Journal of Fisheries and Marine Sciences Education
/
v.25
no.4
/
pp.937-957
/
2013
This study was conducted for the purpose of developing the UCC project teaching and learning model based on the rationale which are applicable effectively in the field of university education. Firstly, we have designed the rationale based on the research of documents and preceding researches about teaching method models. Secondly, we have developed the UCC project teaching and learning model. the UCC project teaching and learning model based on the rationale was assessed by the professional formative evaluation group and tested in the field of university education in advance and thereafter. It was finally rectified and supplemented. Particularly, any corrections were to be made repeatedly in the stage of developing of the UCC project. And also, during the assessment and arrangement process, it was designed for the study participants to feel a sense of achievement as learners who combine knowledge and attitudes toward participants'subjects of the curriculum and professional vocational skills by performing the nursing science training scene which could happen in the field. Thirdly, the final version of the UCC project teaching and learning model was verified in its effectiveness by being applied in the field of the nursing science education in the $2^{nd}$ step. As a result, we noticed that learners diverse abilities were improved through systemic process and performing elements such as teaching plan which was needed for designing the UCC project in the field, making storyboard and skills for making video contents. We hope that the UCC project teaching and learning model in this study will be used by the students for designing, developing and utilizing educational UCCs which are necessary in industrial fields and it will contribute for training university students as professionals having the practical skills in the field.
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.
Journal of Korean Home Economics Education Association
/
v.18
no.2
s.40
/
pp.15-27
/
2006
The purpose of this research was to develop and analyze the effects of ICT based teaching learning process plans for 'Designing My Home' unit of Technology Home Economics subject in High School. The seven housing contents were selected from 8 textbooks and 8 teaching resources at the analyses stage. A specific homepage(ieduhome.cafe.com) was built to utilize the eight ICT teaching learning process plan as well as many other resources at the planning & development stages. The number of 68 highschool students have participated for the application stage during September 4-26, 2003 and the same number have studied the same contents through regular teaching learning plans as a comparison group. Experimental groups have significantly more increased in the knowledge and understanding of the housing contents than have comparison groups. The same results occurred in the interests in Home Economics, Housing, and Internet utilized study. The Design reports were not statistically differed between two groups based on the objective evaluation criteria. The results of this study generally supported previous research and showed that the In teaching learning plans were more effective in various aspects than were the regular plans.
This study aimed to develop a problem-based learning model for mind study based on the insight into a general problem-based learning and contemplation of mind study. Focusing on the main stages commonly regarded important in precedent studies on problem-based learning process, the procedures were designed as follows: 1) choosing a text 2) setting a goal for learning 3) developing a problem 4) preparing a set of learning materials 5) developing an assessment tool 6) designing a plan for teaching and learning. The content and range of the stages were presented and how the main activities should be conducted was also discussed in a main body. These procedures were specified through examples of problem-based learning on the subject of 'mind'. It also suggested how to play a role of teacher as a guide or coach with presenting various examples of teacher talk and specific activities for learners to keep the intention of primary problem-based learning by performing a set of procedures.
The study started from the point that learners should be basically equipped to quickly respond to changes in demand for future human resources efficiently and effectively, and an attitude to take part in learning voluntarily should thus be cultivated. To this end, the author applied the TAI model based on a module as a class strategy to solve problems related to several classes occurred in specialized high schools. This application of the TAI model was also motivated by the necessity for designing an appropriate teaching-learning method that encourages improvement of self-learning capacity, consistent learning motivation, and willingness rather than external factors. Through this work, the author aims to heighten the interest of learners and improve endurance in learning. The study results are as follows. First, the learning unit was structuralized as a module and then learning stages were proceeded with so that capacity to adapt to learning would improve. The achievement standard (learning goal) was structuralized in a module type by analyzing and reorganizing the textbook considering the link between the actual practice field and a curriculum based on subject characteristics. Through the process of module type learning stages, the student's capacity to ascertain characteristics of units and to adapt to learning both improved. Second, through application of a TAI model based on a module, Self-Directed Learning capacity and capacity to adapt to a new field improved. By applying the module, Self-Directed Learning could be accomplished more effectively than in the existing passive learning environment. By grafting cooperative learning of the TAI model, students had greater interest and achievement in classes, self-confidence and community consciousness, and an opportunity to broaden their thinking. In particular, improvement of self-confidence is effective in cultivating the capacity required in industrial society to transcend the learning of simple functions and knowledge, as well as the capacity to adapt to new environments. Third, by solving tasks focused on fields related to industrial sites, not only actual survey capacity but also additional capacity to identify and solve tasks through various experiences improved. Furthermore, it was helpful for students to have interest and motivation about their own life and learning to cultivate the qualities and capacity to adapt to the working world where new knowledge and technology rapidly change. Fourth, by applying a standard-based assessment system for technical subjects introduced in 2012 to model design for learning plans, clearer and more objective assessment criteria were arranged, and individual learning through instruction at each achievement level could be accomplished. This improved achievement level of individual learners was helpful in reaching achievement goals at specific levels by overcoming the disadvantages of cooperative learning in each group.
