• 한국수학교육학회지시리즈A:수학교육
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• 제52권1호
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• pp.65-82
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• 2013

This study has to do with storytelling. In this study, analyzed the domestic and international academic literature and scientific papers. The purpose of this study is to provide the meaningful basic material on mathematics education for the development of storytelling lesson model and teaching material. First, we analyze the causes and background storytelling appeared. The psychologists found that the human cognition's structure consists of a narrative system. And, We realize that the problem 'How will attract the attention of the students in math class' will be solved by storytelling. Second, the means of storytelling about the educational value and benefits were discussed in Mathematics Education. The story has a powerful force in the delivery of mathematical content. And, the story has strong power, led to feelings of students receiving transfer mathematical content. Finally, examined the characteristics of the psychology of learning in mathematics education by storytelling. We were studied about internal and external story. And, we studies on storytelling as the mediator, story as the knowledge transfer, story as the problem-solving process, story as the script.

• International Journal of Contents
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• 제10권3호
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• pp.55-63
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• 2014

Existing science education that excludes narrative thinking impedes the understanding of the context of workbook content. The object of this research is to develop a storytelling-learning program based on narrative thinking to elevate learners' interest in science and expand their inventive problem-solving abilities. Following an analysis of the current Korean curriculum, eight types of storytelling materials that utilize local content were developed for grades 7-9. The learning program used quest storytelling and was designed such that learning activities such as investigation, discussion, and experimentation were included in the process of solving each quest. Learners experienced an interest in storytelling learning resulting from participation in this storytelling-learning program. Moreover, learners demonstrated inventive problem-solving abilities in the process of completing the stories. During the process of assembling the storytelling materials, the students interacted with enthusiasm and generated ideas. The teachers indicated a positive feedback to the storytelling program as a new attempt to stimulate learners' interests. In the future, with continuous development and application, storytelling-science-learning programs that base science learning on narrative thinking are expected to be successful.

• 대한지구과학교육학회지
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• 제5권1호
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• pp.105-113
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• 2012

The purpose of this study was to examine the effects of storytelling skill on science learning motivation and space perception ability. For this study the 5 grade, 2 class was divided into a research group and a comparative group. The class was pre-tested in order to ensure the same standard. The research group had the science class with storytelling skill, and the comparative group had the class with teacher centered lectures for 10 classes in 10 weeks. The storytelling skill was focused on finding stories, constellation searching, story deciding, story hero deciding, story composition, storytelling completion. To prove the effects of this study, science learning motivation was split up according to attention power, relation, confidence, and sense of satisfaction. Also, space perception ability consisted of two-dimensional rotation, 3 dimension rotations, reflection, three-dimensional searching, number of block, and figure type in pattern. The results of this study are as follows. First, using storytelling skill was effective in science learning motivation. Second, using storytelling skill was effective in space perception ability. Also, after using storytelling skill was good reaction by students. As a result, the elementary science class with storytelling skill had the effects of developing science learning motivation and space perception ability. it means the science class with storytelling skill has potential possibilities and value to develop science learning motivation and space perception ability.

• 한국콘텐츠학회논문지
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• 제22권2호
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• pp.337-348
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• 2022

본 연구의 목적은 스토리텔링 수업에서 텔러와 리스터 설계에 대한 연구자의 인식을 중심으로 스토리텔링 활용 한국어교육의 연구동향을 분석하고 추후 관련 교육과 연구에서 정합적 방향성을 제안하는 것이다. 스토리텔링의 개념 중 가장 중요한 것은 상호 소통성으로서, 누구를 텔러로 누구를 리스너로 보느냐 하는 것은 한국어교육 수업을 구안하는 데에 있어 가장 기반이 되는 개념적 요소일 것으로 생각된다. 이러한 이해를 바탕으로 본고는 2008년부터 2021년 5월까지의 연구물 중에서 학술검색 사이트인 Riss에서 "한국어교육 스토리텔링"으로 검색된 28개의 논문을 분석하였다. 분석결과 스토리텔링 활용 한국어수업은 크게 세 유형의 개념화를 바탕으로 한다는 것을 발견하였다. 저자의 스토리텔링, 교사의 스토리텔링, 그리고 학습자의 스토리텔링의 세 유형이었다. 이 중 가장 많은 분량을 차지한 것은 학습자의 스토리텔링으로 학습자의 리텔링과 해석적 스토리텔링, 학습자의 교섭적 스토리텔링, 학습자의 창작적 스토리텔링이 그 하위 유형으로 분류되었다. 이러한 범주화에 따라 각 연구들을 분류하고 각 범주 유형의 특징들과 교육에의 시사점을 논의하였다.

• 수산해양교육연구
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• 제23권2호
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• pp.302-318
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• 2011

The object of this study is to provide easily-understandable mathematics class to highschool students, who usually take no interest in mathematics, by apply teaching strategy based on storytelling to real lessons. The approaching methods for the mathematics education are emphasizing the mathematical education during making storytelling-studying plans, inducing the interest of the students by applying the mathematical situations in the story. The effects of the storytelling such as induction of the interest, persistency, perception of the practicality, smooth communication between teachers and students coincides with the way national mathematical education orients. This study contains the definition of the storytelling based on education, and applicability to the students, and application to the real lessons, and verification of the effects by focus-group interview with the students and observing teachers. I made the lesson plan based on storytelling for achievements to the object of the highschool mathematical study, and searched the best way to apply the lesson plan to the real lessons. I studied designing lesson strategy based on dissertations and books and reports directly related this study, and did focus-group interview to find advantages and disadvantages of the strategy. And finally I could make the well-applicable lesson plan.

