• 한국학교수학회논문집
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• 제16권1호
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• pp.31-61
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• 2013

본 연구의 목적은 학습능력이 다소 처지는 학생들도 구성주의를 바탕으로 한 학습자 중심 수업을 받았을 때 이들도 또한 스스로 지식을 구성할 수 있을 것이라는 구성주의자들의 가정을 확인을 하는데 있다. 이런 목적을 달성하기 위해서, 연구자들은 구성주의를 바탕으로 한 학습자 중심 수업과 객관적 인식론을 바탕으로 한 교사 중심 수업이 학생들의 추론 능력과 학업성취도에 미치는 효과를 비교하였다. 이를 알아보기 각 집단은 각 실험처치를 통해 곱셈을 학습하였다. 본 연구에서 얻은 결과로부터 다음과 같은 몇가지 결론을 얻을 수 있었다. 첫 번째, 구성주의를 바탕으로 한 학습자 중심 수업은 학습자들의 추론 능력에 통계적으로 유의미한 영향을 미쳤다. 두 번째, 학습자 중심 수업은 학습자들의 연역적 추론 능력에 다소 긍정적인 영향을 미쳤다. 세 번째, 다소 학습능력이 처지는 학생들을 대상으로 실시한 학습자 중심 수업은 교사중심 수업보다 실험처치 중 학습하지 않은 수학적 지식의 개념 및 원리 이해에 긍정적인 영향을 미쳤다.

• 한국환경교육학회지:환경교육
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• 제24권2호
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• pp.21-34
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• 2011

Recently, project activity on environmental education has been overwhelmingly presented that is considered as a key learning & teaching strategy in Korea. This Study finds that Environmental project activity requires consideration of project-based Learning for sustainable development. The purpose of this study is to conduct project-based learning for eco-campus which is focused on sustainable development and to find out the learner's understanding sustainable development. The results of this study can be summarized as follows. First, project-based learning for sustainable development is concerned about enhancing learner's understanding sustainable development. It can be emphasized a viewpoint of sustainable way, a way of educational approach, and a possibility of expanding learner's experience in dealing with sustainable development. Second, this study showed also a results of application about project-based learning for eco-campus. Twenty three pre-service teachers conducted six different eco-campus projects. It is considered to make the student be able to catch up core knowledge and apply it during the project activity. In conclusion, this research asserts that project-based learning on sustainable development is needed to make students see the knowledge and value of sustainable development. It is considered to advance education for sustainable development as a new teaching & learning strategy.

• 한국환경교육학회지:환경교육
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• 제24권3호
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• pp.78-88
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• 2011

The purpose of this study is to conduct classroom-friendly learning activity for sustainable development and to find out the learner's understanding level of experiences on sustainable development. The results of this study could be summarized as follows. First, classroom-friendly learning activity for sustainable development which is focused on the sustainable flea market is concerned about enhancing learner's understanding sustainable development. It could be emphasized a viewpoint of sustainable development, and a possibility of expanding learner's experience in dealing with sustainable development. Second, this study shows also a application of the teaching & learning strategy for classroom-friendly learning for sustainable development. Three different group of pre-service teachers were participated in sustainable flea marker activity. It is considered to make the student be able to catch up core knowledge and value of sustainable development during the classroom-friendly learning activity. In conclusion, this research asserts that classroom-friendly learning activity for sustainable development could make students improve the knowledge and value of sustainable development. It is emphasized to advance education for sustainable development as a new teaching & learning strategy.

• 한국콘텐츠학회논문지
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• 제10권11호
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• pp.1-9
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• 2010

경험을 통한 지식의 습득이 단순한 기호나 수식을 통한 지식의 습득과 비교해서 보다 안정적이고 명료하게 학습자에게 정보를 전달한다. 컴퓨터 기반의 교육용 시스템은 가상현실기술, 지능형 교육 시스템, 개념의 시각화기술, 시뮬레이션 기반 시스템, 미세한 세계(MicroWorld)를 이용한 형태로 연구되어지고 있다. 본 논문에서는 교육용 시스템의 여러 형태 중에서 시뮬레이션 기반으로 물리법칙을 2D로 시각화하여 학습자에게 교육할 수 있는 방법을 제안한다. 특히 물리법칙 중 중력의 법칙을 시뮬레이션하여 확인함으로써 간접적 경험을 통하여 보다 명료하게 지식을 습득한다. 시뮬레이션을 통한 명확한 지식 전달을 위해서 본 논문에서는 실시간적인 물리법칙의 시각화, 가상 이상 현상(virtual anomaly), 물리법칙의 시각화를 시뮬레이션한다. 그리고 학습자는 이러한 방법들을 통해서 효율적이고 효과적인 지식습득이 가능함을 보인다.

• 한국환경교육학회지:환경교육
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• 제20권3호
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• pp.76-88
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• 2007

The purpose of this study is to develope education for sustainable development of understanding programme. The results of this study are as follows. Firstly, this programme is intended to enhance an university student's basic understanding, core skills and viewpoint of sustainable development. Secondly, the programme contains 10 modules, organised in four thematic sections. Each module is made up of two or three activities that are supposed to encourage adult learners in their mature understanding of sustainable development. Thirdly, there are three key teaching-learning strategies such as a case study, story telling and project study. These teaching-learning methods play a key role in the learning process. In conclusion, it is expected to indicate the goal and the value of the sustainable development clearly, and to provide the related information and knowledge constantly and systematically in the learning for sustainable development. Thus, it would be possible to enhance learner's awareness and attitudes towards sustainable development.

