was developed in order to provide important foundations of learning in open-education environment using WWW. The targeted level is elementary students, To do this, the definition of problem solving, its processes, and advantages or pitfalls of computer-based problem solving learning were examined, with the advantage of using WWW as an educational tool. The theme of implemented courseware was selected from SATIS which is relevant for the problem solving learning. The courseware has three main parts; learning activity module, teaching activity module, and learning tool module. The learning activity module controls courseware flows and was implemented in accordance with the problem-based teaming processes. It: can be proceeded either sequential way or random access by setting linker. The advantage of random accessing method is that it may facilitate student learning because each student can regulate their learning processes which correspond to their own experiences. The teaching activity module provides for teachers useful informations for helping student's learning and it also can be used as an assessment tool for student's achievements, The learning: tool module consists of conversational note, e-mail address, help, and search tool. It is linked with learning activity module and teaching activity module so that teachers and students can actively participate in teaching-learning processes.

• Journal of Korean Home Economics Education Association
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• v.22 no.1
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• pp.1-19
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• 2010

The purpose of this study was to develop practical problem focused teaching learning process plan for housing for the later life in order to apply it to the older stage of family planning section of Technology Home Economics in a highschool. Practical problem focused method was used for the teaching learning process plans of 3-session lessons according to the ADDIE model. The global practical problem was "What should I do to plan a safe and comfortable housing for the later life?" In the development stage, 53 teaching learning materials (44 students activity materials, 2 students' and 5 teacher' reading texts, and 2 moving pictures) were developed for 3-session lessons. The planes applied to the 5 classes, 150 students, in the freshmen of B highschool during April 20th-24th, 2009. The 5 point likert questionnaire were used to evaluate the 3-session lessons about 4 contents related aspects as well as the methods and effects of the lessons besides 2 open ended questions. The overall evaluation was very positive in all 6 aspects of the lessons. Some students wanted to learn more about universal design and aging related jobs. Those results showed that the practical problem focused teaching learning process plan for housing for the later life which this study developed would be appropriate to teach the older stage of family planning section related to housing and could be adjusted to the condition of each school and regions.

• 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.

• The Journal of Korean Association of Computer Education
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• v.12 no.3
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• pp.11-22
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• 2009

Scratch, one of the educational programming languages, provides a media-rich programming environment and easy interface to users. It supports Korean language and is utilized usefully in programming classes in elementary and middle schools. However, programming causes cognitive loads to young students. Because the programming process is a complex problem solving procedure that requires logical and abstract thinking abilities. Therefore, we developed a problem based scratch programming teaching and learning model to enhance intrinsic motivation of learners and to maximize the effects of using the scratch, educational programming language. The developed problem based teaching and learning model considered elementary students' characteristics. It was implemented in fifth grade elementary school classes and the educational effects of the model was analysed. The developed model was helpful in enhancing students' problem solving potential and logical thinking abilities.

• School Mathematics
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• v.5 no.2
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• pp.241-257
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• 2003

The goal of mathematics education in the 7-th national curriculum is focused on maximizing learning effectiveness through teaching mathematics, considering learning contents and levels appropriate to various levels of students' abilities. Thus, reduction of contents, learner-centered way of teaching, and multi-step differentiated learning are centered around the curriculum. However, in reality one of the most difficult problems mentioned by many inservice teachers is that students are not interested in school mathematics because some of them tended to learn mathematics in advance in private institutes and others felt difficult from school mathematics. Thus, alternative solutions are strongly required. When students are more interested in mathematics classes and instructional materials, as a more effective way of teaching, are appropriately used, problems mentioned above are expected to be solved. In order to solve problems, additionally, this study investigated the amount of time assigned to each area of mathematics textbooks from level 1-A to level 6-B, which are currently used in elementary school. This study also examined inservice teachers' views about how instructional materials should be used. This will be helpful on using and developing instructional materials, and it will lead to more exciting classes of mathematics. However, these teaching materials need to be carefully used regarding their relationships with pedagogical transfer, metacognitive movement, and localization.

• The KIPS Transactions:PartA
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• v.9A no.4
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• pp.621-630
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• 2002

Web based lecture & learning system has changed the conventional learner-oriented educational environment by adding mutual interactions. From the learner competency-based education. the necessity of the learner-oriented education and the mutual cooperation among the learners has been increased. A project-based education system will achieve a progressive development in understanding and the competency for the job to be performed by the mutual interactions between the learners and between the learners and the lecturer. This paper presents the project-based learning system in order to facilitate and achieve the goals of the industrial business processing system implementations in the ongoing popular Internet environments. In the proposed project-based system, the lecturer presents a problem to be solved and leads the education as a supervisor The learner can maximize the efficiency for study by taking advantage of the learner-oriented comparison study and the patterning.