• 한국수학교육학회지시리즈E:수학교육논문집
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• 제27권4호
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• pp.407-428
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• 2013

본 연구는 공과대학생들의 수학 학습 능력 향상을 위한 효과적인 교수-학습 모형을 개발하고 활용 방안을 제안하는데 그 목적이 있다. 이를 위해, 교수-학습과정에서 중요한 변인으로 작용하는 학생들의 학습양식과 수학학습태도를 조사하여 둘 사이의 연관성을 분석하였다. 그 결과, 연구대상자들은 의존적이고 참여적인 성향이 강한 것으로 파악되었기 때문에, 이런 성향의 학습자들이 능동적이고 적극적으로 참여할 수 있는 교수-학습 모형을 개발하기 위해 노력하였다. 개발된 교수-학습 모형을 한 학기 공업수학 강좌에 적용한 후 학생들의 반응을 조사한 결과, 이 모형은 공과대학생들이 메타인지적으로 자기 학습과정을 진단하고 조정하는 능력을 향상시켜 자기주도적으로 학습하는데 도움이 될 수 있다는 것을 확인하였다. 또한, 학생들이 수업에 적극적으로 참여하고 수학 학습에 긍정적인 태도를 갖게 하는데도 영향을 미치는 것을 확인하였다.

• 한국수학교육학회지시리즈A:수학교육
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• 제41권3호
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• pp.257-271
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• 2002

As a part of attempts to understand better mathematics classroom culture, this paper first reviews plausible factors which influence the mathematics teacher's own development of instructional goals. The proposed factors consist of teacher characteristics and sociocultural factors. The teacher factors include learning and teaching experience, knowledge, beliefs, and personality traits. The sociocultural factors include cultural and educational norms, curriculum development and administration, teacher education, and professional models with community, This paper then presents detailed interview questions to explore significant influences on the teacher's conceptions of mathematics and its teaching. The interview probes 12 topic areas: (a) early influences on becoming a teacher, (b) the decision to become a teacher, (c) the teacher education years, (d) early mathematics interests, (e) early teaching experiences, (f) career path, (g) influence of peers within the school, (h) influence of administrators, (i) professional development, (j) professional self-development, (k) mathematics teaching, and (i) educational policies.

• 국제학술발표논문집
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• The 5th International Conference on Construction Engineering and Project Management
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• pp.525-530
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• 2013

The importance of engineering design increases due to the expansion of engineering education certification. But there are not much teaching methods and examples of engineering design to be referred to the college classes. This paper introduces a new teaching and learning method of Action Learning adopted to a engineering design class in the Department of Architectural Engineering, J University in Korea. The class included a team project to find problems of facilities or safety management factors in a building construction site, and to provide the alternatives to solve the problems. The Action Learning helped to improve the learning effect of students and to increase the quality of the project deliverables.

• 영어어문교육
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• 제16권4호
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• pp.39-69
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• 2010

This study aims to identify how participants in online-incorporated English learning perceive interaction between achievement and factors of learning and personality. Using grounded theory analysis, this study attempts to generate a theoretical model depicting how the factors work with the L2 learners situated in the learning setting. A total of 231 college freshmen participated in online and offline EFL learning programs for the duration of one semester. In addition, all respondents completed a survey questionnaire on their learning experiences. In the investigation of the differences between low- and high-proficiency groups, audio-taped interviews with 20 selected students, 10 from each group, have revealed differences not only in the types of personal and instructional factors, but also, more importantly, in the interrelationship between these factors in each group's learning model. These models effectively explained the statistically significant differences in four questionnaire items, such as online learning and contributions of offline class sections to their L2 achievement. These findings entail L2 practitioners' shared understandings of their students' perspectives of learning in the specific L2 learning context.

• 한국치위생학회지
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• 제12권1호
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• pp.189-200
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• 2012

Objectives : The purpose of this study was to examine what teaching behavior would have a good effect on learners in lecture-style instruction in the department of dental hygiene. Methods : The subjects in this study were 650 students who were in the three-year department of dental hygiene at four colleges in Gyeonggi Province and Chungcheong Province. After a survey was conducted, frequency analysis and ANOVA were utilized to analyze the collected data. The findings of the study were as follows. Results : The students put the highest value on knowledge among the factors of teaching behavior irrespective of their academic year, academic standing and learning style, followed by skills and attitude. Out of every subfactor, they set the highest value on a sense of humor regardless of their academic year, academic standing and learning style, and put the lowest value on the attitude factor such as enthusiasm. There were differences among the students in evaluation of the factors of teaching behavior according to academic year, and the students whose academic year was higher set a higher value on the factors of teaching behavior. There were no differences according to their academic standing and learning style. Conclusions : The dental hygiene students viewed the knowledge factor as the effective factor of teaching behavior, and regarded a sense of humor as the best subfactor. Although the attitude factor like enthusiasm is important, it seemed that the students hoped for the kind of instruction that would be delightful, intriguing and clearly convey what to learn.

