• Human Ecology Research
• /
• v.60 no.2
• /
• pp.187-209
• /
• 2022

The objective of this study was to conduct a 'Theory of Home Economics Education' class using online problem-based learning(PBL) for prospective home economics(HE) teachers. The aim was to enable teachers to analyze the learning experience in the classroom, and to prepare operational strategies for online PBL on this basis. In order to achieve this, online PBL was applied to 31 students participating in the 'Theory of Home Economics Education' at the Department of HE in a university in Seoul, and the results were collected from the learning process. This also involved a reflective journal, a survey on the learning experience and the impacts was conducted. Moreover, analysis was undertaken on the learning activities, learning difficulties, and improvements. The main research results are as follows. Firstly, students accessed Webex, an online video conferencing program, and performed two PBL tasks: 'Making Home Economics Promotion Materials' and 'Presenting Teaching Strategies to Improve Learner's Immersion in Online Classes'. Secondly, learners established their own identity of HE learned about the HE class plans themselves. They also encountered realistic experience as HE teachers and learned communication and collaboration skills. Furthermore, they acquired creative problem-solving and self-directed learning ability, community consciousness, as well as the attitude of consideration and respect. Thirdly, students lacked knowledge of learning content and encountered difficulty in solving data research, analysis processes, and unstructured problems. They were affected by a lack of time and encountered problem in communicating with other team members in an online environment. As an improvement in online class operation, it was considrered necessary to reduce the learning burden by securing time and reducing the number of assignments, as well as to explain active interaction with instructors and PBL.

• International Journal of Computer Science & Network Security
• /
• v.22 no.6
• /
• pp.45-50
• /
• 2022

The article substantiates the feasibility of using and actively implementing innovative technologies in the practice of organizing the educational process. The need for the use of telecommunication technologies, which provide constant communication between students and the teacher outside the classroom, has been identified. Particular attention is paid to the latest approaches to the use of various forms of multimedia technologies in student education, which intensify the process of acceptance and assimilation of educational material by foreign students. The advantages of using innovative means of distance education are determined, which thanks to modern electronic educational systems allow students to receive quality higher education. Innovative technologies promote the development of cognitive interest in students, they learn to systematize and summarize the material studied, discuss and debate. In this regard, the reorientation of the system of higher education in Europe towards innovation is becoming the most important tool in ensuring the competitiveness of graduates in the labor market. In addition, the investment attractiveness of a university often depends on the innovative nature of the development of scientific, educational and practical activities of the subjects of the educational process, their inclusion in the national innovation system. The article analyzes that in the universities of the European Union in the training of specialists in the management of basic interactive methods, forms and tools are binary lecture, briefing, webinar, video conference, video lecture, virtual consultation, virtual tutorial, slide lecture, comp. utheric tests. Various classes on slide technology took active forms during the training of management specialists.

• Journal of the Korea Convergence Society
• /
• v.13 no.2
• /
• pp.215-222
• /
• 2022

The purpose of this study was to analyze effects of blended learning on abilities to use smart-phone and applications among students with intellectual disabilities. To do this, 30 students with intellectual disabilities who were enrolled in special school and special classroom in Jellanam-do and Gwanju metropolitan city were selected for this study, and were placed experimental and control groups of 15 students. The experimental group was provided with blended learning in which direct instruction, anchored instruction, experience activities, and community-based instruction were combined, and the control group was provided with traditional teacher-centered lecture style intervention. Pre-, post-, and maintenance evaluations were conducted two weeks after intervention. The collected data was analyzed the repeated two-way ANOVA. In the result of study, the experimental group improved on abilities to use smart-phone and applications than control group. Blended learning is a teaching method that can be a usefully used when educating how to use smart-phone and applications to students with intellectual disabilities.

