• 한국학교수학회논문집
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• 제2권1호
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• pp.121-131
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• 1999

Recently our educational methodologies have been changed to an open, student-centered structure. Mathematics is now learned through experiential interaction and less emphasis is placed on abstract theories. For example, the axioms of the geometry in the middle school curriculum have been expressed by using symbolic letters. Students find these abstractions very difficult and it hinders their ability to grasp the significance of geometrical concepts. In an effort to simplify these abstract concepts and enhance the students interest and ability to learn, the GSP (Geometry Sketchpad) is proving to be a useful and effective tool. First, Second and third grade students have found the GSP to be extremely useful. While the pad has no sound function it still enables the students to freely change diagrams without disrupting the integrity of the program. There is also a running order of instructions at the bottom of the screen to facilitate the step by step understanding of mathematical procedures. This function makes the program ideal for use by teachers, students and even beginners. Anyone experiencing difficulty can get immediate assistance from the guidebook which is located at the back of each program. Allowing individuals to manipulate and actually see the changing deductions and axiom proofs on the computer screen provides them with immediate feedback and reinforcement. It also enhances their overall interest in learning geometry. The use of the GSP is proving to be an innovative and effective tool in facilitating the transition of mathematics into an open, student-centered educational forum.

• 한국초등과학교육학회지:초등과학교육
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• 제20권2호
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• pp.187-196
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• 2001

Students' journals in science class are supposed to contribute to students' science teaming and to provide plentiful information on students' learning and progress. If interaction could be reinforced in the process of writing journals, the positive effects of the journals are expected to be increased. New approaches in teaching should be supported by school and community. Otherwise, teachers are frequently frustrated and failed to introduce new ways of instruction into science classes. The purposes of the study are to develop interactive journals, and approaches to introduce interactive journals at school level. The status and situation of the school were investigated by survey. Interactive journals were developed by teachers who experienced workshops on developing journals. A model journal was provided as a guidance to teachers. To establish environments for introducing journals in the school, an invited lecture was provided to increase parents' perceptions on journals. A communication system among students, parents, and teachers was established, and educational materials, such as encyclopedia, books, computers, and so on were prepared. For efficient administration of journals, various prizes and events were established. As a result of the study, teachers participated experienced professional development in terms of journals, interactive journals for science class were developed, the environments for the introduction of interactive journals at school level were established, and most students successfully completed science journals.

• 한국환경교육학회지:환경교육
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• 제20권1호
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• pp.118-130
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• 2007

This article investigated the effects of students' knowledge, beliefs, and attitudes about environment on environmental issue-based environmental problem solving in secondary school students. This article also investigated whether these factors are related to the environmental problem solving. Therefore, we first developed the test instruments to measure secondary school students' environmental knowledge, environmental beliefs, and environmental attitudes. Then, we developed the environmental issue-based teaching materials for secondary school students. The subjects participated in a environmental issue-based approach that consist of 3 lesson over an three weeks period. The results of this study presents that environmental knowledge and environmental beliefs are effective for the environmental problem solving in middle school environment class. First, secondary school students knew well ecological knowledge about environmental problem, and was entertaining most ecological beliefs. Second, secondary school students were having attitude which is most pro-environmental behaviors. Third, secondary school students are referring necessity of development partially about environment point at issue of country level. But, they were retaining situation of preservation about environment point at issue of area level. It's not easy to generalize these results because of many different variables, but the results suggests that teachers should make an effort to improve student's environmental problem solving ability applying environmental issue-based learning. And it's necessary to develop many kinds of environmental issues and teacher's instruction method to enrich problem solving ability in the process of environmental issue-based learning.

• 한국보육지원학회지
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• 제18권2호
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• pp.19-38
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• 2022

Objective: The goal of this study is to develop an instrument for measuring the quality of teacher support for children's play (age 3-5) based on the Play Practice Resources for Teachers presented in the 2019 revised Nuri Curriculum. Methods: The subjects of this study were 333 early childhood educators. Exploratory and confirmatory factor analysis, as well as correlation analysis were all performed to confirm construct validity and concurrent validity. The reliability of each factor was verified using Cronbach's alpha. Results: The Preschool Teacher Play Support Scale (PTPSS) was finalized with 25 items, which included the following four sub-factors: interaction, play materials, play space, and play safety. The concurrent validity was also confirmed through significant correlations between the existing measures such as the Teacher Self-Efficacy Scale, the Teaching Efficacy Scale for Play, and the Teacher-Toddler Interaction Scale. The reliability of each factor was also desirable. Conclusion/Implications: The PTPSS was verified as a sound measure quantifying the play support behavior of teachers who respect the autonomy and initiative of young children which is being pursued by the 2019 revised Nuri Curriculum.

• 비교문화연구
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• 제39권
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• pp.407-432
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• 2015

This study focuses on the flow of story and content or related context when using movies as learning materials in a class. A great advantage of using movies is that they have a consistent story and detailed content development. Most teachers, however, tend to concentrate on practical expressions totally unrelated to the story or context of the movie they are using. This way might be efficient in the short run but it is certain that the expressions are unlikely to be retained in long-term memory. This study examines how a story-centered class influences learning of practical expressions and how efficient this approach to learning is. Learning and teaching with focus only on the expressions in a movie shades the meaning of the use of the movie a little. In this study the movie, Cars 2, was used in a course of general education with 150 students enrolled. Various group activities were suggested to immerse students into the story and contents of Cars 2. It was found that a story-centered class is helpful for students to acquire practical expressions and that students' satisfaction level with the class was high.

