• Journal of The Korean Association of Information Education
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• v.14 no.2
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• pp.157-164
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• 2010

This study proposed the information security integrated learning model-based KASP. By analyzing the teaching materials regarding information security in the regular curriculum, and by investigating preliminary studies, the information security contents were examined in terms of knowledge, attitudes, skills and ways to practice(KASP). And, the KASP-information security learning model integrating knowledge, attitudes, and ways to practice was developed, and the teaching plan and learning material hand-out were accordingly made out. Moreover, the developed model was tested in an experimental group, and common information security learning content centered on ethics in the comparison group in order to compare the results of two groups. As the test result analysis, it was verified that the developed KASP-information security integrated learning model was effective to help the students learn the knowledge, attitudes, skills and ways to practice.

• Journal of The Korean Association For Science Education
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• v.31 no.3
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• pp.475-489
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• 2011

The purposes of this study were to inform the exemplary models of integrated science and mathematics and to analyze and discuss their similarities and differences of the models. There were two steps to select the exemplary models of integrated science and mathematics. First, the second volume (Berlin & Lee, 2003) of the bibliography of integrated science and mathematics was analyzed to identify the models. As a second step, we selected the models that are dealt with in the School Science Mathematics journal and were cited more than three times. The findings showed that the following four exemplary theoretical models were identified and published in the SSM journal: the Berlin-White Integrated Science and Mathematics (BWISM) Model, the Mathematics/Science Continuum Model, the Continuum Model of Integration, and the Five Types of Science and Mathematics Integration. The Berlin-White Integrated Science and Mathematics (BWISM) Model focused an interpretive or framework theory for integrated science and mathematics teaching and learning. BWISM focused on a conceptual base and a common language for integrated science and mathematics teaching and learning. The Mathematics/Science Continuum Model provided five categories and ways to clarify the extent of overlap or coordination between science and mathematics during instructional practice. The Continuum Model of Integration included five categories and clarified the nature of the relationship between the mathematics and science being taught and the curricular goals for the disciplines. These five types of science and mathematics integrations described the method, type, and instructional implications of five different approaches to integration. The five categories focused on clarifying various forms of integrated science and mathematics education. Several differences and similarities among the models were identified on the basis of the analysis of the content and characteristics of the models. Theoretically, there is strong support for the integration of science and mathematics education as a way to enhance science and mathematics learning experiences. It is expected that these instructional models for integration of science and mathematics could be used to develop and evaluate integration programs and to disseminate integration approaches to curriculum and instruction.

• Journal of the Korean Society of Earth Science Education
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• v.5 no.1
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• pp.124-133
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• 2012

Modern society requires people with practical knowledge that is able to recognize actual problems in the complex reality and solve the problems. Due to that reason, the 7th National Curriculum aims to basically cultivate ability adaptable to information-oriented global age by maximizing students' individuality and creativity. However, as existing education is hard to improve creativity, logical thinking, information processing skills, and problem-solving ability in the information-oriented age, self-directed learning is getting highlighted. Therefore, this study aimed to look into how learner-oriented IPER for self-directed learning and problem-based learning(PBL) in middle school science affected academic achievement of science and self-directed learning characteristics. As the results of the study are as follows. First, as the result of pre-and post-test to compare and analyze the effects of IPER instruction model and PBL instruction model on learners' academic achievement increase, it showed that the class with IPER instruction model was more effective. Second, as the result of pre-and post-test to compare and analyze the effects of IPER instruction model and PBL instruction model on self-directed learning characters, IPER was more effective than PBL overall, and among sub-areas, 'openness', 'self-concept', 'initiative', 'future-oriented self-understanding', and 'self-evaluation' were more effective in IPER while 'creativity' was more effective in PBL. However, among sub-areas 'responsibility' and 'learning enthusiasm' didn't show statistically significant difference. Third, the results of the post-survey to compare and analyze learners' perception regarding the application of IPER instruction model and PBL instruction model, the two models were positively affective. In addition, as the result of comparing the two models, IPER was more positive than PBL.

• The Journal of Asian Finance, Economics and Business
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• v.7 no.11
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• pp.1049-1057
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• 2020

The shift from elite education to mass education in Vietnam has met the demand for education for everybody as well as for quality human resource talent for an emerging nation. Under the resource constraint, understanding the quality dimensions of education and its priority level is important for effective and efficient policies. This study was carried out using both qualitative and quantitative methodologies to develop quality criteria and a ranking model. Two rounds of in-depth interviews were conducted with fifteen experts in the field, who were rectors, employers, and recruitment specialists to develop the quality framework applied in Vietnamese universities under total quality management (TQM), starting from the input of the senior secondary school leavers, through a teaching process to the output. The first round of interviews were unstructured questionnaires designed to explore the main factors in quality assessment model. The second round affirmed the experts' agreement on the assessment model. Then, fuzzy logic was applied to rank eight criteria in the quality assessment model into priority order: cost, teaching and administrative staff, leadership, curriculum, student-related factors, internationalization, admissions, and campus. The results are critical for identifying the necessary actions to enhance the education quality and to further research on the optimal quality model.

