• Title/Summary/Keyword: Teaching Style

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Establishment of Teaching Strategy Through Investigating Scientific Attitude, Learning Style, Student'S Preferences of Teaching Style and Learning Environments of Korea Science Academy Students (한국과학영재학교 학생들의 과학적 태도, 학습양식, 선호하는 수업형태와 수업환경 조사를 통한 수업전략의 수립)

  • Lee, Jeong-Cheol;Kang, Soon-Min;Huh, Hong-Wook
    • Journal of Gifted/Talented Education
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    • v.19 no.1
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    • pp.141-162
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    • 2009
  • The purpose of this study was to find out the learner's characteristics of students of Korea Science Academy by comparing general high school students and science high school students to Korea Science Academy students in terms of scientific attitude, learning styles, preferred teaching style, and learning environment, and to find out the differences of the learner's characteristics by gnender and school number, and to establish teaching strategies based on the findings. First, scientific attitude level of Korea Science Academy students was similar with science high school students and was high level comparing with general high students. Second, for learning style, the students of Korea Science Academy had many independent, collaborative and participatory types, Third, for the prefered science teaching style, the students of Korea Science Academy had high demands for diversification and thinking at higher levels girl students had open-mindedness and cooperation and voluntariness of higher level in scientific attitude, had more independent types in leraning style, and had higher preference of teacher's support, subject convergence and permissive atmosphere than boy students. there were no difference of student's characteristics and preferences by school number. Based on the findings, we proposed 4 teaching strategies.

A study on the Curriculum Development in Culinary Department of College (전문대학 조리과의 교육내용에 관한 연구)

  • 나영선;정재홍;강종헌;이정훈
    • Culinary science and hospitality research
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    • v.5 no.2
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    • pp.31-56
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    • 1999
  • Culinary department of college may gradually becoming up to the center of food science with the growing of the foodservice industry in the Korea. Espcailly, culinary department of hotel is expected to be the popular job by opening Cook Law. According to the change of perception on the culinary job, culinary department of college has to change from nonpopular department to popular department. From the view of these changes, this study analyzes the curriculum in culinary department of college which hotel and foodservice industry desire. curriculum in culinary department of college can be consist of various teaching objectives, teaching contents, and teaching styles. But curriculum must be consist of teaching objective, teaching content, and teaching style which hotel and foodservice industry desire. This study measured on the response of the hotel and foodservice industry on the curriculum in culinary department of A college. Based on the measuring, this study presented the suggestions on the curriculum as follows. First, to provide the information on the selection of new employee in the hotel and foodservice industry. Second, maintenance and inprovement of teaching objective, teaching content, and teaching style. Finally, on the basis of this study, the careful studies on the curriculum development in culinary department of college have to be followed in the future.

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The Analysis of the Characteristics of Teaching Strategies of Teachers in Charge of Science-Gifted Middle School Students (중학교 과학영재 담당교사의 수업전략 특징 분석)

  • Kim, Sun-Kyoung;Paik, Seoung-Hey
    • Journal of The Korean Association For Science Education
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    • v.31 no.2
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    • pp.295-313
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    • 2011
  • The purpose of this study was to analyze the teaching strategies used in the teaching practice of teachers charged with science-gifted middle school students. For this study, 4 teachers belonging to a professional gifted education institute were selected. Data for the study were classroom observations, semi-structured interviews, report of students, and photographs. The data were analyzed through the constant comparison method. As results show, the four teachers used different teaching strategies, and the teaching strategies had a close connection with each other. According to the learning types they chose themselves - acceleration or deepening - they used different teaching strategies. The 4 teachers' teaching practice were clearly different in teaching strategies, classroom atmosphere, interaction style between teacher-student and student-student, and report draw-up style. The teaching strategies identified in this study may be helpful to the teachers short in teaching experience in organizing their lessons and promoting their specialty in teaching for science-gifted students.

