• 한국지능시스템학회논문지
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• 제9권4호
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• pp.451-456
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• 1999

교과서내의 모든 지도항목들은 순서가 정해져있다. 그러나 같은 종류의 교과서들에서는 지도항목의 순서가 다른 것을 볼수 있다. 학생들은 이전 항목들의 배움없이는 다음항목을 이해하는데 어려움을 겪을 수 있다. 따라서 수업계획 작성시 지도항목의 우선순위결정은 매우 중요하다. 이러한 지도항목의 우선순위 결정문제를 해결하기 위해 Isamu MATSUBARA은 그래프이론을 이용한 해결방안이 제시됐다. 그의 방안에는 직선형, 그룹형, 분기형 독립형의 4가지형이 있다. 이들 가운데 직선형을 제외한 나머지 세간지형은 객관성이 결여되어있다, 본논문은 퍼지이론을 이용하여 그룹형 분기형 독립형의 객관적인 해결방안을 제시한다.

• 한국초등과학교육학회지:초등과학교육
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• 제26권4호
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• pp.418-427
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• 2007

The purpose of this study was to describe the elementary teachers' teaching behavior procedure in verification-type laboratory instructions. In order to do this, we should know first what constituted the teaching behavior elements in the teachers' instructions, before the teaching behavior can be analyzed. Thirty sets of instructions were recorded and their transcripts were used in this study. The results of this study indicated that the number of teaching behaviors numbered twenty four in total, and that the teaching behaviors could be classified into nine categories, and finally the procedure used in verification-type laboratory instructions generally followed seven steps. These steps can be described as follows; reminding subjects of the preliminary learned concept, presenting inquiry type questions or introducing the main concept, explaining the method used or presenting the predictable outcome/matter for verification, performing lab-based activities, presenting the outcomes, applying the main concept, and finally closing the instruction. For the purpose of promoting more authentic scientific inquiries using these types of instructions, the authors's claims were discussed.

• Educational Technology International
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• 제19권1호
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• pp.153-173
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• 2018

The purpose of this study was to investigate teaching competence of faculty members based on TPACK which should be examined to ensure high quality in higher education. This study was conducted with a focus on TPACK, which integrate technology knowledge (TK), content knowledge (CK), and pedagogy knowledge (PK). Except insincere responses data from a total of 85 participants were used for data analysis in this study. K-mean cluster analysis method was used to examine how faculty members could be distinguished depending on TPACK type. Study results showed that there were three different types of faculty groups (well-balanced competence type, development required competence type, and lack of technology competence type). First, faculty members defined as well balanced competence type were more than the average level in TPACK. Second, faculty members belonged to development required competence type reported below the average level in TPACK. Thus, faculty members in this type were required to increase teaching competence. Finally, faculty members in lack of technology competence type were needed to enhance competence related to technology because their overall TK level was relatively low. This study examined what distinctive characteristics exited in each type depending on gender, teaching career, nationality, and age. Results from this study offered a basis for better understanding TPACK for enhancing teaching competence at the university level.

• International Journal of Advanced Culture Technology
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• 제10권3호
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• pp.226-236
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• 2022

We compared and analyzed the changes in students' science grades and their effects on science grades by level (upper, middle, and lower) according to non-face-to-face and face-to-face teaching-learning. 66 students from A Middle School in Gyeongsangnam-do were selected for the study. As a result of analyzing the change in science grades according to the teaching-learning type, the average score of science grades by non-face-to-face teaching-learning was lower than the corresponding score of science grades of face-to-face teaching-learning. As a result of comparing the level of understanding of learning content according to the evaluation type (paper-written, study-paper) in non-face-to-face and face-to-face teaching-learning, the average scores of science grades by paper-written and study-paper evaluations in non-face-to-face teaching-learning were significantly low. In addition, as a result of comparing the effect on science grades by level according to the teaching-learning type, the average score of science grades of lower-ranked students in non-face-to-face teaching-learning was relatively low.

