• 공학교육연구
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• 제25권6호
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• pp.69-80
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• 2022

In this study, the application of flipped learning methodology to thermodynamics in mechanical engineering was examined, and how university students view flipped learning and the effects of flipped learning were analyzed. To analyze the effects of flipped learning, pre-class survey, assessment on learning in pre-class, team activities during class, and post-class survey were conducted. The analysis was also conducted on 33 students who took the thermodynamics course in mechanical engineering, and the PARTNER flipped learning model was applied to the class. The results of this study are as follows; In the preliminary survey, the students expected that the flip-learning class with team activities and teaching between team members would be helpful in improving their learning. In addition, students recognized that cooperative learning through a team was helpful for learning. The case reflecting the result of pre-learning evaluation to the subject grades showed higher pre-learning evaluation results than the case not reflecting the result of the pre-learning evaluation to the subject grades, and it was found that the pre-learning evaluation was acting as a factor to promote learning in pre-class. In post-class survey, the satisfaction with the flipped learning class was high, indicating that the effectiveness of the flipped learning class applied to the thermodynamics class was excellent.

• 공학교육연구
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• 제26권6호
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• pp.51-61
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• 2023

In this study, the effects of pre-learning attitude on learning participation and academic achievement was analyzed when applying the flipped learning methodology to engineering subject education. The modified PARTN teaching and learning model was applied, and pre-class survey, assessment on learning in pre-class, and post-class survey were conducted to analyze the effectiveness of flipped learning. The results were analyzed for 24 students who took the applied thermodynamics lecture. They were asked to take the course with the videos provided in the pre-class stage, and a pre-learning assessment was conducted to measure the completeness and understanding of the learning. As a result of the study, it was found that students with relatively excellent learning ability had excellent pre-learning evaluation results and excellent final academic achievement. In addition, the lower the pre-learning completion rate within the pre-learning period or the higher the learning rate using mobile devices, the more difficult it was to faithfully complete pre-learning, leading to poor pre-learning evaluation results. Meanwhile, the survey revealed that conducting pre-learning assessments were helpful in encouraging individual learning. In addition, cases reflecting pre-learning evaluation results to course grades showed higher pre-learning evaluation results than cases not reflecting pre-learning evaluation results to course grades, and in flipped learning classes, pre-learning evaluations act as a factor that promotes pre-class learning.

• 공학교육연구
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• 제22권3호
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• pp.68-77
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• 2019

This study dealt with a case study on the application of flipped learning to solid mechanics in college of engineering and analyzed the results of Pre-class survey, In-class activities, and Post-class survey to examine the effects of flipped learning. Total sample size of the analysis was 32 students who applied for solid mechanics in mechanical engineering department, consisting of 23 students in sophomore, five in junior and four in senior. The class was operated in three stages: Pre-class, In-class, and Post-class. The response of the students was observed at each stage of the class. According to the results, flipped learning was effective in learning knowledge of major subjects in engineering, and students actively participated in class activities and conducted smooth discussions with team members. Flipped learning has also improved students' class concentration and academic ability. Most of the students have expressed their intention to take classes or actively recommend other students when the classes are held. Effective classes will require systematic discussion guidance because flipped learning is closely related to discussion activities.

• 영어어문교육
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• 제12권1호
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• pp.103-129
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• 2006

This paper presents a case study of the effectiveness of debate class in promoting speaking skills of advanced learners. The researcher adopted English debate techniques in an English speaking class during four-week teacher training program and investigated how teachers responded to the new technique. Forty-five middle and high school teachers participated in the study and classroom observation, pre-survey, post-survey, and focus group interviews were used as the major research methods. The teacher pre-survey results presented that teachers prefer a conversation class where they can directly acquire proper sentence patterns and speaking strategies rather than spend time in performing communicative events. The results of the focus group interview and post-survey confirmed that a debate class can meet this specific teachers' needs. Most teachers responded positively to the debate classes since: 1) debate techniques are relatively new ideas to Korean teachers; 2) debate techniques require speed and accuracy in speech; thus teachers could learn to present their ideas logically and efficiently in a limited time through repeated argument exercises. The study result implies that debate technique can be an effective vehicle in an EFL context to promote advanced learners' logical thinking skills and logical English sentence structures.

• 수산해양교육연구
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• 제29권3호
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• pp.847-856
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• 2017

The purpose of this study was to develop a teaching model to improve teaching demonstration competence of pre-service Fisheries and Marine teachers through class consulting. The results were as follows: First, the results of a survey on perception of 19 pre-service teachers showed that most of them did not know exactly about the teaching demonstration. Second, a teaching model through class consulting was developed in four stages: Preparation for class, doing lesson, watching lesson, reflecting class. Third, the developed lessons model was applied for 6 weeks, but it was hard to expect much change just for 6 weeks. If discussions about the content of the lesson plan are haven during prior class consulting, this will be helpful for pre-service teachers in making the real teaching plan. The class performer have to write a report on class analysis because it is necessary to try systematic analysis on teaching demonstration.

• 대한한방소아과학회지
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• 제25권3호
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• pp.35-45
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• 2011

Objectives: The purpose of this survey is to investigate the recognition of parents' attending oriental childcare class, as a part of an oriental health promotion programs in a health center. Methods: During 2010, 74 parents participated in the pre-survey and 61 parents participated in the post-survey at the Kimpo, Kyeongju and Ganghwa health center. Results: 1. 77% of the participants didn't recognize the existence of Oriental childcare center. 49% of participants were informed by health center. 2. In terms of preferences on oriental versus western medicine, 76% of participants preferred western medicine as compared to the oriental medicine but, some wanted to use both medical treatments 3. Recognition levels in importance of childcare education on post-survey were significantly elevated to the pre-survey(p<0.05), and the childcare education helped parents to breed children better. Participants want to recommend neighbors to participate in childcare class. 4. Levels of common senses about childcare on post-survey were significantly elevated compared to pre-survey(p<0.05), but levels of common senses about oriental childcare were not elevated. 5. 77% of the participants satisfied with the childcare class. Conclusions: The oriental childcare class sessions in health center have helped parents to recognize the importance of childcare education and common senses about childcare.

