• 한국생활과학회지
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• 제9권2호
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• pp.245-256
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• 2000

The purpose of this study is to identify the types of professional teaching practice of Home Economics teachers who are working at Korean secondary school for changing their professional teaching practice and developing home economics curriculum. A mail questionnaire, Professional Teaching Practice(PTP) was used to survey randomly selected 525 Home Economics teachers. The professional teaching practices examined were customary-instrumental, interactive and reflective practices. Customary-instrumental practice was the predominant type of professional teaching practice used by Home Economics teachers. About 26% of the teachers used reflective practice, and 14.67% used interactive practice. Only the number of students was significantly related to their professional teaching practices. Five influential factors on teaching practices identified by Home Economics teachers emerged in the following order: examination-centered educational system, lack of class hours, lack of resource materials and facilities, demands from the Ministry of Education, school administrators, or parents, and large class sizes.

• Human Ecology Research
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• 제52권2호
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• pp.111-125
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• 2014

The purpose of this study was to examine how an undergraduate family diversity course supported students to enhance undergraduate students' understanding of diversity issues and cultural competence that are necessary to work with diverse families and children as future family science professionals. We collected qualitative research data from 108 students who were enrolled in five sections of an undergraduate-level diversity course, Working with Diverse Families and Children , using nine open-ended questions. In the current study, we specifically focused on four questions in relevant to what undergraduate students learned and what they desired to learn more about diversity issues in families grounded in Hollinger's developmental model of ethical reflection. Using inductive and deductive iterative processes and triangulation, we conducted thematic analysis. Overall, our findings showed that undergraduate students understood the core concepts of diversity and cultural competence. However, they understood these issues at different stages of Hollinger's model of ethical reflection after taking the course. Most undergraduate students accomplished their cognitive and empathetic understanding of diversity and were primarily in Stages 1 and 2. We suggest interactive and reflective teaching strategies that may be effective for undergraduate students to challenge their own biases, practice ethical decision, and prepare for social actions as family science professionals.

• 대한화학회지
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• 제60권6호
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• pp.428-435
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• 2016

Effective mastering and learning of basic organic chemical concepts is pivotal to ensure students continue to excel to the higher levels of organic chemistry learning. Concept learning is crucial for first-year organic chemistry students so that they can comprehend and understand a concept better and able to make connection to problems. In the present paper, the authors have implemented the Interactive Anonymous Quiz (IAQ) with "must-have" features in the organic chemistry course as a teaching tool to instill students' interest and enhance conceptual understanding in organic chemistry. The effectiveness of this activity was examined and evaluated through students' reflective writing. Students showed positive learning outcome on the implemented activity as reflected by the reflective writings. In addition, this activity could be employed as an activity to check on students' concept understanding, to instill students' interest in organic chemistry course and to improve on students' weakest topic in organic chemistry in the future classes.

• 영어어문교육
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• 제17권4호
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• pp.1-22
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• 2011

Little has been known about the process of the language teacher professional development. The present study aims to investigate an assumption that anybody who has subject matter knowledge will be a good language teacher. A teacher with rich linguistic knowledge started to question the effectiveness of his online class. The teacher, in collaboration with a teacher trainer, became involved in the critical examination of his online class, seeking for more effective ways of teaching. The trainer provided the teacher with clinical supervision, which is characterized as developmental, collaborative, non-judgemental, interactive, and teacher-centered. The data collected at the multi-facets of the online teaching shows how the process of the teacher's decision-making became principled on the basis of recent developments in English language teaching, and how the teacher has gained pedagogical knowledge through reflection upon his teaching. The feedback from the students reveals that such teacher professional development is beneficial to student learning. These findings suggest that language teacher's professional development can take place when they are engaged in reflective teaching and classroom investigation. It is also suggested that the process of teacher development can be enhanced through collaborative supervision with trust, openness and congeniality between parties involved.

• 대한화학회지
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• 제62권2호
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• pp.159-165
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• 2018

For the first time, the spot the differences (STD) game was employed in the teaching of basic organic chemistry course. Three sets of paired pictures associated with selected topics in organic chemistry were presented to the students and they were required to spot the differences between the two pictures. Based on the students' pre and post self-assessment, the STD game resulted in several positive learning outcomes as indicated in the students' reflective writing, including knowledge recall, deeper understanding of a subject, enhanced analytical skill, motivation and fun-filled learning, learning from peers and self-empowerment in learning. The STD game is a desirable teaching and learning tool, as learning in an entertaining and interactive way is highly sought after in today's classroom, especially to novice students. In the future, the STD game can be modified and implemented to cater the needs of different courses and topics.

• 대한가정학회지
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• 제38권8호
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• pp.159-168
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• 2000

The purpose in this study is to determine the relationship between the curriculum orientations and professional teaching practices of Korean secondary school home economics teachers for the development of home economics curriculum. The instruments, Individual Curriculum Orientation profile(ICOP) and Professional Teaching Practice(PTP) were used to survey randomly selected 525 home economics leachers. The curriculum orientations explored were academic rationalism, technical, cognitive process, personal relevance, and social reconstruction. The professional teaching practices examined were customary-instrumental, interactive and reflective practices. Using canonical correlation, home economics teacher's teaching practices were found to be significantly related to their curriculum orientations. However, only 17.7% of the variability in professional teaching practices was explained by the five curriculum orientations.

