• 정보교육학회논문지
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• 제15권3호
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• pp.345-353
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• 2011

정보통신은 편리하기도 하지만 일면 심각한 부작용이 존재한다. 특히, 가치관이 정립되지 못한 초등학생들의 정보통신윤리 확립은 매우 중요한 과제라고 할 수 있다. 본 논문에서는 학생들이 가장 일반적으로 접하고 있는 대표적 방법인 수업을 통해 초등 정보통신윤리 교육수준을 제고하고자 3중 연계교수학습모형을 제안한다. 3중 연계교수학습모형은 임의의 수업모형 3가지를 선택하여 차시별로 내용을 연계하여 각각의 수업시간에 독립적으로 적용하는 형태이다. 수업모형 3가지는 수업자가 전달하고자 하는 내용에 맞게 선택 가능한 형태이다. 본 실험에서는 배려모형, 가정연계모형, 가상체험모형을 연계하였다. 실험은 동일한 조건 속에서 적용되는 모형을 달리하여 실행한다. 정보통신윤리 수준 제고에 미치는 교육적 효과를 비교 분석하여 3중 연계교수학습모형이 단일 교수학습 모형에 비하여 학생들의 정보통신윤리 함양 및 실천능력을 신장시키는데 유의미한 효과가 있음을 보이고 있다.

• 안보군사학연구
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• 통권15호
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• pp.87-116
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• 2018

This study is a study on applying the teaching-learning theory of education to military school education. For the purpose, the theories of constructivist, cognitive, and behavioral theories of teaching-learning theory are reviewed and applied to military school education. The application of teaching-learning theory to military school education suggested the application of constructivist, cognitive, and behavioral education methods to each core curriculum and OBC curriculum. In addition, Gagne's 9th instructional design model of teaching and learning theory was applied in school education design. Applying the teaching-learning theory of education to military, discussion of situation education is constructivist education method, L&T education is cognitive education method, mastery education is behavioral education method, teaching principle, applicable education method. Based on the teaching-learning theory presented in this study, it is expected that the design of military school education and the application of education method will achieve the goal of more effective military school education.

• 한국조리학회지
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• 제14권4호
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• pp.14-26
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• 2008

The purpose of this study is to develop a communication model of teaching-learning at culinary practical learning class in school. Statistically, the organizational culture of culinary schools was influenced by the nature of hierarchical culture, task outcomes, and the conservative culture of organizations in companies. First, in basic skill class, teaching and learning methods are based on a teacher who leads students according to his plans and decisions. Second, in a higher skill course, teaching and learning methods are based on students who take an active part by injecting some fresh ideas into their class. Third, the model of three courses for culinary skill development has an effect on processing into a modeling-scaffolding-fading method by teaching and learning in school. It was ascertained that organizational culture directly or indirectly influenced organizational effectiveness and organizational culture in culinary schools. Moreover, it was found that organizational culture was the biggest influencing concept for communication effectiveness between teachers and students.

• 컴퓨터교육학회논문지
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• 제15권4호
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• pp.41-49
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• 2012

정보통신 기술의 발전과 스마트 디바이스의 대중화로 인한 관심과 열풍은 문화적인 이슈를 넘어 교육에까지 확산되고 있다. 이에 스마트교육의 학습 효과에 대한 많은 연구가 이루어지고 있으나 스마트교육에 대한 개념이 확립되지 않아 스마트 디바이스를 도구적으로 적용한 연구에만 머물러 있다. 본 논문은 효과적인 스마트교육을 위해 사용될 수 있는 교육환경, 학습자 특성, 스마트 교육 특징, 그리고 스마트교육 활동을 고려한 CTLA(Creation, Teaching, Learning and Assessment) 모델과 이를 적용한 스마트교육 시스템을 제안한다. 제안된 CTLA 모델은 스마트교육을 위해 고려되어야 하는 핵심적인 요소들을 반영하고 있으며 효과적인 스마트교육 시스템을 설계하는 기본 모델로 사용될 수 있다. 향후에는 제안된 모델을 기본으로 한 다양한 스마트교육 시스템을 개발하고, 개발된 스마트교육 시스템의 효과성과 효율성에 대한 과학적인 검증 연구가 지속되어야 할 것이다.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제29권2호
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• pp.255-279
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• 2015

수학과 교육과정에서는 인성 교육을 강조하고 있다. 이에 본 연구에서는 수학교실에서 인성교육을 실현하기 위한 기초 연구를 수행하였다. 본 연구에서는 인성교육의 개념 고찰을 바탕으로 수학수업에서 고려해야할 인성 요인 3가지(이타성 요인, 합리성 요인, 과정지향성 요인)를 추출하였다. 수학교과에서 인성 교육을 위한 수업모형으로 존중적 수행 모형, 독립 수행 모형, 상호주도 모형, 자기주도 모형, 협력중심 모형, 자기이해 모형, 이야기 공감 모형 일곱 가지를 제안하였고, 수업모형에 기초한 교수 학습 자료를 개발한 후 현장 적용을 통해 그 효과성을 검정하였다. 본 연구에서는 교사 설문, 학생 설문, 현장적용에 대한 사전 사후 검사를 통해 수학교과에서도 인성함양을 위한 수학교수학습 실현이 가능하다는 점을 확인하였다.

