Eunbyul, Cho;Jiseong, Hong;Yeonkyeong, Nam;Haegue, Shin;Jae-Hyo, Kim
Korean Journal of Acupuncture
/
v.39
no.4
/
pp.184-190
/
2022
Objectives : In our previous study, we developed the prototype of a lesson plan for meridian and acupuncture clinical skills education by applying the rapid prototyping to instructional systems design. The present study aimed to develop a teaching-learning manual, including the lesson plans, practice notes, and instructions for devices. We also aimed to present a guideline on how to use the manual in class. Methods : The manual and materials for teachers and learners were developed based on the solutions and the prototype derived from our previous study. Practical classes on meridian and acupuncture points consist of four major subjects, and the lesson plan and practice note were designed according to each topic. Results : Flipped learning, George's five-step method, peer role-play, and peer-led objective structured clinical examination (OSCE) were applied as main methodologies in the meridian and acupuncture points practical class. The teaching-learning manual, including practice notes, detailed lesson plan, OSCE checklist, and instruction manual for devices, was developed to be utilized at each stage of the learning activity. Conclusions : The application of the teaching-learning manual is expected to provide effective clinical skills education, strengthen learners' communication skills, establish professional identity, assess learners' performance, and provide immediate feedback. The educational effect of the manual for the existing class should be identified, and its feasibility should be verified by implementing it on another group. This manual could be helpful in designing classes for other subjects of Korean medicine, especially for clinical skills education.
Journal of the Korean Society of Earth Science Education
/
v.15
no.3
/
pp.335-344
/
2022
This study was conducted for 4 weeks on the preparation of the science teaching/learning course plan for 109 students in 4 classes of the 2nd year intensive course at B University of Education. Pre-service elementary teachers attended a two-week field training practice after listening to a lecture on how to write a science teaching and learning course plan. Pre-service elementary teachers tried to find out about the selection of materials and the degree of connection between the course plan and the class to prepare the science teaching/learning course plan. The researcher completed the questionnaire by reviewing and deliberation on the questionnaire questions together with 4 pre-service elementary teachers. The questionnaire related to the writing of the science teaching and learning course plan consists of 8 questions. Preferred reference materials when writing the course plan, the level of interest in learning, the success or failure of the science course plan and class, the science preferred model, the evaluation method in unit time, and the science teaching and learning One's own efforts to write the course plan, the contents of this course are the science faculty. It is composed of the preparation of the learning process plan and how helpful it is to the class. The results of this study are as follows. First, it was found that elementary school pre-service elementary teachers preferred teacher guidance the most when drafting science teaching and learning curriculum plans. Second, it is recognized that the development stage is very important in the teaching and learning stage of the science department. Third, Pre-service elementary teachers believe that the science and teaching and learning process plan has a high correlation with the success of the class. Fourth, it was said that the student's level, the teacher's ability, and the appropriate lesson plan had the most influence on the class. Fifth, it was found that pre-service elementary teachers prefer the inquiry learning class model. Sixth, it was found that reports and activity papers were preferred for evaluation in 40-minute classes. Seventh, it was stated that the teaching and learning process plan is highly related to the class, so it will be studied and studied diligently. Eighth, the method of writing a science teaching and learning course plan based on the instructional design principle is interpreted as very beneficial.
Journal of The Korean Association For Science Education
/
v.38
no.2
/
pp.147-160
/
2018
The purpose of this study is to construct a Teachers' Learning Community (TLC) with three teachers from the same school and to develop a joint teaching plan for students through the TLC. The conclusions from this study are as follows: The TLC with the same grade helps teachers to implement STEAM classes, where teachers overcame difficulties of STEAM lessons and successfully implemented them. Teachers in this study expressed difficulties of STEAM lessons including lack of time, difficulties of STEAM lesson implementation, and difficulties of developing a good STEAM lesson. Teachers worked together to develop a common teaching plan, to overcome the burden of teaching, and to plan better lessons through discussions and cross-checking. In addition, teachers newly discovered difficulties of lesson implementation as they watch each other teaching using a joint lesson plan. Teachers will conduct a better lesson as they improve these difficulties, where a better lesson means having students reach learning goals and learn from the lesson. Teachers in TLC felt that their lesson improved and they themselves growing through a series of courses of watching and learning each other's lessons.
