• The Journal of the Korea Contents Association
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• v.22 no.10
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• pp.778-787
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• 2022

This study was performed to obtain basic data in relation to instructional design and teaching strategy according to instructional modes. For the purpose of this study, participants evaluated the qualities of the instructions they attended and the results of the evaluation were compared according to 4 instructional modes(content class, online real-time class, online and face-to-face mixed class, and face-to-face class). As a result of the study, there were differences in the evaluation regarding the appropriateness of the course according to instructional modes. That is, satisfaction with lecture progress was lower in the online real-time classes than in content classes, mixed classes, and face-to-face classes. As a result of the descriptive lecture evaluation analysis, in the content class type, students answered that they were satisfied with the easily understandable and interesting explanations. In the case of the online real-time classes, it was found that they were satisfied with thorough preparation and effective communication. In the mixed class type, they said they were satisfied with the systematic class and passionate lecture, and in the face-to-face classes, the pleasure of interaction and the enthusiasm of the instructor were identified as the main reasons for satisfaction. It was analyzed that the satisfaction characteristic commonly derived from the four class types was the enthusiasm of the instructor. The results of this study are expected to provide implications for instructional design and teaching strategy establishment according to each instructional mode.

• Hwankyungkyoyuk
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• v.17 no.1
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• pp.12-24
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• 2004

The purpose of this study was to analyze and compare Korean middle school-level environmental education(EE) textbooks. More specifically, these analyses and comparisons were designed to explore the extent to which environmental investigation skills were addressed in these EE textbooks (i.e., curriculum inclusion), as well as the manner in which these skills were to be taught and learned (i.e., instructional approaches). To analyze EE textbooks, the researchers developed a 'Curriculum Analysis Chart' that include six skill clusters and four instructional strategies. This analytic chart permitted the researchers to determine which skills were featured in selected textbooks, as well as which skill-oriented instructional strategies accompanied each of those skills. The chart was revised several times through pilot analyses. Using the final version of this chart, the researchers analyzed and then compared the three textbooks. This analysis indicated that the Korean middle school-level EE textbooks were designed to support conceptual learning and understanding of environment and environmental problems/issues (i.e., content-oriented), and were designed to support skill learning to a moderate degree. On the basis of textbooks analysis, the researchers offered several recommendations for future research, and for educational practices in EE.

• The Journal of Korean Association of Computer Education
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• v.10 no.1
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• pp.9-19
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• 2007

Recently, since the importance of the information communication ethics education for primary and secondary schools has being highlighted, researches and new instructional materials have been published actively. On the other hand, with the advance of e-learning, the various kinds of educational methods which consider the characteristics and the requirement of students are being developed. The educational method for Information Communication Ethics education is no exception. If the practical method for Information Communication Ethics education which considers students' requirements is developed, then a better educational effect can be acquired. In this paper, we decompose instructional design features into 4 components such as goal, model, contents, and media in order to design a better instruction for Information Communication Ethics education. And then, we analyze the relative importance of the instructional design components by using Conjoint method based on our questionnaire result. Finally, we propose an instructional design method for Information Communication Ethics as well as examine the differences among the instructional design components.

• Journal of Elementary Mathematics Education in Korea
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• v.23 no.4
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• pp.383-403
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• 2019

The purpose of this study was to examine how students' perception of their mathematics teachers' instructional practices is associated with students' attitude toward mathematics, taking into account their self-efficacy in mathematics. The sample contained 4669 Korean fourth graders who participated in Trends in International Mathematics Science Study 2015. We used exploratory factor analysis and confirmatory factor analysis to explore the factor structure of three latent variables and conducted structural equation modeling to examine the hypothesized model. The results revealed that when students positively perceived their teachers' instructional practices, they tended to have a positive attitude toward mathematics. We also found that students' self-efficacy beliefs in mathematics positively mediated the relationship between perceived teachers' instructional practices and personal attitude toward mathematics. We discuss the practical and methodological implications of these findings and offer directions for future studies.

• Journal of the Korean School Mathematics Society
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• v.11 no.4
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• pp.655-676
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• 2008

This paper analyzed contents related to statistics in the 7th elementary mathematics curriculum in conjunction with main changes in the recent revised curriculum. This paper then provided detailed analyses of textbooks and workbooks in terms of main contents, instructional methods of graphs, and comprehension of graphs required to students in order to look closely at how such instructional materials would put the vision of the curriculum into action. It is expected that the issues and suggestions stemming from this analysis are informative in constructing new textbooks and workbooks.

