• Title/Summary/Keyword: Learner Activity

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A Study on the Expression Class through Story-telling about Interracial Married Women's Homeland Cultures (결혼이주여성의 자기문화 스토리텔링 활용 표현교육 사례 연구)

  • Kim, Youngsoon;Heo, Sook;Nguyen, Tuan Anh
    • Cross-Cultural Studies
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    • v.25
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    • pp.695-721
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    • 2011
  • The purpose of this study is to provide the case study of expression education using story-telling about their cultures from which they came to the women who get interracial married and study korean cultures with the pride of their homeland. This research is also for the diverse members of korean society to deeply understand interracial married women, get higher understanding cultural diversities. And it is expected that these women could learn and study more korean cultures, too. In this study, process-based instruction method is used in the first step and second step such as brainstorming, questioning, discussing, investigating, teacher's asking in order to create some ideas about their home countries. Suggesting an example answer by teacher and free-writing are also involved. As the core of the process-based writing activity, the second step is focused on revising and correcting. Through reviewing their own writing task, feedback from teacher, interviewing from the difficulty of writing after this activity to cultural and linguistic backgrounds, they could appreciate their errors or mistakes in writing are natural and this affects their learning abilities positively. In third step which is focused on speaking activities, teacher provides feedback to learners after checking their common errors or habits in speaking. Meanwhile, by evaluating the role of the appraiser, It is helpful for the learners to have self-esteem of their own. When interviewing after fourth step's activities, the teacher compliments each learner's improvement while pointing out some errors. Afterward, We can see they show more positiveness to learn and understand korean cultures and set their identities. And they indicate interests and concerns each other's cultures by story-telling. It means they identify the popularity and interaction which the story-telling contains. Also, they confirm the participation in story-telling by expressing their willingness to revise their stories. After the activities in fifth step, there have been relatively positive changes in establishing identity and cultivating a sense of pride of learner's homeland cultures. Furthermore, we could find the strong will to be a story-teller about their homeland cultures. On this research, the effectiveness of expression education case study using story-telling about local cultures of interracial married women's homeland has been examined centrally focused on popularity, interaction, and participation. Afterward, interracial married women could not only cultivate the understanding about korean cultures but also establish their identity, improve their korean language skills through this education case study. Finally, the studies of the education programs to train interracial married women as story-tellers for their homeland local cultures are expected.

Orientation toward Teaching of Science Teachers Showed in Lesson on Law of Definite Composition in Middle School and the Factors Which Influenced Its Formation (중학교 일정성분비의 법칙 수업에서 나타난 과학교사의 교수지향과 그의 형성에 영향을 준 요인)

  • Kim, Jin-Hee;Choi, Byung-Soon
    • Journal of Science Education
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    • v.38 no.1
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    • pp.103-119
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    • 2014
  • The purpose of this study was to investigate orientation toward teaching of science teachers had shown in lesson on Law of Definite Composition for middle school students and the factors which influenced its formation. To achieve this, we collected survey materials by recording and analyzing lessons of 8 teachers, interviewing them, and using CoRe questionnaire. From teachers' activities in lessons, we found their orientation toward science teaching, and through analyzing collected materials, drew the factors which influenced the formation of orientation toward science teaching. The result identified two types of orientation toward science teaching: activity-directional and lecture-directional. The former, activity-directional was categorized further as exploration and non-exploration; the latter as interaction-centered and content delivery. The main factors which affected the formation of orientation toward science teaching were reflective thinking through teaching experiences, interaction with colleagues, consideration on education environment, training as a learner, and their own interest and curiosity. Among them, the reflective thinking through teaching experiences was strongest cause, and teacher's interest and curiosity was even limited, also influenced positively. On the other hand, unlikely other factors, consideration on education setting affected negatively to build teacher's teaching orientation. Interaction with colleagues, training for teachers by universities and graduated schools acted on a bit, but had a limit just for mainly developing science content knowledge.

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Development and Effect of Consumer Education Program for the Middle School Creative Extra Curricular Activities (중학교 창의적 재량활동 시간을 활용한 소비자교육 프로그램 개발 및 효과)

  • Kim, Jeong-Hee;Kim, Hyang-Ran
    • Journal of Korean Home Economics Education Association
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    • v.18 no.4 s.42
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    • pp.103-126
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    • 2006
  • This study was to develope and applicate the consumer education program with appropriate level for middle school students so that they could take systematic consumer education by using creative-discretionary activity. The procedure of this study was researching and analyzing the degree of learner's need and choosing the contents of education involved with the characteristics of adolescent consumers. This education program was performed at creative-discretionary activity class with the 3th grade of middle school. To evaluate the effect of education program, we compared with the difference of student's knowledge and attitude before and after this program was performed. Although there was no significant difference, student's knowledge and attitude was improved much better. And there marked a high satisfaction rate of 3.87 about the overall method of consumer education.

