• Title/Summary/Keyword: Learner-centered Education

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Analyzing in-service primary and secondary teacher's experience on development of instructional media with Scratch: Based on the ASSURE model (초·중등 현직 교원의 스크래치 활용 교수자료 개발에 대한 경험 분석: ASSURE 모형 기반)

  • Cha, Hyeon-Jin;Lee, Gyeong-Suk
    • Journal of The Korean Association of Information Education
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    • v.24 no.4
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    • pp.265-278
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    • 2020
  • The purpose of this study is to analyze the experience of the process of developing instructional media by using Scratch for in-service teachers, after they participated in programming education with Scratch conducted as part of teaching methods using ICT. In particular, this study aimed to explore in-service teachers' thoughts and experiences of the objectives and methods integrated the programming education into their subjects creatively and convergently. To achieve the objective, they conducted an instructional design in accordance with their subject's learning goals and methods on the framework of the ASSURE model. Then, they conducted a project to develop instructional media with Scratch as part of the instructional design. 10 in-service teachers who attends the Graduate School of Education at K University in the second semester of 2019 were participated in this study. As a result, teachers showed positive expectation that the use of media developed by Scratch could bring significant results to attract students' interest and promote students' participation to lead learner-centered classes. This study has implications for future direction on programming education for professional development programs of prospective teachers as well as in-service teachers.

Issues of Learner-Centered Studio Classes in Landscape Architectural Education (조경교육에 있어 학습자 중심 스튜디오 수업의 쟁점)

  • Kim, Ah-Yeon
    • Journal of the Korean Institute of Landscape Architecture
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    • v.43 no.1
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    • pp.139-156
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    • 2015
  • The knowledge-based society of the 21st century requires a new kind of professional. Studio education has been the core pedagogical method to bridge the practical world and higher education in the field of landscape architecture. However, it is questioned whether studio classes have truly been performed from the learners' perspectives to solidify the competencies to meet the demands of the changing society. This study tries to draw key issues related to studio pedagogy in order to make a foundation for the improvement of studio classes in landscape architectural education. Five issues regarding landscape architectural studio education have been suggested through the literature review of three categories: the core competencies required for the future professionals, the pedagogical paradigm shift, and the changes along the evolution of landscape professions and curricula. The first issue is suggested as to approach the competencies from the holistic and systematic approach to define landscape architectural professionals for the 21st century. Second, studio classes should be redefined in the context of an entire curriculum, and, as a consequence, the linkage among the individual courses is found to be important. Third, design studio classes need to be restructured to have differentiated pedagogical objectives for the development of the learning phase. Fourth, it becomes crucial to research the pedagogical methodology and the reflective actions of instructors. Finally, it is required to think about what it means to be practical in the context of studio classes and the enhancement of educational infrastructure for the studio classes is to be important.

Case studies and effects of flipped learning applied to western costume history (플립 러닝을 활용한 서양복식사 수업 사례 및 효과 - 고대 메소포타미아 복식을 중심으로 -)

  • Shin, Hye Won;Kim, Hee Ra
    • Journal of Korean Home Economics Education Association
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    • v.30 no.2
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    • pp.137-147
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    • 2018
  • The purpose of this study was to develop and examine the effects of flipped learning in ancient Mesopotamian costume history. The flipped learning class was designed to three steps(pre-class, in-class, after-class). Pre-class: Students learned the socio-cultural background of Mesopotamia by watching videos online and Mesopotamian costume with PPT. In-class: Students were evaluated for their prior learning through the quiz. After the quiz, the instructor had a supplementary mini-lecture. Then the advanced learning was progressed with the team project(Mesopotamian costume analysis) by online Louvre Museum. Students made a team presentation and the instructor provided feedback. After-class: The effectiveness of flipped learning was measured based on the students' self-reflective journals and class awareness surveys. As the results, students actively participated in flipped learning and the class was rated appropriate. Students were satisfied with the overall quality of the flipped learning class. The Effect of Flip Learning Classes in reflective journals were shown as 'related flipped learning style,' 'related online Louvre museum project,' 'understanding of cooperative learning,' and 'contents of the class'. In conclusion, the flipped learning applied to Mesopotamian costume history was positive as a learner-centered education.

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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Domestic Research Trends and Cases of University Education and Operation in the Era of the Fourth Industrial Revolution (제4차 산업혁명 시대에서의 대학 교육 및 운영에 관한 연구 동향과 사례)

  • Kim, Kyu Tae
    • Journal of Digital Convergence
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    • v.17 no.8
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    • pp.15-26
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    • 2019
  • This study was to explore the domestic research trends, and education and operation cases concerned with Korean colleges in the fourth industrial revolution era. It was conducted through the analysis of 114 academic papers registered to the Korea Research Foundation, the newspaper articles, and the main 4-year university homepage from 2016 to April 2019. The results was as follows. Research papers have been increasing since 2016; research were conducted by humanities and social sciences as well as engineering academics interesting in research topics such as technologies, curriculum, and teaching and learning by mainly using quantitative research, literature research. As for the college education, reorganization of the undergraduate and majors centered on the science and engineering field, teaching and learning related with learner's participation and performance, and provide efficient academic affairs management and career guidance using Chatbot or Cloud computing. Industry-academia cooperation was focuses on the field of science and engineering. In future research, it is necessary to explore the research on college students' career and employment, the research on academic affairs management and infrastructure, the relational research considering the variables among college students and faculties, and the qualitative and mixed method approach.