In this study, we investigated the unsuitable cases for the hierarchy of the curriculum in science 'teaching-learning lesson plan' which is on the web site of the each city's support center for teaching and learning and Seoul Science Park with a purpose of giving helpful data for science teachers at lessons. The investigation is limited to 'Three states of matter' unit for the 7th grade and the content elements used at analysis was the "state changes of matter", "molecule" and "molecular model". The case found for unsuitable case for the hierarchy of the curriculum was phase equilibrium, ice crystal theory, peculiar property of water, classification of solid, thermal energy and physical change at the "state changes of matter". While the "molecular model" showed molecular motion and density. On the other hand, no case was found at "molecule".
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 The Korean Association For Science Education
/
v.32
no.2
/
pp.346-371
/
2012
The purpose of this study is to investigate the possibilities of science ethics education with history of science (HOS) and to develop its teaching and learning model for secondary school students. A total of 72 cases about science ethics were extracted from 20 or more HOS books, journal articles, and newspaper articles. These cases were categorized into 8 areas, such as forgery, fabrication, violation of bioethics in testing, plagiarism and stealth, unfair allocation of credit, over slander, conjunction with ideologies, and social responsibility problems. The results of this study are as follows. First, research forgery, occurring in the process of the research, was the most frequent in HOS. Second, we developed eight teaching lesson plans for each area. Third, we proposed a teaching and learning model based on the developed lesson plans as well as related teaching and learning models in the fields of science ethics education, ethics education, and history education. Our model has five steps, 'investigating-suggesting casesclarifying problems-finding alternatives-summarizing'.
The purpose of this study is to analyze the science lesson plan of pre-service elementary teachers about condensation. Pre-service elementary school teachers in A national university of education was included in this study. Through the analysis of prior research and expert review, a framework for analysis of science lesson plan of pre-service elementary teachers was derived. The results of the using the analysis frame are as follows: First, the ability to apply the instructional model in the science lesson plan about condensation differences in pre-service elementary teachers need to be enhanced due to deviations, and teaching on the exact understanding of condensation-related concepts of pre-service elementary teachers is also needed. Second, there is also a deviation of pre-service elementary teachers in the beginning, development, and finishing composition of lesson course, so feedback should be supplemented. Third, in the sub-domain of lesson environment, there was a demand for specific know-how on the lesson environment. Therefore, support is needed for related PCK growth. Fourth, the sub-domain of lesson evaluation have a variety of perspectives on timing and subjects, and some missing about learning objectives in the composition of evaluation content are found to require complementary teaching. In order to improve this situation, it was found that there was a need to prepare conditions for improving science teaching professionalism of pre-service elementary teachers through in-depth discussions on the teaching methods and organization related to science education in the university of education course.
This study investigated the effects of teaching-learning lesson plan using cognitive acceleration instructional strategies applied to the unit, 'The Light and Shadow' in elementary school. Two classes of the second grade elementary students (N=63) in Chungcheongbukdo districts were assigned to control and treatment groups each, and were taught about 'The Light and Shadow' for 8 class hours. For the treatment group, teaching-learning lesson plan using cognitive acceleration instructional strategies developed by this research was applied. The traditional instruction by textbook and teacher's guides was used for the control group. All students were tested with the test for concept of the shadow and the test for academic achievement about the unit. As the result of the post-test, the scores of the treatment group were higher than those of the control group. However, it was not statistically meaningful difference. The scores of the treatment group were significantly higher than those of the control group in the delayed-post-test for concept of the shadow. No significant interaction was observed with respect to the students' gender, instruction and pre-level for the concept of the shadow. Data analysis indicated that the scores of the treatment group were significantly higher than those of the control group in the post-test and delayed- post-test for the concept of the shadow in the area of object permanence. Our research work shows the effectiveness of the teaching-learning lesson using cognitive acceleration instructional strategies for the development for concept of the shadow for elementary school students, and suggests the necessity for this kind of teaching-learning program in the fields.