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Comparative Analysis of Muscle Activity and Ground Reaction Force between Skilled and Unskilled Player during a Free Throw (농구 자유투 동작 시 숙련자 및 미숙련자의 근전도 및 지면 반력 분석)

  • Gu, Hyung-Mo;Chae, Woen-Sik;Kang, Nyeon-Ju;Yoon, Chang-Jin;Jang, Jae-Ik
    • Korean Journal of Applied Biomechanics
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    • v.19 no.2
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    • pp.347-357
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    • 2009
  • The purpose of this study was to compare EMG and GRF during a free throw. Seven pairs of surface electrodes were attached to the right-hand side of the body to monitor the flexor carpi radialis (FC), extensor carpi radialis longus (EC), biceps brachii (BB), triceps brachii (TB), rectus femoris (RF), tibialis anterior (TA) and medial gastrocnemius (GM). GRF data from two force platform were collected during a free throw. The results showed that the muscle activities in the unskilled group must be highly activated prior to the moment of release. This means that a skilled participant can shoot a free throw more efficiently while producing less muscle activeness than an unskilled participant. The DCP of unskilled group in the medio-lateral direction were greater than the corresponding values in skilled group. This showed that the unskilled group were not able to shoot the free throws stably. Thus, when a teacher or instructor teaches students how to shoot free throw, it is considered that the teacher show the learner how to use not only the upper limbs but also lower limbs on the basis of the efficent connecting movement and the flexibility in a stable procedure.

Analysis of Visual Material of Primary School Technology Textbooks in Nigeria (나이지리아 초등학교 기술 교과서의 시각자료 분석)

  • LEE, Choon-Sig
    • 대한공업교육학회지
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    • v.44 no.2
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    • pp.123-141
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    • 2019
  • The purpose of this study is to provide basic data that can be used for the development of technology textbooks of Nigeria-Korea Model School by analyzing external and internal aspects of Illustration in Nigerian primary school technology textbooks, and 10 textbooks used in Nigeria were analyzed. Based on the results of the study, the conclusions are as follows. First, the form of the visual data should be diversified into a picture, a cartoon, a diagram, and a diagram from the photograph center, and provide various information closely related to the contents of the technology. Second, it is necessary to increase the size of illustration so as to induce learners to be motivated, and to enhance the effect of editing. Third, currently, partial enlargement data is rarely used, but visual material should be partially enlarged in order to express a detail part of product. Fourth, diversity of editing should be done by using circular or background omission rather than using only rectangle uniformly in visual material. Fifth, in terms of gender equality, it is necessary to deviate from male-centric visual materials and edit them with consideration for women. Sixth, in order to provide learner-centered textbooks, the role of visual materials should be extended to 'inducement of motivation', 'activity guidance', and 'activity result' in addition to 'providing data'. Finally, in terms of the function of visuals, the quality of textbooks should be upgraded by utilizing auxiliary and decorative functions in addition to essential functions.

Ensemble of Nested Dichotomies for Activity Recognition Using Accelerometer Data on Smartphone (Ensemble of Nested Dichotomies 기법을 이용한 스마트폰 가속도 센서 데이터 기반의 동작 인지)

