• 영어어문교육
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• 제15권3호
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• pp.59-81
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• 2009

The primary goal of this paper was to develop a critical point of view to critical pedagogy when applied to EFL contexts. Critical pedagogy is more concerned about how language can affect personal and social change of teachers and students than it is with how to teach language effectively or in ways that encourage critical thinking on the part of teacher and students. For this goal, this paper introduces the definition, emergence and major constructs of critical pedagogy in a broad way at first. Then, this paper presents how critical pedagogy has an impact on ELT, focusing on how critical pedagogy is applied in ELT contexts and why the application of critical pedagogy in EFL can be criticized, through the review of empirical studies. Reflection of Korean English teaching situation and applicational difficulties of critical pedagogy in Korean ELT are followed.

• International Journal of Human Ecology
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• 제9권1호
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• pp.71-79
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• 2008

Service-Learning pedagogy includes community service and reflection as main components. Students can learn integration and application of knowledge beyond specific fields through experiences and reflection. The purpose of family and Consumer Sciences Education is related to connect theory and practice to improve individual, family, and community life. The curriculum focuses not only on content mastery in subjects, but also application of that knowledge to the real lives of students. Considering the purpose of service-learning as integration and application of knowledge, service- learning pedagogy can contribute to rethink family and Consumer Sciences Education. Reflection as a key component is examined for service-learning pedagogy. Exploring a deeper meaning of reflection in aspects of community connection, critical thinking, and transformative learning would extend the value of it and provide implications for implementing reflection in service-learning pedagogy in Family and Consumer Sciences Education.

• 한국수학교육학회지시리즈A:수학교육
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• 제48권1호
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• pp.61-80
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• 2009

The purpose of this study was to develop case-based pedagogy in mathematics for elementary school teachers and to investigate how they participate in the course employing case-based pedagogy. The 13 cases were developed and employed in pre-service teacher education. As such, the cases covered all content areas across grades, and included detailed description of mathematics instruction, questions for discussion, theoretical review related to each case, focus analysis and additional analysis, etc. This paper describes in what ways the participant teachers discussed cases, how case-based pedagogy had an influence on the teachers' own instruction during the practicum period, and how they assessed case-based pedagogy. This paper provides issues and suggestions for the professional development of mathematics teachers on the basis of empirical background.

• 대한음성학회지:말소리
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• 제40호
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• pp.65-78
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• 2000

Korean learners of Chinese have diniculties in pronouncing Chinese tones which distinguish the meaning of words, because there are not such tones in Korean language. It makes Koreans hard to acquire Chinese. In this paper, I present the followings: First, I examine the characteristics of the tones pronounced by Korean speakers, exploiting the method of modern experimental phonetics. Second, I present the pedagogy of Chinese tones, considering the typical errors shown by the experiments on Korean speakers. The Pedagogy Presented in this Paper, which is based on the results of experiments, is not perfect. However, I expect this paper to serve as instrumental tools to help Korean speakers to improve their command of Chinese.

• International Journal of Contents
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• 제3권2호
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• pp.30-34
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• 2007

This paper concerns with the application of e-based education methodology for people with disabilities targeting to empower them. Instead of the classic educational support such as extended time to take exams, a reader and/or scribe to assist with exams and note taking services, we suggest the use of new pedagogy-the science of educations integrating the state-of-the art. In this paper, we introduce the definition of disabilities for the people who does not fully understand what they means, first, and then possible implementing tools which can empower them with accomplishments. Most of the research in the field of pedagogy has tended to concentrate on the behavioral aspects of instructional sciences. Therefore we would like to point out that we concentrate on the aspects of instructional science particularly related with people with disabilities.

• 한국과학교육학회지
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• 제32권3호
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• pp.467-476
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• 2012

This study explored changes of preservice biology teachers' pedagogical knowledge and science teaching efficacy belief after the science pedagogy course. Preservice biology teachers who did not take any science pedagogy courses had an opportunity to engage in discussions of educational theories and group activities of instructional design utilizing science instructional models as a first step to develop practical knowledge. These preservice teachers represented a statistically significant increase in their scores on pedagogical knowledge including theory, student development, planning, and implementation, but no statistical difference in their scores measuring science teaching efficacy belief. In addition, the correlation results indicated that the science teaching efficacy belief is related to implementation even though the magnitude is relatively moderate.

• 공학교육연구
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• 제18권6호
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• pp.46-51
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• 2015

Recently, Information Communication Technology(ICT) is one of the most important technology that supports the modern society. As the ICT rises, the needs of the nurturing talents, who can develop a service or hardware on the basis of the humanities increases. As a result, teaching programming skills to students studying humanities and social science are essential. Also, it is important to train students studying science and engineering to write their thoughts logically. In order to serve these students, we introduce a pedagogy for computer programming using programming essay. Since a program is a sequence of the operations based on the programmer's logical thinking, programming can be considered as describing programmer's logic in the proper order using programming syntax. In this research, we train students to describe their logic using natural language. Students write down their essays for a given programming problems. Also, we introduce a pedagogy guideline using programming essay.

• International Journal of Computer Science & Network Security
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• 제21권3호
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• pp.185-190
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• 2021

The article provides a literary and analytical review in the following areas of search: problems and prerequisites for changes in the field of education, innovations and innovative models in education, the use of new technologies in teaching. A proposal for a business plan and accompanying documentation for a new methodology based on blockchain technologies were developed, to assess the economic efficiency of the project. The main systems of the new model were modeled on the basis of the proposed methodology, to develop a prototype based on the project documentation.

• 대한지리학회지
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• 제47권5호
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• pp.775-790
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• 2012

이 논문은 지리의 핵심개념 중의 하나인 공간에 대한 담론을 고찰한 후, 공간에 대한 비판적 읽기를 위한 교육으로서 지리교육을 주장한다. 최근 지리학과 비판교육학에서는 공간을 공간 과학의 관점에서 물리적이고 물질적인 것으로 정의하던 차원에서 벗어나, 공간의 사회성과 역사성을 강조하면서 공간은 사회적으로 구성된 것임을 강조한다. 따라서 공간은 더 이상 사회적 관계가 단순히 기록되는 단순한 그릇이 아니라, 다양한 의미들이 서로 경합하고 갈등하면서 사회적 관계가 생산되고 재생산되는 것으로 인식된다. 이제 지리교육은 공간이 개념화되는 상이한 방식을 검토하고, 다중적이고 경쟁적인 공간의 본질을 독해하는데 초점을 둔 공간에 대한 비판지리교육을 발전시켜야 하는 도전에 직면하게 된다.

• 한국과학교육학회지
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• 제14권2호
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• pp.159-169
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• 1994

The purpose of this study was to establish the goals of Science Pedagogy as a subject curriculum. This study is served as the criterion for syllabus of teacher's university which instruct the preservice science teachers. To perform this study, by a premise of Science Pedagogy, the domains and the categories of science eduactional goals ware pursued by review of literature. In this study, the sources to establish science educational goals are national educational ideology, nature of science, interests and cognitive levels of children, and social demands. According to these sources, the domains of science educational goals are as follows; 1.cognitive domain 2.inquiry process domain 3.manual skills domain 4.creativiry domain 5.science attitude domain 6.S-T-S domain These six domains are essential to school science educational achievement. Therefore, these domains are surely reflected in the course of science preservice teacher's training. On the base of these domains of science educational goals, 1 general goal and 10 specific objectives of Science Pedagogy are proposed.