• Journal of The Korean Association of Information Education
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• v.26 no.5
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• pp.417-425
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• 2022

The 'Comprehensive Plan for Nurturing Digital Talents' reported at the Cabinet meeting of the Ministry of Education in August 2022 focuses on qualitative and quantitative expansion of informatics education centered on SW, AI education. With the advent of the era of artificial intelligence, data science education is also drawing attention as a field of informatics education. Data science is originally a field where various studies are fused, and advanced technologies are being used for data analysis, modeling, and machine learning. This study devised a draft of the instructional model of data science education through literature research and analysis of previous studies, and developed a final instructional model through usability test and expert validation.

• The Journal of Korean Association of Computer Education
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• v.20 no.4
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• pp.47-57
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• 2017

The purpose of this study is to verify the effectiveness of a CT-CPS(Computational Thinking-based Creative Problem Solving) instructional model on the cognitive and the affective area of middle school students' software class. To achieve our goal, we explored theoretical background and designed a lesson plan based on CT-CPS instructional model. Then we analyzed our experimental results after applying the lesson plan to middle school students. We performed our experiment to an experimental group by using our CT-CPS instructional model-based lesson plans, and we carried out three pre and post tests about cognitive and affective area, i.e. creative problem solving ability, meta cognition and motivation of learning. As a result, most of the test factors were statistically improved, so the effectiveness of the CT-CPS instructional model on the cognitive and the affective area of middle school students' software class was verified.

• Journal of The Korean Association For Science Education
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• v.13 no.3
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• pp.366-376
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• 1993

In this study, a part of high school science instructional materials is evaluated by Instructional Quality Profile(IQP) based on the Merrill's Component Display Theory(CDT). The CDT is based on the Gagne's assumption of different conditions of learning for different outcomes. The IQP enables the user to check both the consistency and adequacy of existing cognitive instruction. The IQP can be used to predict student performance, and also to design and develop new instructional materials. The instructional components are classified according to 5 task levels; An Use-Generalities on Newly Encountered Examples(UGeg), A Remember-Paraphrased-Generalities(RpG), A Remember-Verbatim-Generalities(RvG), A Remember-Paraphrased-Examples (Rpeg). A Remember-Verbatim-Examples (Rveg). The analyses are composed of 3 parts; Justifying the task level of objectives, Objective-test consistency, and Test-presentation consistency. The objectives, the presentations and the tests given in a teacher's guide and a textbook are analyzed. The results show that the task levels and the content levels of the objectives are not consistent with those of the tests. And the indices of the test-presentation consistency indicate the presentation problems of the instructional materials.

• School Mathematics
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• v.8 no.3
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• pp.341-364
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• 2006

This paper analyzed contents related to problem solving in the 7th elementary mathematics curriculum in conjunction with main changes in the next curriculum under discussion. This paper then provided detailed analyses of textbooks and workbooks in terms of principal contents, problem solving strategies, content areas, and problem types in order to look closely at how such instructional materials would put the vision of the curriculum into action. It is expected that many issues and suggestions stemming from the analyses will serve basic information to develop next curriculum and its concomitant instructional materials in a way to fostering students' problem solving ability.

• Journal of The Korean Association For Science Education
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• v.24 no.3
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• pp.565-582
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• 2004

The purpose of this study was to explore the elements of teaching behavior and classify instructional types through the teacher's classroom observation in elementary school science classrooms. 18 elementary school teachers were selected at Seoul city and Kyungkido. The topic of lesson was 'How the weight of object is changed according to the shape to sink in the water'. Each class was recorded and analyzed that. The teaching behavior elements were used inductional analysis method. The instruction types were classified into instructional organization, teaching strategies in teaching-learning processes, the level of openness of inquiry at science classroom. The validity and reliability of the data were analyzed by 7 science educators. The results of the analysis of the teachers discourse showed that there are 23 types of teaching behavior elements. Used teaching behavior elements revealed the differences from each teacher. There were 7 types among the 12 types of class and the most common types of instruction were unsystematic, teacher-centered, and guided-inquiry. The result showed that guided inquiry type was found more than open inquiry type and teacher-centered instructional, content-centered instructional, superficial inquiry process showed characteristic.