• The Journal of the Korea Contents Association
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• v.20 no.3
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• pp.481-490
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• 2020

The purpose of this study was to investigate the change of perception by analyzing self-reflection journal of the pre-service teacher's in PBL. For this purpose, 30 pre-service teachers participated in PBL for 4 weeks of summer semester. The researcher analyzed the self-reflection journals using ATLAS.ti 8 and the meaning of the teaching innovation factors was derived from the self-reflection journal contents. The results of the study are as follows. Pre-service teachers' solved the problem from the teacher's perception. Through the PBL process, the pre-service teachers' perception was changed such as new teaching-learning method, recognition of important of teaching method and interaction. Based on this, this implies the necessity of research on teaching innovation for pre-service teachers' creativity-convergence.

• Proceedings of the Korea Contents Association Conference
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• 2018.05a
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• pp.423-424
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• 2018

본 연구에서는 학생들의 능동적 학습(Active Learning)의 향상 방안을 모색하고자 하였으며, 이를 위해 학습자 중심의 참여식 교수학습방법을 바탕으로 교수학습모형을 제안하였다.

• Journal of Korean Elementary Science Education
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• v.27 no.1
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• pp.75-82
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• 2008

The purpose of this study was to examine the consistency and balance of learning objectives of units and instructional units according to grades and educational domains. Educational domains were cognitive(scientific knowledge), scientific inquiry(inquiry process skills), affective(scientific attitude), and science-technology-society(STS). Learning objectives of life field of the 7th elementary science curricular teaching guidebooks were analysed. Scientific inquiry process skill objectives(43.5%) were most dominant in units, but cognitive objectives(53.9%) were most dominant in instructional units. STS objectives were most recessive in both units and instructional units. Especially, objectives of units and instructional units were shown no consistency by grade. The results of this study suggested that the textbooks and teaching guidebooks should be developed consistently by considering learning activities and contents on the basis of background and properties of science curriculum.

• The Journal of Korean Academic Society of Nursing Education
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• v.5 no.2
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• pp.165-176
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• 1999

The goal of women's health education can be defined as improvement of the quality of their life during entire life cycle. In Korean society, women's well-being is very important to themselves as well as their families, communities. and country. Thus it is important to systematize information on women's health education. These systematized information can be used in preparation of coming 21st century called information era. Unfortunately there have been few studies in women's health education research in Korea especially distance education for women's health related with korean socio-cultural background, etc. Distance education has been internationally used in a variety of settings as a means of providing health education information. The objective of this study was to apply and evaluate a multimedia videoconferencing on women's health distance teaching-learning process. In this study I'd like to design multimedia digital educational material used in the distance teaching-learning process for women's health, and to practice a multimedia videoconferencing on women's health distance teaching-learning processs. The procedures of this study were summarized as follows ; 1. Analysis of subjects' characteristics and education contents and for women's health. 2. Design of a multimedia videoconferencing on women's health distance teaching-learning process. 3. Development of women's health distance teaching-1earning process. 4. Evaluation of developed digital multimedia and distance teaching-learning process related with women's health These results will be used in development of the distance-learning education program for improving Korean women's health. Findings su99est that the advanced methodologies for designing and evaluating the women's health distance teaching-learning programs be obtained through the collaboration with other field's staffs.

• Journal of Engineering Education Research
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• v.17 no.2
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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.

• Journal of Korean Home Economics Education Association
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• v.33 no.4
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• pp.119-137
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• 2021

