• 한국조리학회지
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• 제14권4호
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• pp.14-26
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• 2008

The purpose of this study is to develop a communication model of teaching-learning at culinary practical learning class in school. Statistically, the organizational culture of culinary schools was influenced by the nature of hierarchical culture, task outcomes, and the conservative culture of organizations in companies. First, in basic skill class, teaching and learning methods are based on a teacher who leads students according to his plans and decisions. Second, in a higher skill course, teaching and learning methods are based on students who take an active part by injecting some fresh ideas into their class. Third, the model of three courses for culinary skill development has an effect on processing into a modeling-scaffolding-fading method by teaching and learning in school. It was ascertained that organizational culture directly or indirectly influenced organizational effectiveness and organizational culture in culinary schools. Moreover, it was found that organizational culture was the biggest influencing concept for communication effectiveness between teachers and students.

• 수산해양교육연구
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• 제23권3호
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• pp.445-460
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• 2011

Recently, worldwide attention has been placed on being able to develop a person with interdisciplinary abilities. Specifically, there has been an emphasis on the integration of the previous STEM education and the arts, as well as the role of IT in technology and engineering education. Therefore, for this study, our goal is to help pave the way for the increased use of the teaching-learning methods of the IT-based STEAM education in developing people with interdisciplinary abilities. Firstly, we searched through domestic and foreign papers for example related to the recent trend towards the STEAM and integrative IT education models. In this study, we also presented a realistic teaching model based on STEAM education, applied mainly in the U.S., and on the teaching-learning methods of science and technology. The method we suggested is rated by expert assessments as a highly effective teaching-learning method for science and math. The use of educational IT technology in the STEAM education method is also analyzed with positive results.

• 한국초등과학교육학회지:초등과학교육
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• 제23권4호
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• pp.305-317
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• 2004

The learning materials in elementary school science textbooks should include all kinds of materials being used by both teachers and students in the science teaching. The major purpose of this research is to analysis textbooks and teacher's guidebooks prepared for the science teaching of 3-6 grade students. To clarify this research, we listed whole of the learning materials of science teaching for each grade and counted numbers being used for whole of the lessons of science. And according to the characteristics and the methods of its preparation of materials, the types of learning materials can be divided into 10 categories such as teaching equipments for science, test materials, consumables, audio-visual aids, teaching equipments in general, collecting' recycling materials, field studies' collected data, breeding' cultivation materials, manufacture materials, and etc. At the result of this research, the 7th national science curriculum needs total 844 items of learning materials for science education. They could be separated into ten types of categories such as 159 items of teaching equipments for science, 65 items of test materials, 116 items of consumables, 198 items of audio-visual aids, 64 items teaching equipments in general, 31 items of collecting' recycling materials, 38 items of field studies (collecting) materials, 17 items of breeding-cultivation materials, 58 items of manufacturing materials, 105 items of other materials. And we found out that there were 332 items of materials for the 3rd grade, 303 items for the 4th grade, 324 items for the 5th grade, and 254 items for the 6th grade. The result of this research could be useful for classroom activities for science teaching.

• 컴퓨터교육학회논문지
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• 제9권2호
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• pp.47-55
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• 2006

효과적인 데이터베이스 수업방법을 모색하기 위하여 상황학습 이론을 교수 학습에 적용하여 효과를 분석하여 보았다. 이를 위해 관련 선행연구를 분석하고 데이터베이스 핵심 내용을 블룸의 교육목표 분류 기준에 의해 분석하였다. 그리고 데이터베이스 교육 내용을 기본 지식 단계와 기능 및 확장지식 단계로 분류하는 전략을 제시하였다. 이와 같은 연구를 바탕으로 실험, 통제 집단을 선정하였으며 데이터베이스 교수학습 효과의 기준을 지식 및 기술과 태도영역으로 설정하였다. 그리고 실제 교육과정을 구성하여 교수학습을 전개하여 다음과 같은 결과를 도출하였다. 적용결과는 상황학습을 적용하여 데이터베이스 교육을 받은 학습 집단이 DB개념, DB 조작, DB테이블 작성에 대해 높은 성취도를 나타내었으며 기능 중심의 데이터베이스 교육을 받은 학습 집단보다 긍정적 태도를 나타냈다. 또한, 향후에는 데이터베이스 및 컴퓨터과학 영역에 대하여 상황학습 이외의 다양한 교수학습 방법을 적용, 분석해야 할 것이다.

• 한국과학교육학회지
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• 제30권3호
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• pp.337-352
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• 2010

The purpose of this study was to compare the differences between science teachers' preference and their students' awareness for teaching and learning methods according to classroom circumstance, with a focus on the 'Stimulus and Reaction' subject unit in middle school. A survey was given to teachers and students that concentrated mainly on the 8 grade 'stimulus and reaction' unit, it was followed by interviews with 5 students to and in the interpretation of the findings. The questionnaire participants consisted of 192 science teachers and 331 $8^{th}$ grade students. Lecturing was the teaching method which was most favored by teachers and mainly recognized by students followed by questioning, educational software and film/video. We could see difference of recognition between teachers and students from this result in application, review and attitude area. The teaching methods applied by teachers and recognized by students depended on the instructional situation. In addition, it was revealed that teachers were applying various teaching methods to classroom situations.