The purpose of this study was to investigate the characteristics of lesson planning of pre-service elementary teachers to develop scientific communication skills for elementary school students. For this purpose, lesson plans and lesson planning journals written by the 53 pre-service teachers were collected and analyzed. The results of the research were as follows. The pre-service elementary teachers used an implicit and contextual approach to develop scientific communication skills. Teaching and learning activities for enhancing scientific communication were mainly conducted in words or in writing. There were many activities expressing elementary school students' thoughts and presenting the results of experiments in the lesson plan. There were many cases in which the pre-service teachers' lesson plans did not include the evaluation of scientific communication skills. In their lesson plans, there are a lot of mutual activities between teachers and students, team and whole students, and inter-students within teams together, and students' individual activities from requests of teachers. We found that the pre-service teachers had various difficulties when they planned the science lesson to develop scientific communication skills. The pre-service teachers were less likely to refer to specialized materials related to science education when planning their classes.
Journal of The Korean Association For Science Education
/
v.34
no.2
/
pp.187-195
/
2014
In this study, we investigated the characteristics of lesson planning of pre-service secondary science teachers and the factors which influenced in their lesson planning. Thirteen pre-service secondary science teachers at a college of education in Seoul participated in this study. Teaching-learning materials such as lesson plans and handouts, and lesson planning journals written by the pre-service teachers were collected. Semi-structured interviews were also conducted to obtain information about their lesson planning activities. The analyses of the results revealed that most of the pre-service teachers did not systematically consider the national science curriculum and focused on planning one lesson only. Instructional objectives were not only considered as minor element in lesson planning, but also limited to cognitive domain. Devising teaching-learning strategies was found to be the starting point of the lesson planning. They accommodated constructivistic teaching-learning theory presented in their method courses through reflective evaluation of the experiences of learning in their secondary schools. The experiment activities that were presented in the textbooks were used themselves when they planned experiments as student activities, but other activities were planned depending on their personal experiences. Most pre-service teachers did not plan assessment because they could not recognize it as an element of lesson planning. These results may offer some implications in educating pre-service secondary science teachers on lesson planning.
본 웹사이트에 게시된 이메일 주소가 전자우편 수집 프로그램이나
그 밖의 기술적 장치를 이용하여 무단으로 수집되는 것을 거부하며,
이를 위반시 정보통신망법에 의해 형사 처벌됨을 유념하시기 바랍니다.
[게시일 2004년 10월 1일]
이용약관
제 1 장 총칙
제 1 조 (목적)
이 이용약관은 KoreaScience 홈페이지(이하 “당 사이트”)에서 제공하는 인터넷 서비스(이하 '서비스')의 가입조건 및 이용에 관한 제반 사항과 기타 필요한 사항을 구체적으로 규정함을 목적으로 합니다.
제 2 조 (용어의 정의)
① "이용자"라 함은 당 사이트에 접속하여 이 약관에 따라 당 사이트가 제공하는 서비스를 받는 회원 및 비회원을
말합니다.
② "회원"이라 함은 서비스를 이용하기 위하여 당 사이트에 개인정보를 제공하여 아이디(ID)와 비밀번호를 부여
받은 자를 말합니다.
③ "회원 아이디(ID)"라 함은 회원의 식별 및 서비스 이용을 위하여 자신이 선정한 문자 및 숫자의 조합을
말합니다.
④ "비밀번호(패스워드)"라 함은 회원이 자신의 비밀보호를 위하여 선정한 문자 및 숫자의 조합을 말합니다.
제 3 조 (이용약관의 효력 및 변경)
① 이 약관은 당 사이트에 게시하거나 기타의 방법으로 회원에게 공지함으로써 효력이 발생합니다.