• The Research Journal of the Costume Culture
• /
• v.30 no.4
• /
• pp.594-607
• /
• 2022

This study is a follow-up paper on "Development of flipped learning class model for nail beauty education" published by Seol (2022). This model was conducted from March to June 2022 for 70 students taking the "Nail color design 1" course. After 15 weeks of class, a survey of the students' perceptions of flipped learning and their self-evaluation of goal achievement was conducted, which was composed of questionnaires using a 5-step Likert scale. 15 questions were designed to evaluate the students' satisfaction with their experience and class operations; 4 questions to evaluate whether the class goal had been reached through flipped learning; and 9 questions to evaluate the students' perceptions of flipped learning. As a result of applying this model to theoretical and practical nail beauty classes, it was confirmed that flipped learning helped students better understand the content and had a positive effect on learning, while the subject's educational goals were also achieved. By evaluating the students' perceptions of flipped learning, we may conclude that they experienced learning satisfaction and perceived the approach positively. Moreover, they have expressed a desire for additional flipped learning. This study is thus meaningful in confirming the procedure's effectiveness by applying the flipped classroom model to theoretical and practical subjects with a focus on the nail beauty field, and showing how it achieved students' positive perceptions and educational goals.

• The Mathematical Education
• /
• v.62 no.3
• /
• pp.341-362
• /
• 2023

This study analyzed student noticing in a lesson that emphasized relational understanding of equal signs for first graders from four aspects: centers of focus, focusing interactions, mathematical tasks, and nature of the mathematical activity. Specifically, the instructional factors that emphasize the relational understanding of equal signs derived from previous research were applied to a first-grade addition and subtraction unit, and then lessons emphasizing the relational understanding of equal signs were conducted. Students' noticing in this lesson was comprehensively analyzed using the focusing framework proposed in the previous study. The results showed that in real classroom contexts centers of focus is affected by the structure of the equation and the form of the task, teacher-student interactions, and normed practices. In particular, we found specific teacher-student interactions, such as emphasizing the meaning of the equals sign or using examples, that helped students recognize the equals sign relationally. We also found that students' noticing of the equation affects reasoning about equation, such as being able to reason about the equation relationally if they focuse on two quantities of the same size or the relationship between both sides. These findings have implications for teaching methods of equal sign.

• Communications of Mathematical Education
• /
• v.36 no.1
• /
• pp.39-57
• /
• 2022

This study aims to design an integral instruction method that follows the Abstraction in Context (AiC) framework proposed by Hershkowitz, Schwarz, and Dreyfus to help students in acquiring in-depth understanding of the relationship between indefinite integrals and definite integrals and to analyze how the students' understanding improved as a result. To this end, we implemented lessons according to the integral instruction method designed for eight 11th grade students in a science high school. We recorded and analyzed data from graded student worksheets and transcripts of classroom recordings. Results show that students comprehend three knowledge elements regarding relationship between indefinite integral and definite integral: the instantaneous rate of change of accumulation function, the calculation of a definite integral through an indefinite integral, and The determination of indefinite integral by the accumulation function. The findings suggest that the AiC framework is useful for designing didactical activities for conceptual learning, and the accumulation function can serve as a basis for teaching the three knowledge elements regarding relationship between indefinite integral and definite integral.

• The Journal of the Institute of Internet, Broadcasting and Communication
• /
• v.24 no.2
• /
• pp.79-86
• /
• 2024

In this paper, we propose a virtual learning platform based on various interactions that occur during real class activities, rather than the existing content delivery-oriented learning metaverse platform. In this study, we provide a learning environment that combines AI and a virtual environment to solve problems by talking to real-time AI. Also, we applied G-learning techinques to improve class immersion. The Virtual Edu platform developed through this study provides an effective learning experience combining self-directed learning, simulation of interest through games, and PBL teaching method. And we propose a new educational method that improves student participation learning effectiveness. Experiment, we test performance on learninng activity based on real-time video classroom. As a result, it was found that the class progressing stably.