Journal of The Korean Association For Science Education
/
v.17
no.3
/
pp.289-299
/
1997
This study has been undertaken in the light of constructivist view of teacher education. Participant observation, unstructured interview and questionnaire were used to explore the process and the role of practicum in science teacher education. The subjects were 19 student teachers majoring in physics education; 8 had participated at boys junior high school, 11 at senior high school. The student teachers had very critical and negative perception on their school days' science lessons. They had expected to do 'better' in their practicum but there were only 3 to 5 opportunities of teaching under the umbrella of textbook. Explanation in the classroom and solving exercise problem were the main features of student teachers' lessons. Much of the lessons were similar when it is to same topic and the main reference for their lesson preparation was the textbook. The student teachers felt the design of teaching approach as the most difficult thing during their lesson preparation. They realized that teaching is harder than they thought and they should consider students' level and responses. Though they had become to have more positive perception on teaching job through their field experiences, their decision on job preference did not change. More than half did not want to be a teacher. The student teachers recognised the courses related with science education as the most useful to their teaching in practice among the program of college of education which they had taken. The experience of writing one lesson plan or teaching in front of their peers, designing a new demonstration equipment were recognised as valuable and helpful element of the courses. They proposed to reduce the amount of general education courses and to emphasize the courses relevant with science education and practicum. The limited opportunity of teaching in practicum was pointed out as problematic. Though the practicum was recognized as a 'good' experience to student teachers, it was confined by textbook and limited teaching opportunity. In conclusion, the practicum was not organized and implemented as a meaningful experience of science teaching and learning. There should be more structured studies on what kind of perceptions and experiences the student teachers had brought to the science teacher education program, how they interact with the elements of the program and how they affect to their science teaching. The structure and content of practicum also should be studied and developed so as to make practicum as a meaningful experience of science teaching and learning.
Education researchers have been continuously interested in the teacher's ability to design lessons and conducted various studies in order to improve the teacher's professionalism in determining the quality of school instruction. So, this study explored the change of instructional design through the lesson reflection of pre-service mathematics teachers who participated in practicum settings. As a result, in the lesson plan prepared by pre-service mathematics teachers, the motivation to induce learning in the introduction stage, to present the learning contents in the development stage, and to reconstruct the formative evaluation of the closing stage was the highest rate. And the categories of the reconstructed contents appeared intensively in terms of curriculum contents and teaching and learning methods. This result can be attributed to the lack of experience in designing and performing lessons by pre-service mathematics teachers, so it suggests that the opportunity to design and conduct classes that take into account the practical aspects of education should be provided in the preparation process for pre-service mathematics teachers.
Recently, most classrooms in Korea are fully equipped with multimedia environments such as a powerful pentium pc, a 43″large sized TV, and so on through the third renovation of classroom environments. However, there is not much software teachers can use directly in their teaching. Even with existing software such as GSP, and Mathematica, it turns out that it doesn####t fit well in a large number of students in classrooms and with all written in English. The study is to analyze the characteristics of problem-solving process and to develop a computer program which integrates the instruction of problem solving into a regular math program in areas of quadratic functions and ellipses. Problem Solving in this study included two sessions: 1) Learning of basic facts, concepts, and principles; 2) problem solving with problem contexts. In the former, the program was constructed based on the definitions of concepts so that students can explore, conjecture, and discover such mathematical ideas as basic facts, concepts, and principles. In the latter, the Polya#s 4 phases of problem-solving process contributed to designing of the program. In understanding of a problem, the program enhanced students#### understanding with multiple, dynamic representations of the problem using visualization. The strategies used in making a plan were collecting data, using pictures, inductive, and deductive reasoning, and creative reasoning to develop abstract thinking. In carrying out the plan, students can solve the problem according to their strategies they planned in the previous phase. In looking back, the program is very useful to provide students an opportunity to reflect problem-solving process, generalize their solution and create a new in-depth problem. This program was well matched with the dynamic and oscillation Polya#s problem-solving process. Moreover, students can facilitate their motivation to solve a problem with dynamic, multiple representations of the problem and become a powerful problem solve with confidence within an interactive computer environment. As a follow-up study, it is recommended to research the effect of the program in classrooms.
본 웹사이트에 게시된 이메일 주소가 전자우편 수집 프로그램이나
그 밖의 기술적 장치를 이용하여 무단으로 수집되는 것을 거부하며,
이를 위반시 정보통신망법에 의해 형사 처벌됨을 유념하시기 바랍니다.
