• The Mathematical Education
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• v.55 no.1
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• pp.107-127
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• 2016

The purpose of this study was to explore the possibility of mathematical instruction through performance task activities based on the The Backward Design, which was suggested at first by Wiggins & McTighe in 1998. The Design deals with a performance assessment task involving the whole objective and its entire content of a lesson. Based on the Backward Design, this study established the mathematical instructional materials, which deal with the concept of 'the sector' taught in middle school, with one large performance task including three small tasks. It is important that in the lesson students be guided to achieve the several learning goals by themselves through reasoning activities. For this purpose, a formal interview was carried out by the subject of three middle school mathematics teachers. As a result, in order to implement the instruction utilizing the performance tasks more efficiently in future, it is required that a large performance task should be selected or developed including the content or problem contexts to be relevant with the real-life challenging situations. In addition, to make students enhance reasoning skills, it is strongly requested that the tasks including the utilization of supplementary materials such as technological devices or manipulatives be dealt with in a lesson.

• Journal of the Korea Fashion and Costume Design Association
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• v.4 no.3
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• pp.65-73
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• 2002

The purpose of this study was to prepare lesson plans, study aids and multimedia learning materials for the clothing units in TechnologyㆍHome economics of the 7th national curricula. It's also meant to utilize these materials in instruction in order to provide students with more direct and practical learning experience and make them capable of leading a successful life in the 21st century. 1. The teaching plans were mapped out for the clothing units in TechnologyㆍHome economics class for middle school grade 2, which were all covered by eight textbooks: clothing and life(the function of clothes, my attire, wearing a suit, and wearing Korean traditional dress), the preparation of garments(the type of fiber, understanding of stuff, and preparing garments), and cloth care and storage (washing, storage, alteration and recycling). 2. The lesson plans included information on the name of units, period, learning objectives, teaching environment, materials, learning content, introduction, development, remarks, topping off, announcement for next session, and related Web sites. 3. To raise the effect of education, study aids were developed to be appropriate for the units. The lesson plans and study aids for the clothing part of TechnologyㆍHome economics class for middle school grade 2 would serve to help students build the right clothing habits, and are expected to serve as good teaching materials.

• Journal of the Korean School Mathematics Society
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• v.23 no.1
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• pp.159-177
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• 2020

Education researchers have been continuously interested in the teacher's ability to design lessons and conducted various studies in order to improve the teacher's professionalism in determining the quality of school instruction. So, this study explored the change of instructional design through the lesson reflection of pre-service mathematics teachers who participated in practicum settings. As a result, in the lesson plan prepared by pre-service mathematics teachers, the motivation to induce learning in the introduction stage, to present the learning contents in the development stage, and to reconstruct the formative evaluation of the closing stage was the highest rate. And the categories of the reconstructed contents appeared intensively in terms of curriculum contents and teaching and learning methods. This result can be attributed to the lack of experience in designing and performing lessons by pre-service mathematics teachers, so it suggests that the opportunity to design and conduct classes that take into account the practical aspects of education should be provided in the preparation process for pre-service mathematics teachers.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.9
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• pp.7-12
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• 2018

In the society where the paradigm of knowledge is rapidly changing and developing, convergence emphasizing the connection between knowledge and technology in various fields is significant. In order to cultivate these creative-convergent talents, STEAM(Science, Technology, Engineering, Arts, and Mathematics) is being considered important to make them equipped with creative thinking ability and core competence required in the future society and help them devise new ideas escaping from the branches of study. This study is about convergence instructional design of computer with marketing subject, which aims to foster talent. The results of this study are as follows. First, the structured process of convergence lessons. Second, the convergence lesson was based on a cyclic process with steps : selection of the subject concerned, selection of a topic, designing the lesson, mapping out the lesson plan and developing problems, having a final discussion on the whole lesson, performing the lesson and evaluating the lesson. Third, the development of the problems about the introduction of computer engineering and Internet marketing subject for convergence lessons. To make an effect of this model, studies applying this instructional design to many lectures should be implemented.

• Journal of Korean Home Economics Education Association
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• v.34 no.2
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• pp.41-58
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• 2022

This study aims to provide lesson plans that can simultaneously achieve both the learning goals of the 'Human Development & Family' domain of the 2015 revised Technology & Home Economics curriculum and the Sustainable Development Goals. Four steps including analysis, design, development, and evaluation and revision were followed. In the analysis step, the 'Changing Families and Healthy Families' unit was selected as it is relevant to the nine subgoals of the SDGs. In the design step, three sessions were planned with a problem-solving project approach. In the development step, three lesson plans for each session, individual and group activity worksheets for students, and guidelines for teachers were constructed. In the evaluation and revision step, criteria for evaluating the lesson plans were developed reflecting both the goals of the Home Economic curriculum and the SDGs. The validity of the lesson plans was reviewed by a panel of experts. Then, the revised lesson plans were finalized. This study provides an illustrative example of the lesson plans in the secondary education context that can be used to achieve the learning goals of the Home Economic curriculum and the Sustainable Development Goals at the same time.

