• 한국컴퓨터정보학회논문지
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• 제8권4호
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• pp.194-204
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• 2003

ICT를 활용한 교육은 전세계적인 추세이다. 지금은 자기 자신에게 필요한 가치 있는 지식으로 재구성하고, 창의적인 학습이 필요한 시기로서 ICT를 교육현장에서 활용하고자 하는 노력이 급증하고 있다. 본 논문에서는 ICT를 이용하여 교수-학습을 효율화하는 방법과 대학에서 ICT활용에 관해서 기술하였다.

• 응용통계연구
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• 제5권1호
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• pp.81-91
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• 1992

통계학을 배우는 초보자들을 위하여, 퍼스날 컴퓨터를 이용한 통계교육용 소프트웨어(Computer Aided Teaching for Statistics : CATS)를 한글을 사용하여 개발하였다. 이 소프트웨어는 다량의 정보를 처리하기 보다는, 소량의 통계자료를 가지고 기초 통계학의 여러 기법을 실습하거나, 초보자가 책만 가지고 이해하기 힘든 이론을 컴퓨터를 이용하여 교육시키는데 주목적이 있다.

• 한국초등과학교육학회지:초등과학교육
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• 제19권2호
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• pp.83-92
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• 2000

The purpose of this study was to investigate the characteristics of formative assessment in elementary school science teaching. In order to examine the practices of formative assessment in science teaching, 8 science classes were observed and video-taped for each of two instructions. We also interviewed the teachers and students with semi-structured questions. The result indicated that the teachers used planned formative assessment and interactive formative assessment. Teachers assessed three aspects of student loaming in science classroom: the student's personal, social and science development. However, the majority assessed in science teaching was science development. Teachers used observation, question and answer, dialogue, reports, and presentation as the formative assessment methods. The process of formative assessment was categorized as to get information, to judge and to give feedback. These three aspects were interrelated and interdependent. The type of question and feedback was influenced on the extent of the interaction between teachers and students.

• 한국초등과학교육학회지:초등과학교육
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• 제24권5호특별호
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• pp.487-494
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• 2005

The purpose of study was to introduce and propagate the children's verses as the teaching/learning strategies in science education far elementary students and teachers. 238 pre-service teachers, 140 in-service teachers and 602 elementary students wrote the own verses and read colleague's verses with respect to science. In this situation, the writing was considered as creation and the reading was reception and appreciation for the verses. When they wrote the verses, the themes were not restricted except that they were related to science. Mostly, the subjects were something about science concepts, scientific phenomena or experimental instruments, etc. In addition, this study investigated the merits and demerits of the reading/writing activities of children's verses as the teaching/learning strategies in science classroom.

• 호남수학학술지
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• 제31권4호
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• pp.541-558
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• 2009

Anecdotes can produce an emotional and simple response that decreases stress and anxiety in a classroom. The use of anecdotes in building concepts of statistics can support an effective way of teaching and learning statistics. Particularly, we demonstrate several anecdotes including pictures as the medium of image that are designed to motivate statistical ideas by placing them at the beginning of a lecture and by appealing to prospective teachers weighed down. Our purpose is that under the constructivist view, prospective teachers have an opportunity effectively to teach statistical concepts using humorous anecdotes and to experience significant beliefs on identifying some frequent misconceptions in statistics. At this procedure, the anecdotal teaching practice is concerned with describing and evaluating many humorous anecdotes we have found useful in teaching introductory statistics. We hope that this paper can be helpful to prospective teachers who will teach students such topics as descriptive statistics, sampling, and hypothesis testing.

• 한국가정과교육학회지
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• 제14권2호
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• pp.79-95
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• 2002

The Purposes of this study are first to develop the teaching and learning plan for the dress part in high school's Home Economics by the application of the values clarification theory then to apply it to the classroom activities. and lastly to analyze its effects. We developed the master plan for teaching and learning, and developed the 12 hour sub plans including 7 activities and learning materials. The effects of the teaching are as followings: First, When the self-esteem was compared with the whole classes, there was no difference between the twos, but a boy and a girl who were observed as not making a value-oriented life marked higher score in answering the self-esteem. Second. It was found that values clarification theory made student's degree of participation and interest higher and helped them to choose their dresses in the real life.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제4권1호
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• pp.51-61
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• 2000

Mathematical Problem solving has been the focus of a considerable amount of research over past 30 years. But nowadays problem solving is being beginning to be of less interest to mathematics education researchers. Moreover, mathematics teachers have an urgent need to be provided with well-documented informations about "teaching of(expecially, via) problem solving" though following research issues ：ⅰ) the role of the teacher in a problem-centered classroom, ⅱ) what actually takes place in problem-centered classrooms, and iii) groups and whole classes' problem solving rather than individuals. This paper intends to give some informations about practice of teaching mathematical problem solving in elementary school.ry school.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제18권3호
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• pp.209-221
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• 2014

In the last few decades there has been much interest in how mathematics can be effectively taught and learnt. The Third Wave is a unique ongoing international collaborative mathematics education research project, which aims to explore the relevant values of effective school mathematics teaching from both the teacher and student perspectives. As part of this project, this study investigates the related findings from students on the Chinese mainland. Multiple data were collected through classroom observations, focus group interviews, and written, open-ended questions. Twenty-four students from junior and senior secondary schools were invited to write down their views on an effective lesson, a good mathematics teacher, and how to do well in mathematics learning. Results showed that among the eight values determined in the study, the values of involvement, explanation, and examples were embraced by students across all grades. Students preferred teacher-led mathematics teaching. Junior secondary students placed more value on teachers' personalities, whereas senior students placed more value on teachers' teaching manners.