[게시일 2004년 10월 1일]
이용약관
제 1 장 총칙
제 1 조 (목적)
이 이용약관은 KoreaScience 홈페이지(이하 “당 사이트”)에서 제공하는 인터넷 서비스(이하 '서비스')의 가입조건 및 이용에 관한 제반 사항과 기타 필요한 사항을 구체적으로 규정함을 목적으로 합니다.
제 2 조 (용어의 정의)
① "이용자"라 함은 당 사이트에 접속하여 이 약관에 따라 당 사이트가 제공하는 서비스를 받는 회원 및 비회원을
말합니다.
② "회원"이라 함은 서비스를 이용하기 위하여 당 사이트에 개인정보를 제공하여 아이디(ID)와 비밀번호를 부여
받은 자를 말합니다.
③ "회원 아이디(ID)"라 함은 회원의 식별 및 서비스 이용을 위하여 자신이 선정한 문자 및 숫자의 조합을
말합니다.
④ "비밀번호(패스워드)"라 함은 회원이 자신의 비밀보호를 위하여 선정한 문자 및 숫자의 조합을 말합니다.
제 3 조 (이용약관의 효력 및 변경)
① 이 약관은 당 사이트에 게시하거나 기타의 방법으로 회원에게 공지함으로써 효력이 발생합니다.
② 당 사이트는 이 약관을 개정할 경우에 적용일자 및 개정사유를 명시하여 현행 약관과 함께 당 사이트의
초기화면에 그 적용일자 7일 이전부터 적용일자 전일까지 공지합니다. 다만, 회원에게 불리하게 약관내용을
변경하는 경우에는 최소한 30일 이상의 사전 유예기간을 두고 공지합니다. 이 경우 당 사이트는 개정 전
내용과 개정 후 내용을 명확하게 비교하여 이용자가 알기 쉽도록 표시합니다.
제 4 조(약관 외 준칙)
① 이 약관은 당 사이트가 제공하는 서비스에 관한 이용안내와 함께 적용됩니다.
② 이 약관에 명시되지 아니한 사항은 관계법령의 규정이 적용됩니다.
제 2 장 이용계약의 체결
제 5 조 (이용계약의 성립 등)
① 이용계약은 이용고객이 당 사이트가 정한 약관에 「동의합니다」를 선택하고, 당 사이트가 정한
온라인신청양식을 작성하여 서비스 이용을 신청한 후, 당 사이트가 이를 승낙함으로써 성립합니다.
② 제1항의 승낙은 당 사이트가 제공하는 과학기술정보검색, 맞춤정보, 서지정보 등 다른 서비스의 이용승낙을
포함합니다.
제 6 조 (회원가입)
서비스를 이용하고자 하는 고객은 당 사이트에서 정한 회원가입양식에 개인정보를 기재하여 가입을 하여야 합니다.
제 7 조 (개인정보의 보호 및 사용)
당 사이트는 관계법령이 정하는 바에 따라 회원 등록정보를 포함한 회원의 개인정보를 보호하기 위해 노력합니다. 회원 개인정보의 보호 및 사용에 대해서는 관련법령 및 당 사이트의 개인정보 보호정책이 적용됩니다.
제 8 조 (이용 신청의 승낙과 제한)
① 당 사이트는 제6조의 규정에 의한 이용신청고객에 대하여 서비스 이용을 승낙합니다.
② 당 사이트는 아래사항에 해당하는 경우에 대해서 승낙하지 아니 합니다.
- 이용계약 신청서의 내용을 허위로 기재한 경우
- 기타 규정한 제반사항을 위반하며 신청하는 경우
제 9 조 (회원 ID 부여 및 변경 등)
① 당 사이트는 이용고객에 대하여 약관에 정하는 바에 따라 자신이 선정한 회원 ID를 부여합니다.
② 회원 ID는 원칙적으로 변경이 불가하며 부득이한 사유로 인하여 변경 하고자 하는 경우에는 해당 ID를
해지하고 재가입해야 합니다.
③ 기타 회원 개인정보 관리 및 변경 등에 관한 사항은 서비스별 안내에 정하는 바에 의합니다.
제 3 장 계약 당사자의 의무
제 10 조 (KISTI의 의무)
① 당 사이트는 이용고객이 희망한 서비스 제공 개시일에 특별한 사정이 없는 한 서비스를 이용할 수 있도록
하여야 합니다.
② 당 사이트는 개인정보 보호를 위해 보안시스템을 구축하며 개인정보 보호정책을 공시하고 준수합니다.
