• 대한공업교육학회지
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• v.30 no.1
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• pp.1-18
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• 2005

The purpose of this study was to development a model of problem solving instruction for improving practical skill-competence in technical high school. For the study, various literature researches were reviewed intensively about problem solving process, laboratory instruction's approaches and learning principals. The problem solving instruction process was composed with identifying problems, generating alternative solutions, investigation and research, choosing a solution, acting on a plan, modeling of problem solving, testing and evaluating, redesigning and improving. The skills schema combines a four domain of skilled activity, that is, cognitive skills, psychomotor skills, reactive skills and interactive skills. The problem solving instruction was composed with five major learning systems-emotional, social, cognitive, physical, and reflective-that can be used extensively as generic lesson plashing. The teacher serves as a coach or guide for student learning. As a facilitator, the teacher challenges, questions, and stimulates the students in their thinking, problem solving and self-directed study. In this process, students represent problem with think aloud, assume responsibility for their learning and move from teacher-centered to student-centered education.

• School Mathematics
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• v.2 no.2
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• pp.333-355
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• 2000

In this paper, possibility of practical use of cryptarithmetic problems in teaching and learning of mathematics is discussed. There might be seven cases to use them practically like followings: (1) Cryptarithmetic problems might be used for deepening the mathematical knowledges. (2) Cryptarithmetic problems might be used for fostering mathematical thinking abilities. (3) Cryptarithmetic problems might be used for fostering problem solving abilities. (4) Cryptarithmetic problems might be used as open ended problems. (5) Cryptarithmetic problems might be used as materials for personalized learning. (6) Cryptarithmetic problems might be used as materials for cooperative learning. (7) Cryptarithmetic problems might be used as materials for problems posing.

• Journal of Korean Elementary Science Education
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• v.27 no.2
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• pp.102-116
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• 2008

In their teaching practice, teachers encounter multi-dimensions of pedagogical challenges. The recognition and reflection on these challenges is crucial to advance our science teaching. This study looked into science teachers' dilemmas of their teaching practical work through their written cases. Dilemma cases are teachers' narratives organized around important events of teaching and learning. It can reveal teachers' situated cognition and be used as lens to investigate complex realities of science teaching and learning. 26 pre- and in-service elementary teachers' dilemma cases of science practical work were carefully collected and analysed to interpret what constitute tensions in elementary science practical works. They were largely grouped into three: Curriculum and Institutional Relevance, Students Relevance, Nature of School Experiments Relevance and divided into 7 subheadings: 'Authority of Curriculum(textbook)', 'Disappointment at external support', 'Students' interests and safety', 'Students' unscientific and inert attitude', 'Difficulty of showing expected results', 'Generalization through experiment', 'Knowledge acquisition and authentic inquiry'. Each dilemma was interpreted in terms of the tensions which constitute contradictory beliefs, values, expectation and realities. These dilemmas enabled to expose actual conditions of elementary science practical work and teachers' challenges otherwise can not be seen easily. Science teacher educators also can get some implications to overcome the gap between theory and practice in their teacher education.

• 대한공업교육학회지
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• v.31 no.2
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• pp.1-40
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• 2006

The purpose of this study was to development a model of the practical skill instruction of the special subject using the problem-based learning in the technical high schools For the study, various literature researches were reviewed intensively about problem solving process, problem -based learning, and learning principals. The process of the practical skill instruction using the problem-based learning was composed with planning, executing, testing and evaluating. In this practical skill instruction using the problem-based learning, the teacher serves as a coach or guide for students' learning. As a facilitator, the teacher challenges, questions, and stimulates the students in their thinking, problem solving and self-directed study. In this process, students represent problem by thinking aloud, assuming responsibility for their own learning, having self-directed study as well as doing cooperative study, and as a result, education changes move from teacher-centered to student-centered.

• Korean Educational Research Journal
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• v.38 no.2
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• pp.81-108
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• 2017

The purpose of this study is to develop a standardized learning model for a free-learning semester, and to provide a practical framework of its curriculum. This paper is a state-funded study to design an instructional model for the free-learning semester. Instructional models that have been implemented in the practical school were constructed through collecting opinions from school teachers. The instructional model for a free-learning semester in this current study is a modification of the existing learning model into the Learning (Meaningful reception learning)-Practice-Production stage. These are designed to reflect the UNESCO proposals that emphasize knowledge, skills, and character, respectively. It is not easy to construct the instructional model for the free-learning semester activities. A three-step strategy that encompasses the UNESCO proposals will be a useful framework for teachers to systematically design and implement free-learning semester teaching.

