• International Journal of Computer Science & Network Security
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• v.21 no.4
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• pp.241-248
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• 2021

The article reviews the social media as an Internet phenomenon, determines their place and level of popularity in the society, as a result of which the social networks are a resource with perspective pedagogical potential. The analysis of social media from the point of view of studying a foreign language and the possibility of their usage as a learning medium has been carried out. The most widespread and popular platforms have been considered and, based on their capabilities in teaching all types of speech activities, the "Instagram", "Twitter", and "Facebook" Internet resources have been selected as the subject of the research. The system of tasks of teaching all types of speech activities and showing the advantages of the "Instagram", "Twitter", and "Facebook" platforms has been proposed and briefly reviewed.

• Journal of Korean Home Economics Education Association
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• v.33 no.4
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• pp.119-137
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• 2021

This study aimed to develop a teaching-learning process plan for the 'adolescent nutrition and dietary behavior' unit of middle school technology and home economics through blended learning teaching method. "Analysis-Design-Development-Evaluation and Revision" model developed by Korea Institute of Curriculum and Evaluation(KICE) was applied to developing the teaching-learning process plan. The authors analyzed subject contents suitable for blended learning, and then designed a teaching-learning process plan by selecting the topics, developing the teaching strategies, and deciding on the media and evaluation tools for each class. Based on the plan for each week, the final version of the teaching-learning process plan, handouts for activities, and evaluation tools were developed. The teaching-learning process plan was revised and supplemented based on the expert verification results. The developed teaching-learning process plan which applied blended learning method was considered suitable for the current curriculum, and the group presentation activities implimented in the online classes were found to encourage learners' participation and interest. Also, the developed teaching-learning process plan could be used in the online only environment without any issues depending on the intention of the classes, by the appropriate use of distance learning tools such as Paddles or Thinkerbells. The developed teaching-learning course plan is expected to be effectively used in either online or blended learning environment, as a means of helping adolescent students improve their dietary life.

• Journal of Elementary Mathematics Education in Korea
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• v.21 no.1
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• pp.215-241
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• 2017

This study analyzed teachers' Pedagogical Content Knowledge (PCK) regarding the pedagogical aspect of the instruction of ratio and rate in order to look into teachers' problems during the process of teaching ratio and rate. This study aims to clarify problems in teachers' PCK and promote the consideration of the materialization of an effective and practical class in teaching ratio and rate by identifying the improvements based on problems indicated in PCK. We subdivided teachers' PCK into four areas: mathematical content knowledge, teaching method and evaluation knowledge, understanding knowledge about students' learning, and class situation knowledge. The conclusion of this study based on analysis of the results is as follows. First, in the 'mathematical content knowledge' aspect of PCK, teachers need to understand the concept of ratio from the perspective of multiplicative comparison of two quantities, and the concept of rate based on understanding of two quantities that are related proportionally. Also, teachers need to introduce ratio and rate by providing students with real-life context, differentiate ratios from fractions, and teach the usefulness of percentage in real life. Second, in the 'teaching method and evaluation knowledge' aspect of PCK, teachers need to establish teaching goals about the students' comprehension of the concept of ratio and rate and need to operate performance evaluation of the students' understanding of ratio and rate. Also, teachers need to improve their teaching methods such as discovery learning, research study and activity oriented methods. Third, in the 'understanding knowledge about students' learning' aspect of PCK, teachers need to diversify their teaching methods for correcting errors by suggesting activities to explore students' own errors rather than using explanation oriented correction. Also, teachers need to reflect students' affective aspects in mathematics class. Fourth, in the 'class situation knowledge' aspect of PCK, teachers need to supplement textbook activities with independent consciousness and need to diversify the form of class groups according to the character of the activities.

• Journal of vocational education research
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• v.30 no.4
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• pp.281-300
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• 2011

This study tried to look into what are happening in the 'class for the talented in invention' using COS-R developed by VanTassel-Baska. Teaching and learning activities within the classroom were observed and analyzed in terms of teacher's observation and teacher's observation, respectively. Based on results of this study, conclusions are as follows. First, it was founded that there are some commonalities between teacher observations and student observations. Based on teacher observations, differentiated teaching activities considering individual characteristics are rarely observed, and for students, it was true. Therefore, supplying a special training program for teachers are needed in order to make teachers and students engage in changing their teaching and learning behaviors. Second, on the side of teachers, they usually emphasize the importance of curriculum planning and implementation, problem solving, creative thinking et al. However, they barely stress the characteristics of research methods, critical thinking, and considering individual characteristics and the level of intellectual ability. Third, on the side of students, they frequently respond to solving problems and critical thinking at the same degree. On the other hand, systemic efforts of considering individual differences and adapting to them have been less regarded in both teaching and learning. In sum, for the successful 'Invention gifted classroom', establishing an educational environment to consider individually guided instruction and taking a balance among various factors embedded in teaching and learning situation should be required.

