The purpose of the present study is to explore an effective way of teaching English vocabulary which is geared toward improving students' English communicative competence. This study focuses on English verbs, which may be followed by patterns according to subcategorization. Learning verbs must include learning about patterns as well as meaning in order to improve the ability to use verbs receptively and productively, or communicative competence. On the basis of the language progression proposed by Willis (2003), a teaching strategy which helps learners learn English verb patterns effectively and systematically was proposed. The effect of the teaching strategy was investigated. The subjects of the experimental group who learned English verb patterns intentionally through the teaching strategy proposed by this study significantly improved themselves in the ability to use them receptively and productively. This result shows that the teaching strategy including improvisation, recognition, rehearsal, system building, exploration and consolidation is helpful to improving communicative competence.
The purpose of this research was to investigate the effect of physics learning through the teaching-learning strategy of phased context in introductory physics classes. The participants in the study included 35 university freshmen. The teaching-learning strategy of phased context were developed by idealizing, extending and comparing contexts which were then applied in introductory physics classes : six hour classes about straight line motion, two-dimensional motion and Newton's laws of motion. The effects of the physics learning were then analyzed by the FCI (Force Concept Inventory) and MPEX (Maryland Survey on Physics Expectation) questionnaires. The results showed that the teaching-learning strategy of phased context helped change the force concept and did not change the belief about physics learning. Finally, based on the results of the study, we discuss possible educational implications for phased context in introductory physics classes.
The purpose of this study is to explore teaching and learning strategies through analyzing cases of foreign engineering education. With the analysis criteria composed of engineering education model, teaching and learning method, evaluation strategy, and technology supporting strategy, 10 foreign colleges of engineering in 5 countries were examined and analyzed. Teaching and learning strategies deduced from analysis state as follows. First of all, it need to develop engineering education models that reform should be made in systematic approach to teaching and learning, workplaces and laboratories, evaluation, technology support, etc. Secondly, the strategy for teaching and learning recommends supporting student directed learning, active learning participation, and collaboration learning by inductive learning strategies such as problem based learning, inquiry learning, project based learning, studio based learning, and blended learning. Thirdly, the evaluation strategy suggests that evaluation should be made to reflect students' learning and facilitate continuous learning based current learning results while it is necessary to build up a whole evaluation system. Finally, it is the educational technology approach for systematic engineering education that is required considering that many foreign colleges of engineering have reformed engineering education through technology supporting systems and are maximizing research and education in connection with other universities. This study is expected to contribute as preliminary data in developing further teaching and learning models and strategies for nurturing engineering students.
Journal of Korean Home Economics Education Association
/
v.30
no.3
/
pp.91-109
/
2018
This research aimed to develop teaching-learning plans applying character education components and STAD cooperative learning strategy focusing on the 'Housing and residential environment' unit in accordance with the 2009 revised Technology·Home Economics curriculum. In order to achieve the purpose of the research, this study was conducted in order of analysis, design, development, and evaluation. The results of this study is as follows. First, at the analysis stage, relevant literature, Technology·Home economics curriculum, and the contents of "housing and residential environment" unit from 12 textbooks published by 12 publishers were analyzed. Second, at the design stage, teaching-learning plans, teaching materials, and learning activity sheets applying character education components and STAD cooperative learning strategy were designed to increase the interest degree of the learner and character of middle school students. Third, at the development stage, a total of 8 classes of teaching-learning plan was developed. In the evaluation stage, the primary and secondary validity evaluation procedures were done by Home Economics education professors and Home Economics teachers. Teaching-learning plans and learning activity sheets were revised and complemented based on the feedback from the first validity evaluation. As a result of secondary validity evaluation, it can be seen that the teaching-learning plans and learning activity sheets developed in this research are reasonable and suitable for improving character of middle school students. It is expected that these teaching materials applying STAD and character education components will be utilized as a helpful source for curriculum developers and in-service teachers.
The purpose of this study was to design the new teaching strategy based on the particulate model facilitating the reflective thinking (RE-PM) in the learning of the particulate nature of matter, and to investigate the effect of the new teaching strategy in compare with the traditional teaching strategy (TS-PM) after treating with new teaching strategy on preliminary teachers of elementary school. The problems of traditional teaching strategy are as follows: 1) Most of students didn't think the particulate model connected with practical material. 2) Most of students have a tendency of the rote memory on learning of the traditional particulate model. 3) The ratio of changing the view of continuous matter into the view of particulate nature of matter was very low, after learning the particulate model using of the traditional teaching strategy. The new teaching strategy facilitating the reflective thinking was more effective on the understanding of particulate nature of matter and the driving of motivation than the traditional teaching strategy in the learning of the particulate nature of matter.
