• 제목/요약/키워드: students' learning difficulties

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교양수학 교과목에 대한 효율적 교수-학습지도 방안

  • Pyo, Yong-Soo;Cho, Sung-Jin;Jeong, Jin-Mun;Park, Jin-Han
    • East Asian mathematical journal
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    • 제26권2호
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    • pp.319-336
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    • 2010
  • There are serious difficulties with management of general mathematics education courses because of enormous gap between freshman's ability of mathematics and lack of problem solving ability. In this paper, we try to find methods so we can reduce the difficulties. By utilizing students survey, management of Mathematics Cafe and setting example classes for Calculus and Linear Algebra we suggest effective management strategies and teaching-learning methods.

Exploring the Experience of Engineering College Professors in Teaching Online Course Due to COVID-19 (코로나19로 인한 공과대학 교수자의 온라인 수업 경험 탐색)

  • Jung, Jaewon;Hur, Jungeun;Park, Hyowon
    • Journal of Engineering Education Research
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    • 제23권6호
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    • pp.60-67
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    • 2020
  • This study was conducted to understand the experiences of engineering college professors teaching classes online due to COVID-19. Instructional strategies were proposed based on these results. This study qualitatively analyzed interviews of four engineering college professors who switched from teaching classes offline to teaching them online in the first semester of 2020. The results showed that the professors had difficulties in creating video content, interacting with students, and conducting online assessments. The results also showed that the professors had difficulties in switching to online teaching. This study was significant in that it produced empirical data about online teaching based on the experiences of engineering college professors teaching classes online.

A Study on the Development of Computer Assisted Instruction for Definite Integral (정적분 단원에 관한 CAI프로그램 개발 연구)

  • 우제환
    • Journal of the Korean School Mathematics Society
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    • 제1권1호
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    • pp.97-109
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    • 1998
  • The activities of teaching and learning are to try to reach the lesson object most closely in many ways. Considering that the lesson objects are to get the principle or law of a concept, to acquire the mathematical function, to master it through repeated exercises and to solve mathematical problems, we need many ways to reach such objects. Among the many ways, we can first think of one: the students will learn with curiosity and according to their own ability or advancing level in learning when teachers study and prepare necessary contents enough in advance by using computers, showing the right program to learners' needs. For example, defining definite integral by measuration by parts will help understand measuration by parts well and know the meaning of definite integral correctly, In teaching and learning by the use of this program, the educational effects are expected as follows. 1. It is thought that this program will stimulate the desire for and interest in learning because it used animation and acoustic effect. And voluntary and positive thinking activity will be shown. 2. It is expected that the conviction of formulas will be got and the concept of definite integral will be remembered firmly by showing how to measure the width of circle with the use of measuration by parts in various other ways instead of the ways used at present. 3. It is expected that students will feel the pleasure of mathematics in life when they recognize mathematical facts scattered really in our life rather than mathematical difficulties. 4. It is expected that the repeated review of programs already designed will remove the fear of incomplete parts and help review again. 5. It is certain that positive attitude in life will be formed as teacher-centered class is changed into learner-centered class and unwilling study is changed into self-oriented study. However, I think this program is insufficient for humanbeing-centered education given directly in contact with students on the ground of the variety in mathematical education and applications in many ways. And mechanically inhuman computers leave some solutions to be desired

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Beginning Earth Science Teachers' Perceptions about Learning in Geologic Field Trip (야외 지질 학습에 대한 초임 지구과학 교사의 인식)

  • Kwon, Hong-Jin;Kim, Chan-Jong
    • Journal of the Korean earth science society
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    • 제28권1호
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    • pp.14-23
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    • 2007
  • The purpose of this study was to investigate beginning earth science teachers' perceptions about Learning in Geologic Field Trip. The hundred and sixteen high school earth science teachers who were in the training for their promotion answered the questionnaire of Learning in Geologic Field Trip. It was divided into five parts: needs and educational values, teachers' experiences and their difficulties, and desirable teaching methods of Learning in Geologic Field Trip. Results indicated that the participants perceived Learning in Geologic Field Trip important in earth science education and responded positively to the educational values of Learning in Geologic Field Trip. Most of the beginning teachers had experience of geologic field trip, but did not learn how to teach it to their students during the geologic field trip in the pre-service training program. It was shown that only a few teachers had experience of geologic field trip and of teaching students in the outdoor of geologic fields after they became a classroom teacher. Most of the participants perceived that teaching students about the geologic field trip is difficult because of lack of their experience. In order to overcome the difficulty, teachers suggested that they need to learn how to teach the geologic field trip to students through their in-service training. leachers suggested that a desirable teaching method of the geologic field trip is to provide teachers with a teacher's manual including geological explanation and information about field trip sites before their visit so that they can scaffold it and facilitate the students' cooperative group activity during the field trip. As a follow up activity, the participants agreed that the presentation and discussion about the results should concur.

Case Study of Individualized Teaching for an ADHD Student's Learning of Fraction (ADHD 학생의 분수학습을 위한 개별지도 사례연구)

  • Cheon, Jin-Seung;Chang, Hye-Won
    • Journal of Elementary Mathematics Education in Korea
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    • 제14권3호
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    • pp.807-825
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    • 2010
  • Educational interest has been paid to ADHD students. Because of being easily distracted, lacking concentration, and committing hyperactive acts, they lag much behind other students in academic grades and their teachers have many difficulties in teaching them. This study aims to provide a case of enhancing an ADHD student's fraction-related achievement. To do this, we investigated his mathematical abilities in a preliminary study, devised an individualized teaching for the fractions unit, and applied them to him. And analyzing the results from observations and interviews of the student we can induce the following results: First, the ADHD student showed such types of errors in relation to fraction as lack of the concept of dividing into equal parts, lack of the concept of numerator and denominator, and errors in adding or subtracting fractions anc mixed fractions whose denominators were the same. And secondly, the fraction-related achievements of the ADHD student have improved thanks to the systematic teaching plan based on the accurate understanding of his academic gap relative to other students, his learning attitude, and his time difference. In addition, this study suggests several implications for ADHD students' learning of fractions.

