• 한국초등과학교육학회지:초등과학교육
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• 제29권2호
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• pp.233-241
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• 2010

The purpose of this study was to apply the instruction consulting model for elementary science lesson with novice teacher. In this study the PIE(Preparation, Implementation and Evaluation stage) instruction consulting model was used. This model was introduced and offered during the electromagnet unit for sixth graders. The results of this study were as follows. First, in the assessment of the teacher's satisfaction with the instruction consulting the client teacher was found to be very satisfied. Second, the inquiry and scientific achievement for the students of the client's class were to increase in the experimental group, which demonstrated a statistically significant difference. Given the above results, the instruction consulting applied with the PIE model for novice teachers, who desire to raise the success rate of the experiment for students in the electromagnet unit of the elementary science class, helped the teachers to teach the students.

• 대한수학교육학회지:수학교육학연구
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• 제8권1호
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• pp.101-123
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• 1998

The purpose of this study is to construct the "open" instructional model that might be used properly in mathematics classroom. In this study, the core philosophy of "openness" in mathematics instruction is looked upon as the transference itself from pursuing simply strengthening the function of instruction such as effectiveness in the management of educational environment into the understanding of the nature of mathematics learning and the pursuing of true effectiveness in mathematics learning. It means, in other words, this study is going to accept the "openness" as functional readiness to open all the possibility among the conditions of educational environment for the purpose of realizing maximum learning effectiveness. With considering these concepts, this study regards open mathematics education as simply one section among the spectrum of mathematics education, thus could be included in the category of mathematics education. The model for open instruction in mathematics classroom, constructed in this study, has the following virtues: This model (1) suggests integrated view of open mathematics instruction that could adjust the individual and sporadic views recently constructed about open mathematics instruction; (2) could suggest structural approach for the construction of open mathematics instruction program; (3) could be used in other way as a method for evaluation open mathematics instruction program.thematics instruction program.

• 한국학교수학회논문집
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• 제11권3호
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• pp.439-466
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• 2008

본 논문은 Web을 기반으로 하는 수학의 학습모형을 설계하고 학습 자료를 개발하여 정규 교과학습에 투입했을 때의 효과를 측정함으로서 Web 상에서 구현될 수 있는 대체 수업방안을 모색하는데 그 목적이 있다. 본 연구는 Web을 이용한 교육 자료 개발에 대한 이론적 토대, 교수-학습 모형의 설계와 구성, 정규 수업을 통한 실험 등 세부분으로 이루어져 있다. 먼저, 학습 이론과 학습자 중심의 교수 모형의 개발, 자료 설계 및 구축 과정, 수업 전략 등 Web 기반 교육의 핵심 원리를 살펴본다. 다음, Web 상에서 수학교육과 학습을 구현하기 위한 학습 프로그램을 개발하여 웹 사이트를 통해 학습을 수행하는 수학의 대체 학습모형을 제시한다. 마지막으로, 평면 2차 곡선을 주제로 수업모형을 설계하여 제작하고 이를 실제 수업에 투입했을 때의 학습효과를 전통적인 수업과 비교 측정함으로서 Web 상에서 이루어지는 학습모형을 구성하는데 있어 필요한 요소 및 발전 방향을 함께 모색한다.

• 한국과학교육학회지
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• 제14권3호
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• pp.293-303
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• 1994

The purpose of this study was to find the effect of molecular movement model based instruction on high school students' conceptions of diffusion and osmosis. The study was composed of two groups, the traditional instruction group in which the so-called traditional instruction was performed, and the other group in which interventions by researchers were made. The subjects of the traditional instruction group consisted of a total of 242 high school students from Seoul, Gwangju and Mokpo. The subjects of the model based instruction group consisted of 177 first-year high school students in Mokpo. The study was focused on the use of the term of 'molecular movement' in their explanation of diffusion and osmosis in the correct contexts. In general, students who got the molecular movement model based instruction showed more frequent use of the terms of 'molecular movement' in the correct contexts than the control group students did. It was found that misconceptions including teleological explanations changed into scientific explanations by the intervention. It seemed that the molecular movement model led students to make scientific explanations on natural phenomena. A further research is recommended to assess the improvement of teleological explanation and scientific attitude by the molecular movement model.

• 컴퓨터교육학회논문지
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• 제13권1호
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• pp.19-26
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• 2010

본 연구에서는 초등정보영재의 창의성 신장을 위한 방법의 하나로 교과 통합 로봇 프로그래밍 수업 모형을 개발하였다. 개발한 수업 모형은 초등학교 5, 6학년 정보영재 학생들을 대상으로 적용하고 효과를 분석하였다. 실험집단에는 교과 통합 로봇 프로그래밍 수업을 실시하고, 비교집단에는 도전 과제들로 구성되어 학생들이 문제를 해결하는 과정에서 겪는 오차를 수정하는 형태의 일반적 로봇 프로그래밍 수업을 실시하였다. 적용 결과 실험집단의 학생들이 창의적 성향, 창의적 인지 능력에서 유의하게 향상된 결과를 나타내었으며 이는 본 연구를 통해 개발한 교과 통합 로봇 프로그래밍 수업 모형이 초등정보영재의 창의적 성향, 창의적 인지 능력 향상에 긍정적인 영향을 준 것으로 볼 수 있다.

