• Education of Primary School Mathematics
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• v.10 no.1 s.19
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• pp.1-13
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• 2007

For the last 30 years many researches were conducted to supply a lot of information on brain that were worth using in teaching and learning. They have showed that students received information through multi-path, and used familiar learning sense to present the received informations. However, nowadays only visual materials are mainly used in mathematics classroom. The purpose of this research is aimed to investigate implications of which learning senses are dominated to learn mathematics. Learning sense were catagorized to visual, auditory, and kinesthetic sense according to Politano & Paquin's classification. We surveyed student's learning senses using questionares. Subjects were composed of 141 elementary students, 117 middle school students, 145 high school students,, and 99 college students. T-test were used to investigate whether there are differences in student's learning senses according to grade levels or not.

• English Language & Literature Teaching
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• v.17 no.2
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• pp.161-180
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• 2011

This study aims to illustrate the value of teaching English drama in the course of teaching primary English and suggests a model for primary English drama in an English camp for Children. Drama is the world of assumption where language is used just like in real life. It has a positive effect on foreign language learning by encouraging the operation of certain psychological factors which facilitate oral communication. Dramatic techniques such as storytelling, role play, chant, song and games can be used in the EFL classroom to help bring about such results. Meanwhile, making a primary English drama in an English camp for Children would be practical mode to attain the essential purpose of EFL teaching particularly to get over the drawbacks of Korean students' communicative competence under the school's inflexible EFL education curriculum. In this paper, I will present the effectiveness of English drama and the skills for using it with ESL students and suggest some notes that can be used to reinforce the goals set out from the position of the teacher, student and teaching material. It is confirmed that the trained leader, students' affirmative attitude and systematic teaching materials are needed to maximize the effects of drama activities. In addition to that, there will be showed a model of instruction targeted to the primary students learning English in an English camp for Children.

• Journal of Korean Home Economics Education Association
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• v.35 no.2
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• pp.21-40
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• 2023

The aim of this study was to develop a comprehensive home economics teaching-learning plan, following the stages of analysis, design, development, and evaluation. The focus was on the 2015 revised home economics curriculum, specifically the 'prevention of sexual violence,' to enhance students' digital literacy competencies. In the analysis stage, the necessity of developing digital literacy competencies was confirmed by analyzing the 2022 revised national curriculum. Extracting elements from the 2015 revised home economics curriculum and textbooks, a digital tool utilization plan was designed in the subsequent design stage, aligning with learning goals, content composition, and digital literacy competency for each class. The development stage involved creating teaching-learning materials and digital tools for six sessions, centered around the topic of 'prevention of sexual violence.' In the evaluation stage, six content experts assessed the teaching-learning plans using a 5-point Likert scale and open-ended questions. The validity evaluation confirmed the effectiveness of the teaching-learning plans in improving middle school students' digital literacy competencies. Based on feedback from the experts, the plans for the six sessions were revised, with an additional session added, resulting in a total of seven sessions. It is envisioned that the home economics teaching and learning plans developed in this study can be implemented in home economics classes to foster students' digital literacy capabilities.

• The Korean Journal of Archival Studies
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• no.16
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• pp.201-256
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• 2007

Nowadays Korean main archives and manuscript repositories are planning to develop archival information service for students and teachers in their web sites. This study is aimed at discovering main issues of developing archival information service for students and teachers and finding a solution. The goal of archival information service for students and teachers is the promotion of use through launching service and the gradual growth of archival management program. The customer group is segmented into the students and teachers who are learning and teaching Korean history in classroom. As a result of analyzing curriculum and educational environment, the archival information must be developed into teaching-learning materials. And the processing archival information into archival content is needed. Consequently the character of archival information service for students and teachers is conceptualized as archival content service for teaching-learning materials. At every step of developing archival content service for teaching-learning materials, the next main points are considered and achieved. First, the strategy of customer-focused service must be the same from beginning to end. Second, the growth of traditional archival management(e.g. classification, description and finding aids) must be contributed. Third, the collaboration system leading by professional education staff must be organized. Fourth, the archival information must be related with teaching-learning activities. Fifth, the quality of content is more important than the quantity of it. Sixth, the networking with another agencies for cooperation must be considered.

• Journal of The Korean Association For Science Education
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• v.7 no.1
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• pp.1-17
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• 1987

The rectnt studies on the learning of the scientific concepts have suggested that most students have misconceptions related to the contents to be learned and that those misconceptions exert their influences on the subsequent learning of the content Those facts necessitate the identification of the misconceptions before the instructions and the preparation of the instructional materials based on those misconceptions identified. Several studies also revealed that such biological areas as cell division, reproduction and fertilization were ranked among the most difficult areas for high school students to learn. Therefore, this study had its triple objectives as follows: (1) Identification of misconceptions in such areas as cell division, reproduction and fertilization. (2) Investigation of the current high school biology textbook I's as the sources of those misconceptions. (3) Development of teaching materials based on the misconceptions identified and the problems in the textbooks analyzed. This study identified several misconceptions held by high school students of biological concepts related to the conceptual areas of life-continuity, and found the problems in learning of the high school biology textbooks. Based on the misconceptions and the problems, a teaching/learning model and its content material were developed at the final course of this study.

