• Journal of Convergence for Information Technology
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• v.12 no.3
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• pp.193-203
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• 2022

The present study aims to investigate how general education EFL instructors who teach in a higher education institution in Korea perceive mixed-ability classes and the teaching strategies that they utilized to teach learners who have varying English proficiency levels and may have different instructional needs. Twenty instructors at a higher education institution in Korea who teach general education EFL courses participated in a questionnaire and three of the twenty instructors participated in follow-up interviews. The findings from the questionnaire and interviews showed that instructors' experiences teaching mixed-ability classes were positive. They offered clear guidelines for participation to help motivate learners and found that higher level students helped lower level students through group work. The instructors also felt that ESP could be a possibility in mixed-ability classes to meet the learners educational needs.

• Journal of the Korean earth science society
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• v.40 no.6
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• pp.654-670
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• 2019

From the perspective of science gifted education, the successful intelligence theory is a means to understand how the gifted education curriculum reflects the characteristics of science gifted students. The purpose of this study is to investigate if the successful intelligence is fully reflected in the teaching materials of two gifted education centers (GECDOE: Gifted Education Center affiliated with District Office of Education, GSEIU: Gifted Science Education Institute attached to University). For this study, we selectively used 143 (GECDOE) and 134 questions (GSEIU) from the teaching materials of two gifted education centers. Those questions is analyzed through the semantic network analysis method. The results are as follow. First, the teaching materials of two gifted education centers are not evenly reflected in the successful intelligence, such as analytical ability, creative ability, and practical ability. Second, the teaching materials of two gifted education centers intensively demands analytical ability for students such as 'identify problem', 'represent and organize information', and 'additional prompts for analytical thinking'. Third, the teaching materials of two gifted education centers are presented to students without linking each frame of successful intelligence to one another. As the gifted students are quick to learn and show a preference for more complex thinking, it is necessary to develop teaching materials to experience the various abilities and promote integrated thinking according to the level of the gifted students. In this respect, this study is expected to be used as useful information for developing teaching materials to support customized education for gifted students.

• Journal of the Korean Society of Earth Science Education
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• v.8 no.1
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• pp.76-86
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• 2015

The purpose of this study is to take advantage of the smart teaching - learning programs about the unit of 'Earth and Moon' and find out how to apply the effect appears. Teaching-Learning program was conducted over eight lessons. And we analyzed the effect of the program at any time through the evaluation and interview. The results are as follows. First, this study proposed a method to assist in the teaching and learning of spatial ability for students' movement of the Earth and the Moon. The program takes advantage of N-Screen Applications were configured to allow both Earth observation insider perspective and the external multilateral perspective. This improves students' understanding qualitatively. Second, we applied the teaching and learning programs utilizing smart smart devices, and the result was a lot of low rank students' average score rises. In addition, we were able to see that many students' understanding and interest, self-confidence are improved.

• Journal of Korea Society of Digital Industry and Information Management
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• v.14 no.4
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• pp.177-187
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• 2018

The purpose of this study is to investigate the influence of learning flow, learning interest, and academic achievement by dividing the time when class was taught by Havruta. The Havruta teaching method is a traditional Jewish method of learning, with a one-on-one discussion with a partner that has a positive impact on each other. Havruta teaches learners through various perspectives and perspectives, helping them to improve their learning ability by attracting new ideas and solutions. In the computer lab, there is a big difference between the students according to the learner's abilities. Therefore, it is thought that the Havruta teaching method will help the learners who have lost interest in learning and improve the learning ability in the conventional way which does not consider personal abilities. do. In this paper, based on the friendship teaching model of the Havruta teaching style, the experimental group was taught through the Havruta practice and the play. Through the pre- and post-test, the students who taught the class with the help of the verbal method improved the learning flow, the learning interest and the academic achievement.

• The Journal of Korean Association of Computer Education
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• v.7 no.3
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• pp.101-110
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• 2004

The present instruction using ICT has a problem that it inclines toward instructing the simple technique of information or communication technology. In this paper, to cope with this problem, we propose a new Teaching-Learning model using ICT. The previous teaching-learning models using ICT are investigated and analyzed. Then, the criteria for evaluating the ability to put information literacy into practice are evenly reflected in the proposed model, is evenly reflected. The result of experiment reveals that the proposed model enhances the ability to put information literacy into practice on 5 items of 6 qualitative evaluation criteria.