• 한국IT서비스학회지
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• 제10권1호
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• pp.151-165
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• 2011

Recently building up of u-learning oriented teaching and learning system has been expanded rapidly, However domestic junior college's challenging for adapting it might be slower than other educational body's doing, and in that result it might be paid more or be taken longer time to improve their old system effectively. Now, it is very time for them to develop and implement u-learning oriented teaching and learning system quickly. This paper offers and draws the core factors to design ubiquitous teaching and learning model systematically through investigation of worldwide recent technology and R&D, patent, service and standardization tendency related with u-learnig modeling.

• 한국과학교육학회지
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• 제15권2호
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• pp.201-212
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• 1995

The purpose of this study was to analyze science teaching models: Cognitive Conflict Teaching Model(CCTM), Generative Learning Model(GLM), Learning Cycle Model(LCM), Hypothesis-Testing Model(HTM), and Discovery Teaching Model(DTM). Using literature review, the models were analyzed and compared in several aspects; philosophical and psychological bases, primary goals and assumptions, syntax, implementation environments, and probable effects. The major finding were as follows; 1. Science teaching models had been diverse features. In the comparisons of science teaching models, some differences and similarities were founded. These were different in the degree of similarity and emphasis. 2. CCTM and GLM resemble each other in philosophical and psychological bases, primary goals and main assumptions, implementation environments, and probable effects. 3. LCM and HTM showed similarities in philosophical bases, syntax, and implementation environments. But differences were founded in other aspects These results showed that the diverse features of science teaching models should be considered in choosing a model for science teaching.

• 정보교육학회논문지
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• 제9권3호
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• pp.397-406
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• 2005

본 연구는 직접교수학습 모형에 기반한 체육과 ICT교수학습 과정안을 개발하고 현장에 적용하여 교수 학습에서의 효율성을 입증하는 것이다. 체육 교과는 교사의 시범 및 피드백이 필요하고, 기상 조건 등으로 인하여 수업이 어려운 경우가 있다. 그리고 실제 학습에서의 학습 모형의 적용이 미비한 상황이다. 이러한 경우에 ICT 교수 학습 과정안을 활용한다면 전문가의 시범을 대치할 수 있으며, 학습자들은 개별적, 적응적 피드백을 제공받고, 자신의 학습 속도에 맞도록 느린 동작, 구분 동작 학습, 반복 학습이 가능하다. 그리고 교사들의 교수학습 방법에 대한 공유를 높일 수 있다. 따라서, 본 연구는 체육과에서 일반적으로 적용되는 직접 교수 모형을 ICT 활용 수업에 적합하도록 재구성하여 절차적 모형으로 각 단계를 정의하고, 이를 실현하기 위한 ICT 교수 학습 과정안을 개발하였다. 그리고 초등학교 5학년 수업에 적용하여 학습 효과를 분석하였다.

• 공학교육연구
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• 제17권2호
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• pp.11-24
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• 2014

The purpose of this study is to develop a teaching-learning model of convergence project based on team teaching. Based on development research methodology which explored a university case, the teaching-learning model was developed including three phases such as preparation, planning, and implementation & evaluation. The preparation phase has three steps as follows: to organize team teaching faculty; to develop convergence projects cooperated by industry and university; and to design instructions based on supporting convergence projects. The last step of preparation phase consists of five design activities of: (1) instructions and teaching contents; (2) communication channel among faculty members; (3) feedback system on students' performance; (4) tools to support learners' activity; and (5) evaluation system. The planning phase has two steps to analyze learners and to introduce and modify instruction and themes of convergence projects. The implementation & evaluation phase includes five steps as bellow: (1) to organize project teams and match teams with faculty members; (2) to do team building and assign duties to students of a team; (3) to provide instruction and consulting to teams; (4) to help teams to conduct projects through creative problem solving; and (5) to design mid-term/final presentation and evaluation. Lastly, the research implications and limitations were discussed for future studies.

• 대한지구과학교육학회지
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• 제3권2호
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• pp.132-140
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• 2010

The purpose of this research is to explore the effects of the POE(Prediction-Observation-Explanation) teaching-learning model on the academic achievement and the capability of scientific inquiry of elementary school students. POE teaching-learning model is a three stage process modeling scientific inquiry : Prediction, Observation, and Explanation. This research is to see the effectiveness of the POE method in earth science class by applying this simple practical strategy out of various methods in science teaching with the purpose of improving the capability of scientific inquiry and the academic achievement of learners. The findings of the study are as follows: First, the POE strategy in science teaching-learning was found effective for the improvement of learners' scientific inquiry capability. Second, the POE strategy in science teaching-learning is effective for the improvement of learners' academic achievement in science. The findings mentioned above suggest that using the POE strategy in science class of elementary science education has significant effects on improvement of scientific academic achievement and scientific inquiry capability of learners compared with the general science teaching-learning strategy. It also shows to be highly recommendable for use in science class.