• Title/Summary/Keyword: Teaching methodology

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Development and Application of Teaching Materials for Geological Fieldwork in the Area of Bongwhabong, Buan-gun, Jeonbuk, Korea (전북 부안군 봉화봉 일대의 야외지질 학습자료 개발 및 적용)

  • Park, Jae-Moon;Ryang, Woo-Hun;Cho, Kyu-Seong;Kim, Seung-Bum
    • Journal of the Korean earth science society
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    • v.30 no.7
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    • pp.883-896
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    • 2009
  • This study is to develop teaching materials for geological fieldwork around Bonghwabong area in the national park of the Byeonsan Peninsula, Buangun, Jeonbuk. The developed materials are applied in the geological fieldwork of science high school students to maximize the effects of use. The sedimentary succession of the Bonghwabong area in the Cretaceous age, Mesozoic, represents large-scale and distinctive sedimentary structures on the sea cliffs, which are utilized as teaching materials for earth science fieldwork. The area of Bonghwabong also comprises various geological structures related to advanced learning programs as well as those within the curriculum of high school earth science. A five-step fieldwork model was applied to 15 students in clubs related to earth science in a science high school. This study used a qualitative methodology to analyze students' responses that were gathered about the process of fieldwork. During the activity, a qualitative analysis was carried out by using discussions and interviews both with the students and the teacher. Results indicated that the fieldwork activity using teaching materials was effective in helping the students improve their self-directed learning and practical understanding of earth science.

An Inquiry-Oriented Approach to Differential Equations: Contributions to Teaching University Mathematics through Teaching Experiment Methodology (탐구 지향 미분방정식의 개발 실제: 교수실험을 통한 접근)

  • Kwon, Oh-Nam
    • Communications of Mathematical Education
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    • v.19 no.4 s.24
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    • pp.733-767
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    • 2005
  • During the past decades, there has been a fundamental change in the objectives and nature of mathematics education, as well as a shift in research paradigms. The changes in mathematics education emphasize learning mathematics from realistic situations, students' invention or construction solution procedures, and interaction with other students of the teacher. This shifted perspective has many similarities with the theoretical . perspective of Realistic Mathematics Education (RME) developed by Freudental. The RME theory focused the guide reinvention through mathematizing and takes into account students' informal solution strategies and interpretation through experientially real context problems. The heart of this reinvention process involves mathematizing activities in problem situations that are experientially real to students. It is important to note that reinvention in a collective, as well as individual activity, in which whole-class discussions centering on conjecture, explanation, and justification play a crucial role. The overall purpose of this study is to examine the developmental research efforts to adpat the instructional design perspective of RME to the teaching and learning of differential equation is collegiate mathematics education. Informed by the instructional design theory of RME and capitalizes on the potential technology to incorporate qualitative and numerical approaches, this study offers as approach for conceptualizing the learning and teaching of differential equation that is different from the traditional approach. Data were collected through participatory observation in a differential equations course at a university through a fall semester in 2003. All class sessions were video recorded and transcribed for later detailed analysis. Interviews were conducted systematically to probe the students' conceptual understanding and problem solving of differential equations. All the interviews were video recorded. In addition, students' works such as exams, journals and worksheets were collected for supplement the analysis of data from class observation and interview. Informed by the instructional design theory of RME, theoretical perspectives on emerging analyses of student thinking, this paper outlines an approach for conceptualizing inquiry-oriented differential equations that is different from traditional approaches and current reform efforts. One way of the wars in which thus approach complements current reform-oriented approaches 10 differential equations centers on a particular principled approach to mathematization. The findings of this research will provide insights into the role of the mathematics teacher, instructional materials, and technology, which will provide mathematics educators and instructional designers with new ways of thinking about their educational practice and new ways to foster students' mathematical justifications and ultimately improvement of educational practice in mathematics classes.

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Research on applicability of Teaching-Learning Methods for Creative Problem Solving to a course in University (창의적 문제해결 교수학습법의 대학수업에의 적용가능성에 관한 연구)

  • Park, Choul-Soo;Park, Su-Hong;Jeong, Sun-Young
    • Journal of Engineering Education Research
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    • v.13 no.1
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    • pp.23-37
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    • 2010
  • The purpose of this study is to explore applicability of teaching-learning methods for creative problem solving which was designed to improve students' creative thinking and problem solving competencies. Methodology is literature review and focus group interview. The students who attended the elective course 'creative women and science' was participated during 15 weeks. Through this teaching-learning methods, students were fully aware of learning methods for creative problem solving, sought for problems, clarified problems, found solutions through discussions, and continuously examined ideas by receiving feedbacks. They could deduce creative new solutions to solve encountered problems regarding team dynamics and apply it in real situation. As the results of applying teaching-learning methods for creative problem solving to a course in University, it had the advantages of enhancing students' competencies in analyzing problems and applying derived solutions in actual field.

