• Korean Journal of Childcare and Education
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• v.12 no.4
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• pp.131-149
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• 2016

Teacher's practical knowledge is potentially relevant to the teaching practice in his/her classroom. The research explored early childhood teachers' practical knowledge of 'curriculum' via conceptual metaphors. The participants (N=348) completed a prompt, "Curriculum is like A because B" and then the metaphors were analyzed according to the procedure proposed by Moser (2000). The analysis found that 8 themes (i.e. 'educational basis', 'learning opportunity', 'educational material', 'difficulty', 'change', 'pre-determination', 'discordance', and 'reconstruction') were the underlying conceptions signified in those metaphors. The implications regarding early childhood teachers' practical knowledge were discussed on the perspective of post-modern curriculum. Moreover, it recommended the practical knowledge based approach for early childhood teacher education, and transformation of current policy for program evaluation relevant to curriculum conceptualization.

• Educational Technology International
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• v.23 no.1
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• pp.97-127
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• 2022

With the recent advancement of technology, there has been an increase in professional development activities, including teachers using blogs to share practical knowledge and reflect on teaching and learning. This study was conducted to identify the contents of practical knowledge shared through the K-12 teachers' blogs. To achieve the research objective, 70,571 blog posts were collected from 329 blogs of K-12 teachers in Korean and analyzed using text mining techniques. The results of the study are as follows. First, practical knowledge sharing activities using teacher blogs have increased. Teachers posted a lot of blogs during the semester. Second, primary school teachers share various curriculum activities, reflections on project classes, class management, opinions related to education, and personal. Third, secondary school teachers share summaries and reviews of curriculum, materials related to college entrance exams, various instructional materials, opinions related to education, and personal experiences on their blogs. This study suggested that blogs are widely used as a venue for sharing practical knowledge of teachers, and that blogs can be a useful way to develop professionalism.

• English Language & Literature Teaching
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• v.17 no.2
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• pp.161-180
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• 2011

This study aims to illustrate the value of teaching English drama in the course of teaching primary English and suggests a model for primary English drama in an English camp for Children. Drama is the world of assumption where language is used just like in real life. It has a positive effect on foreign language learning by encouraging the operation of certain psychological factors which facilitate oral communication. Dramatic techniques such as storytelling, role play, chant, song and games can be used in the EFL classroom to help bring about such results. Meanwhile, making a primary English drama in an English camp for Children would be practical mode to attain the essential purpose of EFL teaching particularly to get over the drawbacks of Korean students' communicative competence under the school's inflexible EFL education curriculum. In this paper, I will present the effectiveness of English drama and the skills for using it with ESL students and suggest some notes that can be used to reinforce the goals set out from the position of the teacher, student and teaching material. It is confirmed that the trained leader, students' affirmative attitude and systematic teaching materials are needed to maximize the effects of drama activities. In addition to that, there will be showed a model of instruction targeted to the primary students learning English in an English camp for Children.

• The Journal of Korean Institute for Practical Engineering Education
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• v.2 no.1
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• pp.77-83
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• 2010

Effectiveness of the e-learning hands-on practice in the engineering education depends on the quality of the contents of which simulation is a part and the teaching strategy of the instructor. Instructors who develop and use the simulation-included e-learning content should employ various teaching and learning activities which would make online simulation practice effective. Thus, the strategy for the effective e-learning simulated practice in engineering courses should be known and used effectively. The aim of this paper is to classify the development methods of the simulations and the teaching and learning activities of the development types classified. The comparison of the teaching and learning activities leads to suggestion on teaching and learning strategy for effective use of the online simulation in engineering education.

• Journal of the Korean Society of Earth Science Education
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• v.3 no.2
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• pp.132-140
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• 2010

The purpose of this research is to explore the effects of the POE(Prediction-Observation-Explanation) teaching-learning model on the academic achievement and the capability of scientific inquiry of elementary school students. POE teaching-learning model is a three stage process modeling scientific inquiry : Prediction, Observation, and Explanation. This research is to see the effectiveness of the POE method in earth science class by applying this simple practical strategy out of various methods in science teaching with the purpose of improving the capability of scientific inquiry and the academic achievement of learners. The findings of the study are as follows: First, the POE strategy in science teaching-learning was found effective for the improvement of learners' scientific inquiry capability. Second, the POE strategy in science teaching-learning is effective for the improvement of learners' academic achievement in science. The findings mentioned above suggest that using the POE strategy in science class of elementary science education has significant effects on improvement of scientific academic achievement and scientific inquiry capability of learners compared with the general science teaching-learning strategy. It also shows to be highly recommendable for use in science class.