• 한국과학교육학회지
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• 제23권5호
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• pp.561-573
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• 2003

학생들의 학업 성취에 교사가 결정적인 역할을 한다. 본 연구는 학교 현장에서 이루어지고 있는 과학 수업을 과학 예비교사들이 분석하였다. 과학 교사의 수업을 분석 위한 검사 도구는 수업, 학생 행동, 교사 행동, 발문의 4가지영역으로 구성되었다. 100명의 과학 교사의 수업을 예비 교사들이 참관한 것을 분석하였다. 그 결과, 예비교사들은 과학 교사의 수업은 탐구 중심으로 이루어지지 못하고 있는 것으로 분석하였다. 교사의 성과 연령의 특성에 따라서 과학 수업에 통계적인 차이가 없는 것으로 분석되었다. 또한, 과학 수업이 개념 중심 그리고 교사 중심으로 수업이 이루어지고 있음을 분석하였다.

• 대한한의학회지
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• 제41권1호
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• pp.21-44
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• 2020

Objectives: This study was aimed to develop a pharmacovigilance practice training course for future doctors of Korean medicine, the graduate students of a college of Korean medicine, and to verify the educational effect of the curriculum. Methods: Fifty-six students were given a training course designed as follows: 1) pre-class homework (basic theory self-study, online course, causality assessment, and adverse event reporting simulation); 2) in-class: homework submission and case discussion; 3) after-class: homework revision and resubmission. An online survey to assess the change of the level of basic knowledge and attitudes toward pharmacovigilance, the willingness to report adverse events, and self-efficacy for the causality assessment and adverse event reporting was conducted before and after education. Results: The survey participation rate was 96.5% in pre-education and 64.3% in the post-education survey. After education, knowledge level was improved (mean score from 4.3±2.11 to 6.7±1.96 points, modal value from 3 to 8 points) and positive changes were observed in almost all questions on attitudes. In the post-education survey, more students felt that they could do causality assessment (from 13% to 80.5%), could report adverse events to the agency in charge (from 7.4% to 96.2%), and expressed their strong willingness to report adverse events in the future (from 77.8% to 88.9%) than in the pre-education survey. Conclusions: More schools of Korean medicine need to adopt pharmacovigilance training courses in their curriculum to foster future doctors of Korean medicine with pharmacovigilance capabilities. Such efforts will be the basis for achieving an evidence-based, safe use of herbal medicine.

• 한국인터넷방송통신학회논문지
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• 제23권3호
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• pp.215-221
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• 2023

현실 세계와 유사한 모델링이 가능한 객체지향 언어인 C++ 프로그래밍 수업을 플립드러닝 학습모형을 도입한 교육과정으로 개발한다면 학생들의 능동적인 문제해결 능력을 배양할 수 있다. 본 교과목 개발사례에서는 플립드러닝 기법을 프로그래밍 수업에 적용하여 학생들의 능동적인 문제해결 능력 향상에 효과가 있었다는 데 그 의의가 있다. 먼저 4차시의 강의를 Pre-Class, In-Class, Post-Class로 나누어 주제에 맞는 수업 목표를 제시하고 팀을 구성하여 토의하는 방식으로 수업을 진행하였다. 강의 마지막에는 사후 설문 조사를 시행하여 학습자들이 효과적으로 학습하였는지 확인하였다.

• 대한화학회지
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• 제66권2호
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• pp.96-106
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• 2022

본 연구에서는 증강현실 및 가상현실의 실감형 콘텐츠를 활용한 융합 수업 프로그램이 중학교 영재 학생의 수업 만족도 및 과학적 태도에 미치는 영향과 인식을 알아보는데 목적이 있다. 스마트 기기를 활용한 실감형 콘텐츠를 포함하여 융합 수업 프로그램을 개발하고 영재 학생들에게 적용한 후 설문을 통해 영재 학생의 수업 만족도 및 과학적 태도와 인식을 조사하였다. 또한 예비 교사들을 대상으로 설문을 실시하여 수업 프로그램의 중학생의 수업 만족도 및 과학적 태도에 대한 영향 그리고 실감형 콘텐츠를 활용한 수업에 대한 인식을 조사하고 분석하였다. 연구 결과, 영재 학생 및 예비 교사 모두 실감형 콘텐츠를 활용한 수업 프로그램의 수업 만족도에 대해 긍정적으로 인식하였다. 특히, 실감형 콘텐츠를 활용한 수업이 학습 동기와 흥미를 유발시킬 수 있다는 점에서 긍정적이었다. 반면, 어플리케이션의 질적 수준이 낮다는 것과 스마트 기기의 인프라 부족 등이 단점이라고 지적하였다. 또한 예비 교사는 실감형 콘텐츠를 활용한 수업에 대한 자신감과 정보는 부족하지만 실감형 콘텐츠를 활용한 수업이 필요하며 이에 대비한 예비 교사를 위한 교육이 필요하다고 인식하였다. 이를 바탕으로 미래 교육을 위한 학교 내 시설 및 장비 마련, 융합 수업에 활용 가능한 어플리케이션의 개발, 실감형 콘텐츠를 활용한 프로그램 및 교수 학습 자료 개발, 예비 교사를 위한 교육 등에 대한 시사점을 얻었다.