• 한국수학교육학회지시리즈A:수학교육
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• 제54권1호
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• pp.31-47
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• 2015

School Math Field Trips(SMFT) for School Mathematics can be defined as teaching and learning activity of mathematics going into the field of Korean history, culture, science and technology. This is a literature analysis study to systemize teaching and learning method of mathematics based on literature analysis and real SMFT activity. First, SMFT was introduced to improve cognitive affective and cultural-mathematical teaching and learning method of mathematics. Second, SMFT has three purposes of cognitive, affective and cultural-mathematical. Third, to conduct mathematical education activity the direction of teaching was set. Forth, the progressing way of developing material and SMFT was researched. Fifth, developing the evaluation standard of SMFT and evaluation method was suggested.

• 한국컴퓨터산업학회논문지
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• 제3권8호
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• pp.1117-1128
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• 2002

본 논문에서는 멀티미디어를 이용한 가장 효율적인 교수 방법을 제시한다. 공학적 연구성과를 근원으로 하는 멀티미디어와 멀티미디어 컨텐츠를 교수방법에 적용하기 위해 우선 개념 규정과 교육적 기대효과를 추론한다. 멀티미디어를 이용한 교수방법에 대하여 본 논문에서는 다음의 4가지를 제시한다. 첫째, 지시에 의한 학습을 위한 교수방법. 둘째, 안내에 의한 발견 학습을 위한 교수방법, 셋째, 수용적 학습을 위한 교수방법. 넷째, 탐색적 학습을 위한 교수방법 등이다. 향후의 과제로서는 교수 설계 원리와 이론적 고찰을 멀티미디어 기반 수업에 적용할 수 있도록 일선 교육현장에서 보다 효과적인 교수방법을 선택하여야 할 것이다.

• 비교문화연구
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• 제19권
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• pp.339-358
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• 2010

This paper aims to propose teaching plans based on individual learner's experience and from a cross-cultural viewpoint by applying Currere as a method of Korean life-culture education. Current Korean culture education programs are not systematic, and are being executed without differentiation from language education. Thus, this study proposes Korean life-culture teaching plans based on the method of Currere. We suggested Currere teaching-learning stages and strategies for Korean language learners by adapting Pinar's and Jeong Seong-a's method of Currere. The Currere teaching-learning stages consisted of introduction, regression, progression, theme analysis, data analysis, group discussion, and integration. Although the method of Currere is implemented through autobiographic writing, this study added the strategies of 'personal experience telling' and 'schema utilization and background knowledge provision'. In order to enhance the applicability of Currere to Korean life-culture education, we suggested teaching plans for the theme of "How to dispose rubbish" as an example. We suggested detailed teaching plans that teachers can apply in the actual classroom. We expect that these teaching plans may be applied to actual classes so that Korean culture education may not be limited to the acquisition of knowledge, but be linked to their real life.

• 대한가정학회지
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• 제41권11호
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• pp.135-150
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• 2003

This research was to verity the effects of ICT teaching method in high school home economics. The research questions for this study were as follows: 1. Is the ICT teaching method effective in increasing students' interest in home economics and consciousness on traditional culture in teaming the unit of ‘Korean traditional culture of home life’？ 2. Is the ICT teaching method effective in improving students' achievement test and performance assessment in teaming the unit of ‘Korean traditional culture of home life’？ This study is carried out with following procedure: developing the homepage and lesson plans for ICT teaching, constructing questionnaire, and testing its reliability, pre-testing, treatment for 8 weeks, and post-testing. Two groups were arranged for 8 weeks experiment from May 7,2001 through June 30,2001. Sixteen hours of ICT teaching and 8 hours of traditional lecture for experiment group whereas 8 hours of ICT teaching and 16 hours of traditional lecture for comparison group were input. SAS program was used for statistical analysis, and independent sample t-test and matched pairs t-test were peformed for answering research questions. The results of this study were as following: 1. Sixteen hours of ICT teaching and 8 hours of traditional lecture for experiment group was effective in increasing consciousness on traditional culture and performance assessment. 2. Eight hours of ICT teaching and 16 hours of traditional lecture for comparison group was not effective in learning home economics. This means that at least 2 hours of ICT teaching is demanding for effective learning. This study concluded that ICT teaching will be effectively applied in high school home economic with well developed ICT teaching materials. And home economics educators should continuously put effort in developing curricular, teaching materials, and teaching methods to raise students' interest in home economics.

• 공학교육연구
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• 제20권2호
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• pp.31-38
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• 2017

In this study, specific teaching methods of lecturing and improved discussion methods (combining discussion and problem-based learning) were selected and applied for each major subject and learning content area in the fields of engineering, language, and social sciences. Then, the selected teaching methods were examined to determine the most effective learning contents. Finally, in order to determine the most effective teaching methods, a survey on student satisfaction was analyzed statistically. The results showed that students preferred teaching methods that combine lectures and improved discussion methods to the traditional method of only lectures. Therefore, this research proposes the combined teaching method for each major subject and learning content area.