• The Journal of Korean Institute for Practical Engineering Education
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• v.2 no.2
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• pp.16-22
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• 2010

Accounting is a practical study as a fundamental of a corporate management. In recent years, the necessity of 'Engineering Accounting' and 'Accounting and Society' for non management and accounting major is on the rise. To accelerate the learning effect of accounting, the individual learning and learning by repetition is required. And ERP practice is on the rise as a new trend. The e-learning will be helpful to the individual learning and learning by repetition. The learner study repeatedly and individually by e-learning, and then practice the accounting process by ERP practice. It's also adoptable for Engineering Accounting to use repeated and individual study using e-learning and ERP practice. This paper is focused on the case study of Engineering Accounting using e-learning and ERP practice in Korea University of Technology and Education. To review this case, the development direction of the accounting education and engineering accounting education will be introduced.

• Journal of Korean Home Economics Education Association
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• v.33 no.1
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• pp.1-16
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• 2021

The purpose of this study was to investigate the needs of middle school students for the practical reasoning in a distance learning environment, to verify the needs differences based on the learner's personal characteristics, student-teacher interaction, and student-student interaction, and to investigate the relationships among student-teacher interaction, voluntary participation of students, and the students' perception of the extent to which practical reasoning is implemented in distance learning. For this purpose, 1,842 middle school students from seven schools in Gyeonggi, Daejeon, Chungbuk, and Sejong areas were surveyed online to investigate the importance of the practical reasoning questions and the how much practical reasoning is implemented in current distance learning. Among them, 1,095 responses were used for final analysis and descriptive statistics, independent sample t-test, one-way ANOVA, and path analysis were conducted. As a result of the study, first, middle school students acknowledged that the practical reasoning was important with the importance average 3.76. Based on the locus for focus model, the priorities of the needs in home economics class were examined, and the values and importance of the problem, and the ramification of the solution were considered to be of high priority. Second, characteristics of middle school students, student-teacher interaction and student-student interaction were found to have positive influence on needs for practical reasoning, while no difference were found by gender or voluntary participation in distance learning. Third, the voluntary participation of students and the student-teacher interaction in distance learning had a positive (+) significant effect on perceived implementation of practical reasoning, yet negative (-) significant effect on needs for practical reasoning.

• Women's Health Nursing
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• v.24 no.2
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• pp.150-162
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• 2018

Purpose: To identify the effects of delivery-nursing simulation education using team-based learning on the delivery nursing knowledge, self-efficacy, and clinical competence of nursing students. Methods: The study used a nonequivalent, control group, quasi-experimental design. The team-based learning was applied to the experimental group, while the individual learning was applied to the control group. Data were collected from October 12 to December 7, 2016, and analyzed using the SPSS/WIN 22.0 program. Results: Comparison between the experimental and control group showed no significant difference in delivery-nursing knowledge (t=-0.33, p=.741) or self-efficacy (t=-0.65, p=.515). However, a significant difference (t=-2.09, p=.048) in the nursing-skills aspect of clinical competence was found between the experimental and control groups after the practical simulation education. Conclusion: Delivery-nursing simulation education using team-based learning was more effective in improving the nursing-skills aspect of nursing competence than was delivery-nursing simulation education based on individual learning.

• Journal of Engineering Education Research
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• v.23 no.4
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• pp.76-83
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• 2020

The purpose of this study is to conduct Project Based Learning (PBL) in collaboration with industry experts to operate practical subjects in an industry-university-linked teaching method. PBL is a teaching method in which students can learn through actively engaging in real-world and personally meaningful projects. For a long period of time, PBL methodologies have been found to be especially effective in engineering education. This case study deals with the operational results of a practice subject which has been conducted over three years from 2017 to 2019 in Korea University of Technology and Education. The course is for the 4^th grade students in the school of mechatronics engineering. The results of the surveyed learning outcomes (for example, Program Outcomes and Course Learning Outcomes) have been analyzed and reflected in the next years for the Continuous Quality Improvement. By working on practical projects linked to industry, students have been able to develop so-called 4C's capabilities which are Critical Thinking, Creativity, Communication and Collaboration.

• The Journal of Korean Association of Computer Education
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• v.6 no.3
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• pp.151-162
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• 2003

In 21 century information age, teachers have to help students' learning activities can be more self- directed learning. The web with diverse audio-visual materials and a great deal of interactions among contents shows lots of possibilities as one of the methods to provide self-directed learning environment for students. It allows learning environment for students to study more self-directed way by following individual learning styles, need, ability, etc. Although the best instructional method is personal field experience in the view of the characteristic of Practical Arts education. a web courseware can be a great substitutional method for improving learning effectiveness in relation to cost, safety, time limit for direct personal field experience. Therefore, the purpose of this study is to develop a web courseware for the unit 'Raising Animals' in Elementary school 6th grade Practical Art which is very difficult unit for teachers to provide direct experience environment for students. The researchers also applied the web courseware in 6th grade classrooms and described the results briefly. However, the researchers did not intend to conduct a full field implementation of the program to evaluate the program. That will be conducted in a following.