• 대한전자공학회:학술대회논문집
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• 대한전자공학회 2000년도 ITC-CSCC -2
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• pp.619-622
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• 2000

This research presents an analytical model to predict the instruction fetch rate on superscalar Processors. The proposed model is also able to analyze the performance relationship between cache miss and branch prediction miss. The proposed model takes into account various kind of architectural parameters such as branch instruction probability, cache miss rate, branch prediction miss rate, and etc.. To prove the correctness of the proposed model, we performed extensive simulations and compared the results with those of the analytical models. Simulation results showed that the pro-posed model can estimate the instruction fetch rate accurately within 10% error in most cases. The model is also able to show the effects of the cache miss and branch prediction miss on the performance of instruction fetch rate, which can provide an valuable information in designing a balanced system.

• 한국과학교육학회지
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• 제17권3호
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• pp.333-343
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• 1997

The purpose of the present study was to investigate an appropriate instructional model in order to remedy students' misconception. As hypotheses of this study, three instructional models, cognitive conflicting, hypothesis testing, and learning cycle models, on biological 'osmosis' concept were tested in 176 high school students. Results of the present study are as follows: 1. All groups used one of three instructional models showed a statistically significant improvement in conceptual change on the 'osmosis' concept between before and after the instruction. In addition, the three hypothesized instructional models were more effective in conceptual change than a traditional expository instruction. 2. There was a statistically significant difference among three experimental groups. Cognitive conflicting model and hypothesis testing model was more effective than learning cycle models. 3. An interviewing after instruction showed that students who had scientific concept on the 'osmosis' through the instruction could effectively apply the concept to other context more than students who had no scientific concept through instruction. The present study indicated that instructional model play an important role on students' conceptual change in science classroom. According to the result of this study, the instruction emphasizing students' active participation in class and scientific reasoning process is more appropriate to remedy misconception that the instruction using students' passive participation in class and expository teaching procedure. This study also indicated that students' concept acquired through instruction is one of important factors to apply it to other context.

• 한국초등과학교육학회지:초등과학교육
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• 제30권4호
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• pp.490-503
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• 2011

The purpose of this study was to investigate the effects of science instruction using integrative educational model on academic achievement and scientific attitude in gifted classes on elementary science. Integrative educational model (hereafter referred as IEM) was developed by synthesizing the findings from brain research, the new physics, general systems theory, and educational psychology. 77 6th graders of B Metropolitan City's Elementary Gifted Education Center were took part in this study. The experimental group, consisting of 39 students, was applied to the instruction using IEM, while the comparison group, 38 students, was applied to instructor- led instruction. The results of this study were as follows: First, the science instruction using IEM had a positive effect on improving achievement in gifted classes on elementary science. Second, the science instruction using IEM had an influence on inquisitiveness and openness of the lower domains of learners' scientific attitude. Third, the science instruction using IEM had a positive response to learners' interest, comprehensibility about lesson contents, and ability to concentrate on classes.

• 한국과학교육학회지
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• 제18권3호
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• pp.261-271
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• 1998

과학교육학이라는 학문에서 주장하는 이론은 반드시 수업 현장의 실제와 연결되어야만 비로소 이론은 이론대로 수업 효과는 효과대로 제 기능을 다 할 것이다. 그 대표적인 예가 수업모형 연구이다. 본 연구에서는 과학 개념변화 수업모형 중에서, 오개념 교정에 필요한 인지 갈등 전략을 기본으로 만들어진 개념수업 절차 모형(권재술, 1989)을 현장에 적용해 보았다. 특히 교사 연수에서 효과 검사에 이르기까지 모형의 투입 전후에 일어나는 여러 제반사항들도 함께 기술하여 그로부터 알게 된 여러 문제점과 효율적인 적용 방안을 알아보았다. 수업의 효과면은, 비교반과 실험반의 수업 전 후 개념검사와 태도검사 점수, 그리고 학교교육과정상 실시되는 전형적인 월례고사 개념성취도 점수를 비교해 보았으며, 수업의 적용면은 수업 준비와 적용 과정에서 교사와 학생의 의견을 조사하였다. 그 결과, 학생에게 적절한 갈등 자료인 $R_2$의 준비가 가장 어려웠으며, 교사에게는 허용적인 수업분위기 유도와 발문 전략 활용의 교수 기술이, 학생에게는 발표 및 토론 훈련이 필요함을 확인할 수 있었다.

• 한국도서관정보학회지
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• 제40권1호
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• pp.471-492
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• 2009

탐구수업은 학생들이 자신의 학습활동에 적극적으로 참여하여 스스로 문제를 제기하고, 해결하는 역동적인 과정이다. 탐구수업은 교사가 지식을 전달하는데 그치지 않고, 학생스스로가 지식을 발견할 수 있도록 도와주는 촉진자로서의 역할을 수행한다. 그러나 현행 탐구수업은 학교도서관과의 연계성 부족, 사서교사와 교과교사간의 협력 부족, 실무적으로 적용할 수 있는 탐구수업 모형이 미흡하다는 문제가 있다. 반면에 정보의 접근, 평가, 이용능력 신장을 목표로 하는 정보활용능력은 탐구과정과 밀접하게 관련되어 있다. 이에 본 연구에서는 리피트(Lippitt)의 탐구과정과 정보활용과정모형(Big6 Skills, Pathways to Knowledge, I-Search, 8Ws, IP, IRP)을 비교 분석하여 탐구수업에 적합한 기능, 전략, 활동을 추출하였으며, 이를 바탕으로 정보활용과정에 의한 탐구수업의 정교화 모형을 설계하였다.