• The Journal of Korean Association of Computer Education
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• v.4 no.1
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• pp.119-126
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• 2001

In this paper, a highly effective learning model that can be applied to the 7th level-based curriculum, which will begin in high schools in the year 2002, will be proposed. Two learning models that have different perspectives on dividing the students into level groups(diagnostic evaluation model and formative evaluation model) were introduced, and teaching materials for each model were developed. After applying the teaching materials to actual classes, the achievement rate of the students was analyzed. According to the results of this research, the achievement rate of students is affected by the point of time at which they are divided into level groups, and formative evaluation proved to be the superior learning model dividing students into level groups.

• The Journal of Korean Association of Computer Education
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• v.16 no.3
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• pp.31-39
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• 2013

We developed a smart learning system by using the 'bring your own device' concept, which means the policy of permitting teacher and learners to bring personally owned mobile devices such as laptops, tablets, smart phones, etc. and applied the system to school classes. In addition, we analyzed the learner's satisfaction related to interfaces, interactions, applications, technical support, and evaluation areas. The evaluation system consists of App program for tablet PC's and smartphones, web program for desktop PC and electronic teaching desk, and server program for evaluation and database. Because all the teaching materials, feedback data and evaluation materials about learners are stored on the server, students can receive the necessary data through real-time feedback using their smartphones and desktop PC's. As a result, it could increase educational achievement with interest in learning.

• Human Ecology Research
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• v.62 no.1
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• pp.81-100
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• 2024

This paper presents a case study in which a lesson was designed and applied to enhance preservice home economics teachers' instructional design competence using the metaverse. For 15 weeks from March 6 to June 14, 14 students enrolled on the course 'Multimedia Home Economics Education' for preservice home economics teachers used the metaverse to engage in problem-based learning to solve instructional design problems in home economics classes. In accordance with the ADDIE design model, in the analysis stage, we assessed preservice home economics teachers' level of knowledge of lessons using the metaverse, and their perceptions of the possibility, necessity, and usefulness of using the metaverse in home economics lessons. In the design and development stage, lesson plans, questions for problem-based learning, assessment tools, and teaching and learning materials were developed. The implementation was conducted in parallel with training on understanding multimedia and the metaverse, and instructional design competence was evaluated through pre- and post-testing and reflection journals. The results revealed that the preservice home economics teachers acquired a good understanding of lessons using the metaverse, learned how to design lessons for self-directed learning by applying the metaverse to their home and classroom, and gained confidence in applying it to their teaching practice or in-service work. It is expected that the results of this study will be used as support materials for prospective and current home economics teachers to design home economics lessons using the metaverse, thereby expanding the horizons of home economics education.

• Journal of Korean Home Economics Education Association
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• v.13 no.3
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• pp.85-102
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• 2001

The purpose of the study is to develop instructional materials for improving thinking ability in home economics at middle school. To achieve the purpose. teaching elements were analyzed through the content of middle school Home Economics curriculum and eight textbooks. In addition, the specific learning objectives were identified accordingly and the focus of thinking were drawn in each teaching element. Also, instructional method for the development of thinking ability were proposed by each teaching element and focus of thinking. Finally. Instructional Materials were developed forty three topics for the content areas of food, clothing, housing, resource management and consumerism.

• Journal of the Korean School Mathematics Society
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• v.1 no.1
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• pp.165-174
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• 1998

This is the study on a teaching method for improving problem-solving ability in mathematics. If this method is performed step by step in solving problems, learners can approach problems in a variety of ways. This step-by-step teaching method will create some changes among learners. The purpose of this experiment was to determine what effects resulted from this method, especially which effects arose in the affective areas of learning math. For the experiment, learning materials were divided into 73 parts. And the subjects, who are low-leveled and have negative attitudes towards mathematics, were divided into two groups. One group was exposed to this method for four months (treatment group), and the other group(control group) was not. According to the result, though there were few changes, the treatment group came to be more interested in math than before and also negative attitudes towards math were reduced gradually, as compared with the control group. In this study, three factors were investigated: interest in math, attitudes toward math, and learning -achievement in math. Significant changes were found in two factors: interest in math and learning-achievement in math. No significant changes were found in the area of attitudes towards math. In conclusion, if this method is adopted and performed regularly, it is likely that the problem-solving skills will be improved and the negative attitudes towards math will be reduced.