• 한국초등과학교육학회지:초등과학교육
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• 제36권3호
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• pp.227-245
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• 2017

The purpose of this study was to explore the possibility of implementing 'responsive teaching (RT)' in elementary school science classrooms. A review of relevant literature yielded a tentative framework of RT which consisted of three characteristics of RT and example practices for each characteristic. The RT framework was used to analyze elementary science lessons on the topic of the transpiration in plant leaves. The data sources were audio recordings of three $5^{th}$ grade classrooms which included both the whole-class instruction and student group activities. The data were examined through collaboration between the teacher who had taught the lessons and a university-based science education researcher. It was revealed that the implementation of RT was limited when the teacher's intervention was focused on completing tasks; when it was out of the contexts of student activities; when the teacher provided earlier what students were supposed to find out by themselves; and when the teacher's comments were evaluation-centered. By contrast, the implementation of RT was made highly possible when the teacher's intervention induced an intellectual debate among students; when the teacher negotiated meanings with students; when the teacher connected what students shared to scientific knowledge; and when the teacher prompted students to solve a new problem. Implications about implementing and studying RT were discussed.

• 한국지구과학회지
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• 제24권2호
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• pp.108-116
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• 2003

Problem Based Learning (PBL) is one of methods which has been developed to promote student-centered learning and to pursue self-directed learning for life-long learning. The purpose of this study is exploring the possibility of Problem Based Learning (PBL) in college Earth science course. The participants of this study were fourteen students attending an Earth science class at Sookmyung Women's University in Seoul. PBL was implemented in the form of group project with utilizing Web-based course tool. We provided questionnaires and conducted interviews to figure out students' perception about PBL. The findings were as follows: Through a given experiences, (1) students participated more actively than LBL (Lecture Based Learning), (2) more students were engaged with self-directed learning, and (3) students made higher cognitive efforts. LBL seemed to be more efficient way to acquire factual knowledge. In the meanwhile, PBL did not seem to affect the improvement of communication skills. Students could not make use of Web-based course tool effectively in communicating with other team members. In this study, we found that college student participants preferred problems related to everyday life, environmental issues and interesting but unusual incidents. On the other hand, they felt difficult in open-ended problems, especially when they were asked to provide their own evaluation. On the basis of PBL experiment in this paper, we present one method of successful implementation of PBL and suggest topics which should be studied in the future.

• 한국컴퓨터정보학회논문지
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• 제23권6호
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• pp.15-21
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• 2018

The purpose of this study is to design a Content-based Korean Class model using Flipped learning for foreign students. The class model that presents on this paper will lead the language learning through content learning, also it will be enable the student more active and to have an initiative in the class. Prior to designing a Content-based Korean Class model using Flipped learning, the concepts and educational significance and characteristics of flip learning were reviewed through previous studies. Then, It emphasizes the necessity of teaching method adapting Flipped learning to Content-based teaching method in Korean language education. It also suggests standards and principles of composition in Contents-based teaching method using Flipped learning. After designing the instructional model based on the suggested standards and principles, it presents a course of instruction about how learning methods, contents and activities should be done step by step. The Content-based Korean class model using the Flipped learning will be an alternative approach to overcome the limitations of teacher-centered teaching methods and lecture-teaching methods which are the dominant of present classroom environment.

• 한국초등과학교육학회지:초등과학교육
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• 제39권3호
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• pp.353-368
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• 2020

This study analyzed the teacher's perception for influence of behavioral characteristics of scientifically-gifted students on general students in elementary school science class. To do this, we selected the eight elementary school teachers who were conducting the regular science classes including scientifically-gifted students belonging to the gifted education institutes in Seoul and conducted individual in-depth interviews. The analysis of the results reveal that the teachers mentioned seven behavioral characteristics of scientifically-gifted students in general elementary school science classes.: 'excellent in designing and performing experiments', 'playing a leading role in experiments', 'expressing their abundant prior knowledge frequently', 'attempting their tasks with curiosity and persistence', 'displaying scientific creativity', 'often asking scientific questions in detail', and 'expressing their opinions logically'. These behavioral characteristics of scientifically-gifted students had positive effects on general students, such as 'providing them with a successful experience in conducting experiments', 'improving understanding of science class contents', 'developing scientific thinking and reflective thinking', and 'improving their students' positive experiences about science'. However, the excessive learning-driven behaviors of scientifically-gifted students had negative effects on general students, such as 'limiting opportunities for general students to participate in classes', 'conducting passive exploration centered on results', and 'causing conflicts with general students'. Educational implications of these findings are discussed.

