• International Journal of Computer Science & Network Security
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• v.22 no.9
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• pp.51-58
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• 2022

The article emphasizes the features of the modern education system in Poland, reveals the peculiarities of improving the professional competence of a specialist in Poland through the implementation of multimedia technologies. Various forms of innovations implemented in improving the professional competence of a specialist are listed: improvement (rationalization), modernization, innovation. The forms of professional improvement through the introduction of computer technologies in general and multimedia technologies, in particular, primarily include various professional courses, qualification, preparatory, methodological conferences, seminars, postgraduate studies, foreign and state internships. At the same time, the main direction is self-education. The subject of professional improvement in the application of computer technologies by specialists is the updating of existing knowledge, exchange of professional experience, planning, as well as discussion of innovative works in which specialists participate. Professional growth of specialists can occur both during work and in higher education institutions during their studies. Modernization of computer technologies, especially multimedia ones, is a necessary condition for the functioning of specialists in modern society, since specialists are at the center of the educational process, during the improvement of professional competence. The main functions of the educational process necessary for improving the professional competence of specialists through the implementation of multimedia technologies are revealed. These functions not only contribute to the professional improvement of specialists, but also affect their solutions and optimize the maintenance of contacts between specialists. The importance of creating conditions that are consistent with the modern needs of innovative education is emphasized.

• Journal of Korean Academy of Nursing
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• v.53 no.4
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• pp.412-425
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• 2023

Purpose: Nurses play an important role in ensuring patient rehabilitation and are involved in all aspects of multidimensional rehabilitation. Therefore, strengthening rehabilitation nursing education is vital to ascertain high-quality rehabilitation and optimum outcomes. This study examined the effectiveness of a new teaching reform-a modified Six-Sigma-based training program-against a conventional educational program on rehabilitation specialist nurses' core competencies, post-training performance, and satisfaction. Methods: A quasi-randomized controlled trial was conducted to assess the effectiveness of the modified training program. We recruited 56 learners from the 2020 training course at the Hunan Rehabilitation Specialist Nurse Training Base as the control group. Sixty learners from the base's 2021 training course were recruited as the intervention group. Data were collected in a consistent manner from both groups after the training program was implemented. Results: Those who underwent the modified training program showed better improvement in all core competencies than those who underwent the conventional training program (p < .05); the scores for theoretical knowledge, clinical nursing lectures, reviews, and nursing case management improved significantly following the teaching reform (p < 0.05). Further, overall satisfaction as well as base management and theoretical teaching satisfaction improved significantly (p < .05). Conclusion: The modified training program strengthens rehabilitation nurses' base management abilities; enhances their core competencies; expands their interest in and breadth, depth, and practicability of theoretical courses; and updates the teaching methods.

• Journal of the Korean earth science society
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• v.32 no.3
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• pp.334-345
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• 2011

The purpose of this study was to find out inservice teachers' teaching skills and relevant educational settings that could be applied to an instruction of problem-based learning (PBL). Participants have been instructed PBL teacher training programs and applied PBL into teaching and learning process. Three elementary teachers were selected to participate in the study, and data were collected with semi-structured interviews. The interviews of the teachers in relation to PBL were analyzed by two main topics: (1) the teachers' teaching skills required in PBL and (2) the educational settings in implementing PBL. The results are as follows: First, there is a difficulty involved in the implementation of PBL in that its preparation and teaching process are different from the traditional teaching methodology. However, as a helper who guides the students to self-directed learning in the free and permissible learning environment in which students are motivated to develop their potential effectively, the teachers are to invest their time consistently and to put their efforts into making an effective class in the entire process of PBL. Second, as a method to apply the problem-based learning to the education settings, the teachers must spread the awareness of PBL to fellow teachers, students, their parents and the administrators in education and form the community of the teachers. Most importantly, when the teachers apply PBL in the directly, from the joy of witnessing the changes in the students, they will choose to adopt PBL.

• The Korean Journal of Archival Studies
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• no.29
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• pp.129-173
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• 2011

Standards-curriculum based archival contents for education is the best effective teaching and learning units for historical thinking abilities. This paper purposes a developing procedures of an archival contents for education that is theoretical instructions of developing an archival contents for education by the National Archives of Korea. This paper can be used of the theoretical bases for the National Archives of Korea by proposing the methodology of development of an archival contents for education. The developing procedures of an archival contents for education is the same with the procedures of developing an e-learning contents that has planning, analyzing, designing, developing and assessing steps but it is characterized by an archival contents for education that is curriculum standards analysis, collection analysis, and detailed design for structured formats in effective-accomplishments for teaching-learning objectives. I propose the procedures for determining teaching-learning subjects that enable the development of an archival contents for education by curriculum standards analysis. I also propose the procedures for deriving the key words from the teaching-learning subjects. Collection analysis methods analyze key records that correspond to the learning subjects according to the selection criteria of primary sources. In the steps of designing, titles of contents and contents structures have to be determined and storyboards based on flowchart of learning have to be made of according to the results of analyses. In the steps of developing contents, making a copy of primary sources like a original is the key points. And also in the steps of assessment, products of teaching-learning contents to effectively achieve the teaching-learning objectives have to be estimated by the appraisal board. Finally I propose that user's survey research after the services have to be reflected on contents updates and new developments of contents.

