• 한국학교수학회논문집
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• 제10권3호
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• pp.323-340
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• 2007

본 연구는 방과 후 활동의 현황과 문제점을 조망하고 대다수의 학생들이 수학교과의 방과 후에 실시하고 있는 학습유형에 대한 분석과 함께 학원수강 및 사설 과외와 같은 사교육의 효율성을 조사하였다. 그리고 현재의 교육체제 속에서 수학교과에서 이루어지는 방과후 학습의 방향과 방과후 학습활동이 학교 수업에 미치는 영향을 분석하였다. 마지막으로 이 연구를 토대로 공교육이 보다 정상화 될 수 있는 방안을 제안하고자 한다. 실제적으로 본 연구에서는 중학교 수학교과를 중심으로 방과 후 학습활동의 유형을 크게 학원수강, 과외, 자율학습으로 분류하고, 학생들의 3학기동안의 학업성적을 비교 분석하여 학교 수업의 방향을 모색하고자 연구하였다.

• 수산해양교육연구
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• 제24권2호
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• pp.146-165
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• 2012

The purpose of this study is development of learning coaching program that is grafted onto advantage of Self-directed learning and coaching intended for Youth-After-School-Academy children and analysis the effect on self-efficacy and Self-directed learning ability from this program. The program of this study is developed on the base of Seels & Richey's 'ADDIE Model'. In order to verify the effect of this study, two times tests were carried out on 14 persons of the experimental group and the control group respectively, before and after the program was performed. The MANCOVA & ANCOVA was done on the difference between the post-test results of the experimental group and the control group. Findings of this study might be summarized as follows: First, the post-test result in the experimental group on self-efficacy was meaningfully higher than in the control group. Second, on Self-directed learning ability the result in the experimental group was also higher than in the control group. Therefore, learning coaching program impacted on self-efficacy and Self-directed learning ability of Youth-After-School-Academy children. This program that aim to discover the potential on learning, expect to be effective for children education of today when pursue Self-directed learning ability and creativity.

• 한국수학교육학회지시리즈A:수학교육
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• 제45권3호
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• pp.295-313
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• 2006

University teacher education programs have sought for ways of how to improve student teaching in order to supply mathematics teachers with practical theory to achieve the goals of the current educational reform in school mathematics. In this context, the purpose of this research is to investigate the effect of student teachers' teaching experience in the after-school mathematics programs and the ways of how to develop the after-school learning programs as an effective site for learning to teach based on the inquiry into student teachers' own teaching experience. For the purpose, data were collected through the interviews with the student teachers who had taught after-school mathematics class. In addition, data were collected through survey, class observation, and seminal meetings with the student teachers in order to supplement the findings from the interview analysis. Data analysis focused on the student teachers' experience with teaching in after-school mathematics classes, that is, what and how they had learned as teachers, what kinds of difficulties they encountered in their teaching and supports that they expect to improve their learning through teaching. The analysis shows that the teaching experience in the after-school programs had positively contributed to their development as future mathematics teachers. Specifically, the after-school programs provide the site for learning through teaching at the early stage of teacher education program. The after-school programs provided the students teachers for the opportunity to participate peripherally in educational practice of school. Through the participation, the student teachers developed positive attitudes toward teaching career and became to have more solid ideas about how to teach mathematics. Based on the analysis, this research provides following suggestions concerning how to improve student teaching. First, it is necessary to provide student teachers to participate into the practice of teaching at the early stage of teacher education programs. Second, it is important to give students teacher opportunity to participate in teaching at peripheral and legitimate positions. Finally, it is necessary to construct mentoring networks to support student teachers to move from a peripheral position toward a center of teaching practice.