③ 당 사이트는 회원으로부터 제기되는 의견이나 불만이 정당하다고 객관적으로 인정될 경우에는 적절한 절차를
거쳐 즉시 처리하여야 합니다. 다만, 즉시 처리가 곤란한 경우는 회원에게 그 사유와 처리일정을 통보하여야
합니다.
제 11 조 (회원의 의무)
① 이용자는 회원가입 신청 또는 회원정보 변경 시 실명으로 모든 사항을 사실에 근거하여 작성하여야 하며,
허위 또는 타인의 정보를 등록할 경우 일체의 권리를 주장할 수 없습니다.
② 당 사이트가 관계법령 및 개인정보 보호정책에 의거하여 그 책임을 지는 경우를 제외하고 회원에게 부여된
ID의 비밀번호 관리소홀, 부정사용에 의하여 발생하는 모든 결과에 대한 책임은 회원에게 있습니다.
③ 회원은 당 사이트 및 제 3자의 지적 재산권을 침해해서는 안 됩니다.
제 4 장 서비스의 이용
제 12 조 (서비스 이용 시간)
① 서비스 이용은 당 사이트의 업무상 또는 기술상 특별한 지장이 없는 한 연중무휴, 1일 24시간 운영을
원칙으로 합니다. 단, 당 사이트는 시스템 정기점검, 증설 및 교체를 위해 당 사이트가 정한 날이나 시간에
서비스를 일시 중단할 수 있으며, 예정되어 있는 작업으로 인한 서비스 일시중단은 당 사이트 홈페이지를
통해 사전에 공지합니다.
② 당 사이트는 서비스를 특정범위로 분할하여 각 범위별로 이용가능시간을 별도로 지정할 수 있습니다. 다만
이 경우 그 내용을 공지합니다.
제 13 조 (홈페이지 저작권)
① NDSL에서 제공하는 모든 저작물의 저작권은 원저작자에게 있으며, KISTI는 복제/배포/전송권을 확보하고
있습니다.
② NDSL에서 제공하는 콘텐츠를 상업적 및 기타 영리목적으로 복제/배포/전송할 경우 사전에 KISTI의 허락을
받아야 합니다.
③ NDSL에서 제공하는 콘텐츠를 보도, 비평, 교육, 연구 등을 위하여 정당한 범위 안에서 공정한 관행에
합치되게 인용할 수 있습니다.
④ NDSL에서 제공하는 콘텐츠를 무단 복제, 전송, 배포 기타 저작권법에 위반되는 방법으로 이용할 경우
저작권법 제136조에 따라 5년 이하의 징역 또는 5천만 원 이하의 벌금에 처해질 수 있습니다.
제 14 조 (유료서비스)
① 당 사이트 및 협력기관이 정한 유료서비스(원문복사 등)는 별도로 정해진 바에 따르며, 변경사항은 시행 전에
당 사이트 홈페이지를 통하여 회원에게 공지합니다.
② 유료서비스를 이용하려는 회원은 정해진 요금체계에 따라 요금을 납부해야 합니다.
제 5 장 계약 해지 및 이용 제한
제 15 조 (계약 해지)
회원이 이용계약을 해지하고자 하는 때에는 [가입해지] 메뉴를 이용해 직접 해지해야 합니다.
제 16 조 (서비스 이용제한)
① 당 사이트는 회원이 서비스 이용내용에 있어서 본 약관 제 11조 내용을 위반하거나, 다음 각 호에 해당하는
경우 서비스 이용을 제한할 수 있습니다.
- 2년 이상 서비스를 이용한 적이 없는 경우
- 기타 정상적인 서비스 운영에 방해가 될 경우
② 상기 이용제한 규정에 따라 서비스를 이용하는 회원에게 서비스 이용에 대하여 별도 공지 없이 서비스 이용의
일시정지, 이용계약 해지 할 수 있습니다.
제 17 조 (전자우편주소 수집 금지)
회원은 전자우편주소 추출기 등을 이용하여 전자우편주소를 수집 또는 제3자에게 제공할 수 없습니다.
제 6 장 손해배상 및 기타사항
제 18 조 (손해배상)
당 사이트는 무료로 제공되는 서비스와 관련하여 회원에게 어떠한 손해가 발생하더라도 당 사이트가 고의 또는 과실로 인한 손해발생을 제외하고는 이에 대하여 책임을 부담하지 아니합니다.
제 19 조 (관할 법원)
서비스 이용으로 발생한 분쟁에 대해 소송이 제기되는 경우 민사 소송법상의 관할 법원에 제기합니다.
[부 칙]
1. (시행일) 이 약관은 2016년 9월 5일부터 적용되며, 종전 약관은 본 약관으로 대체되며, 개정된 약관의 적용일 이전 가입자도 개정된 약관의 적용을 받습니다.