• 공학교육연구
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• 제10권4호
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• pp.43-57
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• 2007

공학교육의 패러다임은 학습내용, 학습결과 중심의 패러다임에서 학습자, 학습과정 중심의 패러다임으로 변화하고 있고, 이러한 패러다임의 전환에서 실험 교과목은 학습자 중심의 교육을 실현하기에 가장 적합한 교과목이다. 본 연구에서는 학부 2, 3, 4학년 전 과정에 걸친 실험 교과목의 교육과정 개발의 맥락 속에서 2학년 실험 교과목을 전공기초 지식 습득 및 기초실험 능력 배양을 목표로 학습자 중심 교과목으로 교육과정을 개발하고 적용하고자 하였다. 교육과정 개발을 위하여 국내외 우수대학 재료공학과의 실험 교과목을 비교 분석하였고 학생 설문 조사를 실시하여 학생들의 요구를 반영하였다. 개편된 기초실험을 위한 교육과정은 학생들의 요구를 반영한 교육내용으로 학생들의 참여를 독려함으로써 학생들로부터 비교적 긍정적인 피드백을 받고 있는 것으로 나타났다.

• 한국과학교육학회지
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• 제10권2호
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• pp.25-37
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• 1990

Development of science education curriculum and instructional materials have been considered as the matt essential task for the establishment of scince education as an independent discipline, and for the intrenchment of status and identity of colles of Education The aim of this study was to identify the necessity and types for the development of science education curriculum and instructional materials. The nature and structure of science education were discussed in connection with school science subjects, science of education, and the structure of science education system. Also essential theory and practice of modular approach for development of curriculum were investigated in order to organize a guideline for the development of scince education modules. The guideline includes development procedures, major contents. and structure of science education modules which is organized by integration of the nature of scince education and concepts of modular approach for curriculum development.

• 한국컴퓨터정보학회논문지
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• 제16권12호
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• pp.139-155
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• 2011

최근 몇 년 사이, 학부모는 물론 국가 차원에서 영재 교육에 대한 관심이 높아짐에 따라 영재 교육에 관한 많은 연구들이 발표되고 있다. 그러나, 그들 대부분의 초점이 개괄적이고 총론적인 관점에서 영재 교육 프로그램의 구축, 운영, 관리, 평가 등에 있고, 정작 교육 프로그램의 성패와 직결되는 구체적인 교수학습 주제를 다루는 연구는 극히 드물다. 오늘날 영재교육의 필요성이나 효율성이 재론되고 있는 원인 중의 하나는바로 영재 교육의 특수성들이 고려된 영역별 훌륭한 교육 시나리오의 빈곤에 있음을 부인할 수 없다. 따라서, 이 연구에서는 중등 정보과학 영재 사사 지도과정에서 적용되었던 탐구 내용을 소개함으로써 정보분야 영재교육을 위한 교수학습 자료 개발에 작은 보탬이 되고자한다. '컴퓨터과학에서 행렬의 필요성과 활용'이란 주제의 이 교수학습 자료는 중등 수학의 1차 연립방정식 풀이 과정을 기반으로 창의적 문제 발견 및 해결을 유도하도록 구성되었고, 수학과 컴퓨터 과학과의 긴밀한 연계성 및 선형대수학의 기초 개념 이해에도 유익하다.

• Human Ecology Research
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• 제62권1호
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• pp.81-100
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• 2024

This paper presents a case study in which a lesson was designed and applied to enhance preservice home economics teachers' instructional design competence using the metaverse. For 15 weeks from March 6 to June 14, 14 students enrolled on the course 'Multimedia Home Economics Education' for preservice home economics teachers used the metaverse to engage in problem-based learning to solve instructional design problems in home economics classes. In accordance with the ADDIE design model, in the analysis stage, we assessed preservice home economics teachers' level of knowledge of lessons using the metaverse, and their perceptions of the possibility, necessity, and usefulness of using the metaverse in home economics lessons. In the design and development stage, lesson plans, questions for problem-based learning, assessment tools, and teaching and learning materials were developed. The implementation was conducted in parallel with training on understanding multimedia and the metaverse, and instructional design competence was evaluated through pre- and post-testing and reflection journals. The results revealed that the preservice home economics teachers acquired a good understanding of lessons using the metaverse, learned how to design lessons for self-directed learning by applying the metaverse to their home and classroom, and gained confidence in applying it to their teaching practice or in-service work. It is expected that the results of this study will be used as support materials for prospective and current home economics teachers to design home economics lessons using the metaverse, thereby expanding the horizons of home economics education.

