• 한국과학교육학회지
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• 제30권5호
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• pp.557-575
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• 2010

이 연구는 현재 중 고등학교에서 적용하고 있는 교수 모형을 선택할 때 그 준거로 활용할 수 있는 교수 모형의 특성과 목적을 제시하고자 수행하였다. 교수 모형의 특성과 목적은 수업 모형과 교수 모형에 관한 문헌을 분석하고, 그 결과를 근거로 정리해 제시하였다. 이 연구에서는 지금까지 제시된 수업 모형을 교수 모형에 포함시키고, 교수 모형을 전통적 모형, 과도기적 모형, 현대적 모형으로 분류하고, 현대적 모형을 다시 그 대상에 따라 개념변화 모형과 순환학습 모형으로 구분하였다. 이 논문에서 제시한 네 가지 교수모형의 특성과 목적을 요약하면 다음과 같다. $\cdot$ 전통적 모형: 강의를 통한 과학지식의 교수, 발견법을 통한 과학지식의 습득, 탐구중심 교수-학습 과정을 통한 과학적 탐구 과정 기능의 습득 및 과학적 방법과 탐구 방법을 적용한 문제해결 $\cdot$ 과도기적 모형: 시범실험, 발견법, 탐구적 접근법 을 통한 탐구 과정 기능의 습득, 과학지식의 습득과 분화 및 발달 $\cdot$ 현대적 모형 - 개념변화 모형: 탐구중심 접근법을 통한 과학지식의 분화, 과학개념에 의한 과학 대체 개념의 교환 - 순환학습 모형: 발견 및 탐구를 통한 개념의 분화 및 대체 개념의 교환, 과학적 탐구 과정 기능의 습득 이와 같은 과학 교수 모형의 영역별 특성과 목적은 교수-학습의 목표와 주제에 적절한 교수 모형의 범주를 확인할 때 적용할 수 있다. 과학 교수-학습 현장에서 실제로 적용할 교수 모형을 선정할 때는, 교수할 주제 및 내용과 그 목표에 적절한 영역별 교수 모형의 특성과 목적을 확인한 다음, 그 영역에서 적절한 교수모형을 선정하는 것이 바람직하다. 이 논문에는 실제의 교수 모형을 선정할 때 적용할 수 있는 준거가 각 교수 모형의 특성과 목적의 형태로 기술되어 있다.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제6권2호
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• pp.123-133
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• 2002

The authors examined a college mathematics professor's change process in teaching practice by analyzing the teacher's reflective journal. Her change engaged cooperative learning method in a college Algebra course and was geared toward the reform-oriented methods. The change processes were revealed as a bumpy road that was full of struggles and challenges to both the teacher and students. The analysis also showed that a reflective journey needed a proper means and support system from a teacher's environment such as institution. This research clearly showed that brining a genuine change in teaching practice toward a broad educational goal was a combined effort among the participants of education.

• 한국학교수학회논문집
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• 제4권1호
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• pp.103-114
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• 2001

The purpose of this study is to develop learning materials for functional concept on variable and to verify the effect of how well students could learn functional concept after they studied with those materials. To accomplish the purpose of this study, I developed learning materials and after teaching students with them. I have concluded the followings : First, there was little effect in teaching functional concept on variable between two experimental groups, whereas teaching functional concept had greater effect on forming functional concept in high level groups in those two experimental groups. Second, teaching functional concept on variable had little effect on students' understanding of functional concept and perfecting tables in Black box, graph, and mathematical problems, whereas there was much effect in students' understanding functional concept and solving relation formula, image, and range problems related to everyday life or general things. On the basis of the problems which appeared in the process of this study, the following can be suggested : First, we should develop learning materials fit for low level students so that they could understand functional concept. Second, we should continue to teach the basic problems like solving relation formula, image, and range, and understanding functional concept in graph until students are able to understand them exactly. Third, since the goals of Unit Function in a middle school textbook is to solve problems related to everyday life through functional thinking, there should be change in constructing systematic contents of Unit Function in a middle school textbook.