• 한국정밀공학회:학술대회논문집
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• 한국정밀공학회 2004년도 추계학술대회 논문집
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• pp.1061-1065
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• 2004

The knowledge-based society of the 21st century requires effective education and learning methods in each professional field because the development of human resource determines its competence more than any other factors. It is highly desirable to develop an intelligent tutoring system, which meets ever increasing demands of education and learning. Such a system should be adaptive to each individual learner's demands as well as the continuously changing state of the learning process, thus enabling the effective education. The development of a learning environment based on learner modeling is necessary in order to be adaptive to individual learning variants. An intelligent learning environment is being developed targeting the heritage education, which is able to provide a customized and refined learning guide by storing the content of interactions between the system and the learner, analyzing the correlations in learning situations, and inferring the learning preference from the learner's learning history. This paper proposes a heritage learning system of Bulguksa temple, integrating the ontology-based learner modeling and the learning preference which considers perception styles, input and processing methods, and understanding process of information.

• 영어어문교육
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• 제8권2호
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• pp.105-115
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• 2003

The four skills of a language are basically required for a communication. They are very important for a learner to develop the balanced language acquisition. Today both listening and speaking skills are emphasized in the global era rather than reading and writing proficiencies. The reason is really why the learners' communicative competence is more needed than the accurate knowledge of a structure in the language. For this reason, the listening comprehension should be taught effectively using the following strategies. First, the sound difference of a language must be taught. Language is a complicated process to convey the comprehensive meaning combined with the internal and external factors of a language. In other words, the meaning for the sound of language should be transmitted by the unit of vocabulary and syntax. Second, a good listening comprehension requires the familiarity and much experience with a lot of English words to understand English sentences unconsciously. Third, as understanding the structure of language is effective for the listening comprehension, the better listening comprehension can be possible through the meaningful exercise. Fourth, the compound process of listening comprehension requires the comprehensive understanding of language, but not the separate understanding of language. Fifth, the appropriate application of the multimedia courseware helps improve the listening comprehension better than that of the existing audio, video, tape recorder and so on. Using multimedia courseware is useful as follows: A learner is able to take as much lesson as he/she wants. It does take little time to repeat about what he/she takes a lesson. It gives the lively picture with the native speakers' voices. It gives him/her(a learner) a feedback effect continuously through the interaction of computer. It controls his/her lesson in accordance with the level of a learner.

• International Journal of Advanced Culture Technology
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• 제10권2호
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• pp.162-173
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• 2022

In non-face-to-face teaching-learning, a survey was conducted on 55 students in the department of chemistry education at university A on the variables (behavioral control, instructor-learner interaction, cognitive learning) affecting learning satisfaction and academic achievement. There were relatively large positive correlations between variables. The positive correlation between them was found to be the factors that influenced learning satisfaction and academic achievement in non-face-to-face teaching-learning. The average values of non-face-to-face teaching-learning for each variable were lower than the corresponding values of face-to-face teaching-learning, respectively. As a result of the perception survey on the detailed factors of each variable, negative responses were relatively high in factors such as 'concentration of behavior' in behavioral control, 'level-considered explanation' in instructor-learner interaction, and 'knowledge understanding' in cognitive learning.

• 컴퓨터교육학회논문지
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• 제7권2호
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• pp.57-65
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• 2004

e-Learning 에서 교수-학습자들 간에 형성되는 지식들을 체계적으로 관리하여 효과적인 교수 학습을 수행할 목적으로 교수자들이 교수 설계 이론에 따른 다양한 강의틀에 교육 컨텐츠를 보다 쉽게 저작할 수 있는 시스템을 개발하였다. SCORM 표준에 따라 학습객체 간 관계를 설정하여 저작된 컨텐츠는 학습자가 학습내용을 개념화하는데 도움을 줄 것이다. 시맨틱 웹의 RDF를 적용하여 학습객체 간의 관계를 설정함으로써 지식맵을 구성하였고, 교수자가 해당 분야에서 사용되는 단어를 등록하여 일종의 어휘사전을 만들 수 있는 온톨로지를 도입하였다. 학습자의 이해도와 성취도를 고려한 개별학습을 제공하기 위하여 도입된 상호작용점을 따라 학습자마다 개별적인 학습맵이 구성되어 학생 개인의 학습활동과 이해도를 평가할 수 있다.

• 한국수학교육학회지시리즈A:수학교육
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• 제48권1호
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• pp.93-105
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• 2009

Considering the fact that PCK(pedogogical content knowledge) tends to guarantee the identity of mathematics education as a discipline and the teacher professionalism, PCK is one of the core concepts in the research on subject matter education. The purpose of this study is to review domestic and international researches on the definition and the components of PCK in mathematics. Based on the review, this study identified 3 knowledges which consist PCK; knowedge of mathematic content, knowledge of learner's understanding, and knowledge of teaching. Then this study provided some examples of PKC in the topic, the limit of sequences, and introduced the LMT and TEDS-M items, which were designed to measure the teacher's PCK. Lastly, this study attempted to evaluate the items on mathematics education included in the Teacher Employment Test administered for pre-service/. teachers in Korea based on PCK.