• Journal of Gifted/Talented Education
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• v.12 no.2
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• pp.31-56
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• 2002

Providing gifted education should be based on the principle of differentiation, that is, paying close attention to the individual characteristics of the gifted. The gifted are known to be the fast learners with autonomous studying ability and high levels of thinking and creativity, which certainly differentiate them from the ordinary others. Thus, the program for the gifted should fundamentally differ from other general programs. The need for gifted education is growing as our society has turned into the knowledge-based society. Fortunately, on December 28th, 1999, a law in favor of gifted education was passed. According to the law, gifted education will be actively provided under the government's support from the year 2002. In this context, this study is intended to search for the model of developing instructional materials for the gifted. The output materials of this study are to be used in gifted schools which will be built in the near future. The curriculum for the gifted consists of three parts: basic curriculum, in-depth curriculum, and optional curriculum. The learning and instructional materials developed in this study are to be used for the in-depth curriculum. In order to develop the materials, various theoretical models related to gifted education were reviewed. Finally, a theoretical model was developed. On the basis of the model, several instructional materials are developed and the possibility of application are considered.

• Journal of Korean Elementary Science Education
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• v.28 no.3
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• pp.321-330
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• 2009

This study investigated the effects of teaching-learning lesson plan using cognitive acceleration instructional strategies applied to the unit, 'The Light and Shadow' in elementary school. Two classes of the second grade elementary students (N=63) in Chungcheongbukdo districts were assigned to control and treatment groups each, and were taught about 'The Light and Shadow' for 8 class hours. For the treatment group, teaching-learning lesson plan using cognitive acceleration instructional strategies developed by this research was applied. The traditional instruction by textbook and teacher's guides was used for the control group. All students were tested with the test for concept of the shadow and the test for academic achievement about the unit. As the result of the post-test, the scores of the treatment group were higher than those of the control group. However, it was not statistically meaningful difference. The scores of the treatment group were significantly higher than those of the control group in the delayed-post-test for concept of the shadow. No significant interaction was observed with respect to the students' gender, instruction and pre-level for the concept of the shadow. Data analysis indicated that the scores of the treatment group were significantly higher than those of the control group in the post-test and delayed- post-test for the concept of the shadow in the area of object permanence. Our research work shows the effectiveness of the teaching-learning lesson using cognitive acceleration instructional strategies for the development for concept of the shadow for elementary school students, and suggests the necessity for this kind of teaching-learning program in the fields.

• Journal of The Korean Association of Information Education
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• v.20 no.1
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• pp.101-108
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• 2016

Most of a courseware evaluated negatively by short of instructional strategy to improve learning effects. Designing a courseware is a time-taking and challenging task. Therefore, a method is required that helps to easily design courseware that is effective to learning. This study proposed a method for designing and management courseware by utilizing a metacognitive strategy. We made a design the coursewase efficiently using concrete instructional model frameworks as metacognitive stragety and tried to improve the quality of courseware for learning effects. We applied our proposed method to teacher's college students in Korea who were taking the "Courseware Development" course. After analyzing it's effects, the responds can design courseware easily and monitor the design direction while their designing. Also, they can design the courseware systematically and implement detail instructional strategy by using concrete instruction model frameworks as metacognitive strategy. However, they were not easy to develop concrete instructional model frameworks at first and we need sharing it among the designers.

• Journal of the Korea Society of Computer and Information
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• v.16 no.12
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• pp.139-155
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• 2011

In recent years, parents of students and government have been taking a growing interest in education for the gifted students and there are many research reports about the gifted education. Most of the reports, however, focuses on the conceptional feature of the gifted education program such as organization, operation, management, evaluation, etc,. In other words, there are very few researches on instructional materials for gifted students even though the materials is a critical factor for successful education programs. So, this paper introduces a lecture notes used in a personal education for gifted students to contribute in developing education contents in computer science area. The instructional materials titled as "The Necessity and Application of Matrix in Computer Science" is based on linear equation to usher the students into creative problem recognition and groping for solutions. Also, the instructional materials is useful for students to understand the tight mathematics-computer science relationship and the basic concept of liner algebra.

• Journal of Engineering Education Research
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• v.10 no.4
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• pp.43-57
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• 2007

The paradigm of engineering education has evolved from subject-centered learning to student -centered learning. In particular, instructional laboratories can be an essential part of studentcentered learning. The curriculum of instructional laboratories in the departments of materials science and engineering, Yonsei University has been investigated. Student surveys on thecurriculum were also carried out. The curriculum was found to develop after reforming it on the basis of student-centered learning. Student feedback reflects that the new curriculum promoted student's active learning and that student's needs of instructional laboratories were considered in the curriculum.