• 한국수학교육학회지시리즈A:수학교육
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• 제51권2호
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• pp.131-144
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• 2012

The purpose of this study is to investigate the change of mathematics pre-service teachers' teaching behaviors in microteaching. This study is organized along the following lines: 1) mathematics pre-service teachers conduct twice microteachings, 2) the microteaching recordings and lesson observation reports written by pre-service teachers are analyzed. Through reviewing the first microteaching, pre-service teacher have reviewed and found out improvements of their teaching. In the second microteaching, pre-service teachers' teaching behaviors have been positively and effectively changed with respect to teaching methods, proposal of learning objectives, prior knowledge usage, presenting lesson's content, concise descriptions, brief language usages, multimedia, and appropriate questions. However, they frequently used inappropriate expressions from their unconscious habits. Therefore, the educational institutions should provide opportunities involved in well-structured microteaching training program with pre-service teachers, which in turn, help pre-service teachers to have more positive teaching competence.

• 한국과학교육학회지
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• 제13권1호
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• pp.100-120
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• 1993

Middle school students' conceptual changes on physics, chemistry, biology and earth science concepts which were intentionally selected by researchers had been investigated through traditional teaching and learning by paper and pencil tests and P.O.E. The weak points had been studied by individual interviews about the problems of traditional science classroom teaching after students' testing and learning about science concepts. As results, students' conceptual changes could be hardly found through traditional teaching and learning except several concepts in biology, The weak points of traditional science classroom teaching and learning were as follows: 1) Teachers teach science as finding answers. 2) The conventional science test is not performed to find students' concepts out but to recall simple knowledge or calculus. 3) Students hesitate to ask teacher Questions in science class because of their colleagues' or teachers' blame. These mean that science teachers need specially designed teaching methods on the students' concepts and reseachers had to study about science classroom socialogy, what happened in science classrooms.

• 한국수학교육학회지시리즈A:수학교육
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• 제45권4호
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• pp.381-406
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• 2006

This work aims to investigate mathematics teachers' knowledge and belief on the high school probability and statistics. For this aim, two research questions are estabilished as follows. (1) How is mathematics teachers' knowledge on the main contents of the high school probability and statistics in the 7th mathematics curriculum? (2) What is mathematics teachers' belief on the high school probability and statistics? Survey and interviews were carried out to answer the above research questions. Subjects of the survey were 2 7mathematics teachers who were answered to questionnaire. Among them, 3 volunteers were chosen by provinces for in-depth interview. Research findings in mathematics teacher's knowledge are as follows. Firstly, mathematics teachers do not have much of mathematical knowledge on the newly added and changed contents of the high school probability and statistics in the 7th mathematics curriculum. Secondly, mathematics teachers do not change their teaching-learning method for probability and statistics. Thirdly, many teachers think that the use of technology and reconstruction of the textbooks are required in teaching and learning of the high school probability and statistics. But, they stick on their own way. Research findings in mathematics teachers' belief are as follows. Firstly, many mathematics teachers view the nature of statistics as a branch of the applied mathematics and put the value of high school probability and statistics on the practical usefulness, Secondly, many mathematics teachers think that understanding concepts and improving problem solving ability are the best method of the teaching and learning. Thirdly, many mathematics teachers think that high school probability and statistics textbooks should cause motivations and interests in order not to give up studying probability and statistics. It is expected that the above findings can be used to change teachers' teaching and learning methods and to improve teachers training program.

• 한국가정과교육학회지
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• 제20권2호
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• pp.61-73
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• 2008

본 연구는 고등학교 1학년 기술 가정 교과 "직물을 이용한 생활용품 만들기" 단원에 천연염색과 조각보 만들기를 적용하여 전통이미지에 대한 인식의 변화를 알아보고 학생들의 기술 가정 교과에 대한 흥미도와 태도를 향상시키는데 그 목적이 있다. 연구 결과를 요약하면 다음과 같다. 첫째, 천연염색과 조각보 만들기에서 LT 협동학습 모형을 적용한 교수-학습 지도안 및 학습 자료를 개발하였다. 둘째, 개발된 교수-학습 지도안을 적용한 후 기술 가정 교과에 대한 학습흥미도와 태도 변화를 조사한 결과, 매우 긍정적으로 향상되었다. 또한 천연염색과 조각보 만들기 수업을 실시한 후 전통이미지 인식의 변화를 분석한 결과, 전통에 대한 관심과 흥미가 매우 긍정적으로 향상되었다. 이러한 결과로 볼 때, 천연염색과 조각보 제작을 통한 수업은 학습 흥미도와 태도를 향상시킬 뿐만 아니라 전통이미지인식의 변화에 매우 긍정적인 효과가 있음을 알 수 있으며, 개발된 교수-학습 지도안과 학습 자료들은 교육현장에서 전통문화에 대한 교육내용으로 활용 가능성이 높다고 할 수 있다.

