• The Journal of Korean Association of Computer Education
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• v.18 no.4
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• pp.31-40
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• 2015

The objective of this study is to develop and implement a smart device based instructional analysis application to enhance the efficiency of teaching in class. The main design features for this application are as follows: first, User Interface(UI) has been simplified to provide teachers a clear and easy-to-understand way to utilize the application. Second, the characteristics of Korean language were considered, such as sentence structure. Third, multi-aspect analysis is possible through adopting three analysis types - Flanders' interaction analysis, Tuckman's analysis, Mcgraw's concentration of instruction analysis. The practical instructional analysis application has been developed through this study, and this user-oriented application will be able to help teachers improve the quality of teaching in class. Also, this study can be a starting point for further researches on design principles of instructional analysis, especially with the recent technology and theories, such as a voice-recognition system, an edutainment applied instruction and an experiential learning.

• Journal of Korean Elementary Science Education
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• v.27 no.3
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• pp.221-232
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• 2008

The purpose of this study was to compare the written tests of the science lessons at elementary schools with the instructional objectives of the teachers' guide for the first term of the 5th grade by using Klopfer's taxonomic system. In the analysis of the instructional objectives in the teachers' guide, A.0(40.0%) and $B.0{\sim}E.0$(42.4%) showed high level but the proportion of processes of F.0(5.6%), G.0(4.0%), H.0(4.0%), and I.0(4.0%) showed low level, while in the written tests A.0 was 54.8%, $B.0{\sim}E.0$ was 36.1%, F.0 was 7.3%, and G.0 was 1.8% but H.0 and 1.0 was not taken at all. In the comparison with the instructional objectives in the teachers' guide about the domain of the knowledge and the comprehension showed hish and the processes of the scientific inquiry showed relatively low. The results of this study suggested that a desirable written test should be made to consider elementary science curriculum and instructional objectives and hold up rates of each behavior category between the instructional objectives of teachers guide and assessment objectives of written tests.

• Journal of the Korean Chemical Society
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• v.56 no.2
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• pp.274-289
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• 2012

The purposes of this study were to analyze instructional strategies of science teachers, science teachers' orientations toward science teaching by the reason which instructional strategies was used in middle school science classes, and the relations among PCK elements for suggesting a direction of improvement of PKC models. For this purpose, we selected three of middle school teachers as participants who had various teaching experience periods. Semi-structured interviews and classroom observations were gathered for data. From the data collected, we analyzed the type of instructional strategies of science teachers. On the base of these, we identified characteristics of the teachers' orientations toward teaching science. From the reason that instructional strategies was used, we could ascertain that knowledge of science curriculum and knowledge of students' learning which was component of PCK crucially affected instructional strategies of science teachers. Therefore we assured that analysis of practical instructional strategies of science teachers that showed through science instruction was the most effective method that could find out science teacher's orientation of teaching science internalized, and that knowledge of science curriculum and knowledge of students' learning was the basic component of PCK that formed instructional strategies of science teachers. On the basis of the result, a necessity for improvement of PCK models was presented.

• Korean Journal of Child Studies
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• v.29 no.1
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• pp.355-371
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• 2008

Concept mapping was used to investigate kindergarten teachers' knowledge about early childhood literature instructional content. Participants were 87 teachers recruited by the Provincial Authority for Supervision of Education in Jeonam Province. Data were analyzed by Yun's (1998) method based on Novack & Gowin (1984), Morine-Dershimer (1993), and Markham et al. (1994). Findings were that (1) the majority of the participants perceived superordinate concepts of early childhood instructional content in literature to be typesof literature, reading, writing, speaking, expression, and listening. Subordinate concepts were stated by 456 different words. (2) Types of literature and writing were highest in frequency of superordinate concepts and were also high among subordinate concepts and hierarchy. (3) Teachers' concepts varied by teaching careers in writing and reading.

• Journal of The Korean Association For Science Education
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• v.16 no.1
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• pp.77-86
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• 1996

The purpose of this study was to review the studies related to concept learning forcusing on the meanings, kinds, and characteristics of concepts. Then the characteristics of the concepts were analyzed in the three positions: metaphysics, epistemology, and psychology. It was identified that the word 'concept' were confused with the other words such as conception, construct, idea, notion, identity. It was also found that researchers defined the concepts by the use of various meanings. The instructional strategies for scientific concepts were also analyzed in this study. The study found that the instructional strategies for concept learning were developed according to the views about the nature of concepts. Described on the paper are three types of instructional models for science concepts suggested by constructivists as follows: concept formation, concept differentiation, and exchange. They developed the models based on the current research on the misconceptions of major scientific concepts.

