• The Journal of Korean Association of Computer Education
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• v.9 no.3
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• pp.109-119
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• 2006

Algorithm is a fundamental concept for all related research areas in computer science. Though many researches have paid attention to computer algorithm in solving applied problems, few researches have been conducted on how to effectively instruct the computer algorithm concept. This paper proposed the instructional method for the computer algorithm concept by using mathematics problems of the fourth grade, elementary school. We have applied our the instructional methodology to classroom, and empirically tested the effectiveness of our methodology. The results show that the effectiveness of instructional method, compared to the traditional instructional methodology.

• Journal of Engineering Education Research
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• v.22 no.1
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• pp.22-28
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• 2019

The purpose of this study is to develop instructional design model of flipped learning suitable for engineering education field and to draw out effects and improvements by applying it to actual lessons for engineering college students. Literature review and case studies were conducted to achieve the purpose of the study. For a case study, flipped learning was applied to 'creative problem solving methodology' which is a liberal arts course of engineering college at D university in Gyeonggi-do. As a result of the literature review, the PARTNER model was applied and weekly instructional guide was presented by each stage. In addition, the results of analysis on the reflection journal showed that the students were more able to achieve the deepening learning stage through active participation in class than the existing class, and found that they had a more challenging plan after the class.

• Journal of Science Education
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• v.33 no.2
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• pp.321-335
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• 2009

The purpose of this study was to design of instructional models for underserved science gifted students, especially developing the thinking skills. We made orientation and methodology to design of instructional models. According to these orientation and methodology, we designed instructional models that improving cognitive thinking and affective attitude of underserved science gifted students. Particularly, we designed instructional models that is composed of objective, activity, evaluation. According to the Bloom's cognitive educational objective taxonomy(cognitive thinking process) and Krathwohl's affective educational objective taxonomy(affective attitude), we designed integrated(cognitive and affective) and progressive 4 stages or steps instructional models.

• Journal of the Korean Society of Earth Science Education
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• v.17 no.1
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• pp.1-19
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• 2024

This study is a design and development study that developed instructional strategies based on distributed cognitive theory for science classes using technology according to procedures that ensured reliability and validity. To develop instructional strategies, development study and validation study were conducted according to design and development research methodology procedures. In the development study, an initial instructional strategy was developed through prior literature review and prior expert review. In the validation study, the instructional strategy was validated using internal validation (expert validation, usability evaluation) and external validation (field application evaluation) methods, and the final instructional strategy was developed. The final instructional strategy consisted of 3 instructional principles, 9 instructional strategies, and 38 detailed guidelines. Through this study, the researcher suggested the suitability of instructional strategies for science classes using technology, the usefulness of blocks and teaching and learning processes, the possibility of using technology as a cognitive tool, the need for teachers' efforts to cultivate teaching capabilities using technology, and the needs lesson plan that takes into account conditions affecting the application of instructional strategies.

• Journal of the Korean School Mathematics Society
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• v.12 no.1
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• pp.71-97
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• 2009

The study was to develop the instruments including instructional materials and test items for enhancing spatial ability. A mixed methodology was chosen to achieve the purpose of the study. To find students' achievement, 5 units of instructional materials were developed through the qualitative method and test items were tested through the quantitative method with 152 of the 8th-graders. The strategies to develop the instructional materials were: firstly to focus on mathematics properties for developing spacial ability; secondly, to allow students to follow hierarchical procedure o[ mathematical properties from 2-d to 3-d; thirdly, to recognize what the manipulative can do and can not; and fourthly, to guide students tn develop the process oriented thought, not the result oriented thought. For the test, 25 items were analyzed to assess students' achievement using validity, difficulty, and discriminator.

• Korean Medical Education Review
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• v.10 no.2
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• pp.19-24
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• 2008

Purpose: The 'learning cycle' proposed by Guilbert in 1981 has been accredited as an effective and useful model for curriculum design. Three components of learning cycle, learning objective, instructional method, and assessment are connected organically and form basic structure of curriculum. In this study, we intend to analyze how the learning cycle and its three components are applied to present medical curriculum and examine the points at issue of the learning cycle in medical education. Also, we try to identify the educational significance of the leaning cycle in medical education. Results: First, concerning the learning objective, it was identified that impractical and abstract expressions are major controversial points. Also, there is a need to make learning objectives covering entire medical curriculum. Second, because of various structural problems, it is hard to practice new and various instructional methods. Third, even though there is a growing need for medical curriculum to develop and utilize more various and detailed assessment and evaluation, it was revealed that only are standardized and traditional assessments mainly used. Conclusion: Synthetically, we have some suggestions as follows. First, it is necessary to specify and actualize the learning objectives. Also, instructional methods and assessments should be diversified. And finally, there is a need to build organic and delicate medical curriculum by applying the learning cycle to medical education more actively.