• 산경연구논집
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• 제9권8호
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• pp.35-40
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• 2018

Purpose - The purpose of this study is to conduct a monitoring study on the learning process of e-learning contents. This study has two research objectives. First, by conducting monitoring research on the learning process, we aim to explore the implications for content development that reflects future student needs. Second, we want to collect empirical basic data on the estimation of appropriate amount of learning. Research design, data, and methodology - This study is a case study of learner's learning process in e-learning. After completion of the study, an in-depth interview was made after conducting a test to measure the total amount of cognitive load and the level of engagement that occurred during the learning process. The tool used to measure cognitive load is NASA-TLX, a subjective cognitive load measurement method. In the monitoring process, we observe external phenomena such as page movement and mouse movement path, and identify cognitive activities such as Think-Aloud technique. Results - In the total of three research subjects, the two courses showed excess learning time compared to the learning time, and one course showed less learning time than the learning time. This gives the following implications for content development. First, it is necessary to consider the importance of selecting the target and contents level according to the level of the subject. Second, it is necessary to design the learner participation activity that meets the learning goal level and to calculate the appropriate time accordingly. Third, it is necessary to design appropriate learning support strategy according to the learning task. This should be considered in designing lessons. Fourth, it is necessary to revitalize contents design centered on learning activities such as simulation. Conclusions - The implications of the examination system are as follows. First, it can be confirmed that there is difficulty in calculating the amount of learning centered on learning time and securing objective objectivity. Second, it can be seen that there are various variables affecting the actual learning time in addition to the content amount. Third, there is a need for reviewing the system of examination of learning amount centered on 'learning time'.

• 영어어문교육
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• 제13권1호
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• pp.261-282
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• 2007

The purpose of this study is to investigate American traditional values and American culture in English education. The understanding of American culture in English education requires the analysis of world changes in the global age. The history of American English, the formation of American society, and the background of natural environment are described in relation to the traditional American values of the earliest settlers, such as multi-culture, individual freedom, frontier heritage in the West, equality of opportunity and wealth and material abundance. Hence the case studies of students' project presentations on the American culture in English education exemplify the reflection of American traditional values in the current American life and society. It is concluded that project-based method with regard to cultural studies in English education reveals very positive learning effects by driving students' interests and active participation through the student-centered, creative, and cooperative project presentations.

• 정보교육학회논문지
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• 제3권1호
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• pp.125-133
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• 1999

This paper is to provide a provision, in the system of virtual studying on the base of web, that can be used when learners(student) don't feel interesting anymore in the situation of unit studying and wanders in virtual space. No doubt, It's possible to provoke learner's interesting with providing such as fine multi-media, graph, and animation. But This study propose a method for learner who is apt to tired of studying although activity program is developing.

• 디지털융복합연구
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• 제18권2호
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• pp.95-101
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• 2020

본 연구의 목적은 대학교육을 위해 입학 단계에서 다른 지역으로 이동하는 학생들의 특징을 살펴보는 것이다. 이러한 목적을 달성하기 위하여 2018년 학부교육 실태조사(K-NSSE) 자료를 분석하였다. 교차 분석(카이제곱 검정)과 이항 로지스틱 회귀분석을 하였다. 분석 결과, 서울 지역 학생들은 서울, 경인, 지방 등 다양한 지역으로 이동하는 비율이 상대적으로 높았지만, 지방 출신 학생의 경우 낮은 비율의 학생들이 서울 지역 대학으로 이동하고 있었다. 또한, 대학교육을 위해 서울에서 지방으로, 지방에서 서울 지역으로 이동하는 학생 집단이 사회경제적 배경, 고교 유형과 성취 수준, 진로 성숙 수준, 대학몰입 정도에 있어서 차이가 있음을 확인하였다. 본 연구는 서울 중심의 대학 서열화 구조를 극복하고 학생 구성의 다양성을 확보하여 교육의 질을 높이고 지역 발전에도 기여할 수 있도록 정부가 체계적인 지원을 할 필요가 있음을 제언한다.

• 한국학교보건학회지
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• 제25권1호
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• pp.122-132
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• 2012

Purpose: The purpose of this study is to determine the effectiveness of cooperative learner-centered methods of sex education. Methods: This study was carried out on 5th grade elementary school students in D-district. Nine classes were divided into 3 groups using each different teaching methods: group A (a cooperative learning), group B (a lecture) and group C (a control group for a comparison). The study period was from Oct. 17 to Dec. 2 in 2011. Both groups A and B received sex education lessons for 40 minutes for 4 weeks and were tested their sex knowledge and attitude to compare the differences. Results: The scores of sex knowledge for all three groups were increased and their sex attitude was increased as well. The points of sex knowledge between pre and post test in group A are greater than the group B's. Thus, the cooperative learning approach with Group A was more effective to improve student's sex knowledge. But the difference between the sex attitude scores was not statistically significant. Group A and B showed a positive improvement in both their sex knowledge and attitudes compared with the control group. Conclusion: This experiment shows that an active teaching methods is more effective to improve student sex knowledge than a passive approach. Thus, a cooperative learning method results in increases of both student's sex knowledge and interests in learning sex education. It needs to develop more diverse teaching methods and programs on sex education that are more systematic and tailored.

• 수산해양교육연구
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• 제17권3호
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• pp.305-323
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• 2005

To reveal secondary teachers' in-service education needs, in-depth interviews were conducted with 15 individual teachers based on semi-structured questions and qualitative data analysis procedures were adopted. They wanted to have; a. more knowledge of one's subject, subject related information, culture and common sense, counseling psychology, foreign language, and the 7th curriculum, b. better skills of student-centered teaching-learning methods, guidance and class management, good use of computers, and educational evaluation, c. improved attitudes regarding democratic problem solution processes, conversation with and service to students from their viewpoints, commitment to preparations for teaching, educational innovation and improvement, elimination of improperness, and pride of teaching job.