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Analysis on the Sociomathematical norms in math gifted classroom according to the Teacher's belief (교사의 신념에 따른 수학영재교실의 사회수학적 규범 비교 분석)

  • Cho, Yoomi;Song, Sang Hun
    • Journal of Educational Research in Mathematics
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    • v.23 no.3
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    • pp.373-388
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    • 2013
  • This paper is to investigate how two elementary school teacher's belief mathematics as educational content, and teaching and learning mathematics as a part of educational methodology, and what the two teachers believe towards gifted children and their education, and what the classes demonstrate and its effects on the sociomathematical norms. To investigate this matter, the study has been conducted with two teachers who have long years of experience in teaching gifted children, but fall into different belief categories. The results of the study show that teacher A falls into the following category: the essentiality of mathematics as 'traditional', teaching mathematics as 'blended', and learning mathematics as 'traditional'. In addition, teacher A views mathematically gifted children as autonomous researchers with low achievement and believes that the teacher is a learning assistant. On the other hand, teacher B falls into the following category: the essentiality of mathematics as 'non-traditional', teaching mathematics as 'non-traditional, and learning mathematics as 'non-traditional.' Also, teacher B views mathematically gifted children as autonomous researchers with high achievement and believes that the teacher is a learning guide. In the teacher A's class for gifted elementary school students, problem solving rule and the answers were considered as important factors and sociomathematical norms that valued difficult arithmetic operation were demonstrated However, in the teacher B's class for gifted elementary school students, sociomathematical norms that valued the process of problem solving, mathematical explanations and justification more than the answers were demonstrated. Based on the results, the implications regarding the education of mathematically gifted students were investigated.

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Analysis for Triangles in Elementary School Curriculum and Textbook: Focusing on the Instructional Teaching and Learning Elements of 2-D Shapes (평면도형의 교수·학습 요소에 따른 삼각형에 관한 초등학교 교과서 분석)

  • Kwon, Misun
    • Education of Primary School Mathematics
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    • v.24 no.4
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    • pp.233-246
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    • 2021
  • Two-dimensional shapes have a great influence on elementary school students' learning and are closely related to other content areas. Therefore, in this study, The Teaching and Learning Elements that should be taught in two-dimensional shapes were extracted from the literature. It also was analyzed that revised mathematics textbooks in the year 2015 were properly implemented with the teaching and learning elements. As a result of the analysis, in the case of Understanding The Concept, the activities in the textbooks are not able to recognize 2-D shapes which are focusing on shapes of the actual object. In the case of Classifying two-dimensional shapes according to the Criteria, the classification criteria were presented differently from what was learned in the previous course. In the aspect of Applying the Concept, the activities in order to Discuss two-dimensional shapes were not sufficient. Lastly, in view of the fact the 2015 revised curriculum is not considered with the relationship between two-dimensional shapes. For that reason, the following Knowing Relationships parts are insufficiently presented; Understanding the Relationship Between shapes through Definitions and Properties, Identifying the relationship between shapes throughout classification activities, and Discussing the relationship between shapes. Based on the analysis result of two-dimensional shapes, it is suggested that the finding of this research helps to enlarge the teaching methodology of triangles and provide educational perspectives for development in other shape areas.

Analysis of the Effects of Reading Education Using S-PUMA Teaching Method on Elementary Students' Literary Imagination and Computational Thinking (S-PUMA 교수법을 활용한 글 읽기 교육이 초등학생의 문학적 상상력과 컴퓨팅사고력에 미치는 영향 분석)

  • Eol Sohn;Youngsik Jeong
    • Journal of The Korean Association of Information Education
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    • v.26 no.6
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    • pp.567-577
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    • 2022
  • Interest in AI and SW education is growing as digital literacy is emphasized in the revised elementary school curriculum for 2022. There are numerous restrictions on how pupils can enhance their digital literacy because there are only 34 class hours available for information education in elementary schools. Therefore, other subjects and information education must be blended in order to ensure class hours for AI and SW instruction. In this study, we investigated the impact of S-PUMA reading instruction on the literary imagination and computational thinking of elementary school pupils. To conduct this study, two classes of sixth graders in an elementary school were chosen and split into an experimental group and a control group. Over the course of five sessions, only the experimental group received reading instruction using the S-PUMA teaching approach. It was discovered that reading instruction with the S-PUMA teaching methodology enhanced literary imagination and computational thinking. Further study is required to identify whether the improvement in creative imagination, a component of literary imagination, is a result of the S-PUMA teaching approach or a natural result of the subject matter of the lesson.