• Journal of Korean Elementary Science Education
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• v.25 no.2
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• pp.191-205
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• 2006

The purpose of this study was to explore strategies used by pre-service elementary science teachers in planning a science lesson. The participants were six senior students from a national university of education located in the midwestern area of Korea. Data regarding their planning strategies were gathered through both thinking-aloud and observation. Research findings suggest that: three of the teachers had little understanding of the necessity of reviewing unit contents or prior learning for planning a science lesson; five student teachers relied heavily on learning objectives presented in teachers' guidebooks without considering their appropriateness; all teachers exhibited an intention of composing different activities or teaching approaches from teachers' guidebooks; only two teachers thought about learners' prior knowledge or understanding levels; five and three teachers had poor understanding of discovery learning models and importance of teacher's questioning, respectively; and five teachers paid little attention to assessment.

• Journal of Korean Elementary Science Education
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• v.29 no.4
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• pp.552-566
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• 2010

This paper is an in-depth case study to analyze integrated elementary science lesson planning and practical teaching by two teachers at an urban elementary schools. One is an experienced teacher and the other is a beginning teacher. For this study, researchers asked teachers to design 5 stages of lesson planning after sharing basic theories about the integrated science education. The first of the 5 lesson planning stages is curriculum analysis and choice of integrated science topic. The second stage is constructing the frame of integrated science lesson contents, and the third is drawing a diagram of the integrated science lesson development. The fourth stage is making a table of lesson plans, and the last stage is writing integrated science lesson plans. Then, the teachers implemented the lessons they created. They taught students one unit of science which is composed of 8 lessons. Difficulties that teachers meet during designing plans and integrated science class were analyzed. 5 staged lesson planning, video transcriptions, teacher interview about lesson planning and teaching, researchers' checklists, reports of inspection classes, teachers' self evaluation, and students interviews were used for this study. One of the significant results of this study is that both experienced and beginning teachers had many difficulties in deciding on time to teach and contents of science and other subjects, as well as selection and organization of whole topics of integrated science teaching. The beginning teacher especially had greater issues with developing definite teaching-learning strategy to conduct thoughts and views for integrated science at the whole unit and each lesson. However, the experienced teacher was using various teaching-learning strategies by utilizing integrated science teaching professionalism to develop students' integrated thinking ability during the instruction of other subjects. The outcomes of this study are that both teachers could deeply understand the need and value of integrated science education at the elementary school through planning and teaching 8 lessons, and that they could have self-confidence with development of teaching professionalism for integrated science teaching. It may be possible that this study could help the development of pre- and in-service program for improvement of integrated science teaching professionalism for elementary school teacher.

• The Mathematical Education
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• v.55 no.2
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• pp.171-192
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• 2016

As teachers' competency is evaluated based on their teaching performance. pre-service teachers need to have an opportunity to reflect on themselves by systematically analyzing and evaluating their own lesson planning and teaching performance through self-assessment. In this study, we aimed to examine what evaluation criteria for lesson planning and teaching performance pre-service mathematics teachers consider in the process of self-assessment. This study used a mixed-methods research design. To draw the self-evaluation criteria for lesson planning and teaching performance, pre-service self-reported assessments were analyzed using qualitative analyses. In addition, descriptive statistics were used to investigate the pre-service teachers' distribution across the criteria and check the ratio of pre-service mathematics teachers for each element. As a result, it was disclosed that pre-service mathematics teachers considered eight elements in self evaluating their own lesson planning and teaching performance. In addition, we found that pre-service mathematics teachers tended to consider Pedagogical Content Knowledge (PCK) more than Subject-Matter Knowledge (SMK). Moreover, the results of this study provide educational implications for the curriculum in the pre-service teacher's education program.

• KSCI Review
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• v.8 no.2
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• pp.15-23
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• 2001

Due to the popularization of Web. the importance of Web for teachers to collect teaching materials increases, but there are difficulties in using Web. due to the rapid increase of information and the shortage of proper skill of using it. The thesis designs and implements a lesson plan management system that systematically manages diverse data and teachers' knowledge. The information required in preparing lesson plans is acquired on the Web and stored in database, and the lesson plan Produced this way could be shared by other teachers on the Internet. In addition. lesson plan DTD was designed and every lesson Plan was transformed into XML data to Provide more convenient data exchange and diverse forms. so that its application could be extended to other education-related systems.

• Journal of Fisheries and Marine Sciences Education
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• v.23 no.2
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• pp.302-318
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• 2011

The object of this study is to provide easily-understandable mathematics class to highschool students, who usually take no interest in mathematics, by apply teaching strategy based on storytelling to real lessons. The approaching methods for the mathematics education are emphasizing the mathematical education during making storytelling-studying plans, inducing the interest of the students by applying the mathematical situations in the story. The effects of the storytelling such as induction of the interest, persistency, perception of the practicality, smooth communication between teachers and students coincides with the way national mathematical education orients. This study contains the definition of the storytelling based on education, and applicability to the students, and application to the real lessons, and verification of the effects by focus-group interview with the students and observing teachers. I made the lesson plan based on storytelling for achievements to the object of the highschool mathematical study, and searched the best way to apply the lesson plan to the real lessons. I studied designing lesson strategy based on dissertations and books and reports directly related this study, and did focus-group interview to find advantages and disadvantages of the strategy. And finally I could make the well-applicable lesson plan.