• 한국생활과학회지
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• 제20권2호
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• pp.353-364
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• 2011

The purpose of this study was to examine different child care curricula according to teacher's teaching method types. The subjects of the study were three hundred and fifty-six teachers, who were divided into four groups according to their teaching method: mixed method(type A), child oriented method(type B), teacher oriented method(type C), and beliefless method(type D). The data on the duration of free play and outdoor play time, activities frequently practiced in class, and outside one the playground were collected. The dimensions of child care programs were measured using Moore(1994)'s "The Early Childhood Dimensions of Education Rating Scale". The results of this study were as follows: first, teachers who used child oriented teaching methods gave more free play time than teachers using teacher oriented or mixed teaching methods. Second, teachers using teacher oriented methods showed the closeness and teachers using child oriented methods showed the openness in child care programs. Last, the activities teachers thought were the most important differed according to the teachers' methods even though in actual practice, there was no difference shown.

• 한국과학교육학회지
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• 제24권4호
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• pp.748-757
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• 2004

When teachers for the gifted express metaphors about their teaching, they may develop better understanding and conceptualizing of teaching and enable to choose appropriate teaching strategies for optimizing individualized learning of the gifted. Therefore, the purpose of this study includes to explore metaphors about science teachers' teaching for the gifted in middle schools and classify into types of metaphors. The survey was administered and completed survey instruments by 66 science teachers for the gifted at gifted educational institutions affiliated with local offices of education and 18 science teachers at middle schools were analyzed. It was revealed that science teachers for the gifted described seven types of metaphors about their teaching with characteristics of student-centered (counsel, helper, etc.), teacher-centered (judge, captain, etc.), or student-teacher-interacted (painter, nurse, etc.) types. More than 60% of teachers described their teaching as either student-centered or student-teacher-interacted types. However, percentage of teachers for the teacher-centered and power-oriented type was higher for science teachers for the gifted (33%) than science teachers for regular students (22%). It was also found that female science teachers for the gifted showed higher percentage for teacher-centered and power-oriented (35%) than male teachers (28%) and teachers with BS degree showed higher percentage for student-centered and service-oriented type (33%) than teachers with MS degree (27%). In addition biology teachers for the gifted also were appeared to be more teacher-centered and power-oriented type (60%) than physics (21%), chemistry (6%), and earth science (33%).

• 대한지리학회지
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• 제32권2호
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• pp.197-215
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• 1997

본 연구에서는 지리 교과 속에 공존하고 있는 다양한 유형의 지식을 고려하여 그에 걸맞는 다양한 교육 방법의 실제를 제시하였다. 지리학의 5대 주제에 따라 지리 교육에서 지식의 유형을 살펴 보면 첫째, 기술적 통제력을 확장시키려는 관심에 의한 경험-분석적 지식 중심 내용은 절대적 위치, 자연 경관 및 인문 경관의 특색, 자연 환경과 인간 생활과의 관계, 사람과 물자의 이동(교통) 및 지식과 정보의 이동(통신)으로서 거리와 운송비, 교통망, 교통 유동의 공간적 패턴, 중력 모형 내용, 지역 구분 및 학습 사례 지역 설정 등이며 개념 탐구 중심 수업 설계에 적합하다. 둘째, 어떤 행동이 지역 전통에 비추어 적절한 지를 해석하려는 관심에 의한 역사-해석적 지식 중심 내용은 관계적 위치, 자연 경관 및 인문 경관의 이해, 인문 환경과 인간 생활과의 관계, 교통과 통신 발달의 영향, 지역의 변화 등이며 문제 해결 중심 수업 설계에 적합하다. 셋째, 가치관으로부터 의식을 해방시키려는 관심에 의한 비판적 지식 중심 내용은 상대적 위치, 다양한 지방 문화, 환경 보전의 대책, 정보화 사회, 지역계획 및 지역 협력 등이며 의사 결정 중심 수업 설계에 적합하다. 본 연구에서는 실험 수업 결과에 근거하여 지리 교육에서 지식의 유형에 따른 개념 탐구 중심. 문제 해결 중심. 의사 결정 중심 수업 방법의 효율성을 강조했지만. 실제 교육 현장에서 지리 교사들은 보다 다양한 시각에서 수업 내용을 자신들의 관심 영역에 맞게 구성할 수 있음을 밝혀 둔다.