  • Ha, Eu Tteum;Kim, Jeongmin;Ryu, Kwang Ryel
    • Journal of Intelligence and Information Systems
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    • v.19 no.4
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    • pp.123-132
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    • 2013
  • As the smartphones are equipped with various sensors such as the accelerometer, GPS, gravity sensor, gyros, ambient light sensor, proximity sensor, and so on, there have been many research works on making use of these sensors to create valuable applications. Human activity recognition is one such application that is motivated by various welfare applications such as the support for the elderly, measurement of calorie consumption, analysis of lifestyles, analysis of exercise patterns, and so on. One of the challenges faced when using the smartphone sensors for activity recognition is that the number of sensors used should be minimized to save the battery power. When the number of sensors used are restricted, it is difficult to realize a highly accurate activity recognizer or a classifier because it is hard to distinguish between subtly different activities relying on only limited information. The difficulty gets especially severe when the number of different activity classes to be distinguished is very large. In this paper, we show that a fairly accurate classifier can be built that can distinguish ten different activities by using only a single sensor data, i.e., the smartphone accelerometer data. The approach that we take to dealing with this ten-class problem is to use the ensemble of nested dichotomy (END) method that transforms a multi-class problem into multiple two-class problems. END builds a committee of binary classifiers in a nested fashion using a binary tree. At the root of the binary tree, the set of all the classes are split into two subsets of classes by using a binary classifier. At a child node of the tree, a subset of classes is again split into two smaller subsets by using another binary classifier. Continuing in this way, we can obtain a binary tree where each leaf node contains a single class. This binary tree can be viewed as a nested dichotomy that can make multi-class predictions. Depending on how a set of classes are split into two subsets at each node, the final tree that we obtain can be different. Since there can be some classes that are correlated, a particular tree may perform better than the others. However, we can hardly identify the best tree without deep domain knowledge. The END method copes with this problem by building multiple dichotomy trees randomly during learning, and then combining the predictions made by each tree during classification. The END method is generally known to perform well even when the base learner is unable to model complex decision boundaries As the base classifier at each node of the dichotomy, we have used another ensemble classifier called the random forest. A random forest is built by repeatedly generating a decision tree each time with a different random subset of features using a bootstrap sample. By combining bagging with random feature subset selection, a random forest enjoys the advantage of having more diverse ensemble members than a simple bagging. As an overall result, our ensemble of nested dichotomy can actually be seen as a committee of committees of decision trees that can deal with a multi-class problem with high accuracy. The ten classes of activities that we distinguish in this paper are 'Sitting', 'Standing', 'Walking', 'Running', 'Walking Uphill', 'Walking Downhill', 'Running Uphill', 'Running Downhill', 'Falling', and 'Hobbling'. The features used for classifying these activities include not only the magnitude of acceleration vector at each time point but also the maximum, the minimum, and the standard deviation of vector magnitude within a time window of the last 2 seconds, etc. For experiments to compare the performance of END with those of other methods, the accelerometer data has been collected at every 0.1 second for 2 minutes for each activity from 5 volunteers. Among these 5,900 ($=5{\times}(60{\times}2-2)/0.1$) data collected for each activity (the data for the first 2 seconds are trashed because they do not have time window data), 4,700 have been used for training and the rest for testing. Although 'Walking Uphill' is often confused with some other similar activities, END has been found to classify all of the ten activities with a fairly high accuracy of 98.4%. On the other hand, the accuracies achieved by a decision tree, a k-nearest neighbor, and a one-versus-rest support vector machine have been observed as 97.6%, 96.5%, and 97.6%, respectively.

Exploring the Ways to Use Maker Education in School (학교 교육 활용을 위한 메이커 교육 구성 요소 탐색)

  • Kwon, Yoojin;Lee, Youngtae;Lim, Yunjin;Park, Youngsu;Lee, Eunkyung;Park, Seongseog
    • Journal of Korean Home Economics Education Association
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    • v.32 no.4
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    • pp.19-30
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    • 2020
  • Maker education started on the basis of the maker movement in which makers gathered in makerspace share their activities and experiences, and the educational value pursued in maker education is based on the constructivist paradigm. The purpose of this study is to present maker education components to be used in school education, focus on the characteristics and educational values of maker education, and explore ways to use them. To this end, this study explored the theoretical grounds to re-conceptualize maker education, drew statements based on in-depth interview data of teachers conducting maker education classes, and reviewed its validity through experts. Based on these statements, by deriving the components for the use of maker education, the direction of maker education in school education was set, and an example framework that could be used in subject class and creative experiential learning was proposed. Research shows that in maker education, makers cooperate to carry out activities, share ideas with others and try to improve them, and include self-direction such as learning, tinkering, design thinking, sharing and reflection. can see. In addition, maker education emphasizes experiential learning that can solve real problems that students face, rather than confining specific activities to student choices as needed. It emphasizes the learner's course of action rather than the outcome of the activity, tolerates the learner's failure, and emphasizes the role of the teacher as a facilitator to promote re-challenge. In the future, it can be used in various ways in each subject (curriculum expert, teaching/learning expert, elementary and middle school teachers, parents, local educators, etc.) and school activities, and it will contribute to setting future research directions as a basic research for school maker education.