② 당 사이트는 이 약관을 개정할 경우에 적용일자 및 개정사유를 명시하여 현행 약관과 함께 당 사이트의
초기화면에 그 적용일자 7일 이전부터 적용일자 전일까지 공지합니다. 다만, 회원에게 불리하게 약관내용을
변경하는 경우에는 최소한 30일 이상의 사전 유예기간을 두고 공지합니다. 이 경우 당 사이트는 개정 전
내용과 개정 후 내용을 명확하게 비교하여 이용자가 알기 쉽도록 표시합니다.
제 4 조(약관 외 준칙)
① 이 약관은 당 사이트가 제공하는 서비스에 관한 이용안내와 함께 적용됩니다.
② 이 약관에 명시되지 아니한 사항은 관계법령의 규정이 적용됩니다.
제 2 장 이용계약의 체결
제 5 조 (이용계약의 성립 등)
① 이용계약은 이용고객이 당 사이트가 정한 약관에 「동의합니다」를 선택하고, 당 사이트가 정한
온라인신청양식을 작성하여 서비스 이용을 신청한 후, 당 사이트가 이를 승낙함으로써 성립합니다.
② 제1항의 승낙은 당 사이트가 제공하는 과학기술정보검색, 맞춤정보, 서지정보 등 다른 서비스의 이용승낙을
포함합니다.
제 6 조 (회원가입)
서비스를 이용하고자 하는 고객은 당 사이트에서 정한 회원가입양식에 개인정보를 기재하여 가입을 하여야 합니다.
제 7 조 (개인정보의 보호 및 사용)
당 사이트는 관계법령이 정하는 바에 따라 회원 등록정보를 포함한 회원의 개인정보를 보호하기 위해 노력합니다. 회원 개인정보의 보호 및 사용에 대해서는 관련법령 및 당 사이트의 개인정보 보호정책이 적용됩니다.
제 8 조 (이용 신청의 승낙과 제한)
① 당 사이트는 제6조의 규정에 의한 이용신청고객에 대하여 서비스 이용을 승낙합니다.
② 당 사이트는 아래사항에 해당하는 경우에 대해서 승낙하지 아니 합니다.
- 이용계약 신청서의 내용을 허위로 기재한 경우
- 기타 규정한 제반사항을 위반하며 신청하는 경우
제 9 조 (회원 ID 부여 및 변경 등)
① 당 사이트는 이용고객에 대하여 약관에 정하는 바에 따라 자신이 선정한 회원 ID를 부여합니다.
② 회원 ID는 원칙적으로 변경이 불가하며 부득이한 사유로 인하여 변경 하고자 하는 경우에는 해당 ID를
해지하고 재가입해야 합니다.
③ 기타 회원 개인정보 관리 및 변경 등에 관한 사항은 서비스별 안내에 정하는 바에 의합니다.
제 3 장 계약 당사자의 의무
제 10 조 (KISTI의 의무)
① 당 사이트는 이용고객이 희망한 서비스 제공 개시일에 특별한 사정이 없는 한 서비스를 이용할 수 있도록
하여야 합니다.
② 당 사이트는 개인정보 보호를 위해 보안시스템을 구축하며 개인정보 보호정책을 공시하고 준수합니다.
③ 당 사이트는 회원으로부터 제기되는 의견이나 불만이 정당하다고 객관적으로 인정될 경우에는 적절한 절차를
거쳐 즉시 처리하여야 합니다. 다만, 즉시 처리가 곤란한 경우는 회원에게 그 사유와 처리일정을 통보하여야
합니다.
제 11 조 (회원의 의무)
① 이용자는 회원가입 신청 또는 회원정보 변경 시 실명으로 모든 사항을 사실에 근거하여 작성하여야 하며,
허위 또는 타인의 정보를 등록할 경우 일체의 권리를 주장할 수 없습니다.
② 당 사이트가 관계법령 및 개인정보 보호정책에 의거하여 그 책임을 지는 경우를 제외하고 회원에게 부여된
ID의 비밀번호 관리소홀, 부정사용에 의하여 발생하는 모든 결과에 대한 책임은 회원에게 있습니다.