• The Mathematical Education
• /
• v.63 no.1
• /
• pp.105-122
• /
• 2024

This study analyzed the research trends of 101 articles published in prominent international mathematics education journals over 24 years from 2000, when NCTM's recommendation emphasizing argumentation was released, until September 2023. We first examined the overall trend of argumentation research and then analyzed representative research topics. We found that students were the focus of the studies. However, several studies focused on teachers. More studies were examined in secondary school than in elementary school, and many were conducted in argumentation in classroom contexts. We also found that argumentation research is becoming increasingly popular in international journals. The representative research topics included 'teaching practice,' 'argumentation structure,' 'proof,' 'student understanding,' and 'student reasoning.' Based on our findings, we could categorize three perspectives on argumentation: formal, contextual, and purposeful. This paper concludes with implications on the meaning and role of argumentation in Korean mathematics education.

• Journal of Korean Home Economics Education Association
• /
• v.22 no.1
• /
• pp.33-50
• /
• 2010

This study was conducted as a preparation for the operation of 2007 revised curriculum and an effort towards professional development for Home Economics teachers in clothing life culture area. The aim of this study was to develop an teacher training program based on the clothing life culture in three kingdoms period, apply it to teacher training, and evaluate the program by analyzing the purpose of participation, trainee expectation and gratification, change of recognition level about Han culture, trainee satisfaction, and willingness to apply to teaching and attend further training program. The characteristic of the training program was that it consisted of both highly qualified lectures on professional contents and practices with school classroom level, and it dealt with the ancient korean clothing as its central subject. The purpose of the training program was to elevate the recognition of Han culture and increase the possibility of application in the classroom situation. It showed that the trainees participated with high intrinsic motivations, aiming to improve their professionalism in subject content and expecting various subject content. It also showed that the trainee gratification was very high in professional knowledge of clothing culture area, and the trainees were gratified in most evaluation items. As to the recognition level of korean culture, even before the training program, it was generally higher than average. After the program, it increased meaningfully. Through the training program, the trainees became feel prouder of Han culture and people and themselves as Home economics teachers. The contents of the program were considered very helpful for the improvement of professionalism and the design of instruction and learning activity. It was revealed that Home Economics teachers had very high expectations of the development of instruction-learning models which could enable them to experience new and interesting ideas, help enhance their professionalism, and be applied to their teaching. Therefore, continuous development and operation of the teacher training program relating to the life culture such as clothing, food, and housing life are needed.

• Journal of the Korean earth science society
• /
• v.29 no.2
• /
• pp.189-203
• /
• 2008

Microcomputer Based Laboratory (MBL), by offering accurate and effective data collection and real-time graphs, enables students to reduce experiment time and, thereby, have deeper discussions concerning experimental results. This helps to emphasis the essential aspect of scientific inquiry; the process communication. Therefore, this study examined secondary school earth science MBL lessons with regards to the five basic aspects of scientific inquiry: "Asking", "Evidencing", "Explaining", "Evaluating" and "Communicating". It then investigated the level of argumentative communication between the students and teachers and also among the students themselves. For this study, three classroom activities were observed and videotaped, and teaching materials, textbooks and students' notes were collected. The transcribed data were analyzed from the perspective of scientific inquiry level and argument frames. The results showed that the scientific inquiry levels of the three classes were similar, except for the "Communicating" aspect, which appeared in only one episode. "Asking" was carried out by the teacher and then students were directed to collect certain data in the "Evidencing" stage. Furthermore, students were given possible ways to use evidence to formulate explanations and connections through the "Explaining" and "Evaluating" stages. In the argumentation analysis, most argumentative communication was identified as being associated with a given procedure, rather than with any scientific phenomena. In only one episode, did "Communicating" relate directly to any scientific phenomena. It can be concluded, that although MEL places emphasis on communication for authentic scientific inquiry, the environment required for such inquiry and argumentative communication can not be easily created in the classroom. Therefore, in order for authentic inquiry to take place in the MBL classroom, teachers should provide students with the opportunity to develop meaningful argumentation and scaffolding abilities.