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A Developing a Teaching-Learning Model of Software Education for Non-major Undergraduate Students (비전공 학부생 대상의 SW 교육을 위한 교수-학습 모델 개발)

  • Sohn, Won-sung
    • Journal of Practical Engineering Education
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    • 제9권2호
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    • pp.107-117
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    • 2017
  • here are many cases that take a software education as a required course for non-major students in university curriculums. However, non-major students are experiencing various difficulties in the process of learning programming languages, and there is also the opposite opinion in terms of their effectiveness. In this study, we developed a design based software education model (DBSEM) and curriculum to solve these problems and applied it to undergraduate non-undergraduate students for the last 8 years. In the proposed method, we provide a specialized educational tool such as 'block-based programming tool', but developed 'core module' and 'concept learning module' for computational thinking and applied 'prototype design module' and coding strategy based on it. As a result, non-major undergraduates could easily learn block-based scripting tools and acquire core concepts of computational thinking.

Study of the Application of Economics Class Using PBL Mongolian University (몽골 대학에서 PBL을 이용한 경제학 수업의 실제적 적용에 관한 연구)

  • Bayarmaa, Natsagdorj;Lee, Keunsoo
    • Journal of the Korea Academia-Industrial cooperation Society
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    • 제19권11호
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    • pp.738-743
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    • 2018
  • This paper applied to the economics subject using PBL(Problem-Based Learning) for improving students many skills in Mongolian University that 21st century demands. For the first time at Mongolian University, the PBL problem was developed for the use of PBL and applied to the class and confirmed its effectiveness. The study subjects were 60 freshman students in D university who took 'Economics'. We applied 5 problems for 16 weeks. Students wrote and submitted a reflective journal when they finished the every activity. In addition, they completed a class evaluation form after the PBL program ended. The study showed that they experienced various effects such as understanding of learning contents, understanding of cooperative learning, practical experience, creative problem solving ability, presentation skill, communication ability, self- directed learning ability, self - confidence. In the PBL learning activities, the learning environment was not well prepared yet, so some difficulties were encountered. Mongolian students perceived it as a new and effective way to develop their expertise as a future leader in the 21st century. The main goal of Mongolian university is to produce leaders with professional talent with creative problem solving ability and active learning direction.

Cyber Learning Program of a University Library's Information Literacy Education: Its Development and Course Management (도서관 정보이용교육: Cyber 강좌 개발과 실제 운영)

  • Lee, Choon-Shil
    • Journal of the Korean BIBLIA Society for library and Information Science
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    • 제16권1호
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    • pp.5-26
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    • 2005
  • Sookmyung Women's University Library developed a Cyber Learning Program for Information Literacy Education in the Fall semester of 2004. The program was enforced as a pass/fail prerequisite of the "Reading & Writing", a compulsory course for the first-year students. The paper describes why and how the university reached to the decision to initiate such a program. It identifies the factors which contributed to the early success of the program by analyzing the contents development process and the actual course management process. Suggestions for further developments is made by analyzing the technical and procedural difficulties faced using the Learning Management System(LMS).

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Analysis of the Library Service Satisfaction of College Students with Disabilities in Korea (장애 대학생의 도서관 서비스 만족도 분석)

  • Yoon, Hee-Yoon
    • Journal of the Korean Society for Library and Information Science
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    • 제47권2호
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    • pp.5-24
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    • 2013
  • Many students with disabilities at the university face difficulties in educational inequity, cultural isolation, information illiteracy, and discrimination in the broad range of campus activities. The biggest barrier is the lack or difficulty of access to knowledge and information needed for learning. Libraries, therefore, must not discriminate against students with disabilities and should ensure equal access to and use of information resources and services. This paper analyzed the satisfaction and requirements on facility and space services, direct and indirect services, total library service of students with disabilities based on the results of the survey and interview. This paper suggested ways to improve service satisfaction of students with disabilities in a university library.

Conceptual Change via Instruction based on PhET Simulation Visualizing Flow of Electric Charge for Science Gifted Students in Elementary School (전하이동을 시각화한 PhET 기반 수업을 통한 초등과학영재의 전류개념변화)

  • Lee, Jiwon;Shin, Eun-Jin;Kim, Jung Bog
    • Journal of Korean Elementary Science Education
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    • 제34권4호
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    • pp.357-371
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    • 2015
  • Even after learning electric current, elementary school students have various non-scientific conceptions and difficulties. Because flow of charge is not visible. Also elementary school students do not learn theory but phenomena, so they cannot transfer theoretical perspective to new situation. In this research, we have designed instruction based on PhET simulation visualizing flow of electric charge and applied it to 37 science-gifted students in elementary school for measuring conceptual understanding. As a result, six out of the seven Hake gains of question set are high gain and just one is middle gain because the students have understood the flow pattern of the charge through circuit elements such as light bulbs, wire, as well as battery with PhET simulation and it gives a chance to create various questions spontaneously about electric current. Also they become able to do spontaneous mental simulation without PhET simulation about flow of charges. This research, suggest that developed materials using PhET simulation could be used as not only program for gifted students in elementary school, but also the electrical circuit section in an elementary science curriculum.