• Proceedings of the KAIS Fall Conference
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• 2009.05a
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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.

• Journal of Korean Elementary Science Education
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• v.29 no.3
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• pp.252-261
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• 2010

The purpose of this study is to devise a teaching and learning strategies of leadership for the gifted in science, to develop a leadership reinforcement program using the strategies, and to verify the effectiveness of the program. We designed teaching and learning strategies of leadership for the gifted in science as follows; to give a chance to exercise the essential elements of leadership life skills through science activities. The activities based on students' interest should stimulate reflective thinking and cooperation with each other. We found out that the teaching and learning program for leadership improvement for the gifted in science was effective, especially group management skill, communication skill, decision-making skill, human relations skill, and self-understanding skill.

• Journal of Korean Elementary Science Education
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• v.27 no.3
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• pp.233-243
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• 2008

The purpose of this study is to examine the effect of higher grades in elementary the science process skill and scientific attitudes by creative problem solving. To verify research problem, the subject of this study were sixth-grade students selected from two classes of an elementary school located in Ulsan : the experimental group is composed of thirty-two students who were participated in Treffinger's CPS teaching model situation, and the other is composed of thirty-two students(control group) who were participated in teacher map based learning situation. During six weeks, the CPS teaming-based instruction was executed In th experimental group while the teacher map based instruction in controled group. Post-test showed following results: first, the experimental group showed a significant improvement in the science process skill compared th the control group. Second, the experimental group did not showed a significant improvement in the science process skill compared th the control group. In conclusion, Treffinger's CPS teaching model was more effective than the teacher map based teaching model on science process skill. However, since the study has a limit on an object of the study and the applied curriculum, the additional studies need to be conducted with an extended comparative group and curriculum.

• Journal of the Korean Society of Earth Science Education
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• v.3 no.2
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• pp.109-117
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• 2010

The purpose of this study is to examine the effect of higher grades in elementary the science process skill, academic achievement and teaching learining perception by Digital Text-book in elementary science lesson. To verify research problem, the subject of this study were sixth-grade students selected from two classes of an elementary school located in Ulsan : the experimental group is composed of thirty-one students who were participated in Digital Text-book, and the other is composed of thirty students(comparison group) who were participated in teacher map based learning situation. During eight weeks, Digital Text-book instruction was executed in th experimental group while the teacher map based instruction in controled group Post-test showed following results: First, the experimental group showed a significant improvement in the science process skill compared the comparison group. Second, the experimental group did not showed a significant improvement in the Acdemic Achievement compared th the control group. Third, the experimental group showed a significant improvement in the teaching learning perception compared the comparison group. In conclusion, Digital text-book model was more effective than the teacher map based teaching model on science process skill and teaching-learning perception. However, since the study has a limit on an objet of the study and the applied curriculum, the additional studies need to be conducted with an extended comparative group and curriculum.

• Hwankyungkyoyuk
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• v.12 no.1
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• pp.378-390
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• 1999

The purpose of this study is to investigate what are objects in environmental education and to develop the teaching model for environmental education. The major objects of environmental education is how to teach students who not only take knowledge/skill, but also change their behavior with responsibility for environment. In order to change students' behaviors for environment, Hungerford recommended that teachers have teaching strategies with recognition, evaluation, and adaptation. Also, McCarthy developed teaching model to engage immediate personal meaning, to raise intellectual awareness of a concept, to enhance skills that students can use in their lives, and to foster personal adaptations. Based on the Hungerford's teaching strategies, and Mccarthy's 4MAT system, a teaching model is developed to encourage thinking skill, problem-solving ability, interesting, and participation in the class. The basic steps of the teaching model in this study are experience/recognition, knowledge/skill, evaluation, and adaptation/new experience and 8 sub-steps for instructional methodologies are developed to match of all students' learning style types in a classroom. This model will make it possible to raise the efficiency of instruction, and contribute to changing students who have responsibilities for their environmental behaviors. This model will be supplemented in schools, and applied to developing other instructional issues.