• 한국초등과학교육학회지:초등과학교육
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• 제18권2호
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• pp.131-144
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• 1999

This study investigates the pre-service teacher trainees' reactions to and evaluations about the earth science teaching method that utilizes songs. The subjects of the study were 81 university students in teacher training institutes for primary schools and secondary schools. The researcher used songs which the subjects judged to be reflecting some of the natural phenomena related to the earth science. The teacher trainees were taught some of the earth science concepts with the help of the selected songs. Discussions about the possibilities of the songs as an ai d to science teaching were also encouraged. The teacher trainees demonstrated positive reactions to the teaching method, and expressed their intention to use songs in their future teaching. The method also inspired the trainees to be inquisitive in their everyday life and seek other effective teaching methods.

• 한국컴퓨터정보학회논문지
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• 제22권11호
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• pp.125-133
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• 2017

Recently, as the programming education has become essential in school, discussion of how to teach programming has been important. This study performed a meta-analysis of the effect size depending on the teaching and learning method for the programming education. 78 research data selected from 45 papers were analyzed from cognitive and affective aspects according to dependent variables. The analysis from the cognitive aspect showed that there was no statistically significant difference in the effect size depending on whether or not the teaching and learning method was specified in the research paper. Meta-analysis of the research data where the teaching and learning method was designated displayed significances in CPS, PBL and Storytelling. Unlike the cognitive aspect, the analysis from the affective aspect showed that the effect size of the research data without the specified teaching and learning method was larger than those with specified teaching and learning method with a statistical significance. Meta-analysis of the data according to the teaching and learning method displayed no statistical significance. Based upon these research results, this study suggested implications for the effective programming education.

• 한국멀티미디어학회논문지
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• 제22권8호
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• pp.950-959
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• 2019

The purpose of this study was to investigate the effect of integrated teaching and learning method using augmented reality for effective promotion of child - friendly attitude and environmental preservation attitude and explored its applicability. For this purpose, based on the augmented reality fairy tale, we designed an experience - oriented integrated teaching and learning method such as reading book, story - telling, drawing, environmental conservation practice activity. The experimental group was divided into two groups: augmented reality reading fairy tales (A) and children's book reading fairy tales (B). First, interest, immersion, and empathy were higher in the application environment of integrated learning teaching method based on Augmented Reality. Second, there was no difference between the two groups in content understanding. Third, in terms of expressiveness, it was verified that various expressions were expressed in the applying environment of the integrated teaching - learning method based on augmented reality through drawing activities. Fourth, in practice activities, more students were practicing in the augmented reality - based integrated teaching - learning method applied environment, and the number of practice activities of individual students was also confirmed. This study suggests that the application of the integrated teaching and learning method can enhance the effect of education when using the smart teaching media using the augmented reality in early childhood education.

• 한국도서관정보학회지
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• 제24권
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• pp.221-242
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• 1996

The purpose of this study is to investigate the teaching methods a n.0, pplied to the basic reference education. Especially, the independent study method in reference education-PSI, AT and PI method used in 1970s at the library schools in the United States was examined in detail. The conclusions and suggestions drawn from this study are as follows : 1) The studies concerned with the teaching method in library and information science education in Korea is very scarce. Studies in this area are needed. 2) In order to improve and innovate the teaching method, instructor' knowledge and understanding of the various teaching methods are essential. The library and information science instructors' efforts should be made in this respect. 3) Instructional materials developed through the research activities concerned with teaching method should be shared among the instructors of the reference education and the device for such sharing should be made.

• 한국콘텐츠학회논문지
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• 제6권7호
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• pp.99-110
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• 2006

지식을 직접적으로 경험하고, 느끼는 것을 통해 배우는 학습자 중심의 참여 교육이 강조되기 시작했다. 그리하여 교육현장에서는 이를 뒷받침하기 위해서 기존의 교수법이 아닌 새로운 창의적인 교수법이 필요하게 되었다. 하지만 컴퓨터 교육에 있어서 그와 같은 교수법 관련 연구가 미흡한 실정이다. 따라서 본 연구에서는 컴퓨터 교수법에 대한 이론적 고찰을 통해서 현장에 적용할 수 있는 교수법을 개발하고, 이를 적용한 학습이 학생의 컴퓨터 활용 능력 및 학습태도 신장에 미치는 긍정적인 효과를 규명하는 데에 목적이었다. 창의적 교수법은 학생에게 최대한 주도권을 주고, 학생 상호간의 작용을 적극 이용하여 참여를 이끌어내는 학생 참여 중심의 교수법을 말한다. 본 연구의 결과 컴퓨터 활용 능력 및 학습 태도 향상을 위한 창의적 교수법은 컴퓨터 소양 교수법의 부재를 겪고 있는 학교 현장에 제공함으로써 컴퓨터 소양 교육의 실효성을 거둘 수 있음이 입증되었다. 연구 대상과 적용된 교육 주제에 한계가 있다. 그러므로 차후 실험집단의 확대와 교육 주제 등의 확대를 통한 창의적 교수법 개발 연구가 계속적으로 필요하다.