③ 회원은 당 사이트 및 제 3자의 지적 재산권을 침해해서는 안 됩니다.
제 4 장 서비스의 이용
제 12 조 (서비스 이용 시간)
① 서비스 이용은 당 사이트의 업무상 또는 기술상 특별한 지장이 없는 한 연중무휴, 1일 24시간 운영을
원칙으로 합니다. 단, 당 사이트는 시스템 정기점검, 증설 및 교체를 위해 당 사이트가 정한 날이나 시간에
서비스를 일시 중단할 수 있으며, 예정되어 있는 작업으로 인한 서비스 일시중단은 당 사이트 홈페이지를
통해 사전에 공지합니다.
② 당 사이트는 서비스를 특정범위로 분할하여 각 범위별로 이용가능시간을 별도로 지정할 수 있습니다. 다만
이 경우 그 내용을 공지합니다.
제 13 조 (홈페이지 저작권)
① NDSL에서 제공하는 모든 저작물의 저작권은 원저작자에게 있으며, KISTI는 복제/배포/전송권을 확보하고
있습니다.
② NDSL에서 제공하는 콘텐츠를 상업적 및 기타 영리목적으로 복제/배포/전송할 경우 사전에 KISTI의 허락을
받아야 합니다.
③ NDSL에서 제공하는 콘텐츠를 보도, 비평, 교육, 연구 등을 위하여 정당한 범위 안에서 공정한 관행에
합치되게 인용할 수 있습니다.
④ NDSL에서 제공하는 콘텐츠를 무단 복제, 전송, 배포 기타 저작권법에 위반되는 방법으로 이용할 경우
저작권법 제136조에 따라 5년 이하의 징역 또는 5천만 원 이하의 벌금에 처해질 수 있습니다.
제 14 조 (유료서비스)
① 당 사이트 및 협력기관이 정한 유료서비스(원문복사 등)는 별도로 정해진 바에 따르며, 변경사항은 시행 전에
당 사이트 홈페이지를 통하여 회원에게 공지합니다.
② 유료서비스를 이용하려는 회원은 정해진 요금체계에 따라 요금을 납부해야 합니다.
제 5 장 계약 해지 및 이용 제한
제 15 조 (계약 해지)
회원이 이용계약을 해지하고자 하는 때에는 [가입해지] 메뉴를 이용해 직접 해지해야 합니다.
제 16 조 (서비스 이용제한)
① 당 사이트는 회원이 서비스 이용내용에 있어서 본 약관 제 11조 내용을 위반하거나, 다음 각 호에 해당하는
경우 서비스 이용을 제한할 수 있습니다.
- 2년 이상 서비스를 이용한 적이 없는 경우
- 기타 정상적인 서비스 운영에 방해가 될 경우
② 상기 이용제한 규정에 따라 서비스를 이용하는 회원에게 서비스 이용에 대하여 별도 공지 없이 서비스 이용의
일시정지, 이용계약 해지 할 수 있습니다.
제 17 조 (전자우편주소 수집 금지)
회원은 전자우편주소 추출기 등을 이용하여 전자우편주소를 수집 또는 제3자에게 제공할 수 없습니다.
제 6 장 손해배상 및 기타사항
제 18 조 (손해배상)
당 사이트는 무료로 제공되는 서비스와 관련하여 회원에게 어떠한 손해가 발생하더라도 당 사이트가 고의 또는 과실로 인한 손해발생을 제외하고는 이에 대하여 책임을 부담하지 아니합니다.
제 19 조 (관할 법원)
서비스 이용으로 발생한 분쟁에 대해 소송이 제기되는 경우 민사 소송법상의 관할 법원에 제기합니다.
[부 칙]
1. (시행일) 이 약관은 2016년 9월 5일부터 적용되며, 종전 약관은 본 약관으로 대체되며, 개정된 약관의 적용일 이전 가입자도 개정된 약관의 적용을 받습니다.