• Journal of Fisheries and Marine Sciences Education
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• v.24 no.4
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• pp.543-558
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• 2012

This is a qualitative study of pre-service teachers' experiences in a teaching practicum course which attempted to identify the characteristics of the course that has been recently revised as professional education course. Data were collected from college students who took the professional education courses including the teaching practicum course by using both a survey on the opinions and suggestions of the students on the teaching practicum and a in-depth interview with 12 students of them. The results are as follows. First, pre-service teachers' perception of a teaching practicum course was divided into two sides : functional side and sociocultural side. The formal is that the professional education courses significantly handed to discipline practical jobs related to educational administration. The latter is that the professional education courses significantly handed to deal for teachers like pay step, extra pay, vacation, and leave of absence. Second, the pre-service teachers had suggestions that were divided into the 'curriculum content' and the 'instructional method'. For instance, regarding the 'curriculum content' they suggested such things needed as 'lessening and differentiation of content, sensitive about the scene, and lesson hands-on', and as for the 'instructional method' they suggested such things needed as actively 'doing, participating, assessing, coursework participating'. Based on these results, I have comprehended the pre-service teachers' positive response. Untill now, we have perceived that the professional education courses is excessively theory-oriented one. But a teaching practicum course is different. Meanwhile, It is not identify what the teaching practicum course as teaching refinement education course is. Due to this cause, I have comprehended that 'curriculum content' and the 'instructional method' is plunged in confusion. As pointed out this, I did concrete proposals in response to such a confusion. This proposals have helped decided on a direction of a teaching practicum course.

• Journal of Fashion Business
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• v.23 no.5
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• pp.124-136
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• 2019

Capstone design is a creative and comprehensive educational program requiring practical adaptation skills for the industry. The purpose of this study was to analyze the results of design development, lectures and curriculum satisfaction for textile fashion products based on four years of capstone design curriculum from 2015 to 2018. The curriculum consists of 26 groups of 72 students and a total of 26 final results were obtained via industry-university cooperation. The materials for product design development included differentiated clothing, leisure goods, bags, dog goods, smart goods, interior goods and recycled products based on textiles. The degree of satisfaction with lectures involving the capstone design class was very high, with 4.2 out of 5.0 when the number of students was less than 10. However, when the number of students was 20 or higher and the number of students was large, the level of satisfaction was below 3.88. Therefore, the capstone design class comprising less than 10 students was better at individual teaching and teamwork. In terms of satisfaction with capstone design curriculum, the respondents indicated that the teaching method addressing the needs of industry and academia facilitated practical learning. It was very helpful in improving competency related to the design and development majors and future employment. The capstone design curriculum was effective in the training for practical design development and planning.

• Fourth Industrial Review
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• v.4 no.1
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• pp.11-18
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• 2024

Purpose: The purpose of this study is to develop a geography class teaching and learning guide that enables learners to realistically explore the characteristics of the world's climate and geographical environment using digital tools. Research design, data and methodology: We review previous research on classes using goal-based scenario learning models, gamification, and digital tools, and explore tools that can be applied to world geography classes. Based on the exploration results, a goal-based scenario learning module is designed and a strategy for promoting educational gamification is established based on the ADDIE instructional design model. Results: The study comprises four sessions. Sessions 1-3 involve performance evaluations using a goal-based scenario learning module. Learners create game characters reflecting geographical characteristics, present results, and proceed with 3D modeling. In Session 4, a gamification class using Google Sites on the CoSpaces metaverse platform will be conducted. Conclusions: The study introduces a goal-based scenario learning model and a gamification class using digital tools to empower learners in exploring geographical diversity and its impact on lifestyles. Utilizing an accessible online platform, the study provides practical measures for integrating digital tools into geography education, addressing the current importance of digital technology in teaching.

• The Journal of Information Technology and Database
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• v.4 no.1
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• pp.65-77
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• 1997

This paper describes and effective teaching approach to an undergraduate database course. This research draws on practical experience based on the hands-on practice approach which leads students to develop a database application utilizing various tools. Students not only learn concepts, methodologies and tools of database technology in class and through online multimedia learning aids, but also practice how to integrate them through collaborative team projects. The course employs collaborative learning approach and multimedia and internet technologies. Students are encouraged to work collaboratively on assignments and projects and to learn independently through online multimedia learning aids.

• Journal of Korean Home Economics Education Association
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• v.24 no.2
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• pp.1-15
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• 2012

This study investigated the causes of the dislikes of Practical Arts education of elementary school students. This study was to provide the foundation for the proposition of alternative plans to make more students participate pleasantly and actively in Practical Arts classes. Data were collected via an open-ended survey from 273 elementary school students and through telephone interviews with five elementary school teachers. The data were analyzed inductively by NVivo. After the analysis of the student data, the analysis of the teacher data was conducted according to the variables from the student data. The results of this research were as follows: First, with regard to the causes of the students' dislikes of Practical Arts classes, extrinsic factors such as instruction management, instruction content, teaching facilities and equipment, and teacher characteristics were elicited. Intrinsic factors included complaints about failing to meet students' expectation from Practical Arts, negative perception of Practical Arts, the interest, competency, and fear of the students. Secondly, the students who learned Practical Arts from the Practical Arts specialty teachers gave more answers on instruction management, instruction content, and teacher characteristics than the students who learned Practical Arts from their homeroom teachers did. The students who learned Practical Arts from their homeroom teachers answered that they disliked Practical Arts because of lack of lab facilities and practice than their counterparts did. The analyses of teacher data provided the reasons and contexts of the dislikes of the students such as teaching facilities and equipment, and the anxiety of the students.