We developed animation-based environmental teaching program using empathic learning strategy in order to motivate elementary school students' willingness to practice environmental-friendly behavior and applied it to elementary school students. The subjects were 56 fourth graders, who were divided into the experimental and controlled groups. Experimental group was taught with animation programs using the empathic learning strategy and controlled group took typical classes. There was significant difference between experimental and controlled groups(p<.05) in terms of environmental practice willingness. When examining students' environmental-friendly recognition, this study showed positive result that they were more interested and motivated in the learning process. Thus, it concluded that the environmental animation program using empathic learning strategy was an effective teaching method. It showed that it was more effective to improve environmental knowledge and motivates students to actively participate in instructions and to concentrate on educating materials.
The purpose of this study was to identify learners' perception of teaching activities in online classes that were forcibly switched due to COVID-19, and to compare and analyze differences in importance and performance of online teaching activities according to the level of self-directed learning in university students. To address these goals, 31 university students who took courses operated as online classes at university participated in this study, and the collected data were analyzed according to IPA procedures and methods. As a result, for online teaching activities, class attendance check and encouragement, clarity of class objectives, the ability to deliver the content of learning, and the ability of the instructor to deliver lectures were identified as factors to be constantly emphasized. Depending on the level of self-directed learning, there were significant differences between importance and performance in high level learners' interaction strategy with instructor, interaction strategy with learner, and timely provision of instructor's feedback. On the other hand, there was no significant difference between the importance and performance of online teaching activities for learners with a low level of self-directed learning. Based on these research results, several implications for the design of effective online teaching activities in future university education were proposed.
The purpose of this study is to further develop the strategies using EBS clipbank service and investigate the their effects of the science academic emotion on the student's attitude toward science. Clipbank is service for educational purpose. EBS provides clipbank that holds about 210,000 video clips made from EBS programs. Two class of 6th grade were selected and instructed. Implementing and using the teaching strategies, a test was administered to examine the science academic emotion of the students effects using clipbank teaching. It had two rounds for inspection about operation of the strategies with curriculum. In the second research, by re-supplying a more sophisticated program strategy from first in putting feedback. The result of analyzing the test was as follows. First, elementary teachers can be used in class to take advantage of a variety of educational materials clipbank contents. Result of teachers survey, clipbank teaching was effective and teachers who using clipbank service will be the continue utilize clipbank. Second, the strategy for using clipbank teaching was effective on student's science academic emotion. And strategy was effective significantly different depending on gender. In conclusion, the strategy for using clipbank teaching, made students feel that learning science was interesting. A lot of reseaches give that science can provide the ideas as a metheod to educational web-sites, educational web-sites can provide creative ideas to science learning strategy, but it is still lacking that research can be applied to education specifically on how to. This study will help elementary teachers adjust teaching to help students learn science with positive emotions.
Journal of The Korean Association For Science Education
/
v.15
no.2
/
pp.223-232
/
1995
The purpose of this study is to investigate the effect of concept mapping strategies on the learner's achievement and their attitude change in science learning. The subject was 159 male students in a middle school in Seoul. Three experimental groups were instructed with different kinds of teaching methods about the unit of photosynthesis and digestive organs. Group I was instructed with traditional teaching method, GroupII was instructed with guided concept mapping strategy, GroupIII was instructed with student-centered concept mapping strategy. The major findings of this study are as follows. 1. Student-centered concept mapping strategy was observed effective at 0.05 significance level in achievement and retention. 2. Only student-centered concept mapping strategy changed students' attitude toward science learning positively. 3. It was observed that there was very significant correlation between the learning ability and science achievement (p<0.01). 4. Student-centered concept mapping strategy was found effective in upper learning-ability group, and guided concept mapping strategy in middle learning-ability group(p < 0.05). 5. Student-centered concept mapping strategy was effective to the groups of upper and middle learning-ability in changing students' attitude toward science learning(p < 0.05).
In this study, we tried to devise a method to activate meta-affect in the aspect of supporting mathematics teaching and learning according to the need to find specific strategies and teaching and learning methods to activate learners' meta-affect in mathematics subjects, which are highly influenced by psychological factors. To this end, the definitional and conceptual elements of meta-affect which are the basis of this study, were identified from previous studies. Reflecting these factors, a teaching and learning model that activates meta-affect was devised, and a meta-affect activation strategy applied in the model was constructed. The mathematics teaching and learning model that activates meta-affect developed in this study was refined by verifying its suitability and convenience in the field through expert advice and application of actual mathematics classes. The developed model is meaningful in that it proposed a variety of practical teaching and learning methods that activate the meta-affect of learners in a mathematical learning situation.
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.