• Journal of Engineering Education Research
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• v.24 no.5
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• pp.53-64
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• 2021

The purpose of this study is to provide implications for designing and implementing non-face-to-face online classes at the College of Engineering in the post-corona era by analyzing the instructors' evaluations and experiences of non-face-to-face online classes operated in the COVID-19 pandemic. According to the overall evaluation results of non-face-to-face online classes from instructors at the College of Engineering, 'instructional design' was the highest among the five areas including instructional design, learning management, learning support, learning evaluation, and instructional outcomes. In addition, the effectiveness of non-face-to-face online experimental or practical classes was found to be relatively low. The results of this study imply that the instructors need to consider several instructional strategies such as active interaction with learners, clear explanation, and the use of technology in non-face-to-face online engineering classes.

• Korean Journal of Acupuncture
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• v.39 no.3
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• pp.71-83
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• 2022

Objectives : Instructional design is the systematic approach to the Analysis, Design, Development, Implementation, and Evaluation of learning materials and activities. We aimed to apply the rapid prototyping to instructional systems design (RPISD) in meridianology laboratory, a subject in which students train acupuncture to develop lesson plan. Methods : The needs of the stakeholders including client, subject matter expert and students were analyzed using the performance needs analysis model. Task analysis was implemented by observation and interview. First prototype was drafted and implemented in meridianology laboratory class once. The second prototype was modified from the first, by usability evaluation of the stakeholders. Results : The client requested an electronically documented manual to improve the quality of acupuncture training. The learner requested an extension of practice time and detailed practice guidelines. The main problems of students' performance were some cases of violation of clean needle technique, the lack of communication between the operator and recipient in direct, and lack of confidence in their own performance. Stakeholders were generally satisfied with the proposed first prototype. Second prototype of lesson plan was produced by modifying some contents. Conclusions : A lesson plan was developed by applying the systematic RPISD model. It is expected that the developed instructional design may contribute to the quality improvement of meridianology laboratory education.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.6
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• pp.642-649
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• 2016

This study examined the meaning of instructional materials by observing the daily work of an infant class in a daycare center to make some suggestions on the accreditation and evaluation of instructional materials for early childhood education and educare. Ethnography was chosen to determine in detail what the instructional materials meant for the selected preschoolers. The activities that belonged to each area of free optional activities and made use of instructional materials were observed, and the eating time, nap time, and outdoor play were all observed. The data were gathered by visiting the selected daycare center. A participant observation and teacher interviews were conducted, and notes were taken on the spot. When their verbal expressions and nonverbal expressions needed to be observed owing to their unique characteristics, a camcorder was used to record their words to have a more profound understanding of them. All the collected data that included this researcher's observation note, the teacher interview data, the standard childcare curriculum manual, the daycare center's yearly, and the daily childcare plans and curriculum evaluation data were classified and categorized by performing an inductive analysis. As a result, the instructional materials had three meanings for the infants. The first was "friends who welcomed them and whom they could play with.' The second was "a cozy nest," and the third was "another teacher." Given the findings of the study, the preparation of standards for instructional materials for infants in childcare facilities is required, and even equipment that is used as instructional materials should be taken into consideration when instructional materials for infants are accredited.

• Nutritional Sciences
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• v.9 no.4
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• pp.301-309
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• 2006

For the purpose of developing Milk-based nutritional education program, this study analyzed the awareness of milk and milk nutritional knowledge of elementary/middle/high school students and set appropriate instructional goals for milk nutritional education program. According to the analysis results, 49.6% of total subjects know a little about the milk, otherwise 42.3% of total subjects don't know it Elementary school students know better than other students. Therefore, the instructional goals of nutritional education program were set as follows, that improve the level of the awareness about milk, and to increase the understanding on the knowledge about milk, and to practice proper milk intake behavior. Based on these goals established as the above, educational contents were established that would be expected in elementary, middle, and high school students after milk nutritional education. Therefore, the development of education program and the evaluation of education effects were to be performed on the basis of educational goals and contents for milk nutritional education program.

• Korean Medical Education Review
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• v.16 no.1
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• pp.25-31
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• 2014

As a preliminary approach to developing a bedside teaching program, this study analyzed the instructional models that have been suggested for bedside teaching. The objects of analysis were four models: the 'Cox model,' which is composed of an experience cycle and an explanation cycle; the 'best teaching practice model' by Janicik and Fletcher; the 'twelve tips to improve bedside teaching' by Ramani; and the SNNAPS model for outpatient education by Wolpaw, Wolpaw, and Papp. This study was conducted in three steps. First, we identified the major components of each model and analyzed their characteristics and limitations. Second, we compared each model in terms of four aspects: the learner, learning interaction, learning context, and organization management. Third, on the basis of prior analysis, the possibilities and potential problems of the models were explored. Based on this review of the existing instructional design models, we proposed an additional four key elements for designing a bedside teaching program: multi-layered learners, various learning environments and contexts, time management by using media, and self-directed design.