Development of Process-centered Performance Task For Curriculum·Instruction·Assessment Alignment based on 2015 Revised Home Economics Curriculum (교육과정, 수업, 평가의 일체화를 위한 가정과 과정 중심 수행과제 개발)

  • Lee, Gyeong Suk;Yoo, Taemyung;Yang, Ji Sun
    • Journal of Korean Home Economics Education Association
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    • v.30 no.4
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    • pp.165-185
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    • 2018
  • The purpose of the study was to show the development process of the total instructional alignment based on the 2015 revised technology home economics curriculum, and to present the detailed aspects of this task. The results of this study were as follows: First, the clarity phase of the performance established the annual evaluation plan to ensure the consistency of the achievement standard, the learning objectives and the assessment objectives through an analysis of the curriculum. Second, the development phase of the performance tasks and the grading criteria analyzed the contents area and determined the performance assessment task. The performance assessment consisted of a portfolio and project activity types, and also comprised of knowledge markets, as well as e-NIE tasks, including individual tasks and collective tasks. Third, the performance assessment and the results phase were conducted after planning the class operation according to the instructors' directions and arrangement of the schedule into block classes. Afterwards, the performance assessment tasks were revised by the teaching-learning community and class reflection on practical application. As these results demonstrate, developing performance tasks that are centered on the learner's development processes can contribute to teachers' expertise and improvement of instruction.

An Analysis on the Characteristics of Problem-Finding and the Aspects of Using Science and Technology of Undergraduate Students' Convergence Problem Solving Activity (대학생들의 융합형 문제 해결 활동에서 문제발견 및 과학기술 분야 활용 양상 분석)

  • Baek, Jongho
    • Journal of The Korean Association For Science Education
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    • v.36 no.6
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    • pp.867-876
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    • 2016
  • In accordance with the changing of society, remarkable increase in knowledge and information, the competencies to choose and use proper information in various domains are considered as an important skill. As one of the methods in developing these competencies, it is emphasized that a problem-based learning can make student understand and use knowledge by solving the contextualized problem. However, it is skeptical of learner's development of competencies to use knowledge by solving well-defined given problem. Therefore it is required that students be allowed to develop the competency to find problem through experiences to determine and evaluate the purpose of the problem and method. The purpose of this study is to understand how undergraduate students use science or technology in finding a problem. In this line, this study articulated four cases conducted by participants who engaged in convergence teaching-learning program. And this study investigated the participants' process of problem-finding, method and reason to apply science or technology. The results were drawn by analyzing interviews and written data, including their proposal, a poster, and final reports. Participants changed the form of problem from initial ill-structured one into a concrete one, where the participant could derive a detailed solution. Science or technology applied as the detailed example to convert problem into a concrete form, or as the analyzing tool or theoretical background of problem to make a link with other domain. Their reason of applying science or technology could be summarized in 'personal interest based on prior experience' and 'alternatives to resolve a dissatisfaction.' Based on the result, this study suggests holistic approach that is included in both intuitive thinking and logical thinking and metacognitive regulation to stimulate problem-finding in problem-based learning program.

Content Analyses of Housing Unit of Secondary School Home Economics Textbooks in Japan (일본 중등학교 가정교과서 주생활영역의 교육내용 분석)

  • Jang, Sang-Ock
    • Journal of Korean Home Economics Education Association
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    • v.22 no.4
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    • pp.155-183
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    • 2010
  • The purpose of this study is to obtain a suggestion for writing, revising, and reorganizing for the current Korean Home Economics Textbook. To achieve this goal, the housing unit in the Home Economics curriculums from eight kinds of Japanese textbooks were analyzed. The subject of analysis was Technology Home Economics textbook Home Economics Part 2 volumes used in middle school 2009 and Home Economics Synthesis 6 volumes in high school. Contents of main text, terminology, reading material, tables and activities were analyzed. The suggestions of this analysis are as followings. First according to the increase of the level of school, if the field of housing is organized to be intensified systematically with relation to education, the goal of the subject would be clearly realized to the students. Thus, the middle school curriculum and textbook of housing field should be constructed with the consideration of education level according to the grade and the level of school. The method of intensive education in single point of time would result in low efficiency so the current curriculum should be re-considered. Second, perspective of resident, local community, terrain environment, housing culture should be included in housing education so that the learner may value the relationship between him and the society, think of the earth environment, succeed and advance the traditional culture. Third, the curriculum of the housing field should be organized with the consideration of understanding the level of middle, high school students. Middle school, with their student's low understanding, should include more experiential activity such as experiment and practice in their curriculum. On the other hand, curriculum which can enable student to research problems on their own and to apply them in their real life is required in high school course.

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