• International Journal of Computer Science & Network Security
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• 제24권1호
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• pp.71-84
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• 2024

This paper presents a critical analysis of the current application of big data in higher education and how Learning Analytics (LA), and Educational Data Mining (EDM) are helping to shape learning in higher education institutions that have applied the concepts successfully. An extensive literature review of Learning Analytics, Educational Data Mining, Learning Management Systems, Informal Learning and Online Social Networks are presented to understand their usage and trends in higher education pedagogy taking advantage of 21st century educational technologies and platforms. The roles of and benefits of these technologies in teaching and learning are critically examined. Imperatively, this study provides vital information for education stakeholders on the significance of establishing a teaching and learning agenda that takes advantage of today's educational relevant technologies to promote teaching and learning while also acknowledging the difficulties of 21st-century learning. Aside from the roles and benefits of these technologies, the review highlights major challenges and research needs apparent in the use and application of these technologies. It appears that there is lack of research understanding in the challenges and utilization of data effectively for learning analytics, despite the massive educational data generated by high institutions. Also due to the growing importance of LA, there appears to be a serious lack of academic research that explore the application and impact of LA in high institution, especially in the context of informal online social network learning. In addition, high institution managers seem not to understand the emerging trends of LA which could be useful in the running of higher education. Though LA is viewed as a complex and expensive technology that will culturally change the future of high institution, the question that comes to mind is whether the use of LA in relation to informal learning in online social network is really what is expected? A study to analyze and evaluate the elements that influence high usage of OSN is also needed in the African context. It is high time African Universities paid attention to the application and use of these technologies to create a simplified learning approach occasioned by the use of these technologies.

• 한국가정과교육학회지
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• 제22권2호
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• pp.61-79
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• 2010

본 연구는 현장에서 '생애설계와 진로탐색' 단원의 효과적인 수업을 위한 기초자료를 제공하고 도서관을 활용한 실천적 문제 중심 학습의 활용 가능성을 제시하는데 목적을 두고 설계되었다. 제7차 교육과정 고등학교 10학년 12종 교과서의 '생활설계' 단원과, 2007 개정 교육과정 해설서의 9학년 '생애설계와 진로탐색' 단원에 대한 내용을 분석한 결과를 바탕으로 실천적 문제를 정의하고 '생애설계와 진로탐색' 단원의 내용을 재구성하여 10차시의 학교도서관을 활용한 실천적 문제중심 가정과 교수-학습 과정안을 개발하였다. 경기도 S고등학교의 재학생 139명을 대상으로 실험집단에는 개발된 학교도서관을 활용한 문제중심 수업을 도서관에서, 비교집단에는 동일주제를 가지고 교실에서 수업을 진행한 후 '생애설계와 진로탐색' 단원에 대한 의식 및 태도와 가정과에 대한 인식의 향상정도를 공변량 분석(ANCOVA)으로 알아보고, 학생의 수업방법에 대한 만족도를 살펴보았다. 연구결과, 개발된 도서관을 활용한 실천적 문제중심 수업은 교실에서의 실천적 문제중심 수업보다 '생애설계와 진로탐색'과 관련된 바람직한 의식과 태도를 형성하고 발전시키는데 크게 영향을 미치는 것으로 나타났다. 또한, 가정교과를, 과학지식을 가정생활에 응용하는 능력을 기르는 교과, 가정과 연결된 사회문제 분석 능력을 기르는 교과, 주변사람들을 돌보고 존중하는 능력을 기르는 교과, 현대사회에서 중요한 교과라고 긍정적으로 인식하게 하는데 영향을 미치고 있었으며, 수업방법과 수업 전반에 대한 학생들의 만족도가 매우 높은 것으로 나타났다.

• 대한수학교육학회지:학교수학
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• 제4권3호
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• pp.495-511
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• 2002

In this paper, we deal with the teaching of parameter in the school mathematics. The roles of letters become different according to the letters-used context. That is, the meaning of letters may change in the course of being used. But specifying the roles of letters without understanding the distinction between the roles is not enough for students to learn the meaning of variables, specifically that of parameters. Therefore, the parameter-learning should focus on the dynamic change of roles. That implies flexible thinking and changing of perspectives.