• Journal of Fisheries and Marine Sciences Education
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• v.25 no.1
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• pp.12-28
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• 2013

The purpose of this study was to develop storytelling Instructional model for promote problem-solving in a Blended learning Environment. To achieve the purpose, the study was performed by dividing into two stages. First, the draft of storytelling Instructional model was proposed by performing a literature survey and a case study. Second, the draft model was applied to the actual work. And the draft was modified and developed to the final model on the basis of the draft model's strength and implemented to 28 students who were the sophomore of child care education department and enrolled the profession class of at S University for 6 weeks. From the implementation result of the model, it was obtained that there was the positive reaction on applying storytelling technique to the beginning stage of learning. Instructional model storytelling consists phases Preparing to perform Storytelling, Building the team and role sharing team, Problem providing, Planning for problem solving, Brend Story structuralization, Cooperative Learning and Problem solving, announcement of the results and evaluating and reflection of general. And then learning supporting components for a facilitator and a learner were prepared for each process. Established in a Blended learning Environment was created based on all-line, how to teach and learning supporting organization. Final Model was suggested as a blueprint for stages actual learning which was consisted of a introductory storytelling part, an main storytelling part and a post storytelling part.

• 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.

• The Journal of the Convergence on Culture Technology
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• v.8 no.5
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• pp.241-249
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• 2022

This study intended to explore the instructional effects of e-PBL which means an expansion of availability of PBL using technology. To achieve the goal of this study, a major selective subject was redesigned systematically so that e-PBL activities could be implemented for 4-weeks during the entire semester. Participants' reactions to the e-PBL experience during the experiment period were collected and analyzed. Results of analysis showed that participants could overcome the difficulties and frustrations at an early stage, adapted and assimilated to the e-PBL based instructional environment progressively, and satisfied at the e-PBL activity experiences in overall. They participated in solving the authentic problems with ownership and could solve them effectively and efficiently through frequent communication and collaboration with teammates. Results of this study showed the possibility of instructional innovation of a teacher development institute through e-PBL. Follow-up studies which extend the analyses of the effects of e-PBL based on this study are necessary to additionally verify the effects of e-PBL.

• School Mathematics
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• v.2 no.1
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• pp.111-144
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• 2000

The purpose of this study is to develop instruction sequence and teaching units for secondary school geometry using dynamic computer software like CabriII, GSP, Wingeom, Poly. For this purpose, literature was reviewed on various issues of geometry education and geometry curriculum using dynamic software. By the literature review, instructional sequence for teaching geometry in middle schools was designed. And, based on the newly developed instructional sequence, one sample teaching unit was developed. The basic principles for the development were to connect intuition geometry and formal geometry, and to emphasize students' investigative experience. Finally, experiment to check out teachers' response to the newly developed material was conducted by using questionnaire.

• Korean Journal of Community Nutrition
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• v.11 no.3
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• pp.338-345
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• 2006

The purpose of this study was to design an interactive multimedia nutrition education program for preschoolers. Computer technology provides the opportunity to explore new and creative methods of delivering nutrition education to pre-schoolers. If this method is effective, more preschoolers can be reached with accurate and consistent nutrition education with less time and teaching staff. This program is a computer-based multimedia nutrition education program for pre-schoolers based on the Dick and Carey (Dick & Carey 2001) model of instructional design which includes analysis, design, development, and evaluation. The overall instructional goal was based on the needs of the target population. The needs assessment was a self-administered survey distributed to 1,426 parents of preschoolers, focusing on the need for preschoolers' nutrition education. The results of the survey indicated that parents wanted their children to learn reasons for eating nutritious food. Therefore, a program titled 'Nutrition Exploration' was developed with the instructional goal of teaching preschoolers the 5 Food Groups. To achieve this goal, the preschoolers were engaged in a game. They could earn colored jewels by completing the game in five sessions. The story line was that people living in a peaceful kingdom become sick after they lose the jewels. The learner takes an adventurous journey through five different countries to retrieve the jewels. These countries are 'Giwoon nahrah' (foods containing carbohydrates, such as rice and potatoes), 'Sangsang nahrah' (foods that are rich in vitamins and minerals, such as vegetables and fruits), 'Sooksook nahrah' (calcium-con-taming products such as milk), 'Teunteun nahrah' (protein-containing foods such as meat and fish) , and 'Gakeum nahrah' (products with high sugar and fat content, such as instant foods and soda). The learner who obtains five jewels in five different countries can save the kingdom. For the program to be effective and efficient, the multimedia had to be easy for the preschooler to enter, use, and exit. The verbal instructions enhanced child autonomy, and the program was developmentally appropriate so that the young child could easily manipulate the software. This research provides the basis for the continued development of computer-based nutrition education materials.