MULTIDIMENSIONAL TEACHING: THOUGHTFUL WAYS OF CREATING A FLIPPED CLASSROOM

  • Cho, Hoyun;Osborne, Carolyn;Sanders, Tobie;Park, KyungEun
    • Korean Journal of Mathematics
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    • v.23 no.1
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    • pp.93-114
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    • 2015
  • The "flipped" or "inverted" classroom, in which students study lecture-type material at home and do their "homework" in the classroom, has been the subject of research, particularly in the area of student achievement. Yet Bishop and Verleger (2013) state the need for an underlying theory to the practice. The purpose of this paper is to explore "multidimensional teaching," the authors' extension of the two-dimensional "flipped" classroom concept in light of Cambourne's (1995) Conditions for Learning. One author's math class for pre-service teachers was taught in two styles, a more traditional lecture format and in the \inverted" format. Students in the "flipped" format achieved at a higher level. Moreover, students' open-ended comments reveal that Cambourne's Conditions for Learning were implicit to the teaching practice. The authors suggest that practitioners of this style of teaching should deliberately develop student-centered practices, such as those mentioned by Cambourne, in order to retain the power that this teaching style currently has.

The Environmental Education of Primary School Applying Ancestral Eco-wisdom in Traditional Culture (전통문화 속에 담긴 조상들의 환경지혜를 활용한 초등학교 환경교육)

  • Choi, Jong-Seon;Choi, Don-Hyung;Lee, Mi-Ok
    • Hwankyungkyoyuk
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    • v.20 no.1
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    • pp.73-89
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    • 2007
  • This study was aimed to find out ancestral environmental protection wisdom in their life style, and to teach environmental education applying its results in primary school. A dissertation survey was conducted to analyze environmental protection eco-wisdom, environmental education about traditional culture, application of indigenous knowledge in ancestral traditional culture for environmental education in the primary school, and Korean traditional culture presented in 5th grade subject courses of the 7th school curricula. In addition, a environmental education program was developed by applying wisdom of traditional life style and the strategy of environmental education utilizing the results from the above data in primary school was explored. It was found that students understand the value of environment education and are more interested in the ancestral life style, environmental protection wisdom from traditional culture. Also, students understand the ancestral thinking in environment, the wisdom of old Korean, and the importance of echo-wisdom related on traditional culture. Based on above results, the suggestions of this study are made as follows. First, by searching for more wisdom from traditional culture vigorously, it is needed that developing more teaching text combined environmental education with traditional culture through other curriculums. In addition, for this kind of teaching being used efficiently in another schools, the place and environmental teaching aid is needed.

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An Effect of Academic Retention Concerned with High School Students' Cognitive Styles and Teaching Methods in 'The Weather and Climate' Unit ('날씨와 기후' 단원에서 고등학생들의 인지양식 및 수업방법에 따른 학업파지 효과)

  • Ryu, Sang-Ock
    • Journal of the Korean earth science society
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    • v.25 no.4
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    • pp.242-250
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    • 2004
  • The purpose of this study is to examine the interactive effects of teaching methods (expository and discovery) and learner's cognitive styles on the retention of learned content in Earth Science three weeks after an instruction is given. The subjects of this study were 1st graders of a boys' high school (n = 185) and co-educational high school (n = 189) in Gwangiu Metropolitan City of Korea. 92 students of the boys' high school and 95 students of the co-ed high school were assigned to the expository teaching group, and the rest of the boys' high school students and the co-ed high school students were to the discovery teaching group. The students were classified into field-independent learners, medium learners, and field-dependent learners based on their cognitive styles. The results of the study can be summarized as follows: First, the discovery teaching was more effective than expository teaching in terms of comprehension and application related to post-instruction retention of learned content. But there was no noticeable difference in knowledge domain. Second, the field-independent cognitive style was more effective than its counterpart, the field dependent cognitive style. Third, in the post-instruction retention test, not so much relevance was found between teaching methods and learner's cognitive style.

The Change of Students' Acceptance on Meaning "Korean Style Translation of EMT" in Korea ("응급구조"란 용어의 개념에 관한 응급구조과 학생들의 의미수용변화)

  • Seo, Kyoung-Hee;Kim, Hak-Soo;Kim, Jin-Hue
    • The Korean Journal of Emergency Medical Services
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    • v.4 no.1
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    • pp.57-61
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    • 2000
  • This is a study to evaluate the effects of the change of EMT students' acceptance on meaning "Korean style translation of EMT". The major instruments of this study were Korean Self-Analysis Acceptance Opinionnaire. This Questionnaire contains 3 items which measure students' opinions or attitudes. The data were analyzed by the path analysis - with SPSS and AMOS package program. The result are as follows: 1) Y(before admission) = $0.11{\times}1$(teaching)+$0.12{\times}2$(elder)+$0.57{\times}2$(peer)+E. 2) Y(student) = $0.87{\times}1$(teaching)+$0.49{\times}2$(elder)+$0.59{\times}2$(peer)+E. 3) Y(before graduation) = $0.57{\times}1$(teaching)+$0.63{\times}2$(elder)+$0.73{\times}2(peer)$+E.

