• 한국가정과교육학회지
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• 제15권1호
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• pp.15-32
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• 2003

This study examined teacher perception of the instructional method. activities and material in terms of class quality enhancement. Also this study established instructional method. activities and material application Per 7th Practical Arts Education Course guidance domain. and type identification of the instructional method and activities unique to the Practical arts curriculum. Conclusions : 1. Teachers consider the instructional method and material beneficial. However in the item relevant to application of diverse instructional methods Per specific teaching objective and educational content in the actual classroom. the highest percentage responding. ‘relatively yes’ (39.7%) . balanced out with those answering. ‘no’(37.7%) 2. In linking the instructional method and material to secondary school home economics education, teachers experienced difficulty in teaching only the clothing education domain . 3. In each guidance domain, lecture method, problem-solving learning. cooperative learning. home project learning and functional learning were surveyed for instructional method suitability. Notably, home project learning was identified as a significant instructional method. This result begs in-dept analysis as home project learning may be utilized as a tool to compensate for the absence of practical educational objective condition fulfillment and to substitute for teachers unable to Provide such functional guidance in class. 4. In each guidance domain. role-playing. debate/discussion. case study research, practical exercise and activity reporting were rated as essential teaching ㆍ learning activities. 5. In each guidance domain.‘VCR’, ‘CD-ROM’ and ‘Web media’ were identified as suitable instructional materials .

• 한국과학교육학회지
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• 제12권2호
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• pp.1-18
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• 1992

The curriculum especially in Korea plays a crucial role in developing instructional materials. It serves as a criterion for selecting and organizing content of teaching materials. Therefore, the validity of a curriculum can be justified through testing effectiveness of an instructional material developed in accordance with the curriculum. This paper presents an instructional method and material developed based on the current tendency of educational thoughts that emphasize STS and students - centered teaching strategies in science education. The instructional material was organized around the concept and its subconcept of "nutrition" as presented in the high school biology textbooks now in use in the nation as well as in a few world-wide countries. It was also organized by the use of biological events and phenomena which high school students in rural areas can easily encounter through their everyday lives. The significant findings in this study are : ${\circ}$ The achievement levels in experimental groups were higher than one in controlled groups. ${\circ}$ The students as well as the teachers involved in this study showed positive attitude toward the instructional method developed in the process of this study. ${\circ}$ The greater part of the students among the controlled groups hoped that biology would be taught by this kind of teaching procedure and materials.

• 한국가정과교육학회지
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• 제13권3호
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• pp.85-102
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• 2001

The purpose of the study is to develop instructional materials for improving thinking ability in home economics at middle school. To achieve the purpose. teaching elements were analyzed through the content of middle school Home Economics curriculum and eight textbooks. In addition, the specific learning objectives were identified accordingly and the focus of thinking were drawn in each teaching element. Also, instructional method for the development of thinking ability were proposed by each teaching element and focus of thinking. Finally. Instructional Materials were developed forty three topics for the content areas of food, clothing, housing, resource management and consumerism.

• 보건교육건강증진학회지
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• 제2권1호
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• pp.113-121
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• 1984

How can the educator help learners to learn? The old way was to tell learners as much as possible, passing on the educator's knowledge. Now the educator acts as a helper. She will organise experiences which allow the learners to do health behaviors, she may utilize instructional materials, she may write downsome questions for a group of learners to discuss. In all these ways the teachers is helping learning. Some educators feel that they must do all the talking themselves. They feel that they are not really teaching the learners some new information, but this is quite wrong. In fact if a educatorgives a lecture and learners do not learn, then the educator is talking not teaching. So the devlopment of instructional materials is much needed to be a learner education. And the selection of materials may be very important for the level of maturity of the learners in interest, complexity of ideas, opportunity for self-identification, speed of learners' ability to observe and length of concentration. Author studied the several instructional materials which can be utilized in the field of dental health education and also studied their values, limitations and considerations when they are used. The learning activities are poster, puppet, model, mock-up, specimen, flannel board, chalk board, bulletin board, psychodrama, role play, field trip, exhibition, laboratory method.

• 한국과학교육학회지
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• 제12권1호
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• pp.61-73
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• 1992

In response to epoch-making development in science and technology, the innovative curricular materials have been begun to develop since the late 1950s and early 1960s. However, the new inquiry-centered materials have failed to be successfully used in teaching/learning practices of science. Among the various reasons for the failure, the very nature of the inquiry approach has been identified as the most critical problem. Nevertheless, fostering inquiry faculties on the part of the students has been emphasized as one of the most important objectives of science instruction. Therefore this study was conducted for the purpose of developing a practical inquiry-oriented instructional method. In order to obtain this goal the nature of scientific inquiry was analyzed and the status quo of science education in which inquiry-oriented instructional strategies were applied was examined. The results of the study are described in this paper.

