• 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.

• 한국지구과학회:학술대회논문집
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• 2005.09a
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• pp.304-314
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• 2005

The present study aims to develop animation module-based teaching-learning materials for a unit of middle school 3rd grade science, which contains the movement of the solar system, through the utilization of various forms of multimedia elements. The developed materials consist of 12 in total flash animation modules covering ‘movement of the Earth,’ ‘movement of the Moon,’ movement of the Planets,‘ etc. To analyze the student responses to the science classes to which the developed animation modules were to be applied, the researcher selected for subjects two third-grade classes that were made up of 60 students and later divided for an experimental group and a control group in a middle school located in Jeonju. The experimental group was treated with the animation module-based lessons developed in the present study while the control group was taught in the traditional teacher-centered ways. Tests for the science-related attitudes of the two groups were administered and the results showed that the mean score of the experimental group was significantly higher than the mean score of the control group (p<0.05) in the categories of ‘interest’ and ‘scientific attitude’. It was thus believed that the animation module-based teaching has a positive effect on the categories of ‘interest’ and ‘scientific attitude’. To assess the qualitative dimension of the developed materials, the researcher subjected them to the utilization of the 30 local science teachers and afterwards a survey was done with the 8 crucial items taken from the WBI evaluation test developed by Multimedia Education Support Center in 1998. The result was broadly positive in terms of lesson design and from a technological point of view.

• Journal of Nutrition and Health
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• v.46 no.4
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• pp.357-368
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• 2013

Tailored nutritional education is generally found to be more effective in changing behaviors and to be more fully implemented than a non-tailored equivalent. This study was conducted in order to develop tailored nutritional education materials on food additives in processed foods based on need and levels of knowledge of educational targets of elementary-school students in Seoul Metropolitan City. The focus group interview was conducted with six elementary-school nutrition teachers in order to gather information and to develop a tailored quantitative questionnaire for the survey. Based on the results from 138 nutrition teachers, all answered that education on food additives in processed foods for students is necessary and both teachers and students need to receive education regarding definition, safety, and use of food additives for each processed food, in the form of video, PPT, and teaching-learning plan. Nutritional education materials for two classes were developed using video clips (grocery shopping and cooking class) about food additives in processed foods, PPTs with activity papers, two teaching-learning plans, and school newsletters to parents. In conclusion, the current study warrants conduct of further studies short-term and long-term impacts and efficacy of tailored need-based nutrition education in promotion of healthy nutrition by conveying proper scientific knowledge regarding food additives in processed foods for elementary-school students.

• Journal of the Korean Geographical Society
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• v.48 no.6
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• pp.994-1008
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• 2013

In this paper, we describe two exploratory examples in the use of Augmented Reality (AR) for geographical visualization regarding refinement of visual content in geography textbooks and learning motivation of geography students. Currently, teaching and learning materials with AR technology and their utilization in the geography classroom have become a new topic in geographical research themes, and this trend has increased. Adequate development and utilization of geographical materials is an important starting point for smart education research in geography. This paper describes the system and software, and the implication of marker AR applications for teaching and learning geography in the classroom. For the AR applications to be utilized in geography education, two marker based AR examples, virtual globe and visualization of topographical features, are presented and their utilization aspects are discussed. Finally, from the discussion stated in this paper, it can be inferred that AR is useful for exploring geographical materials, and marker based AR will contribute to progress in spatial science and geographical education research.

• Journal of the Korean earth science society
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• v.24 no.3
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• pp.172-180
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• 2003

Geologic field survey is very important for the high school students who take the courses of earth science under the 7th earth science curriculum, however actually it is very difficult for the students to survey in the field because of long time and distance, and expenses. To overcome these difficulties, this study focused on developing the web contents and teaching-learning materials for virtual geologic field survey of the Songaksan and Jisagae area, Jeju island. The developed web contents were placed into three parts; main manu, sub manu and contents to help the learners flow-chart of the program easily. To overcome the weakness of existing textual web materials, some movable images and worksheets were provided for the learners, and the web contents were designed for the learners to experience as similar as the geologic field survey may let them do.