• Educational Technology International
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• 제21권2호
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• pp.155-191
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• 2020

The aim of this study was to examine the trends (e.g., the distribution of the studies by year, country, research methods, and participants' education level) and fundamental findings [e.g., interaction in Virtual Reality (VR) environments, educational content through VR and Augmented Reality (AR) technologies, learning environment in AR, etc.] regarding immersive learning technologies such as VR and AR in English Language Teaching (ELT) between 2010 and 2019. Employing a systematic review research methodology, data was gathered from 59 academic articles published in the following databases: EBSCOhost, ERIC, Web of Science, and Taylor & Francis. The studies were analyzed using a content analysis approach, and findings demonstrated that immersive learning technologies in ELT came to prominence in 2017. Mixed methods research was the most widely employed research method. The most studied language skill was vocabulary for AR and speaking for VR. The results also revealed advantages and challenges with regards to the use of immersive learning technologies in ELT. Further analysis illustrated the findings related to characteristics of immersive learning technologies in ELT. Based on this review, research and design implications for researchers and practitioners are presented.

• International Journal of Computer Science & Network Security
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• 제22권9호
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• pp.1-6
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• 2022

Teaching and learning are one of the major issues during this pandemic (COVID-19). Since the pandemic started, there are many changes in teaching and learning styles as everything related to studies started online. Game-Based Learning has got remarkable importance in the educational system and pedagogy as an effective way of increasing student inspiration and engagement. In this field, most of the work has been carried out in digital games. This research uses an Animated Game-Based Learning design in enhancing student engagement and perception of learning. In teaching Computer Science (CS) concepts in higher education, to enhance the pedagogy activities in CS concepts, more specifically the concepts of "Data Structures (DS)" i.e., Array, Stack, and Queue concepts are focused. This study aims to observe the difference in students' learning with the use of different learning methods i.e., the traditional learning (TL) method and the Animated Game-Based Learning (AGBL) Method. The experimental results show that learning DS concepts has been improved by the AGBL method as compared to the TL method.

• 공학교육연구
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• 제22권6호
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• pp.21-27
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• 2019

In the last few years, interest in computer science education has increased significantly. The curriculum is being revised to introduce computer science. Although interest has focused on coding as the main subject, in fact the computer science includes much more than coding. It engages people in being creative with technology as well as understanding the fundamental principles of computer science. Therefore, it is important to consider the curriculum to provide a foundation by teaching and learning computer science. The curriculum is required the development of courses to teach computer science for non-majors in general education. To think like a computer scientist on the knowledge of computer science is computational thinking. In order to maximize the effectiveness of teaching and learning for computational thinking, various teaching methods and supplementary learning materials, and activities should be developed and provided.

• 한국보육학회지
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• 제18권4호
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• pp.65-89
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• 2018

본 연구의 목적은 연령별 누리과정 교사용지도서의 과학교육관련 활동에서 제시하고 있는 과학개념 및 교수학습방법을 분석하는 것이다. 연구자료는 교사용지도서의 과학교육관련 활동 772개이며, 과학개념은 물리과학(힘과 운동, 물리적구조, 전기와 자기, 빛과 그림자, 소리의 성질), 화학(물질의 특성, 물질의 반응), 생명과학(조직적 구조, 성장과 변화, 유전과 진화, 동식물과 인간의 관계), 지구과학(지구시스템의 상호작용, 지구시스템의 구조, 우주), 공학(설계된 세상, 공학 설계, 공학 및 기술과 사회), 생태학(환경보존) 영역에서 제시하는 개념을 토대로 분석하였다. 교수학습방법은 대소집단활동 유형, 자유선택활동 유형별로 분석하였다. 과학개념은 3-5세 공통으로 공학, 화학, 생명과학 영역이 주로 제시되고 있었으며, 물리과학은 전 연령에서 낮은 분포로 제시되고 있었다. 과학개념은 주로 '동식물과 자연', '생활도구', '환경과 생활', '봄 여름 가을 겨울'의 생활주제에서 많이 나타났다. 교수학습방법은 3세, 4세는 자유선택활동(과학영역, 실외자유선택활동, 미술영역, 수조작영역 중심), 5세는 대소집단활동(요리, 이야기나누기, 음악활동)이 많이 사용되는 것으로 나타났다.

• 대한지구과학교육학회지
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• 제6권1호
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• pp.69-77
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• 2013

The study aims to figure out pre-service elementary teachers' knowledge understanding on 'stratum and rock' as well as teaching-learning types on the same topic. A total of 65 seniors in an advanced science education course at B University of Education joined the research to fulfill the purpose above. With PCK classification framework, the study examined pre-service teachers' knowledge understanding on 'stratum and rock' while it analyzed how the teachers would teach the given topic to students. The results of the study are presented as follows. First, it was observed that the pre-service elementary teachers have a great understanding on 'stratum and rock' that would be taught via a science textbook for elementary fourth graders. However, regarding terms in 'shale and limestone', they appeared to have a relatively short understanding. Second, PCK elements of the pre-service teachers related to 'stratum and rock' were analyzed and according to the results, the teachers would be interested in teaching model selecting in the teaching-learning strategy field while they would be well aware of how important it is for them to perform an experiment in a teaching process. The teachers also appeared to understand that the teacher question can be mutual complementary during class. However, it turned out that the teachers would have a very much low understanding on learners' prior knowledge as they particularly believe that learning could be significantly affected by the learners' perception level as well as their learning interest and motive. Third, the pre-service elementary teachers were told to design teaching plans on 'stratum and rock' so that the study could find out what learning-teaching methods the teachers would adopt to teach the topic. It was learned that the teachers would proceed with the class basically by giving the learners a descriptive explanation on the topic and also by using pictures and drawings to enhance the learners' understanding during the class.