• Journal of Engineering Education Research
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• v.25 no.6
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• pp.3-13
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• 2022

This study aims to develop and implement extra-curricular program applying project-based learning (PBL) and to find out its effectiveness. The research was conducted from March 2021 to December 2021 according to the ADDIE model. Surveys, t-test and descriptive statistics were also conducted. The results of the study are as follows. First, project-based learning was applied to the extra-curricular program by reflecting the characteristics of students of University A and the requirements of the person in charge of the teaching and learning center. Second, project tasks related to education of universities were proposed. Third, the programs were designed as three common courses and four consulting courses. Fourth, the program was conducted with 32 students for two months. Fifth, the post-test results of problem-solving skills rose to 0.9 points compared to the pre-test but there was no significant difference, while the post-test results of communication skills were 0.5 points lower than before and statistically significant. Sixth, the satisfaction survey result was high with a rating of 4.59. Lastly, educational implications are also discussed.

• Journal of The Korean Association For Science Education
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• v.36 no.4
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• pp.681-691
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• 2016

In this study, we investigated pre-service secondary chemistry teachers' use of teacher's guide in planning lessons. Eleven pre-service teachers at a college of education in Seoul participated in this study. Textbooks and teacher's guide books including various teaching materials were provided. Pre-service teachers used teacher's guide while they planned two lessons, which were a lecture and an instruction using science teaching model. A semi-structured interview was conducted. All of the teaching-learning materials and interviews were analyzed. The analyses of the results revealed that most pre-service teachers followed each lesson presented in teacher's guide, but they did not consider the structure of the whole unit and science curriculum. There were some cases that the exemplary lesson planning in teacher's guide helped them to select science teaching model. They modified the questions of textbook activity in planning their lecture. On the other hand, they modified the activity to fit each stage of the model in planning their instruction using science teaching models. Most pre-service teachers constructed their own worksheets by applying the materials of the teacher's guide. They recognized the components of assessment by considering exemplary lesson planning from the teacher's guide, and created questions by modifying the content of textbooks and teacher's guide books including various teaching materials. However, the questions which they made were limited in context of knowledge. They evaluated that introductory questions were not of interest to students, and modified or added new materials. Educational implications of these findings are discussed.

• Journal of The Korean Association For Science Education
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• v.34 no.3
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• pp.261-272
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• 2014

In this study, to disseminate the Practical On-site Cooperation Model (POCoM) for practical improvement of science teaching and learning through cooperation between researcher and teacher, an in-service program has been developed, applied and evaluated. The in-service program emphasizes the following three aspects; (1) video-recording of actual science teaching has been used as a primary resource, (2) communication between teacher and researcher and among teachers have been emphasized, (3) activities have been mainly included. The in-service program has been implemented for nine hours, and 17 science teachers have been recruited as volunteers. The result shows that, by checking the agreements between raters, we found that teachers' expertise in analyzing the science class using the Korean Teaching Observation Protocol (KTOP) has improved, and we have confirmed that teachers are able to judge whether the science class has improved or not. Through the questionnaire, various highly positive responses could be obtained from teachers. And through the observation of teachers' activities during the in-service program, teachers' questions, their difficulties in doing activities, and their comments for improving the program has also been analyzed. Finally, based on the results, a list of recommendations for a more effective in-service program have been suggested. It is expected that this list can be utilized for more effective and meaningful design and implementation of in-service course.

• Journal of Engineering Education Research
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• v.26 no.6
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• pp.19-29
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• 2023

This study aims to develop and apply a metaverse-based instructional design model for the education in science and technology. It analyzed the concept and characteristics of metaverse, existing non-contact education models, and major teaching strategies systematically. Based on the prior researches, an instructional design model using metaverse is developed that presents metaverse-related teaching strategies and design principles for the before-, during-, and after-lesson phases. Then, this model was applied to a project-based learning program, conducted a perception survey on instructors and learners, and revised the metaverse instructional design model based on the results of the survey. In the Metaverse Instructional Design Model, before-lesson phase is a physical and psychological preparation stage for class participation, which includes familiarization with the Metaverse learning environment, formation of expectations for education, and self-directed pre-learning. During the lesson, to effectively deliver the lesson content, it is necessary to build confidence in the learning environment, promote learning participation, provide reference materials, perform team projects and provide feedback, digest learning content, and transfer learning content. The after-lesson phase provides strategies for ongoing interaction between learners and mentors. This study introduces a new instructional design model that utilizes metaverse and shows the potential of metaverse-based education in science and technology. It also has important implications in that it provides practical guidelines for the effective design and implementation of metaverse-based education.

• 한국정보교육학회:학술대회논문집
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• 2010.08a
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• pp.59-66
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• 2010

Opensource LMS Moodle consists of module of various forms and can mount learning materials of various forms. We can mount the number of contents on the Web in Moodle. In doing so, We can configure effective courses for teaching-learning activity. Moodle can reflect course design of a wide variety of teacher using a variety of learning resources and learning activities. The results of operating during 1 semester, all faculty or students were satisfied with course using Moodle. Class in the classroom is interactive systems of teacher and students, but class has one-way system in reality. E-learning can be used to complement this phenomenon. Moodle gives a free and powerful features in designing e-learning courses. In this reserch we made up course applying typical teaching-learning of design and model the process of Glaser. We analyed teaching - learning activity case of Understanding and Application of Information science course of 2010year 1 semester in Seoul national University of Education using LMS Moodle and pursued future expansion plan of Moodle.