• 한국초등과학교육학회지:초등과학교육
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• 제39권1호
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• pp.69-83
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• 2020

The purpose of this study was to identify factors that influenced elementary school teachers in choosing websites that support science teaching and learning. The participants of this study were four elementary school teachers. The data was collected through semi-constructed and in-depth interview. The results of the research are as follows: First, the individual factors that influenced participants to choose a website were teacher's thinking about appropriate science teaching and learning methods and teacher's lack of ability to prepare science lessons. Second, the surroundings factors were the image of the teachers using the website, the formation of consensus, belonging to the peer teachers, and students' preferences and interests. Third, participants chose a website where they could provide ideas for science lessons that are not available in textbooks and instructional materials for all subjects, and see stories and tips related to teaching career. In addition, the website was selected according to whether the developer of science instructional materials was a teacher, whether the materials uploaded on the website were up-to-date, and whether the teachers can learn by themselves to prepare for the science class. Fourth, participants considered the design and interactivity of the website and chose a website that is easy to search for information. Finally, we suggested the implications for building the websites that support science teaching and learning.

• 영어어문교육
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• 제13권4호
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• pp.87-108
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• 2007

Given that various classroom contextual factors influence the nature of writing instructional practices, it would be worthwhile to explore these factors to generate better environment for learning to write. Among many factors, this study examined teachers' beliefs and knowledge, which would operate as a very influential contextual factor in that changes in principles and methods of teaching writing would be the results of their underlying beliefs and knowledge related to teaching writing. Three professional teachers who teach second- and third-grade English language learners (ELLs) were interviewed, and the analysis of teacher interviews was conducted. The research findings indicated that basically all of the teachers perceived the role of writing in second language learning as very important, sharing the belief that the ultimate goal of teaching writing is to have their students gain fluency in writing and that some of instructional methods such as integration of writing and other language aspects, content-based writing, and providing scaffolding are important. In addition, some beliefs that two ESL teachers shared included the importance of ample and continuous opportunities to write, vocabulary knowledge, and explicit instruction about writing. Other beliefs, including the importance of creating a comfortable writing environment and opportunities for writing for varied purposes and genres were represented.

• 한국수학교육학회지시리즈A:수학교육
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• 제47권2호
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• pp.113-133
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• 2008

This study is to develop the methods of specifying teaching that can consider individual differences in middle school geometry education. The purpose of this study is to decide the variations causing individual differences and to find the proper learning methods considering the variations. Through literature review, this study made it clear that the matter of individual difference is just the matter of talent and examined what factors make up mathematical talents. On the basis of the result, five important variations and fourteen subordinate factors were determined. I researched into the learning methods that consider the determined subordinate factors using the 'congruence' unit of middle school textbooks and developed specific learning methods for each of the subordinate factors through specific congruence problem solving situations. This study can be summarized as follows : I researched the studies of mathematical ability conducted by several educators and psychologists. This research is divided into the early study and the developed study of mathematical ability. Through this study five specific variations were determined. And fourteen subordinate factors have been made from the determined variations. The specific learning methods based on individual differences was developed according to the fourteen subordinate factors on the basis of middle school textbooks of Korea, Gusev's textbook, problem books of Russia, and etc.

• Educational Technology International
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• 제11권1호
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• pp.69-92
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• 2010

The purpose of this study is to examine middle school teachers' use of technology and problem-based learning (PBL) in their teaching practice. Factors related to teachers' use of technology and PBL are also investigated including: teachers' computer and Internet skills, feelings of preparedness to use the Internet, attitudes toward the use of web resources, pedagogical beliefs, science teaching efficacy, and the use of general teaching strategies. Twenty-seven middle school science, math, and technology teachers participated in the study. Research results describe the participants as slightly proficient in computer and Internet skills, positive toward use of web resources, and neutral on feelings of preparedness toward use of computer and the Internet. Participants also tended toward constructivist pedagogical beliefs and used various teaching strategies. They, however, reported low science teaching efficacy. Teachers' use of computers and the Internet correlated with pedagogical beliefs and feelings of preparedness toward the use of computers and the Internet. The study also found the relationships between the use of PBL and teachers' computer and internet skills, pedagogical beliefs, and the use of general teaching strategies. Also discussed are meaningful implications for teachers' professional development, especially for the programs designed to facilitate the use of web-enhanced PBL.

• 공학교육연구
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• 제16권2호
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• pp.31-36
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• 2013

본 연구는 종합설계 교과목의 교수-학습 방법에 따른 수업결과를 분석하고, 시사점을 도출하여 실제 종합설계 수업에서 실행 가능한 효과적인 교수-학습 방법을 제안하는 것이다. 이를 위해 서울 소재 A대학교 공과대학교 B프로그램 4학년 재학생 총 40명을 대상으로 동일한 교수자가 종합설계 교과목을 프로젝트 중심 수업과 상황학습 중심 수업으로 운영하여 두개 반의 수업 후 수업결과에 대한 전수조사를 실시하였다. 연구 결과, 상황학습 중심 수업은 프로젝트 중심 수업에 비해 수업만족도, 교과목 학습성과 달성도, 학업성취도에서 높은 점수를 나타냈으며, 학업성취도 결과는 통계적으로 유의미한 것으로 나타났다. 이러한 연구 결과에 기초하여 실제 종합설계 수업에서 실행 가능한 효과적인 교수-학습 전략을 제안하였다.