• 대한지구과학교육학회지
• /
• 제4권3호
• /
• pp.258-266
• /
• 2011

This study was carried out to P University of Education 111 students who participated in science materials study course 1 in spring semester 2011. Students have taken the course pre-service teachers of elementary school classes to target elementary school earth science field, they selected one of the sections to create a class and the students have fulfilled 15-minute classes in respectively from the first week of May 2011 to until end of that course. In this class, colleagues evaluated the classes and we used evaluated scores to determine level of instructional motivation strategy. The obtained results from this study are as follows; First, motivational strategies used by preliminary elementary school teacher were questions, presentation of pictures and photographs, storytelling, presentation of contradictory concepts and phenomena, pilot experiments Second, among preliminary elementary teachers' motivational strategies for teaching in the field of the earth storytelling, presenting contradictory phenomena and concepts, pilot experiment, presentation of contradictory concepts, questions got higher scores in the order. Third, storytelling received the highest scores by the evaluators. So we can consider storytelling as a good strategy for the next class. In particular, storytelling used by animism were more effective. Fourth, preliminary elementary school teachers used life knowledges and dairy experiences as instructional motivation.

• Educational Technology International
• /
• 제20권1호
• /
• pp.25-55
• /
• 2019

The core purpose of the study is to develop and validate an ADDIE model based instructional model for English Language Teaching (ELT) in early childhood classroom in Bangladesh as an aid to teachers to reconstruct their knowledge and experience more strategically, and for them to design and implement their instruction more structurally. This study is developmental in nature which has been divided in five phases as follows. Phase I: Existing methods and instructional strategy review, Phase II: Instructional model development, Phase III: Delphi 1st round, Phase IV: Delphi 2nd round and Phase V: Model validation. After reviewing relevant literature and existing strategy in phase I, the 1st version of instructional model is made phase II. Next in phase III and phase IV, two rounds of Delphi have been conducted where experts related to different concerning areas of this study reviewed the 1st version and gradually the final version of the instructional model is made. Finally, the instructional model for English teachers of early childhood classroom in Bangladesh got validated by the same Delphi panelists in Phase V. In respect with each phases of ADDIE, the instructional model elaborates the 1) representative key points, 2) instructors' activities prescribed for the instructors, 3) supporting strategies. Both the conceptual and procedural models are included in this study for clearer identification of the whole process. Lastly the study provides some recommendations for instructors and practitioners on choosing the instructional model like doing prior need analysis, incorporating teacher training programs, training students, keeping on researching for finding effective teaching technique and tools and being open to changes etc. In addition, the study also acknowledges its limitations like not being able to consider the psychological factors due to time limitation. Finally, at the end the study points out the areas that welcome further research.

• 한국콘텐츠학회논문지
• /
• 제9권5호
• /
• pp.277-283
• /
• 2009

국제결혼이 문제가 되는 경우는 대부분 2세들이 사화와의 충돌이나 갈등을 야기 시키기 때문이므로 이 문제가 부각되기 전에 이에 대한 연구와 준비가 필요하다. 이에 본 연구는 다문화(국제결혼) 가정 자녀들의 보육시설에서의 행동특성을 분석하여 언어, 정서, 또래관계, 집중력 등의 발달 수준이 일반 가정의 어린이들과 어떤 차이가 있는지를 분석하였으며, 그 결과에 의하여 다문화가정 자녀의 보육지도를 위한 교수 전략을 개발하였다.

• 수산해양교육연구
• /
• 제24권2호
• /
• pp.180-202
• /
• 2012

The purpose of this study was to extract an u-PBL support system core value and design strategy based upon field experience learning. To accomplish this the study, first of all, analyzed the core values, design strategy which was selected after needs analysis and literature review of theories and cases regarding the PBL, e-PBL, blended-PBL, Field experience learning based on ubiquitous environment, and learning model based on ubiquitous technology. This study identified the three core values as; systemic support for instructional activity, just in time support for instructional activity and support for interaction facilitation. As further research areas, it might be useful to develop u-PBL instructional support system based upon the model designed from this study. Also, research concerning the verification of the model based upon implementation of the program case might be necessary.

• 정보교육학회논문지
• /
• 제21권2호
• /
• pp.183-190
• /
• 2017

본 연구는 스마트 블렌디드 수업 전략이 역사수업에서 어떤 효과가 나타나는지에 대한 분석을 하였다. 수업전략의 효과성은 학업 성취도와 학습 흥미도로 설정하고 역사수업에 참가한 초등학생들을 대상으로 제안된 스마트 블렌디드 수업전략을 적용하여 비교집단과 비교하였다. t-검증 결과, 제안된 수업전략이 학생들의 학업성취도 및 학습흥미도에 긍정적인 영향을 주었다. 또한 질적 분석을 통하여 학생들이 수업의 이해도가 높아졌고 집중력이 향상되는 효과를 보여주었다.

