• 컴퓨터교육학회논문지
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• 제7권3호
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• pp.1-14
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• 2004

언제 어디서나 적은 비용으로 프로그래밍을 배우고자 하는 수요가 늘어남에 따라 웹 기반의 프로그래밍 강의가 많이 이루어지고 있다. 일반적으로 웹 기반으로 프로그래밍을 가르치는 것은 매우 어렵다. 따라서 이 강의를 효과적으로 가르치기 위한 방법들에 대한 연구가 필요하다. 본 논문은 관련 문헌들과 수년 간에 걸쳐 웹 기반으로 프로그래밍 과목을 가르친 경험에 기초하여 효과적인 웹 기반의 프로그래밍 강의 전략을 제시한다. 먼저 프로그래밍 교과목의 특성과 학습자들의 특징을 고려하고 프로그래밍 능력을 개발하기 위한 교안 설계 전략을 제시한다. 다음으로 그 과목의 효과적인 평가 및 운영 전략을 제시한다. 마지막으로 제안된 전략들에 따라 진행된 최근 강의의 성적 평가와 운영 결과를 분석한다. 이는 웹 기반 강의의 교육 효과를 높일 수 있음을 보여 준다.

• 대한지구과학교육학회지
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• 제7권2호
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• pp.169-179
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• 2014

The purpose of this study is to research about the effects on improvement academic achievement of students based on the core learning standards of science. The researcher selected experimenter and started this study as a graduate student who is majoring in science education, experimenter chose to study 48 Sixth graders in elementary schools in B city for research group(24 students), Comparison group(24 students). The study was conducted from March to the end of July 2014. The teacher who is doing activity of professor in research group and the comparison group is science education specialist. Researcher and experimenter frequently exchange their opinions for control variables of teacher. The results are as follows. First, based on unit time strategies based on core achievement standards classes are effective in improving students' academic achievement. Elementary school teacher has difficulty in teaching for all subjects based on unit time strategies. Second, based on unit time strategies based on core achievement standards classes showed high level of satisfaction in perception of students. Thus it can be seen that teaching strategies of unit time based on the core achievement standards is effective to academic achievement improvement. The proposal for further study based on the results is as follows. First, research is needed to study the teaching methods that have practical and theoretical study time and lesson application opportunity for teaching strategies of curriculum unit time. Second, experimental studies that using strategies of unit time based on the core achievement standards are needed about learning method that can be applied in a variety of subjects.

• 영어영문학
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• 제54권2호
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• pp.189-215
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• 2008

This study proposes using children's literature as a means of teaching and learning English as a foreign language and suggests practical strategies on the basis of transactional theory of reading suggested by Rosenblatt (1994, 1995). This study suggests three novels written for children or young adults: On My Honor (1986) by Marion Dane Bauer, The Giver (1993) by Lois Lowry and Hatchet (1987) by Gary Paulsen. These texts were selected because of their diverse topics, easy and comprehensible language, engaging stories, and authentic and rich expressions, making them effective materials for foreign language learners. This paper is organized as follows: First, it reviews research on teaching literature in English education and response-oriented language teaching to provide theoretical background of literature-based language teaching and learning. Second, it provides the background of the texts selected for the study. Third, it develops diverse, practical strategies for instructors who intend to use children's literature in EFL teaching. We expect to guide EFL instructors in adopting children's literature in their English class by connecting theory and practice and by providing diverse methods and strategies, and sample responses by EFL university students.

• 한국수학교육학회지시리즈A:수학교육
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• 제49권4호
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• pp.463-488
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• 2010

The purpose of this study was providing implications in teaching and learning activities to vitalize mathematical communication and to raise positive attitudes about mathematics. We analyzed mathematical communication, disposition and attitudes of the students who had lower mathematical achievement rather than that of Korean language in class using reading materials and strategies. We found that teaching-learning activities using the reading materials and strategies let the low achievers in mathematics communicate more about mathematical notions and problem-solving process actively. The activities triggered interests and attention of mathematics and self-study. In addition, the lessons with reading materials and strategies aroused confidence, will and responsibility to mathematics learning to the students. They made the learners notice mathematics' values and roles and gave the opportunity of reflection about students' learning processes. As a result, the teaching-learning using reading materials and strategies should be developed and accomplished actively in classroom to turn mathematical inclination and attitudes of the students who had had negative inclination and attitudes to mathematics into those of positive and to vitalize mathematical communication to the lower achievers in mathematics.

• International Journal of Contents
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• 제16권4호
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• pp.39-49
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• 2020

The goal of this research was to understand the patterns of multidimensional engagement in MOOCs. An email with an online survey link was sent to enrollees in an MOOC course. The survey included 35 questions asking about engagement, teaching presence, and learning persistence. The items were validated in the literature, revised for the MOOC setting, reviewed by four professionals in the field of educational technology, and used in the study. A heterogeneous group of 170 individuals gathered through convenience sampling participated in the study. With cluster analysis of the engagement data, three groups were identified: Cluster1, 2, and 3. Cluster 1 scored high on behavioral, emotional, and cognitive engagement. Cluster 2 scored high on behavioral aspects but low on emotional and cognitive engagement. Cluster 3 scored low on behavioral and cognitive engagement but high on emotional aspects. The study addressed cluster-specific learner characteristics and differences in perceived teaching presence and learning persistence. Design strategies pertaining to each cluster were further discussed. These strategies may guide instructors and practitioners in the design and management of MOOCs and should be further validated through future studies.