• 대한지구과학교육학회지
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• 제9권1호
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• pp.97-105
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• 2016

The purpose of this study was to examine the effects of storytelling skill on science concept and science learning motivation. For this study the 5 grade, 2 class was divided into a research group and a comparative group. The class was pre-tested in order to ensure the same standard. The research group had the science class with storytelling skill, and the comparative group had the class of the teacher centered lectures on 11 classes in 8 weeks. The storytelling skill was focused on set the astronomical target wants to set up a story, through the small group discussion, present subject of the story, set the protagonist of the story for smooth configuration of the story, in order to smooth the flow of the story, make up a story around a hero, to make a clear story, decorated with pictures, shapes, graphs, etc, group story, complete with an astronomical(saints) in storytelling. To prove the effects of this study, science concept was split up according to knowledge, inquiry, attitude. Also, science learning motivation consisted of assignment is worth, learning beliefs about control, self efficacy. The results of this study are as follows. First, using storytelling skill was effective in science concept. Second, using storytelling skill was effective in science learning motivation. Also, after using storytelling skill was good reaction by students. As a result, the elementary science class with storytelling skill had the effects of developing science concept and science learning motivation. It means the science class with storytelling skill has potential possibilities and value to develop science concept and science learning motivation.

• 한국수학교육학회지시리즈A:수학교육
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• 제52권3호
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• pp.335-361
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• 2013

The purpose of this study is to analyze effects on storytelling materials of statistics in the middle school classroom lesson. For this purpose, a story is developed by the Zazkis & Liljedahl's model and applied to the 7th graders of 4 classes in a middle school. After the comparison between 5 hours of storytelling lessons and ordinary lessons, the following research findings are obtained. First, storytelling material brings a positive effect on student's academic achievement. It is also shown by the qualitative analysis that this result was caused by cognition of data observation, data transformation, and unification of data with context. Second, storytelling material brings a positive effect on student's affective attitude. It is also validated by the qualitative analysis that students show the positive change in mathematical value cognition and the interests in the lesson.

• 대한지구과학교육학회지
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• 제6권3호
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• pp.207-220
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• 2013

The aim of this study was to find out the effect of instruction with storytelling on the achievement, attitude and interest in science. For this study, two classes were divided into experimental class and comparative class. All the results were analyzed quantitatively. Results of this study can be described as follows. First, the experimental class didn't have a significant difference in scholastic achievement compared with the comparative class. However, the results of the t-test for the academic achievement due to achievement level showed a positive effect in the average level of students. And experimental group was statistically significantly higher in the section of 'Combustion and Extinguishment' than that of the other group. Second, There was a significant difference in the aspect of the effect of instruction with storytelling on the student's science-related attitudes. As a result of analysis by sub categories of science-related attitudes, storytelling was effective in attitude toward science, but no significant differences were found in scientific attitude. Third, instruction with storytelling didn't show a meaningful difference in scientific interest. However, in the sub-part, they showed a meaningful improvement in attention and satisfaction.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제27권3호
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• pp.341-356
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• 2013

본 연구는 2012년 학교 수학수업 개선을 위해 제기된 스토리텔링 적용 수학수업 실현을 위한 스토리텔링 모델 교과서 개발 연구 중 일부이다. 본고는 스토리텔링 모델 교과서 개발 예시 자료 중 중학교 기하 영역에 맞추어 '다양한 문제들을 해결하기 위한 맥락적 상황 전개', '정보 전달 도구로서의 이야기', '친숙한 스크립트로서의 이야기', '세계적 보편성 또는 삶의 시뮬레이션으로서의 이야기', '창의력을 기르는 수단으로서의 이야기: 이야기 만들기'의 관점에 따른 개발 자료 예시를 제시하고 있다. 본 연구는 스토리텔링을 적용한 중학교 기하영역 자료 개발에서의 개발의 관점 및 의의, 교과서 전개 방식을 제시하고 이를 적용한 수업에서의 교수 학습 반응을 제시함으로서, 향후 스토리텔링을 활용한 수학 자료 개발 시 시사점을 제공하고자 한다.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제27권3호
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• pp.321-339
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• 2013

본 연구는 학교 수학수업 개선을 위해 제기된 스토리텔링 적용 수업 실현을 위한 기초연구이다. 중학교 2학년을 위한 스토리텔링 기반 모델 수학교과서를 개발하였고, 이를 학교 현장에 적용하여 그 결과를 분석하였다. 스토리텔링 수학교과서 개발을 위해서는 개발 절차와 방법을 문헌연구를 통해 추출하였고, 그 과정에 따라 모델 수학교과서를 개발하였다. 현장 적용을 위해 20차시의 수업을 실시하였고, 그 결과를 정의적 태도 검사, 수학 불안 검사, 설문조사, 교사 면담을 통해 분석하였다. 본 연구 결과를 통해 중학교에서 스토리텔링을 적용한 수업의 실현가능성을 점검하고, 스토리텔링 수학수업 실현을 위한 토대가 될 것으로 기대된다.