• Educational Technology International
• /
• 제23권1호
• /
• pp.67-96
• /
• 2022

Although blogs have been used in online learning environments with optimistic expectations, the distributed nature of blogs can pose some challenges. Currently, we do not have a robust collection of tested blogging strategies to help students interact more effectively with each other when blogs are used as a primary form of engagement in an online class. Thus, the purpose of the study was to test an early iteration of an instructional blogging strategy, "Featured Student Profiles," which is designed to help students become acquainted with each other better and encourage them to visit and comment on each other's blogs. Sixteen pre-service teachers who were enrolled in an online course in which student blogs are the primary medium of peer interactions, participated in the study. Using a design case approach, seven students participated in interviews and all student blog interactions were analyzed. Thematic analysis was applied to analyze the interview data and identify salient themes of students' blogging experiences overall under the study strategy. The findings indicated that students took the most direct and efficient path they experienced to complete the blog task. Their peer interaction patterns varied, but several shifted from random to targeted relationships as the semester progressed. Although all students perceived the strategy as a positive approach to peer awareness, there was no clear evidence of its effect on student interactions.

• 한국콘텐츠학회논문지
• /
• 제22권10호
• /
• pp.778-787
• /
• 2022

본 연구에서는 수업 유형에 따른 수업설계 및 교수전략 수립을 위한 기반 자료를 얻기 위하여 동일 교수자의 동일 강좌에 대한 서로 다른 수업 유형의 강의 평가 결과를 비교 분석하였다. 콘텐츠 수업, 온라인 실시간 수업, 온라인과 대면 혼합 수업, 대면 수업 등 4가지 수업 유형으로 나누어, 이에 따른 학습자 만족도를 비교 분석하고 각 유형에 대한 학습자의 요구를 확인하였다. 연구 결과, 강의 진행 적절성에 대한 강의 평가 영역에서 수업 유형별 만족도 차이가 나타났다. 즉, 온라인 실시간 수업 유형에서의 강의 진행에 대한 만족도가 콘텐츠 수업, 혼합 수업, 대면 수업의 만족도에 비해 낮게 나타났다. 서술형 강의 평가 분석 결과, 학습자들은 콘텐츠 수업에서는 쉽게 이해 가능하고 재미있는 설명에 만족한다고 응답하였다. 온라인 실시간 수업의 경우, 학생들은 철저한 준비와 원활한 소통에 만족한다고 평가하였다. 혼합 수업에서는 체계적 수업과 열정적 강의에 만족한다고 하였으며, 대면수업에서는 상호작용의 즐거움과 교수자의 열정을 만족도의 주된 이유로 표현하였다. 네 가지 수업 형태에서 공통적으로 도출된 만족도 특성은 교수자의 열정이라고 분석되었다. 연구 결과는 각각의 수업 유형에 따른 수업 설계와 교수 전략 수립에 시사점을 제공할 것으로 기대된다.

• 한국초등과학교육학회지:초등과학교육
• /
• 제39권2호
• /
• pp.228-242
• /
• 2020

The purpose of this study is to develop a student-led instructional strategy that is central to the teaching-learning process and to investigate its effects. For this study, we analyzed the learner-centered learning types (discovery learning, problem-based learning, inquiry learning) and extracted elements applicable to newly developed teaching-learning. Based on this, a student-led class strategy was established using pre-learning, teacher collaboration, small group composition, and limited open data and product presentation, and then science classes were conducted. As a result of the post-tests of the five science core competencies of the experimental group using the student-led instructional strategy and the comparative group conducting lecture-based classes, the experimental group showed higher scores than the comparative group in the scientific thinking, scientific communication, and scientific attitudes (p<.05). Based on these results, it was confirmed that the student-led class, in which the student self-adjusts the entire process of designing, exploring, and presenting learning, can help the student's scientific ability. In addition, I would like to discuss the implications of teachers' teaching-learning composition.

• 한국멀티미디어학회논문지
• /
• 제20권6호
• /
• pp.935-949
• /
• 2017

The purpose of this study was to analyze the characteristics of virtual manipulatives apps that can be used to teach students struggling to learn mathematics. To achieve this goal, ten general characteristics of 23 virtual manipulatives apps were evaluated. The instructional, interface, and interactive design features of apps were also evaluated on five-point scale ratings of 18 items. In addition, SPSS frequency analysis and the correlation between each feature was analyzed. Frequently presented instructional contents among 23 virtual manipulatives apps were geometry, arithmetic operation, number concept and measurement. The frequently presented level of instructional contents was lower grade elementary school and kindergarten age. The frequently presented instructional type was the simulation. Regarding the design features, instructional design was rated as the highest (mean = 3.7); interactive design (mean = 3.6) and interface design (mean = 3.3) were also rated higher than neural. In addition, as the learning strategy was appropriately presented, it was evaluated that there was less screen linkage and content error.

• 컴퓨터교육학회논문지
• /
• 제14권2호
• /
• pp.33-45
• /
• 2011

최근 등장한 스마트 러닝에 대한 관심의 확산에 따라 본 논문에서는 스마트 러닝의 개념을 도구적 접근, 환경적 접근, 그리고 이론적 접근을 통해 살펴보았다. 스마트 러닝을 수업에 적용하기 위한 원리로서는 교육내용 측면에 있어서 풍부한 학습자원의 활용, 교육방법에 있어서 상호작용을 통한 참여적 환경, 그리고 교육경험에 있어서 실제적 맥락과 경험제공을 들 수 있다. 이들 개념 및 원리에 근거하여 제시된 스마트 러닝 교수학습모형 설계는 목표설정, 자원확인, 환경선정, 수업과정 설계, 수업도구 개발, 수업적용, 그리고 평가 및 분석의 단계로 접근될 수 있다. 이 같은 스마트 러닝 현황을 기반으로 향후 개별적 수업상황에 적합한 구체적인 개발전략의 지속적 연구가 요구된다.