• Journal of the Korean Society for Library and Information Science
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• v.58 no.1
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• pp.31-51
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• 2024

The purpose of this study is to propose a design model for school library based instruction under EduTech. EduTech-based education expands learning boundaries and requires new instructional environments and learning experiences for learner-centered deeper learning. Accordingly, this study modified the ADDIE model based on the system theory and presented a four-stage instructional design model (draft) consisting of 'analysis stage, preliminary learning and development stage, learning management stage, and team teaching evaluation stage.' This model reflects elements of flipped learning, the backward design model, and inquiry-based learning to develop of customized student materials and inquiry activities. In addition, the scope of learning was expanded to include prior learning, face-to-face learning, and additional learning to increase the diversity of collaboration and opportunities to utilize school library materials. Also, Several ways for school library based instruction within EduTec were proposed in terms of teacher librarians' expertise, school library space, budget, standard curriculum development, and comprehensive support system for reading education.

• Journal of The Korean Association For Science Education
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• v.17 no.3
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• pp.301-311
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• 1997

The purpose of this study is to construct a structural equation model and to analyze causal relationships among variables related to attitudes to science using structural equation modeling(SEM) with LISREL VII. The sample consisted of 483 10th grade boys from a general high school in Pusan, Korea. The questionnaires (ABC-attitude scale: affection, behavioral intention, cognition scale of attitude towards science) were developed by the researcher through a pilot study. And other instruments have modified previous ones. Five instruments were used in this study: GALT(group assessment of logical thinking), MTSlS(modified test of science inquiry skill), ABC-attitude scale, MSAS(modified scientific attitude scale), CSAT(common science achievement test). Structural equation modeling with LISREL VII($J\ddot{o}reskog$ & $S\ddot{o}rbom,$ 1993) was employed to estimate the causal inferences about hypothesized relationships among observed data sets. Three competing models consisted of five latent variable(scientific thinking ability, science inquiry skill, attitude towards science, scientific attitude, science achievement) - lP(inquiry preceding) model, AP(attitude preceding) model and AM(attitude mediating) model - were developed. Among these competing models, IP model satisfied the observed data sets. The causal relationships among "attitudes to science" and other latent variables were reliably identified. According to the results of the present study, science inquiry skill was the most significant variable that can predict science achievement. But scientific thinking ability has not directly influenced science achievement. This study suggests that inquiry based teaching-learning processes should be offered to students for improvement of science achievement. At the same time, it seems to be important to develop positive attitude towards science. Understanding of relationships among variables related to attitudes to science will be helpful to the development of science curriculum and to the design of science teaching and learning process. LISREL has been recognized as a useful approach in testing a SEM. However, in this study, LISREL approach was estimated as much more useful method for research design.

• Communications of Mathematical Education
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• v.29 no.2
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• pp.255-279
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• 2015

Educating for character was emphasized in 2009 reformed Korea national mathematics curriculum. Thus, in this study we basically conducted to realize the character education. This study aimed to develop the teaching and learning materials for character education in middle school. For the purpose of this study, the following study was carried out. First, we investigated the concept of character education. Second, based on this, we extracted the three factor(altruism, rationality, course orientation) for character education in mathematics teaching and learning. Third, we developed five teaching and learning models for character education. The five kinds of models are 'Respect model', 'Self-directed model', 'Cooperation-centered model', 'Self-interest model, 'Story sympathy model'. Finally, We have developed a teaching and learning materials in accordance with the models. And, we applied to the classroom and confirmed its effectiveness.

• The Journal of the Institute of Internet, Broadcasting and Communication
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• v.15 no.6
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• pp.275-281
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• 2015

Korea's e-government is the world best system and the open government data field is also ranking number 1 by UN evaluation. Therefore Korea's ICT level is ranking number 1 in the world especially in ICT (Information Communication Technology). However, in terms of national ICT capabilities, national ICT competency education is tend to perform by the simple list of courses rather than detail definition of the specific skills or training. In this paper, we define the national ICT capabilities through research and analysis of the national ICT competency model and define the relevant curriculum. This is very important to develop national ICT competency as well as ICT technologies because other countries will develop their information by learning from Korea's ICT and e-government as a model. Therefore, we firstly study about the national ICT competency model and will be drawn from the courses required for national ICT competency model.

• Journal of The Korean Association of Information Education
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• v.13 no.1
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• pp.1-8
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• 2009

This study proposes to develop an ICT teaching learning material for physical education based on the inquiry learning model, and to verify its efficiency by applying that material. Departing from the conventional simple applications of ICT, this paper studies ICT applications based on a 'learning model' with specific teaching-learning processes and methods in order to achieve the greatest effect for the final learning objective. This study reconstructed an inquiry-teaching-learning model for track and field and gymnastics lessons to fit ICT teaching-learning material, defined at each level with a process model; and developed a feasible curriculum. The developed material was applied to the 5th grade lessons. The result of this application indicated increased efficiency in the teaching-learning objectives, inducing interest in learning as well as in other technical or functional aspects.

• The Journal of the Convergence on Culture Technology
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• v.8 no.1
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• pp.307-312
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• 2022

In line with the 4th industrial revolution and the innovative changes of the 21st century knowledge and information society, the education field where the 2015 revised curriculum is applied is facing a situation where it is necessary to consider various teaching and learning methods. Among them, interest in instructional design applying flipped learning suitable for future education is growing, but studies on classes using flipped learning in actual music and education are rare. In general music classes currently conducted in the elementary education field, it is insufficient to learn the musical function targeted in the class. Therefore, this study developed and validated an instructional design model for elementary school music and classes that applied flipped learning based on the ADDIE model, which is a systematic instructional design model, using the design and development research methodology. Based on the developed instructional design model, major issues for each stage were presented, and major educational implications in the development process were discussed.