Formative Research on Team-Based Learning Model in a Technical High School Class (공업계 고등학교 수업에서 팀 기반 학습모형 적용에 관한 형성적 연구)

  • Lee, Young-Min;Nam, Jeong-Kwon;Cho, Hyung-Jeong;Lee, Soo-Young
    • 대한공업교육학회지
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    • v.36 no.2
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    • pp.1-23
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    • 2011
  • The purpose of the study was to investigate the generality and applicability of Team-Based Learning model in a technical high school, based on the interviews with students and a teacher. Team-Based Learning model seems to be an effective way in improving the performance of groups as well as the individualized learning and team interaction. We applied a formative research method and identified the strengths of the model including learners' motivation and interests, learner-centered learning, self-efficacy through learning in advance, and concept acquisition from the repetitive learning process. However, we also found the weakness of the model including impracticality of instructional design, a lack of field-oriented problem banks, and needs for identifying learner characteristics and role in instruction. Finally, we analyzed the implications for the Team-Based Learning in the technical high schools in light of team formation, discussion types, active participation, and learners' prior knowledge and attitude, and pre-determined instructional design.

The Implementation and Evaluation of Learning Experience-Based Professionalism Program in Medical School (의과대학의 학습경험 중심 전문직업성 프로그램 운영 및 평가)

  • Yoo, Hyo Hyun;Kim, Young Jon
    • The Journal of the Korea Contents Association
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    • v.18 no.1
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    • pp.164-172
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    • 2018
  • This study explores how to implement a learning experience-based professionalism program for a medical students and evaluates its program through effectiveness and usability test. This study aims to provide practical implications for experience-based learning in an undergraduate level. Seventy four first-year medical students enrolled in PDS1(Patient-Doctor-Society 1): professionalism, one-week block (30 hours), one-credit program based on a experience-based learning model. All of the students were given six learning themes and learning resources and supporting tools, and conducted stepwise learning activities; preparation, organization, sharing, reflection and evaluation of experiences. The effectiveness of learning was evaluated by comparing the pre and post results of student's self-assessment on 24 questionnaire items about professionalism. After the course, the students and instructors conducted a usability evaluation of the program through questionnaires or group interviews. Learners' self-assessment results of professionalism such as leadership, self-directed learning, professional attitude, and social accountability all showed significant differences between the pre- and post-test. Satisfaction of the program was distributed to 3.58~3.78 according to items. Instructors and learner interviews confirmed practical usability throughout the course design, implementation and students evaluation. The results of the study showed the feasibility of implementing learning experience-based professionalism program in medical school. This study provides practical implications to develope and evaluate the learning experience-based professionalism program in medical education.

A Study Basic Engineering for Improving the Creative Practice PBL Case (기초 공학의 창의적인 실습 능력 향상을 위한 PBL 적용 사례 연구)

  • Park, Il-Soo
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.14 no.11
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    • pp.5396-5402
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    • 2013
  • In this study, one for grades 1 Institute of Foundation Engineering Practice training to enable the creativity of problem-based learning as an alternative (PBL: Problem-Based Learning) training system was applied. The reason for the development of education systems engineering knowledge and practice skills related to the University no basis for first year students in the theory and practice based on the characteristics of the materials used and the tools to use, how to use the machine was to be accomplished. Hands-on training for existing structured learning plan driven by the faculty and students conducted hands-on training in the uniform limits on the ability of the practice has been shown. However, in this study on the basis of PBL learning materials, and the students themselves leading learner-centered practice problems derive and small unit exercises the ability to decide how to proceed on improving the educational process proposes. As a result of these studies, about 30% more than traditional hands-on training to improve the ability of learning respectively.

Flipped Learning mathematics impact on the University Academic Achievement (Flipped Learning이 대학수학의 학업성취도에 미치는 영향)

  • Kim, Dong-Ryool
    • Journal of the Korea Convergence Society
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    • v.8 no.6
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    • pp.209-218
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    • 2017
  • Flipped Learning is being suggested which is well known as a teaching method which lets students learn the contents they will learn in advance through the advance online video and have a discussion through the team interaction in the main class for them to solve the assignment through the cooperation in a self-initiated way. Therefore, this study was intended to confirm if the flipped learning class could improve the students' learning ability and raising the interest in math by complementing the problem on the lecture-type class by applying the flipped learning class to the college basic math subject. As a result, in the unit test result, the average score of the experimental group was more than 20 higher than one of the control group indicating that Flipped Learning had a great effect on improving the learning ability, and as for the introspection journal analysis, many subjects from the experimental group showed the positive attitude toward math they felt difficult unlike ones from control group indicating that it was effective in improving the interest level.

A Study on an Operational Optimization Algorithm of Software Basic Education (소프트웨어 기초 교육의 최적 운영 알고리즘에 관한 연구)

  • Goo, Eun-Hee;Woo, Chan-Il
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.20 no.2
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    • pp.587-592
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    • 2019
  • The importance of software technologies is becoming more prominent because of the competition to secure a competitive edge in software, which has been intensified since the emergence of smartphones and IoT. Thus, to assure the initiative in the global software industry and to foster superior human resources, there is a growing need for outstanding software development professionals. This paper analyzes the factors that affect the basic perception of software, the need for software development, and the enhancement of software coding ability based on a compulsory software class, which aims to increase the workforce of the converged software industry. The analysis shows that among other technical practices to enhance coding ability, learner-centered technical contents showed the most positive effect regarding the recognition and motive of development and are an essential factor in improving coding skills. The findings indicate that the need for program development and active involvement in the development of the program are the most important factors in improving the practical ability. The analysis presents meaningful results by suggesting a methodology for improving software development capabilities.