• 정보교육학회논문지
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• 제14권4호
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• pp.537-545
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• 2010

본 연구의 목적은 초등학교 3학년 학생들을 위한 수학과 개념 학습용 콘텐츠를 개발하고 그 교육적 효과를 검증하기 위한 것이다. 수학과 개념 학습을 위한 스토리텔링 기반 학습 콘텐츠를 개발하기 위해 교수체제 설계의 기본 모형인 ADDIE 모형을 활용하였다. 먼저, 교육과정 분석을 통해 54개의 핵심 용어를 추출한 후, 학습자들에게 친숙한 맥락을 반영한 스토리를 수학 개념과 결합하는 설계 전략을 마련하였다. 개발된 콘텐츠의 교육적 효과성을 검증하기 위해 학생과 교사들을 대상으로 설문지와 인터뷰를 실시하였다. 그 결과 콘텐츠에 대한 학생들의 이해도, 흥미도, 집중도, 기대감이 아주 높게 나타났으며, 교사들 역시 동기유발을 위한 유용한 교수 자료로 사용할 수 있음을 시사하였다.

• 농촌지도와개발
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• 제22권4호
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• pp.435-444
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• 2015

This study analyzes the structural relationship between attitudes and learning more properties in agricultural college education programs. The results were as follows. first, The model was accepted according to the some goodness of fit statistics such as ${\chi}^2$(84.28, p>.05), RMR(.036), RMSEA(.041), GFI(.927), NFI(.945), CFI(.985), IFI(985). seconds, Learning attitude(.31) and content validity(.47) in the structural relationship between variables is a direct impact on satisfaction. thirds, Perceived Usefulness(.34) and Content validity(.36) has direct effect of factor on learning attitude. Finally Perceived Usefulness was found to direct effect all Content validity(.64) and easy of use(.27). Finally, considering of duties required in the agriculture. increase the satisfaction of learners should have provide field learning based Learning materials, practices, instructional media. As a result, it will enhance the performance of field learning agricultural education programs.

• 수산해양교육연구
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• 제24권2호
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• pp.210-223
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• 2012

The importance on the flow to the lifelong education system has been growing, as the eternal education is in a pivotal position according to the education system all over the world is changing rapidly. In particular, although consolidating instructor competencies for lifelong education have become the subject of conversation, there has not been any clear concept of lifelong education instructors nor of the competencies for those. So this research defined lifelong education instructors who work at various lifelong education facilities, especially those who focus on lectures, and the instructor competencies, and make analysis and deductions what types of competencies are necessary for effective and efficient teaching. For this, the researcher derived the concept of instructors and the instructor competencies for lifelong education through document analysis, and based on that, discovered the instructor competencies for lifelong education by experts review and survey. The result revealed that there were four types of instructor competencies for lifelong education, which were planning, managing, administrating, and supporting and encouraging students. There were searching needs of students, analyzing, and 13 other criteria for planning; managing human resources, materials management, and 7 other for managing; expertise in learning contents and 13 other for administrating; and giving feedback and 3 other for supporting and encouraging students.

• 정보교육학회논문지
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• 제17권4호
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• pp.467-474
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• 2013

본 연구에서는 STEAM 교육과 미래 유망직종인 사이버네트워크 전문가의 교육활용 연구 사례를 살펴보고 이를 토대로 초등학교 3-4학년을 위한 사이버 네트워크 주제 STEAM 진로 교육프로그램과 수업 방안을 제시한다. 3-4학년의 지적 발달 수준과 흥미를 고려하여 교육프로그램을 구성하고 이에 따른 교재와 교사용 지도서를 개발하였다. 개발된 교재의 실효성을 검증하기 위해 제주도내 3-4학년 학생을 대상으로 단계별로 교육을 진행하였으며, 향후 추적연구 및 확대 적용도 이루어질 예정이다. 본 연구에서 제공하는 사이버 네트워크 주제 STEAM 진로 교육프로그램을 지도함으로써 IT관련 진로 탐색과 관련 소양 발달에 좋은 효과를 얻을 수 있을 것으로 기대된다.

• 컴퓨터교육학회논문지
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• 제10권5호
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• pp.21-31
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• 2007

교육부 "초 중등학교 정보통신기술 교육 운영지침(2000. 8 .1)"에 따라 2001학년도부터 초 중등학교에서는 필수적으로 정보통신기술 소양 및 활용 교육을 실시하고 있다. 하지만 운영지침만 나와 있을 뿐 구체적인 실천 방법이 나와 있지 않아서 일선학교에서는 정보통신기술 교육과정을 운영하는데 많은 어려움을 겪고 있다. 이에 본 연구에서는 최근에 개정된 "초 중등학교 정보통신기술 교육 운영지침(2005.12)"을 바탕으로 창의성과 문제해결력을 신장시킬 수 있는 컴퓨터 재량 활동 교재(2단계)를 개발하였다.