• 공학교육연구
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• 제22권6호
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• pp.12-20
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• 2019

The purpose of this study is to development of a teaching-learning model for active learning in engineering education. For this, the adequacy between educational objectives and active learning activities is verified and furthermore an "active learning teaching-learning model" is suggested. This suggested teaching-learning model is expected to supplement weakness of traditional lecture-type teaching-learning activity. Based on the literature review, first, the representative activities of active learning were derived. there are twenty active learning activities, which compose of five of individual learning activity, five of pair-learning activity and five of group-learning activity, and five of alternative- learning activity. In addition, a survey on adequacy between designed active learning activities and learning outcomes were conducted to ten educational experts. Lawshe's content validity calculation method was applied to analyze the validity of this study. Second, five teaching-learning principles, such as thinking, interaction, expression, reflection, and evaluation were derived to develop an "active learning teaching-learning model" which supplements lecture-type classes and then the "TIERA teaching-learning model" which consists of five stages was designed. Finally, based on the survey on educational experts, adequate active learning activities were proposed to apply in each stage of the "TIERA teaching-learning model" and as a result the TIERA model's active learning activities were developed. The result of this study shows that some activities of active learning are appropriate to induce high cognitive learning skills from the learners even in traditional lecture-type classrooms and therefore this study suggests meaningful direction to new paradigm of teaching-learning for engineering education. This study also suggests that instructors of engineering education can turn their traditional teaching-learning activities into dynamic learning activities by utilizing "active learning teaching-learning model".

• 한국보육지원학회지
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• 제12권6호
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• pp.227-248
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• 2016

The purpose of this study was to investigate the contents of pre-service early childhood teacher's practicum experience in kindergartens and child care centers through the analysis of practice teaching journals. The subjects of this study were a total 52 practice teaching journals of 26 pre-service early childhood teachers who completed their practicum in kindergartens and child care centers. This study analyzed the type of teaching practice management, the type of activities, and the contents of journal writings. The findings are as follows; First, pre-service teachers experienced a similar ratio of the type of teaching practice management in both types of teaching practice. Second, pre-service teachers performed more group activities in practicum in kindergartens, but more choice activities in practicum in child care centers. Third, the journal writing contents of pre-service teachers in both types of teaching practice mainly addressed the operating of educational and child care activities, and the execution of observing young children. But some categories of teacher's competency were hardly addressed. The results of this study could be used as basic data for designing early childhood practicum programs.

• 한국산학기술학회:학술대회논문집
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• 한국산학기술학회 2009년도 춘계학술발표논문집
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• pp.174-177
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• 2009

본 연구는 u-Campus 환경에서 교수능력(teaching skill)을 향상시키기 위한 평가시스템을 설계하고 개발하는데 그 목적이 있다. 이러한 목적을 달성하기 위하여 수업효율성과 교수평가에 관한 이론을 고찰하고, 선행 프로그램들을 분석하여 시스템에 포함되어야 할 효율적인 수업행동 평가요소를 추출하였다. 추출된 평가요소를 바탕으로 u-Campus 환경에서 교수능력(teaching skill)을 향상을 위한 요소 즉, 교수-학습활동, 교수-학습활동 평가, 포트폴리오 활용 및 공유, 유비쿼터스 기술, 데이터베이스 영역을 반영하여 시스템을 설계하고 프로토타입(proto type)을 개발하였다. 그리고 이러한 프로토타입(proto type)의 개발은 기존의 평가 방법과 달리 교수 자신의 평가에서 시작하여 본인의 의지에 따라 영역을 넓히면서 평가에 대한 부담을 덜며 교수능력(teaching skill)을 향상시킬 수 있고, u-Campus 환경에서 평가가 어떠한 과정과 방법으로 이루어져야 하는지에 대한 안내를 제공할 것이다. 본 연구가 제시한 u-Campus 환경의 교수능력(teaching skill) 향상을 위한 평가시스템은 교수자의 발전은 물론 대학교육의 질적인 발전에 도움이 될 것이다.