• The Journal of the Convergence on Culture Technology
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• v.8 no.1
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• pp.307-312
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• 2022

In line with the 4th industrial revolution and the innovative changes of the 21st century knowledge and information society, the education field where the 2015 revised curriculum is applied is facing a situation where it is necessary to consider various teaching and learning methods. Among them, interest in instructional design applying flipped learning suitable for future education is growing, but studies on classes using flipped learning in actual music and education are rare. In general music classes currently conducted in the elementary education field, it is insufficient to learn the musical function targeted in the class. Therefore, this study developed and validated an instructional design model for elementary school music and classes that applied flipped learning based on the ADDIE model, which is a systematic instructional design model, using the design and development research methodology. Based on the developed instructional design model, major issues for each stage were presented, and major educational implications in the development process were discussed.

• The Journal of Korean Academic Society of Nursing Education
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• v.4 no.2
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• pp.204-219
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• 1998

The use of instructional media in nursing education was investigated using a descriptive research methodology. Data were collected from 199 professors teaching in the areas of Fundamental Nursing (48 subjects), Adult Nursing(56 subjects), Pediatric Nursing(49 subjects), and Community Health Nursing(46 subjects). 120 professors were from 3-year college of nursing and 79 professors were from 4-year college of nursing, Data were analyzed using descriptive statistics (mean, standard deviation), and ANOVA with SPSS $PC^+$ program. The results are as follows. 1) The general attitude of the subjects toward the use of instructional media was positive(mean : 3.75). However, from the ANOVA result the subjects from 4-year college of nursing had more positive attitudes in the areas of media utilization and supply system. Most subjects had high interest in the areas of effectiveness of the media, and media literacy in using instructional media. 2) OHP(mean was 3.76) and VTR(mean was 3.36) were the most used instructional media in nursing education. These media were efficiently supplied by the school. However, other media like CD-ROM, Opaque Projector, and LCD or beam Projector were not sufficiently provided by the school. 3) The main reasons to use instructional media were that the use of media is effective to raise students' attention and learning motivation. 4) Insufficiency of the media and environment to use media were the causes of the lack of using instructional media. 5) The use of PC communication of internet, LCD or beam Projector, and Computer Graphics was low. The reasons were that the subjects did not have enough knowledge and skills to use these media, and there was lack of media or environment. 6) In general, environment to use media of the 3-year college of nursing was worse than that of 4-year college of nursing. However, there was no significant differences between the two groups in the use of media related to their position, and subject. On the basis of the study results professors teaching nursing have positive attitudes to use instructional media but the lack of media supply or facility to use media limited the use of instructional media.

• Journal of The Korean Association For Science Education
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• v.27 no.2
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• pp.105-119
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• 2007

Several studies have attempted to test students' misconceptions of physics and to provide teaching strategies in order to repair them. The results from these studies have revealed that the diagnosis of students' misconception is crucial, although they often failed to grasp the practice of its implementation. In terms of being a type of methodology for science education, the Internet allows large-scale surveys and investigations to be carried out in a relatively short period of time. This paper reports the results of the development, implementation, and evaluation of a WEb-based SYStem for TEsting students' Misconceptions in physics (WEBSYSTEM) aimed at three groups (science educational researchers who study students' physics conceptions using the system as a detector, school science teachers who practice it as an instructional material, and students who benefit from it for their self-directed learning). The web-based testing system is based on a review of the instructional development strategies of ADDIE (Gustafson, Branch, 2002; Rha, Chung, 2001). Results showed that WEBSYSTEM could work effectively as a multi-purposed tool for the three target groups with a further partial revision, providing educational researchers with resourceful data to study students' misconceptions in physics. Issues of administrative strategies, reexamination of questionnaires, and international collaboration via WEBSYSTEM are discussed.

• Journal of The Korean Association of Information Education
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• v.9 no.2
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• pp.197-208
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• 2005

For the wide spread of cyber education, it is important to understand the instructional characteristics of cyber education and its applications in the educational sites which help to cope with the practical needs and problems. This study was conducted to analyze the experience of cyber classes(working hours, tasks and evaluation, satisfaction level and instructional effectiveness, suggestions for cyber education) and use of instructional methodology (instructional activities, interaction frequencies, cooperative learning activities, instructional activities toward knowledge building). The data was collected from pre-service teachers(403) and in-service teachers(318) in June 2004. The results were that pre-service and in-service teachers all consider the satisfaction level and academic achievement level of cyber classes lower than that of FTF classes. Particularly the boring presentation of instructional materials and the inadequate instructional strategies for cyber classes were the biggest complains, and lack of interaction among peer groups and with instructors, lack of learning opportunity for cyber instructional strategies, limited group activities, lack of interaction with experts were followed. Limited types of evaluation also showed that cyber classes focus on results more than the process of students' academic achievement.