• Journal of the Korean Society of Earth Science Education
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• v.6 no.2
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• pp.93-100
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• 2013

The purpose of this study is to examine the effect of science related attitudes and science inquiry skill that apply concept maps for 'Ocean' units in middle school science. The subjects of this study consist of four classes third grade middle school students of the Busan Metropolitan City, which were divided into two groups: one is the experimental group which applied concept map teaching and the other is the ordinary teaching group. The result of this study were shown as follow: First, the use of concept map teaching improved the active meaningful process and improved student's science related attitudes in the experimental group. Second, the science lesson using concept map is effective for science inquiry skill in the experimental group. Third, the using concept map teaching created a positive reaction to make the formulation of ideas.

• Journal of Korean Elementary Science Education
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• v.32 no.4
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• pp.485-494
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• 2013

The purpose of this study was to know that the 'Thinking Science' activities affects the enhancement of critical thinking skill by the logical thinking skill about pupils in the $5^{th}$ and $6^{th}$ grade of elementary school in Korea. The 19 activities of 'Thinking Science' as the teaching materials was implemented to 40 pupils in elementary school over 13 weeks. Results indicated that the experimental group presented statistically meaningful improvement in logical thinking skills(p<.05). Those teaching materials contributed to improve 3 logical sub-elements significantly(p<.05) as the proportional logical element, the probabilistic logical element, and combinational logical element. But, there was no significant improvement in conservational logical element, control of variable element, and correlational element(p<.05).

• Journal of Korean Elementary Science Education
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• v.30 no.4
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• pp.459-467
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• 2011

The purpose of this study is to find out the level of science teaching efficacy belief in the elementary school teachers and to find out the students' science process skills and scientific attitudes according to the level of the teacher's science teaching efficacy belief. After measuring science teaching efficacy belief of 109 teachers from nine elementary schools, three teachers who received the high score and three teachers who received the low score were selected from each 5th and 6th grade. Science process skills and scientific attitudes of 331 students who were in the selected 12 teachers' classes were measured. The results of this study were as follows; First, there were significant differences on the elementary school teachers' science teaching efficacy belief according to teacher's gender and career. The men's average score was clearly higher than women's average score on personal science teaching efficacy in science teaching efficacy belief according to teacher's gender. There was a obvious difference between the group of more than six-year less than ten-year and the group of more than fifteen-year less than twenty-year, the group of more than twenty-year on science teaching outcome expectancy in science teaching efficacy belief according to teacher's career. Second, there was not a evident difference on the elementary school students' science process skill according to the level of the elementary school teachers' science teaching efficacy. Third, there was a distinct difference on the elementary school students' scientific attitude according to the elementary school teachers' science teaching efficacy. There was a significant difference on the openness and the endurance in each scientific attitude. The level of science teaching efficacy belief in the elementary school teachers had few effects on the elementary school students' science process skill, on the other hand the level of science teaching efficacy belief in the elementary school teachers had an positive effect on the elementary school students' scientific attitude.

• 대한공업교육학회지
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• v.30 no.1
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• pp.19-36
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• 2005

The purpose of this study is to develop the Public Practice Center's teaching-learning model by applying blended learning strategies which is complementary to the expected problems such as expansion of the educational object and diversity of the curriculum to maximize the educational effect and to analyze activation types of the Practical Practice Center to expand the Public Practice Center's function and role by studying the document. Blended Learning Strategies are established in consideration of the following eight (8) factors ; learning environment, learning purpose, learning contents, learning time, learning place, learning type, learning media, type of interaction. It is redesigned and amended to the KEDI's individual confirmation instruction model for skill learning (1975) which is considered to be effective in the filed of education by applying features, educational contents of the Public Practice Center's teaching and merit of Blended Learning Strategies simultaneous. This model is composed of six (6) steps as shown below; 1. Understanding on the purpose and orientation 2. Observation for demonstration of fundamental skill 3. Ex on-line learning 4. Acquirement of element skill 5. Confirmation for acquirement of fundamental skill 6. After on-line learning. Further to this, this model is designed so that the above eight factors will be applied to the students effectively and the merit of e-learning and off-line practice will be mixed to the learner's expectation and satisfaction.

• Culinary science and hospitality research
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• v.14 no.4
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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.