• 의학교육논단
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• 제23권1호
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• pp.3-10
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• 2021

Learning by teaching (LbT) has long been recognized as an important learning behavior that constructs meaning based on interactions between learners. This study aimed to explore the meaning of LbT as an important learning activity for future implementation in education. LbT is based on the cultural historical activity theory and sociocultural learning theory, as developed by scholars including Vygotsky. These frameworks value the construction of meaning based on language, and LbT is reported to be effective in constructing meaning. In addition, within the zone of proximal development posited by Vygotsky, learning through interaction between learners improves academic achievement, higher-order thinking, deep learning, and reflective learning. LbT also promotes students' learning presence, and strengthens various competencies such as collaboration and communication skills. Interactive behavior between learners in the form of LbT has been explored as an approach to teaching and learning, with methods including peer learning, peer tutoring, peer teaching, peer mentoring, Lernen durch Lehren, and peer-assisted learning. LbT has also been applied as a learning method. In the future, LbT has boundless potential to improve learning through activities such as flipped learning or online learning based on interactions between learners.

• 기독교교육논총
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• 제70권
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• pp.303-337
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• 2022

본 연구의 목적은 학습자간 대면 접촉이 없는 환경에서 교수-학생간 실재감 인식을 높일 수 있는 상호작용적 요소를 강화한 Ontact PBL을 구현하여 이제 갓 대학을 입학한 대학생들이 1학년 1학기 교양 교과목에서 비대면 수업 환경에서 학습자가 중심의 협력학습을 수행해야 하는 PBL 수업을 통해 교수실재감 및 학습실재감이 향상되었는지 살펴보며, 실재감이 향상된 수업 사례를 제시하고자 하는 연구이다. 이 수업은 2021년 1학기 Ontact PBL을 설계 및 개발하여 운영하였으며, 해당 수업을 수강한 학생들을 대상으로 교수실재감 및 학습실재감을 진단하여 실제로 수업을 통해 교수실재감은 평균 0.95점 유의미하게 향상되어, 학습실재감보다 많이 향상되었고, 이는 학생들의 수업에 대한 성찰 저널에서도 관련 의견이 많아 교수실재감 향상에 효과적임을 알 수 있었다. 더불어 학습실재감도 효과가 있었는데, 학습실재감의 하위요소인 감성적 실재감은 0.7점, 사회적 실재감은 0.5점, 인지적 실재감은 0.6점 가량 유의미하게 향상됨을 확인하였다. 학습실재감 또한 학생들의 수업에 대한 성찰을 확인하여, Ontact PBL이 실재감 향상에 효과가 있다고 판단할 수 있었다. 향후 Ontact PBL의 실재감 향상 요인 연구, Ontact PBL을 통한 학생 역량 향상 연구 등을 후속 연구로 제안한다.

• 한국엔터테인먼트산업학회논문지
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• 제15권1호
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• pp.131-142
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• 2021

코로나 바이러스(COVID-19) 팬데믹으로, 전국의 대학들이 온라인 플랫폼을 사용한 비대면 강의를 시행하고 있다. 따라서 응급환자간호 임상실습 교육에 맞는 온라인 프로그램을 개발하고, 간호학생에게 적용하여 그 효과를 확인해보고자 시도 되였다. 본 연구는 양적자료와 질적자료를 분석한 방법론적 연구로, G광역시 N대학교 성인간호학교수 3인이 G광역시 종합병원 간호부장과 응급실 수간호사들에게 자문을 구하여 학생들의 교과목과 관련된 요구도 조사 후에, 4학년을 대상으로 응급환자간호 임상실습 온라인 프로그램을 ADDIE모형에 따라 개발하였다. 프로그램은 총 4주 동안 진행되었으며, 1주에 영상 4시간, 과제 2가지로 구성하였고, 실시간 쌍방향 화상집담회도 포함되었다. 총 96명 학생 자료가 수집되었으며, SPSS/WIN 22 프로그램으로 분석하였다. 자료 분석결과 교과목 만족도 부분에서 '학습목표 연계성'이 총 6.0만점에 평균 5.58±0.98로 가장 점수가 높았다. 응급간호 학습성취도에서는 'BLS 수행 '이 평균 5.47±0.74로 가장 점수가 높았으며, '낙상예방 간호수행'(5.39±0.77), '응급환자 기록수행'(5.30±0.70), '감염예방 간호수행'(5.27±0.736) 순이었다. '3학년때 시행한 대면임상실습경험과 이번학기 비대면임상실습수업 경험을 비교하여 내가 생각하는 이번학기 수업의 장점은 무엇인가?'에 관한 질적자료를 Keyword로 추출하여 Wordcloud로 제시한 결과 답변을 한 77명의 학생들 중 '간호과정경험'이라고 답한 경우가 13명(16.9%)로 가장 많은 빈도를 나타내었고, '자세한 교수설명'이 10명(13.0%), '사례기반실습'이 9명(11.7%) '시간과 공간의 제약이 없다(Anytime anywhere)'고 답한 경우가 8명(10.4%) 순으로 나타났다. 이에, 개발된 온라인 프로그램을 활용한 응급환자간호 임상실습이 학생들의 교과목 요구도를 반영한 학생들의 학습성취도를 파악하였으며, 대면실습과 비교하여 교과목 만족도가 높게 나타나 개발된 온라인 프로그램을 향후 응급환자간호 임상실습에서 활용 가능할 것으로 생각된다.