• Korean Journal of Acupuncture
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• v.39 no.4
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• pp.184-190
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• 2022

Objectives : In our previous study, we developed the prototype of a lesson plan for meridian and acupuncture clinical skills education by applying the rapid prototyping to instructional systems design. The present study aimed to develop a teaching-learning manual, including the lesson plans, practice notes, and instructions for devices. We also aimed to present a guideline on how to use the manual in class. Methods : The manual and materials for teachers and learners were developed based on the solutions and the prototype derived from our previous study. Practical classes on meridian and acupuncture points consist of four major subjects, and the lesson plan and practice note were designed according to each topic. Results : Flipped learning, George's five-step method, peer role-play, and peer-led objective structured clinical examination (OSCE) were applied as main methodologies in the meridian and acupuncture points practical class. The teaching-learning manual, including practice notes, detailed lesson plan, OSCE checklist, and instruction manual for devices, was developed to be utilized at each stage of the learning activity. Conclusions : The application of the teaching-learning manual is expected to provide effective clinical skills education, strengthen learners' communication skills, establish professional identity, assess learners' performance, and provide immediate feedback. The educational effect of the manual for the existing class should be identified, and its feasibility should be verified by implementing it on another group. This manual could be helpful in designing classes for other subjects of Korean medicine, especially for clinical skills education.

• Journal of Korean Home Economics Education Association
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• v.32 no.1
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• pp.127-143
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• 2020

The purpose of this study is to develop the clothing safety teaching/learning plan in Home Economics based on the health belief model and to examine the effects of the course using the developed teaching/learning plan on the health belief. Based on ADDIE model, 6 clothing safety teaching/learning plans were developed by applying the health belief model. They consisted of three learning factors of 'harmful substances that can be exposed during the production, wear, wash, and storage of clothes and textile products', 'environment friendly fibers' and 'natural detergents'. Then they were implemented on 7 classes in middle school located in Gyeonggi-do Province from August 20 to September 7 in 2018. The health beliefs data collected before and after the course were analyzed with paired t-test with SPSS/win. As a result, the perceived threat(combination of perceived severity and perceived susceptibility), the perceived benefit, and the self-efficacy were significantly improved. And the perceived barrier was significantly reduced. In conclusion, the home economics clothing safety education course using the health belief model was meaningful as the safety education to enable middle school students to practice safe clothing life from harmful substances. The results of this study are expected to be helpful for activating safety education in home economics.

• Journal of Elementary Mathematics Education in Korea
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• v.22 no.3
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• pp.241-266
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• 2018

The purpose of this study were to design and apply a teaching-learning model for flipped learning in elementary school mathematics based on a student's active learning model for mathematics, and then to examine their effects. Finally, this suggests two points to consider when applying flipped learning to young learners. The results of this study are as follows. First, The model showed meaningful results that improved learners' academic achievement. Second, The application of flipped learning, which reflects the characteristics of the mathematics department, gave learners a higher level of satisfaction than traditional classes. Third, as a result of analyzing students' testimonies, it was possible to form a habit of self-study without help of anyone at the desired time and place, and to solve the problem created beforehand with friends so that self-directed learning habit formation and interest in class respectively.

• Journal of Korea Society of Digital Industry and Information Management
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• v.14 no.2
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• pp.69-78
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• 2018

When it comes to the value of modern education, teachers are required to perform the role of a helper to promote interaction between learners, the role of a manager to facilitate smooth learning, and the role of a guide who has expert knowledge in the learning contents. Therefore, this study investigated what kind of learner-centered teaching methods there are, which require teachers to perform the roles of helper, manager, and guide, and conducted a pedagogical research on coding education to explore class models for self-directed learning. Subsequently, a class model was proposed by applying the flipped learning and havruta learning to a coding class. In this study, the learner-centered education methods of flipped learning and havruta method were applied to constructing a coding class as a university general education course. The feature of this class is that it enables dynamic interaction between teachers and learners as well as active interaction between leaners in a classroom instruction. After applying the proposed method to the actual class and analyzing it, the students taught using suggested method were more positively assessed in learning interest than those taught using a traditional method. And that in academic achievement as well, suggested method was more effective.

• Journal of Engineering Education Research
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• v.25 no.2
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• pp.13-21
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• 2022

In many existing studies, the analyses on the application and effect of the project-based learning model (PBL), a student-centered teaching and learning strategy, have been emphasized and carried out in various majors and courses. This case study analyzes the effects of applying a project-based learning model to the engineering accounting course for engineering students in 2021 in the context of the COVID-19 pandemic, compared with the offline course in 2019 and the simple online course in 2020. Project team consisting of 2-3 students carried out online collaborative learning activities for solving open-ended problems through the 5-step PBL procedure including presenting the final result. Except for this online PBL application in 2021, textbooks, lecture contents, assignments, and tests were implemented the same for each semester for three years. Through lecture evaluation and survey by students, the online PBL application semester showed higher effects in inducing student-centered learning, lecture satisfaction, and student competency improvement compared to the non-applying semesters, further, it was evaluated that the online PBL application to the course and evaluation method were more appropriate than other semesters. It is expected that the online PBL method and operation procedure applied in this study can be utilized as a best practice for the design and operation of various online courses for student-centered collaborative learning activities and educational effects.