• 대한공업교육학회지
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• 제43권1호
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• pp.94-113
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• 2018

본 연구의 목적은 2015 개정 중학교 교육과정 통신기술 영역에서 다양한 볼록렌즈를 사용한 'VR 글라스' 수업자료를 개발하는데 있다. 이 연구는 ADDIE 모형을 기반으로 개발하였다. 분석단계에서는 학습자 및 사회적 요구분석을 통해 수업자료 개발의 필요성을 확인하였고 2015 개정 교육과정 및 가상현실에 대한 문헌을 고찰하여 VR 글라스와 관련 있는 통신기술 영역을 확인하였다. VR 글라스와 관련 있는 통신기술 영역으로 정보의 통신과정을 선정하였다. 설계단계에서는 분석단계를 바탕으로 학습목표를 설정하고 교수전략 및 교수매체를 선정하였다. 개발단계에서 개발된 수업자료는 교수 학습지도안, 수업용 PPT, 모둠활동지, 개인별 포트폴리오 활동지, 다양한 볼록렌즈를 사용한 'VR 글라스'의 예시이다. 다양한 볼록렌즈를 사용하여 VR 글라스를 제작한 결과 볼록렌즈의 지름이 큰 경우 시야각이 더 확장되었으나 이를 수치화하기 어려웠다. 실행단계에서는 중학생들 대상으로 실제 수업에 적용하였으며 평가단계에서는 학습자 및 전문가 평가를 통해 수업자료를 개선하였다.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제23권1호
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• pp.39-51
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• 2009

영재를 위한 교육 자료의 개발을 위해 주제 선정에서는 학습자에게 흥미, 관심, 의욕을 불러일으킬 수 있고, 다양한 전략이나 해결 방법을 가지는 학습 문제를 선정하고, 내용면에서는 보다 추상적이고, 복잡하고, 서로 다른 영역의 내용을 함께 다루어야 한다. 이를 위하여 교수매체로써 가장 널리 알려진 칠교판을 사용하여 단계적이고 다양한 문제로 이루어진 활동을 구성하기 위해, 칠교판의 조각들의 특징과 조각의 선택에 따른 조합을 이용하여 가능한 모든 경우가 답이 되는 도형 찾기, 가장 많은 답이 있는 모양 찾기 등을 문제 제기와 제기된 새로운 문제 상황에서 추측하고 추론하는 활동의 예를 제시하였다. 이를 통하여 수학적 힘과 창의성 및 분석력과 종합력 등 고차원적인 사고력을 길러주는 다양한 경험을 제공할 수 있다.

• 한국학교수학회논문집
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• 제12권1호
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• pp.71-97
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• 2009

공간능력 향상을 꾀하는 학교현장에서 도구로써 사용할 수 있는 교구의 효과를 파악하는 것은 현장의 수업을 안내하기 위해 필요하다. 학생의 공간능력을 향상시키기 위한 수업의 구성을 위해 우선 학습 자료와 검사지의 개발 필요성이 제기되었다. 공간능력에 관련된 선행연구를 바탕으로 교구를 활용하는 5차시의 귀납적 수입모형과 공간능력의 하위요소인 공간시각화와 공간방향화에 각각 10문항, 15문항으로 모두 25문항의 검사지가 고안되었다. 경기도에 위치한 중학교에서 중간고사 성적이 동질집단인 4개 반 152명을 대상으로 연구를 수행하여 얻은 자료를 바탕으로 평가문항에 대한 난이도, 변별도, 신뢰도가 조사되었고, 개발된 학습자료의 수정과 보완이 이루어졌다. 차후 공간능력을 다루는 후속연구소에서 그들의 연구목적에 따라 한층 수정 보완된 문항개발이 더욱 다양하게 이루어지길 기대한다.

• Journal of Korean Biological Nursing Science
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• 제11권1호
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• pp.51-58
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• 2009

Purpose: It is to verify learning effect of the instructional media on anatomy classes at a nursing college and to develop an alternative instructional media instead of cadaver. Method: Four groups pretest-posttest experimental design were used. One hundred twenty students who attended an Anatomy lecture in September, 2009 were selected After attending the anatomy lecture, the subjects were divided into four group (30 for each group) conveniently. The heart anatomy knowledge level were measured by a self evaluation questionnaire and quiz before and after a different instructional media being applied for each group including making heart shape using colored clay, taking picture of a real heart, sketching the heart model with color pencil and drawing heart presented in the anatomy textbook. Data was analyzed by t-test, ANNOVA test using the SPSS/PC WIN 12 version. Result: A statistically significant differences in the level of heart anatomy knowledge acquirement was noted after four different instructional media being applied, and four different instructional media was effective to the anatomy practice education. However, no difference in statistical post test results was noted among the four groups. Conclusion: It is recommended that further comparative studies on the learning effect between human cadaver practice and different instructional media is necessary.

• 컴퓨터교육학회논문지
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• 제10권1호
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• pp.9-19
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• 2007

최근 초 중등학생들을 위한 정보통신윤리교육의 중요성이 많이 부각되고 있어서 이를 위한 연구 및 새로운 교재의 개발 등 활발한 활동들이 진행되고 있다. 한편, e-러닝이 활성화되면서 학습자 특성과 요구사항을 고려한 교육을 여러 방면으로 시도하고 있는데, 정보통신윤리교육도 예외는 아니다. 만일, 학습자 특성이나 요구사항을 정확하게 파악하여 교육을 한다면 한층 교육적 효과를 높일 수 있을 것이다. 본 논문에서는 정보통신윤리교육을 위한 수업 설계 시 학습자 특성과 요구를 반영하고자 고려해야 할 수업 설계 요소들을 수업목표, 수업유형, 수업내용, 수업매체로 나누어 설문을 한 후, 이를 바탕으로 컨조인트 분석을 실시한다. 즉, 수업 설계 요소에 대한 상대적 중요도를 분석하여 수업 설계 요소간의 차이를 기술하고 정보통신윤리교육을 위한 바람직한 수업 설계 방안을 제안한다.