• 융합정보논문지
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• 제10권9호
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• pp.79-87
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• 2020

본 연구는 간호대학생 1, 2학년 대상으로 거꾸로 학습을 적용한 방과 후 프로그램을 시행하여 이들의 프로그램 전·후의 자기주도학습력과 학습동기를 확인함으로써 거꾸로 학습의 효과를 규명하기 위한 단일집단 사전 사후 설계 연구이다. 겨울 방학동안 N시 D대학교에서 이 프로그램 참여한 대상자 중 35명을 2018년 12월 7일에 사전 조사하였고, 프로그램 후 2019년 1월 18일 사후조사하여 자기주도학습력, 학습동기, 만족도를 확인하였다. 자료는 SPSS 22.0을 활용하여 대응표본 t-검정으로 분석하였다. 학습자의 자기주도학습력은 프로그램 전에 비해 후가 증가하였으며, 통계적으로 유의한 차이를 보였다(t=-4.04, p<.001). 학습자의 학습동기는 통계적으로 유의한 차이를 보이지 않았다(t=-1.08, p=.288). 학습자의 만족도는 평균 3.49 ± 0.93점이었다. 따라서 교육자와 학교는 학습자의 자기주도학습력 향상을 위해 교과과정 내에 거꾸로 학습법을 구성하도록 제안한다.

• 한국콘텐츠학회논문지
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• 제11권8호
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• pp.499-511
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• 2011

본 논문은 방과후학교의 유형과 학습몰입 정도에 따른 중학생의 방과후학교 교육만족도의 차이를 분석하면서 방과후학교의 유형과 학습몰입 정도에 상호작용 효과가 있는지를 살펴보는데 그 목적이 있다. 연구의 대상은 중학교 1,2,3학년 382명이며, 조사도구로는 연구대상자의 일반적 특성, 수강한 방과후학교 수업의 일반적 특성, 그리고 학습몰입 척도와 방과후학교 교육만족도 척도로 구성된 질문지를 사용하였다. 구체적인 연구문제를 검증하기 위하여 다변량분산분석(MANOVA)을 사용한 결과 방과후학교 특기 적성수업을 수강한 중학생들이 교과수업을 수강한 중학생들보다 방과후학교 지도교사만족도가 높은 것으로 나타났으며, 학습몰입 정도가 높은 중학생들이 학습몰입 정도가 낮은 중학생들보다 방과후학교 교육과정, 지도교사, 교육시설만족도가 모두 높은 것으로 나타났다. 그리고 학습몰입 정도가 높은 중학생들에 있어서는 특기 적성수업을 수강한 중학생들이 교과수업을 수강한 학생들보다 방과후학교 교육과정과 교육시설만족도가 높았으며, 학습몰입 정도가 낮은 중학생들에 있어서는 교과수업을 수강한 학생들과 특기 적성수업을 수강한 중학생들 간에 방과후학교 교육과정과 교육시설만족도에 유의한 차이가 나타나지 않았다.

• 한국학교수학회논문집
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• 제2권1호
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• pp.43-53
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• 1999

Two (second-grade) classes of Yu-song middle school were chosen to research the effect of the visualization in the learning of probability calculation at a middle school. One class, as an experiment class, was taught the probability calculation of probability unit by the visualization learning and the other, as a controlled class, was taught it by the traditional lecture, and then through the writing tests there was a verification on the effect of right after test and the delaying test after 3 weeks to examine the learning effect of high- and low-level groups. It was difficult for the students to visualize the problems of the probability calculation, but I suggested simple models to the students and helped them to learn meaningfully. As a result of this study, there showed statistically significant difference in high-level group in the right after test.(P< .05) In the delaying test after 3 weeks, there also showed statistically significant marks only in high-level group.(P< .05) The visualization in the learning of probability calculation took more affirmative effect in the experiment class than the comparative class only in high-level group. The students in low-level group has difficulties in the visualization activities, but all the students in high-and low-level group thought the visualization was a great help to them in learning probability calculation.