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The Effects of Kindergarten Teachers' Efficacy Belief on Mathematics Education Practices (유아 교사의 수학교수 효능감에 따른 수학수업실제에 관한 연구)

  • Chung, Chung Hee
    • Korean Journal of Child Studies
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    • v.22 no.4
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    • pp.225-241
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    • 2001
  • This study examines the effect that mathematics teaching efficacy has on teacher's mathematics education practices. Data was obtained from 220 kindergarten teachers who responded to the questionnaire, the mathematics teaching efficacy belief instrument (developed by Enochs). Among these 220 teachers, upper and lower 5 % of the teachers on mathematics teaching efficacy belief were chosen to identify the influence of mathematics teaching efficacy on mathematics activity style, teaching strategy, and teacher-child interaction. The results indicated that teacher's interest in math, previous participation in mathematics teaching method course mainly influenced mathematics teaching self-efficacy. Teachers with high mathematics teaching efficacy belief preferred providing mathematical learning activity than providing other learning areas. They employed effective mathematics teaching strategy such as high and medium cognitive distancing strategy and established positive teacher-child relationship. Implications for teacher education and professional development activities were discussed.

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Cognitive and Affective Domains Outcome of Students in the Department of Dental Hygiene according to Teaching and Learning Methods by Learning Style (학습유형별 교수학습방법에 따른 치위생과 재학생의 인지적·정의적 성과)

  • Kim, Myung-Eun
    • The Journal of the Korea Contents Association
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    • v.21 no.1
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    • pp.363-372
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    • 2021
  • Aim of this study was to confirm the effect of teaching and learning methods on outcomes of learner according to learning style. For this, 22 of dental hygiene students(case group) was treated teaching & learning methods according to learning style while 24 of students(control group) was non treated. Pre-survey were performed before performance of program. Formative Evaluation(FE) was conducted in 2, 3 and 4 week of program respectively and summative evaluation(SE), survey of subject interest(SI) and learning motivation(LM) were conducted in 5 week. The result of study, FE, SI and LM after treatment were increased than before treatment in case group(p<0.05). SI and LM of case group were higher than control group(p<0.05). FE after treatment was increased than before treatment in he assimilator(p<0.05). SI and LM of case groups were higher than control group in assimilator and diverger(p<0.05). The result of correlation analysis, SI was related with SE, FE, LM(p<0.01, p<0.05). Thus, it is necessary to development, application and study of teaching & learning consider to learning style.

The influence of learning style in understanding analogies and 2D animations in embryology course

  • Narayanan, Suresh;Ananthy, Vimala
    • Anatomy and Cell Biology
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    • v.51 no.4
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    • pp.260-265
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    • 2018
  • Undergraduate students struggle to comprehend embryology because of its dynamic nature. Studies have recommended using a combination of teaching methods to match the student's learning style. But there has been no study to describe the effect of such teaching strategy over the different types of learners. In the present study, an attempt has been made to teach embryology using the combination of analogies and simple 2D animations made with Microsoft powerpoint software. The objective of the study is to estimate the difference in academic improvement and perception scale between the different types of learners after introducing analogies and 2D animation in a lecture environment. Based on Visual, Aural, Read/Write, and Kinesthetic (VARK) scoring system the learners were grouped into unimodal and multimodal learners. There was significant improvement in post-test score among the unimodal (P<0.001) and multimodal learners (P<0.001). When the post-test score was compared between the two groups, the multimodal learners performed better the unimodal learners (P=0.018). But there was no difference in the perception of animations and analogies and long-term assessment between the groups. The multimodal learners performed better than unimodal learners in short term recollection, but in long term retention of knowledge the varied learning style didn't influence its outcome.