This study aimed to develop a teaching-learning process plan for the 'adolescent nutrition and dietary behavior' unit of middle school technology and home economics through blended learning teaching method. "Analysis-Design-Development-Evaluation and Revision" model developed by Korea Institute of Curriculum and Evaluation(KICE) was applied to developing the teaching-learning process plan. The authors analyzed subject contents suitable for blended learning, and then designed a teaching-learning process plan by selecting the topics, developing the teaching strategies, and deciding on the media and evaluation tools for each class. Based on the plan for each week, the final version of the teaching-learning process plan, handouts for activities, and evaluation tools were developed. The teaching-learning process plan was revised and supplemented based on the expert verification results. The developed teaching-learning process plan which applied blended learning method was considered suitable for the current curriculum, and the group presentation activities implimented in the online classes were found to encourage learners' participation and interest. Also, the developed teaching-learning process plan could be used in the online only environment without any issues depending on the intention of the classes, by the appropriate use of distance learning tools such as Paddles or Thinkerbells. The developed teaching-learning course plan is expected to be effectively used in either online or blended learning environment, as a means of helping adolescent students improve their dietary life.

• Journal of Korea Society of Digital Industry and Information Management
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• v.9 no.4
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• pp.177-188
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• 2013

Since the world entered the age called "Smart Revolution", there has also been a lot of changes in the field of education. In educational environment, there is a growing interest in smart learning based on mobile contents, with the development of Smart Devices and ubiquitous technology. This paper is about a research on what effects smart learning has on leaner side when learners make active use of mobile contents in this age of Smart Revolution. First, we embodied teaching plans for some practical classes in forms of mobile contents using M-bizmaker. After the learning process based on the embodied contents for students, we analyzed the survey results on 4 sections-their use of apps, screen composition, technical support, interactions. We also studied the results of a questionnaire on 4 sections-contents, information offering, feedback systems, learner assessment-to evaluate their satisfaction. The research suggests that learner satisfaction can be improved with smart learning based on mobile contents embodied for leaners.

• The Journal of the Korea Contents Association
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• v.22 no.6
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• pp.413-427
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• 2022

The purpose of this study was to improve and verify task value and academic self-efficacy of university students with metaverse gamification teaching method combining flipped learning and project-based learning. The subjects in this study were 16 university students majoring in counseling psychology who engaged in K university in cheong-ju. The subjects were assigned to the experimental group or the comparison group. The experimental group received the proposed metaverse gamification teaching method combining flipped learning and project-based learning while comparison group received teacher-centered learning. The dependent variables in this study were task value and academic self-efficacy. Each variable was assessed before class, after the end of the class. At the end of the class, the experimental group engaged statistically significantly higher levels of task value and academic self-efficacy than the comparison group. The findings of this study suggest that this metaverse gamification teaching method combining flipped learning and project-based learning is effective at improving task value and academic self-efficacy.

• Journal of The Korean Association of Information Education
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• v.19 no.4
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• pp.489-498
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• 2015

In this study, we suggested the contents, teaching and learning method, and assessment types of algorithm education in elementary schools. First, we suggested the algorithm education contents; the expression, understanding, flowcharts, structure, results, correction, and improvement of algorithm. Second, we showed the algorithm teaching and learning methods; algorithm in our daily life, the unplugged activity, block programming and tangible programming. Finally, we analyzed all missions of 'Hour of Code' in Code.org, and suggested the algorithm assessment 4 types, which includes selecting, filling, correcting, predicting of appropriate algorithm.

• Journal of Fisheries and Marine Sciences Education
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• v.24 no.6
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• pp.763-780
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• 2012

The purpose of this study was to develop the teaching & learning model to increase the key competencies in the university. For this, the researcher suggested the draft of teaching & learning model in the university based on literature analysis and survey for key competencies education to professors and students. After that, the draft of the model was revised through the formative test by experts. And then, the revised model was verified through delphi survey and a final model was fixed. As the result of this study, features of the final model are as follows. First, this study identified that a core values of teaching and learning model for the key competencies education in the university is reinforcement of learner's thinking skills and enhancement of field oriented on learning contents and reinforcement of professor's role as a mentor, a facilitator, a motivator, and an informant. Second, The core learning activity's process of the teaching and learning model for the key competencies education in the university consists of the following in order: team-building, exploring problem, gathering and analysing informations, arranging of leaning outcomes, comprehensive arrangement and self-examination.