• 영재교육연구
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• 제12권2호
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• pp.31-56
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• 2002

영재들이 가지고 있는 잠재력이 최대한 계발될 수 있으려면 그들의 특성에 맞는 교육이 제공되어야 한다. 이에 따라, 영재들의 잠재적인 지적 능력을 학문적이고 전문적이며 성숙된 성취 수준으로 구현시킬 수 있는 영재 교육과정을 개발하고, 이를 기초로 하여 교육과정의 내용과 성격을 잘 구현할 수 있는 교수-학습 자료의 개발이 필요하다. 본 연구에서는 초${\cdot}$중등 영재들을 대상으로 하는 영재 교수-학습 자료를 개발하기 위해 영재 교수-학습과 관련된 다양한 이론적 모형들을 종합적으로 검토하여 영재 교수-학습 모형을 구축하였다. 이러한 영재 교수-학습 모형은 영재를 위한 교육과정 중 심화학습에 적절하다. 본 연구에서는 이 모형을 적용하여 초${\cdot}$중등 자료를 개발하였고, 영재 심화 교수-학습 자료 모형의 활용방안과 영재 교수-학습 자료를 통해 영재교육이 보다 성공적으로 우리 교육에 정착되기 위해서 고려해야할 점을 제시하였다.

• Educational Technology International
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• 제11권2호
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• pp.77-103
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• 2010

The purpose of this study was to develop an instructional model using new technologies aiming to secure students' learnability and to enhance the public school values in the rural districts. The present study attempts to suggest a practical e-learning instructional and learning model named Group Dynamics- based Debate Instructional Model', which utilizes unique technology environment conditions in most. To develop the model, concepts of group dynamics and debate-based instructional models were reviewed. And in-service teachers in two public schools in a certain rural district were interviewed in order to collect and analyze their needs for a teaching and learning model with which they utilizes unique technology conditions as environment in most. Based on literature review and the need analysis, a group dynamics-based debate instructional model has been suggested in terms of conceptual model. And then expert assessment composing of five in-service teachers from the model schools was implemented twice in order to acquire the suggested model validation, followed by the model validation by a group of experts. Then a revised group dynamics-based debate instructional model has been finally suggested. The group dynamics-based debate instructional model is expected to build up members' affective connection in the process, to generate group value, or collective intelligence, and to establish positive discussion culture. Furthermore, beyond of just utilizing the existing materials, learners are encouraged to develop and collect their own materials and data such as expert's interview, or public news for their argument or refutation. In doing so, learners enhance their learnability as well as accountability, prompting self-directed learning, and establishing appropriate discussion culture resulting in positive learning outcomes.

• 공학교육연구
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• 제26권6호
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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.

• 한국초등과학교육학회지:초등과학교육
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• 제19권1호
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• pp.101-112
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• 2000

The purpose of this study was to develop the modular multimedia instructional materials emphasizing the particulate nature on the realm of matter in elementary science classes. Features of the material are as follows: 1 To be in focus on particulate model named 'phenomenal magnifying glasses' in order to change the student's belief system of continuous matter into the belief system of particulate matter . The 'phenomenal magnifying glasses' is a new instructional strategy designed to change into the view of particulate matter through facilitating the reflective thinking resulted from the simultaneous consideration of experimental phenomena(macroscopic world) and particulate model(microscopic world). 2. To introduce modular system into the instructional materials, which was consisted of 14 subunits according to the sequential instruction unit of 'molecule and molecular motion'. Each subunit was composed of 5 types of modules(module 1: motivation, module 2: experimental result, module 3: discussion, module 4: phenomenal magnifying glasses, module 5: related experiment) 3. The multimedia program was composed of 36 kinds of experimental animation and 59 kinds of computer animation materials combined with text resources, photographic materials and sounds.

• 한국과학교육학회지
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• 제12권1호
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• pp.61-73
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• 1992

In response to epoch-making development in science and technology, the innovative curricular materials have been begun to develop since the late 1950s and early 1960s. However, the new inquiry-centered materials have failed to be successfully used in teaching/learning practices of science. Among the various reasons for the failure, the very nature of the inquiry approach has been identified as the most critical problem. Nevertheless, fostering inquiry faculties on the part of the students has been emphasized as one of the most important objectives of science instruction. Therefore this study was conducted for the purpose of developing a practical inquiry-oriented instructional method. In order to obtain this goal the nature of scientific inquiry was analyzed and the status quo of science education in which inquiry-oriented instructional strategies were applied was examined. The results of the study are described in this paper.

• 한국과학교육학회지
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• 제11권2호
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• pp.49-65
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• 1991

There is now a large body of research which investigate the preconceptions held by the students in a variety of school levels ranging from the elementary schools to the universities. A problem exists, however, in applying the fingings of the research to the practices of science education. Meanwhile the field of science education is in urgent need of the new instructional theories. One viable means of improving such problematic situation as this is to develop the teaching/learning materials which incorporate the suggestions implied by the results of the research. A prosedure for developing an instructional material and the application of the material in the naturalistic classes are described. Also described in this article are the analyses of the effectiveness of the materials and the implications of this developmental study for the teaching strategies of science.