• 한국학교수학회논문집
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• 제2권1호
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• pp.167-179
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• 1999

The aim of this study is to improve the basic learning ability of those who make poor progress in mathematics and to keep positive and active learning attitudes in class afterward by using problems whith both make them advance their basic learning ability and supplement lack of previous learning in class or after school. supplementary problems were developed by focusing the ability of basic calculation, the comprehension of concepts, principles, and rules by analyzing necessary contents precisely each domain after itemizing learning contents each unit. the results of the study are this: 1) The students who solved the problems, that were developed to improve the basic learning ability and to supplement the earlier learning during their classes or giving homework, made significant progress in their scholastic achievement; more than those who were not involved. 2) Meaningful changes were demonstrated in the motivation for achievement among the domains of learning attitudes before and after the experiment but, not in their interest, the consciousness of purpose, attention, voluntary and efficient learning as shown in their learning habits. In this study, therefore, the problems which were developed to improve the basic learning ability and to supplement the earlier learning by focusing on the competence for basic calculation, and the comprehension of concepts, principles and rules were effective positively only in the area of motivation for achievement. there were no meaningful differences in the other domains.

• Educational Technology International
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• 제8권2호
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• pp.53-71
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• 2007

This study identified the effectiveness of e-learning by comparing learning outcome in conventional face-to-face lecture with the selected e-learning methods. Two e-learning contents (animation based and video based) were developed based on the rapid prototyping model and loaded onto the learning management system (LMS), which is http://www.enaged.co.kr. Fifty-four Korean agricultural high school students were randomly assigned into three groups (face-to-face lecture, animation based e-learning, and video based e-learning group). The students of the e-learning group logged on the LMS in school computer lab and completed each e-learning. All students were required to take a pretest and posttest before and after learning under the direction of the subject teacher. A one-way analysis of covariance was administered to verify whether there was any difference between face-to-face lecture and e-learning in terms of students' learning outcomes after controlling the covariate variable, pretest score. According to the results, no differences between animation based and video based e-learning as well as between face-to-face learning and e-learning were identified. Findings suggest that the use of well designed e-learning could be worthy even in agricultural education, which stresses hands-on experience and lab activities if e-learning was used appropriately in combination with conventional learning. Further research is also suggested, focusing on a preference of e-learning content type and its relationship with learning outcome.

• East Asian mathematical journal
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• 제35권4호
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• pp.365-386
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• 2019

This study was based on the analysis of changes in curriculum of elementary mathematics curriculum, and changes in curriculum of middle school and high school mathematics curriculum. The purpose of this study is to analyze the movement of learning contents among the school levels based on the middle school mathematics curriculum and to summarize the influence on the curriculum of middle school mathematics according to the movement of learning contents. The research conducted according to the purpose of this study is as follows. First, we analyzed the trends of mathematical contents between elementary and middle schools after the movement of ten mathematics curriculums. Second, we analyzed trends of learning factors after mobility and mobility between middle school and high school. Third, the characteristics of 'the contents of mutual movement based on middle school' and 'the contents deleted from middle school' were analyzed. The results of this study are expected to reflect on current and past curriculum and to give meaningful implications to the composition of new curriculum.

• 보건교육건강증진학회지
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• 제23권1호
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• pp.93-107
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• 2006

Objectives: This research has been conducted in order to conduct sex education using E-Learning which is currently taught to students of women's high school. 138 students at women's high school in Inchon were applied, and then they were divided two different groups: a comparison group of 69 students, a control group of 69 students. Method: A questionnaire used by the literature studies. After verifying content validity, it was modified and supplemented in this way: sex knowledge was 23, and sex attitude 25. Results: 1) Comparison group will show increased marks on sex knowledge after the education than before whereas those from control group. 2) Comparison group will show increased marks on sex attitude after the education than before whereas those from control group. Conclusion: From the results of this research, it can be said that the sex education using E-Learning was the most effective method in improving the sex knowledge and attitude of students at women's high school. Therefore, it is advisable that the sex education methods using E-Learning should be developed and applied continuously.