• International Journal of Advanced Culture Technology
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• 제11권4호
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• pp.56-61
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• 2023

The present study explored a comprehensive investigation of university professors' perspectives on the implementation of ChatGPT - an artificial intelligence-powered language model - in their teaching practices. A diverse group of 30 university professors responded to a questionnaire about the level of their interest in implementing the tool, willingness to apply it, and concerns they have regarding the intervention of ChatGPT in higher education setting. The results showed that the participants are highly interested in employing the tool into their teaching practice, and find that the students are likely to benefit from using ChatGPT in classroom settings. On the other hand, they displayed concerns regarding high depandency on data, privacy-related issues, lack of supports required, and technical contraints. In today's fast-paced society, educators are urged to mindfully apply this inevitable generative AI means with thoughtfulness and ethical considerations to and for their learners. Relevant topics are discussed to successfully intervene AI tools in teaching practices in higher education.

• 한국과학교육학회지
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• 제25권4호
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• pp.514-525
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• 2005

일반교육에서와 마찬가지로 영재교육이 성공적으로 이루어지기 위하여서는 영재학생들을 담당하고 있는 교사의 역할이 무엇보다도 중요하다. 현재 각급 학교에서 영재교육을 담당하고 있는 대부분의 교사들은 단 기간의 영재교육연수를 받은 후 영재학생들을 가르치고 있다. 이런 단기간의 영재교육연수만으로도 그동안 일반 학생들을 담당하고 있던 교사가 영재교육에 대한 나름대로의 철학을 정립하고 영재학생들을 효과적으로 가르칠 수 있을지는 의문이다. 최근 교사의 신념이 교수활동에 중요한 역할을 한다는 것을 시사하는 연구 결과가 많이 발표되고 있다. 이 논문은 현재 과학영재학교에서 과학과목을 가르치고 있는 교사들을 대상으로 사례연구를 수행하여, 영재교육에 대한 교사의 개인적 신념과 교수활동과의 관계를 파악하는데 그 목적이 있다. 이 연구에서 구체적 으로 다루고자 하는 문제는 다음과 같아. 첫째, 연구에 참여한 교사들의 영재교육에 대한 신념은 무엇인가? 둘째, 이들의 신념은 교수활동에 어떤 방식으로 반영 되고 있는가? 본 연구에 참여한 교사들은 과학영재학교 물리교사 2명, 생물교사2명, 기구과학교사1명으로 총 5명이다. 자료는 참여교사 당 4차시의 수업 관찰 및 녹화, 심층면담을 통해서 수집하였고, 모든수업과 면담자료를 전사 후에 분석하였다. 이외에 추가적인 자료는 이메일을 통해서 수집하였다. 참여교사들의 사례 분석 결과는 다음과 같다. 참여 교사들의 영재교육에 대한 신념은 독립적으로 존재하는 것이 아니라 교수학습관과 교과목에 대한 신념이 서로 맞물려 하나의 신념체계를 형성하고 있는 것으로 나타났다. 또한 참여교사들의 신념체계는 '학생 중심', '교사 중심', '갈등 혼돈', 이 세 가지 형태로 나눌 수 있었다. '학생 중심' 신념체계를 가진 교사들은 수업진행 시 학생들의 질문이나 의견이 중요한 역할을 하게 하며, 학생들이 교사의 지적권위에 의지하지 않고 학생들 스스로 문제를 해결하도록 함으로써, 학생들이 수업에 주체가 되어 적극적으로 수업에 동참하게 하는 교실 참여구조를 보이고 있었다. '교사 중심' 신념체계를 가진 교사들은 주어진 시간 내에 많은 지식을 가르치는데 치중하고, 수업진행에서 학생보다 교사가 절대적인 역할을 수항하여 학생들이 주체적으로 수업을 이끌어나가기 보다는 교사의 지적권위에 학생들이 의존하는 수동적인 교실 참여구조를 보이고 있었다. '갈등 혼돈' 신념체계를 가진 교사는 자신만의 확고한 신념체계가 아직 형성되어 있지 않으며, 교수활동에서 전통주의 교수학습관이 많이 반영되고 있었다. 이 연구의 결과는 교사의 신념이 교수활동에 중요한 영향을 미친다는 사실을 다시 확인시켜준다. 특히, 영재학생 담당교사의 경우는 영재교육에 관한 신념뿐 아니라 교수학습관과 교과목에 대한 개인적 신념이 교수활동에 크게 영향을 미친다는 것을 보여준다. 이에 더하여 연구자는 본 연구결과를 바탕으로 영재교사교육에 대한 몇 가지 개선점을 제안하였다.