• The Mathematical Education
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• v.53 no.2
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• pp.201-217
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• 2014

This research has an intention of developing a professional development program. We proposed an alternative mathematics teacher training model based on the situated learning theory, community of practice, and reflective practitioner. The developed mathematics teacher professional development program recruited participation unit that was consisted of 3 or 4 teachers in same school and total of 28 teachers from 9 schools. Also, there were 18 mentors to support each school. In this sense, it can be called multi-tired teacher community professional development program. Through the program, the teachers improve their teaching competency. Also, the operation ability of teacher learning community was improved. Learning community culture has been formed in each school. It shows ability that the explorative learning community can be operated voluntarily although the program finished. Furthermore, community shared corporate responsibility about open class. They recognize open class as a new method to improve community teaching ability than a tool to evaluate individual teaching ability.

• International Journal of Contents
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• v.10 no.2
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• pp.42-46
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• 2014

This study suggests a teaching-learning method to improve creative design abilities of students majoring in design. By suggesting a creative design-inducing (CDI) teaching-learning method process and a creative design-inducing (CDI) teaching-learning method, this study aims to expand creative thinking among students with the aim of producing produce creative output as well as improving the effectiveness of design teaching. It also presents a case of the teaching-learning method in a design-related department, the process of teaching where the new method is applied is also examined. The teaching method this study suggests has the following merits: First, it allows the teacher to use various tools depending on the creative thinking abilities of individuals. By providing students with custom-made teaching, the method motivates and focuses students during the lesson. Second, it is easier for students to generate creative ideas than with other teaching methods.

• The Journal of Korean Association of Computer Education
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• v.18 no.5
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• pp.1-13
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• 2015

In recent domestic and international curriculum it is emphasized that students should acquire 'problem solving' competence as a member of knowledge information society and various programming educational methods of improving problem solving competence have been studied. But there is no difference between programming problems in related research and traditional programming courses. Most methods of solving problems are focused on acquiring specific languages rather than enhancing problem solving ability. In this research, we developed a suitable programming problems and curriculum for fostering problem solving competence and designed and developed teaching and learning contents based on PSA(Problem Solving Activities). Furthermore, we obtained meaningful results of improving learners' problem solving ability and logical thinking ability by operating curriculum with developed contents as learning materials. The results of this research are expected to be used as a reference model or basic teaching materials for developing and operating the programming teaching and learning contents or curriculum to enhance problem solving competence.

• Human Ecology Research
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• v.61 no.3
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• pp.361-373
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• 2023

The purpose of this study is to develop and apply a teaching-learning plan of apartment house class to improve middle school students' empathy for home economics education and to verify its effect. The study was conducted in five stages: analysis, design, development, implementation, and evaluation using the ADDIE model. In the analysis phase, the study set learning objectives after analyzing how community housing is dealt with in the 2015 revised home economics curriculum and 12 current technology and home economics textbooks. In the design and development stage, in order to evaluate the validity of the experts and to improve the empathy ability, the study goal design, the composition of the learning elements, the development of the learning materials, and the pre and post-questionnaire for the students were developed. In the implementation stage, the empathic ability evaluation was carried out before and after the beginning of the first class by applying the teaching-learning process plan of the 8th class. In the evaluation stage, we examined whether the teaching-learning process developed in this study has a significant effect on empathy ability by evaluating the pre-post difference of empathy ability. As a result of examining the results of the pre - and post - evaluation of empathy ability for the results of this study, both cognitive and communicative factors were improved, and the apartment house class had a significant effect on the improvement of empathy ability.

• International Journal of Internet, Broadcasting and Communication
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• v.14 no.4
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• pp.1-10
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• 2022

Since 2019, elementary schools have been teaching software to students, so pre-service teachers should have the ability to teach software. Also, in the COVID-19 situation, pre-service teachers need the ability to teach software online. The purpose of this study is to investigate the effectiveness of online software education for preservice teachers. After providing online software education to preservice teachers, we analyse the results and examines whether online software education is effective. In this study, we define 55 learning elements by analyzing the achievement standards that can evaluate the software education ability of preservice teachers. We figure out whether pre-service teachers have acquired the ability to provide online software education to elementary school students. As a result of the study, we concluded that pre-service teachers who received this online education could conduct software education online in elementary school.