• Journal of Educational Research in Mathematics
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• v.19 no.3
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• pp.461-477
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• 2009

In this study, an operational analysis in the context of linear equations is presented. For the analysis, several second-order models concerning students' whole number knowledge and fraction knowledge based on teaching experiment methodology were employed, in addition to our first-order analysis. This ontogenetic analysis begins with students' Explicitly Nested number Sequence (ENS) and proceeds on through various forms of linear equations. This study shows that even in the same representational forms of linear equations, the mathematical knowledge necessary for solving those equations might be different based on the type of coefficients and constants the equation consists of. Therefore, the pedagogical implications are that teachers should be able to differentiate between different types of linear equation problems and propose them appropriately to students by matching the required mathematical knowledge to the students' potential constructs.

• Journal of Educational Research in Mathematics
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• v.15 no.3
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• pp.353-374
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• 2005

Recently, there have been many changes in researches of mathematics education. There is a growing number of researchers who are interested in empirical researches. According to the these changes, there is also an emphasis on methodology of mathematics education. This means that many researchers try to conduct an research using scientific approach. Therefore, new types of research developing mathematics courses recently has evolved as follows: teaching experiment, hypothetical loaming trajectory, design science, developmental research. The aim of this study is to reflect on developmental research in RME and to induce desirable directions for developing our mathematics courses. In order to attain these purposes, the present paper reflects the philosophy of RME, aim, procedure, data collection, data analysis, and justification of developmental research with illustrating a exemplar Based on these reflections, it is discussed that it needs to construct the mathematics curriculum connecting theory and practice in mathematics education, to report the process of developing mathematics courses faithfully, and to develop real mathematics courses after conducting basic developmental researches in order to take scientific app- roaches for developing mathematics courses.

• Journal of Korea Game Society
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• v.15 no.2
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• pp.53-62
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• 2015

This paper introduces an educational game development method for the purpose of designing game as part of school curriculum activities, base on experimental case of making history learning game for private elementary schools in Korea. Our first approach was to define a game as a educational learning tool like any other media and mediating platform such as smart phones or other applications. We regard user as a player, and students as a end user and decision making-customers. Unlike other game development process we brought service design methode to the development process, making a game platform that is specially designed for teachers' teaching tool, which is easy and effective to use to ther subject of teacher's intention. Based on our research case, we suggest educational games development methodology which can be better suited for games with school curriculum in learning environment.

• Journal of The Korean Association of Information Education
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• v.7 no.3
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• pp.373-387
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• 2003

Music production, which is a new study, has been introduced and has become part of the curricula at the university music education level in Korea. However, because of the lack of experience and depth in the subject, an effective teaching and learning atmosphere has not yet been attained. It is therefore hard to find effective teaching and learning environments through traditional curricula which deliver a simple knowledge and technique methodology. Therefore, the most important methodology for school education in music production is to domesticate not only the learning of knowledge and skills, but also to design an ability to solve any problem that typically arise when students work in their actual job environments. The purpose of this study is to design a Web delivered problem based learning(PBL) system for studying sound systems effectively in Music production on the college level.

• Cartoon and Animation Studies
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• s.37
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• pp.107-142
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• 2014

The purpose of this study is to examine the effects of the teaching English factors on student's communicative competence and motivation by using animation at the College. To achieve this purpose, this study presented an effective integrative teaching model to develop students communicative competence. The study created animation based teaching English model by using the animation of Frozen and applied it to lectures. Using animation in the classroom was a creative English teaching technique involving authentic activities like English dram, English guide contest, and various communicative activities A case study on the use of the animation in English classes at was examined and the language teaching syllabus were provided. In order to investigate the motivation and proficiency of learners, the writer chose 79 students who took the lecture. The study discovered the students' motivation and proficiency in English improved significantly. The results of experiment are as follows: First, using animation in the English class was found to have meaningful influence student's intrinsic motivation to learn English. Second, using animation in the English class was found to be effective for developing student's English proficiency. Third, appropriate materials should be selected and applied it to the real classroom activities. In conclusion, one of disadvantages of learning is less communication and the authentic interaction in a real life, so that the integrative teaching methodology which is combined English content and English animation content is also the effective method to improve student's intrinsic motivations in the age of global village.

• Education of Primary School Mathematics
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• v.16 no.1
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• pp.21-33
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• 2013

In this study, We analyzed the mathematical thinking of sixth grade students showed mathematics lessons through the application of Lakatos' methodology and search for the role of their teachers in this lessons. We supposed to find the solution to the way of teaching-learning regarding the Lakatos' methodology for the elementary school level. According to the stages of presenting a problem situation, suggesting an initial conjecture, examining the conjecture, and improving the conjecture, we had lessons 8 times that are applied to Lakato's methodology. We gathered and analyzed data from lessons and interviews recording videotapes, documents for this study. The participants showed a lot of mathematical thinking. They understood the problem situation with the skill of fundamental thinking and suggested the initial conjecture by the skill of developmental thinking and they found a counter-example to be able to rebut the initial conjecture by critical thinking. Correcting the conjecture not to have counter-example, they drew developmental thinking and made their thinking generalize.