• Journal of Korean Home Economics Education Association
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• v.23 no.2
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• pp.17-35
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• 2011

The purpose of this study was to determine the possibility of character education in the middle school home economics program: by extracting learning factors that can cultivate gratitude disposition from the eighth grade in the unit of 'clothing life' of middle school HE text, developing five teaching-learning lesson plans and learning materials, and applying them in classrooms to see any changes in gratitude disposition standards before and after its application. Five teaching-learning lesson plans for the cultivation of gratitude disposition were developed, and completed after three experts in home economics verified their validity and revised them. From June 1, 2010 to June 30, 2010, five classes were to 210 grade students at a Gyeongbuk Junior School, and dispositions were investigated before and after the classes. Gratitude disposition standards used GQ-6, like McCullough, and for before-and-after-inspection comparison, t-test and analysis of open-ended questionnaires were carried out. The results proved the instruction effective. Before the class for the cultivation of gratitude disposition, students had a gratitude disposition average of 2.87(out of 5). After the class, the average was 3.35, which shows that students had improved considerably. Also, in analysis of a open-ended questionnaire, it was said that the class had been provided the opportunity to think about the value of nature and neighbors and that the class content reminded them about appreciation. In conclusion, for the character education in other areas of middle school home economics, teaching-learning lesson plans development must be attained to further this character education program.

• Journal of the Korean School Mathematics Society
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• v.10 no.2
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• pp.149-171
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• 2007

This study is aimed at development of pedagogical content knowledge on fraction in the elementary school mathematics. Elementary students regard fraction as the difficult topic in school mathematics. Furthermore, fraction is the fundamentally important concept in studying mathematics. So it is important to develop the pedagogical content knowledge on fraction. The reason of attention to the pedagogical content knowledge is that improving the quality of teaching is the central focus of a high quality mathematics education. Shulman suggested that various knowledges are required for teacher to improve their classes. Of course, pedagogical content knowledge is the most valuable in teaching mathematics. Pedagogical content knowledge is related to the promotion of students' understanding about the learning. Pedagogical content knowledges are categorized by five factors in this study. These are understanding about curriculum, understanding about students and students' knowledge, understanding about teachers and teachers' knowledge, understanding about the methods, contents, and management of class, and understanding about methods of assessments. I develop the pedagogical content knowledge on fraction according to the these categories. I concentrate on the two types of pedagogical content knowledges in developing. That is, I present knowledges which teachers have to know for teaching fraction effectively and materials which teachers can use during the teaching fraction. Pedagogical content knowledges guarantee teachers as the professionalists. Teachers should not teach only content knowledges but teach various knowledges including the meta-knowledges which have relation to fraction.

• Journal for History of Mathematics
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• v.29 no.2
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• pp.73-88
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• 2016

To introduce materials related to our traditional mathematics and to reinterpret modernly them could be a good tool to find the cultural values of them. We analyzed the degree for utilization of the history of mathematics in the middle school textbooks developed depending on the 2009 revised mathematics curriculum. Through this, we suggest the need for research on concrete and practical teaching and learning materials development utilizing the history of mathematics. We reinterpret, in modern style based on the curriculum, two subjects dealt with in 'GakDeungByeonHyeongSeupYu', the first theme of 'SanSulGwanGyeon' written by Lee Sang Hyuk. We expansively reconstruct the original samples up to regular decagon so that students might figure out the situation of all regular polygon using a kind of mathematics software GeoGebra. Also this process is constructed on the basis of the curriculum for an implementation the secondary school classes.

• Journal of The Korean Association For Science Education
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• v.12 no.1
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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.

• KSII Transactions on Internet and Information Systems (TIIS)
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• v.15 no.3
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• pp.1015-1029
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• 2021

Modern technology offers many ways to enhance teaching and learning that in turn promote the development of tools for educational activities both inside and outside the classroom. Many educational programs using the augmented reality (AR) technology are being widely used to provide supplementary learning materials for students. This paper describes the potential and challenges of using GeoGebra AR in mathematical studies, whereby students can view 3D geometric objects for a better understanding of their structure, and verifies the feasibility of its use based on experimental results. The GeoGebra software can be used to draw geometric objects, and 3D geometric objects can be viewed using AR software or AR applications on mobile phones or computer tablets. These could provide some of the required materials for mathematical education at high schools or universities. The use of the GeoGebra application for education in Laos will be particularly discussed in this paper.