• 수산해양교육연구
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• 제20권2호
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• pp.236-248
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• 2008

This study has explored the elements of e-teaching portfolio for enhancing teaching expertise in higher education. This study is carried out through the literature review and expert's focus group interview. As the result of this study, seven elements of e-teaching portfolio for enhancing teaching expertise in higher education have been found. First, 'personal background' include curriculum vitae, course responsibility, and other educational activities. Second, 'teaching philosophy' include the principals on teaching and learning, statements of teaching philosophy. Third, 'learning environment' include the characteristics of students, the previous learning contents, and physical environment. Forth, 'course contents and methods' include teaching strategies and instructional materials, Fifth, 'instructional evaluation' includes the principals of evaluation and the examples of learning outcomes. Sixth, 'endeavor for improvement of instruction' include evidence of activity for teaching improvement and instruction feedback from peer and students. And e-teaching portfolio also includes research career and awards history element.

• 의학교육논단
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• 제11권1호
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• pp.35-43
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• 2009

Learning strategies are defined as behaviors and thoughts that a learner engages in during learning and that are intended to influence the learner's encoding process. Today, demands for teaching how to learn increase, because there is a lot of complex material which is delivered to students. But learning strategies shouldn't be identified as tricks of students for achieving high scores in exams. Cognitive researchers and theorists assume that learning strategies are related to two types of learning processing, which are described as 'surface learning' and 'deep learning'. In addition learning strategies are associated with learning motivation. Students with 'meaning orientation' who struggle for deep learning, are intrinsically motivated, whereas students with 'reproduction orientation' or 'achieving orientation' are extrinsically motivated. Therefore, to foster active learning and intrinsic motivation of students, it isn't enough to just teach how to learn. Changes of curriculum and assessment methods, that stimulate deep learning and curiosity of students are needed with educators and learners working cooperatively.

• 문화기술의 융합
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• 제9권3호
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• pp.753-761
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• 2023

본 연구는 비전공자를 대상으로 하는 프로그래밍 교과목에 플립드 러닝 교수법을 적용하여 프로그래밍 교과목에 대한 학습 효율성을 증대시키기 위한 전략을 연구한다. 전통적 수업 방식에서 벗어나 다양한 교수법, 학습 설계모형을 융합적으로 적용하여 비전공자를 대상으로 하는 소프트웨어 교육의 효율적인 학습 모델을 설계하는 것에 대하여 연구한다. 학습자 중심의 플립드러닝(Flipped Learning)기반 프로그래밍 수업을 설계하고 이를 현장 적용하는데 효과적인 적용 방법에 대한 전략을 모색한다. 또한 본 대학의 교양 수업 중 컴퓨팅 사고 교과목에 플립드러닝 교수법의 효율적 적용 방법을 탐색하는 데 그 목적이 있다. 혁신 교수법의 하나인 플립드러닝 교수법을 적용하여 프로그래밍 교과목 수업의 질적 개선과 실습교육의 효율성 및 학습자 성취도 증진을 위한 방안을 고찰한다. 본 연구에서는 전통적 수업 방식에서 벗어나 다양한 교수법, 학습 설계 모형을 융합적으로 적용하여 비전공자를 대상으로 하는 소프트웨어 교육의 효율적인 학습 모델을 설계하는 것이 목적이다.

• 한국초등수학교육학회지
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• 제15권3호
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• pp.641-654
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• 2011

수학교육의 목표 중의 하나인 합리적이고 창의적인 문제해결력을 기르기 위해서는 그 기저가 되는 수학적 개념 및 원리 법칙에 대한 올바른 이해가 뒷받침되어야 할 것이다. 수학과 교육과정에서 수학적 개념 및 원리 법칙의 교수 학습 방법으로는 주변의 여러 가지 현상을 학습 소재로 하여 구체적 조작 활동과 탐구 활동을 통하여 학생 스스로 개념, 원리, 법칙을 발견하고 이를 정당화하도록 권고하고 있다. 본고에서는 수학적 원리 법칙의 의미와 귀납적 추론 절차를 살펴보고, 교육과정에서 권고하는 원리 법칙지도를 위한 방안으로써 발견을 통한 지도와 발견전략으로써 귀납에 의한 지도 방법 및 지도상의 유의점을 살펴보았다.

• 한국초등과학교육학회지:초등과학교육
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• 제34권1호
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• pp.32-45
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• 2015

The purpose of this study is to further develop the strategies using EBS clipbank service and investigate the their effects of the science academic emotion on the student's attitude toward science. Clipbank is service for educational purpose. EBS provides clipbank that holds about 210,000 video clips made from EBS programs. Two class of 6th grade were selected and instructed. Implementing and using the teaching strategies, a test was administered to examine the science academic emotion of the students effects using clipbank teaching. It had two rounds for inspection about operation of the strategies with curriculum. In the second research, by re-supplying a more sophisticated program strategy from first in putting feedback. The result of analyzing the test was as follows. First, elementary teachers can be used in class to take advantage of a variety of educational materials clipbank contents. Result of teachers survey, clipbank teaching was effective and teachers who using clipbank service will be the continue utilize clipbank. Second, the strategy for using clipbank teaching was effective on student's science academic emotion. And strategy was effective significantly different depending on gender. In conclusion, the strategy for using clipbank teaching, made students feel that learning science was interesting. A lot of reseaches give that science can provide the ideas as a metheod to educational web-sites, educational web-sites can provide creative ideas to science learning strategy, but it is still lacking that research can be applied to education specifically on how to. This study will help elementary teachers adjust teaching to help students learn science with positive emotions.