A study on the educational methodology for improving pre-service teachers' competence of designing STEAM classes (예비교사의 융합수업 구성능력향상을 위한 교육방법 연구)

  • Hong, Ye-Yoon;Im, Yeon-Wook
    • Journal of Digital Convergence
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    • v.17 no.8
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    • pp.71-80
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    • 2019
  • It is very important to have pre-service teachers enhance actual content development skill for STEAM classes through deep understanding of the concept. Thus the purpose of the study is to explore the educational methodology for improving pre-service teachers' competence of designing STEAM classes. The research performed with 17 pre-service teachers from Y university and 15 from S university in 2015. It includes blended learning methodology mixing online and offline classes. The result revealed that the students' perception on and the materialization skill of the STEAM education was improved by the methods of Lesson Study and blended learning. A positive result also came out in the respect of the perception on teaching with technology.

From Reflection to Self-assessment: Methods of Developing Critical Thinking in Students

  • Olha I. Dienichieva;Maryna I. Komogorova;Svitlana F. Lukianchuk;Liudmyla I. Teletska;Inna M. Yankovska
    • International Journal of Computer Science & Network Security
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    • v.24 no.7
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    • pp.148-156
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    • 2024
  • The research paper presents the results of an experimental research of the development of critical thinking in third-year students majoring in 013 "Primary Education" in studying a special course "From Reflection to Self-Assessment: Critical Thinking Skills" (based on Lauren Starkey methodology). The research was conducted during the first half of 2019-2020 academic year. The sample representativeness was ensured by the method of random selection, the strategy of randomization according to the criteria of age, gender, level of academic performance was described. Given the confidence interval p=95% and the confidence interval of the error Δ=±0.05, the sample size was 94 people, including of the experimental group and 49 students of the control group. The peculiarities of the development of such critical thinking skills as reflective thinking, self-analysis, awareness of one's own achievements and shortcomings, choice of problem-solving strategy, use of cognitive models of learning are revealed. It was found that the development of critical thinking was achieved through a comprehensive combination of self-assessment and reflection, performing exercises to develop the ability to clearly articulate the problem, find, analyse and interpret relevant information, draw the right conclusions and explanations.

An ESL Program in Higher Education: Is An ESL Program Only Enough to Develop ESL Learners' CALP?

  • Yun, Jee-Hwan;Park, Yong-Hyo;Song, Jihyun
    • English Language & Literature Teaching
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    • v.17 no.3
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    • pp.291-307
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    • 2011
  • The primary purpose of this study was to report overall findings of academic English proficiency of university ESL students in an ESL program from 2003 to 2008 at a university in the U.S. Furthermore, this study proposes to explore the effectiveness of the ESL program on developing the ESL learners' academic English proficiency. In order to achieve these purposes, this study applied a quantitative research methodology which analyzed data (more than 3,000 samples) collected by the university ESL program. The data included the ESL learners' English proficiency test scores. The results indicated that the effectiveness of the ESL program was significant in improving the ESL learners' cognitive/academic language proficiency across all three groups: ESL-only, ESL + Under, and ESL + Grad. That is, after either a complete ESL program intervention only or both a partial ESL program intervention and taking academic courses, the three groups' academic English proficiency was increased to almost same degree The findings are discussed and implications for pedagogy are suggested.

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A Case Study of Two Korean Students' Classroom Interactions in a Graduate Course in America

  • Nam, Jung-Mi
    • English Language & Literature Teaching
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    • v.13 no.3
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    • pp.57-75
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    • 2007
  • This small-scale research project attempts to describe and explore the Korean students' perspectives on oral classroom interaction in a second language classroom in a graduate course in America. Based on the interpretist paradigm, this study employed the qualitative research methodology, triangulating the following methods: class observation, interviews, and document analysis. The findings are that the Korean participants perceived the importance of oral classroom interaction in an American classroom, and that there were shared several factors which influence their participation such as socio-cultural differences, course content, English skills, course requirement, and classroom activity types. Based upon the findings, pedagogical implications are provided for the teachers to help Korean students achieve academic success in American universities.

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