• Journal of Engineering Education Research
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• v.17 no.2
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• pp.11-24
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• 2014

The purpose of this study is to develop a teaching-learning model of convergence project based on team teaching. Based on development research methodology which explored a university case, the teaching-learning model was developed including three phases such as preparation, planning, and implementation & evaluation. The preparation phase has three steps as follows: to organize team teaching faculty; to develop convergence projects cooperated by industry and university; and to design instructions based on supporting convergence projects. The last step of preparation phase consists of five design activities of: (1) instructions and teaching contents; (2) communication channel among faculty members; (3) feedback system on students' performance; (4) tools to support learners' activity; and (5) evaluation system. The planning phase has two steps to analyze learners and to introduce and modify instruction and themes of convergence projects. The implementation & evaluation phase includes five steps as bellow: (1) to organize project teams and match teams with faculty members; (2) to do team building and assign duties to students of a team; (3) to provide instruction and consulting to teams; (4) to help teams to conduct projects through creative problem solving; and (5) to design mid-term/final presentation and evaluation. Lastly, the research implications and limitations were discussed for future studies.

• The Mathematical Education
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• v.52 no.4
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• pp.517-529
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• 2013

The purpose of this study is to investigate pre-service teachers' perceptions and their difficulties of mathematics instruction. Pre-service teachers have positive perceptions about teaching students and teaching profession through teaching practicum. In addition, they have perceived that teaching practicum can enhance teaching methods for their students. Especially, they suggested that cooperating teachers' instruction and mathematics teachers and their colleagues' classroom observation are important factors to improve their teaching methods. In other hands, they have difficulties in application of questions encouraging mathematical thinking, attention concentration considering students' interest and planning and performing for mathematics instruction class according to levels of students' study abilities. Based upon this study's findings, teacher education institutes should make efforts to alleviate difficulties in mathematics instruction through effective teaching practicum such as regular reflection activities for their classes, programs development associated with schools, pre-training and education programs for guidance teachers.

• 중국학논총
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• no.66
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• pp.105-126
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• 2020

Complement is a special grammatical phenomenon in Chinese. There is no complement in Korean, so complement teaching is a difficulty. There are some similarities between the degree complement with "de" and the modality complement. For a long time, there has been a phenomenon of fuzzy classification in the academic circle, which also affects the teaching of Chinese as a foreign language. There are several different views on these two kinds of complements in the current textbooks. This makes students and teachers feel very confused. From the perspective of Chinese teaching, the author analyzes the characteristics, classification and grammatical significance of these two kinds of complements, and investigates the four sets of current teaching materials. It is found that: some teaching materials are confused in terms of terms and classification; some teaching materials are not fully reproduced in terms of knowledge points; the students are prone to have partial errors, and the situation of the clutch words with modal complements is ignored by most teaching materials. Some textbooks overemphasize Verb Copying in the arrangement of modal complements. Most textbooks are lack of context. The author puts forward some teaching suggestions. In class, teachers should concentrate on speaking and practicing, and focus on the types of errors that students are prone to make. The textbooks should be arranged according to the outline, the two kinds of "similar" complements should be clearly classified, the context should be added appropriately, and the textbooks compiled in South Korea can be nationalized. Students should listen carefully, participate in classroom activities and interact with teachers. Ask for advice in case of any problem you don't understand..

• Korean Journal of English Language and Linguistics
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• v.1 no.1
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• pp.163-185
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• 2001

Listening comprehension is an integrative and creative process of interaction through which listeners receive speakers' production of linguistic or non-linguistic knowledge. Improving listening comprehension requires continual attentiveness and interest. .Listening skill can be extended systematically only when students are frequently exposed to a wide range of listening materials with an affective, cultural, social, and psycholinguistic approach. Therefore, teachers should help students learn how to comprehend intactly the overall meaning of intended messages. Practical classroom teaching necessitates a systematic procedure in which students should take part in meaningful tasks and activities. This study purposes to investigate the effects of task-based listening comprehension instruction on improvement of EFL learners' listening comprehension and their attitude and interest. 74 freshmen who enrolled in College English conversation classes in Kongju National University participated in this study. The participants were administered listening comprehension tests and questionnaires. The results show that the listening comprehension instruction through tasks and activities has a positive impact on EFL learners' improvement of listening comprehension and their attitude and interest toward the target language as well.

• Journal of Korean Elementary Science Education
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• v.32 no.4
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• pp.485-494
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• 2013

The purpose of this study was to know that the 'Thinking Science' activities affects the enhancement of critical thinking skill by the logical thinking skill about pupils in the $5^{th}$ and $6^{th}$ grade of elementary school in Korea. The 19 activities of 'Thinking Science' as the teaching materials was implemented to 40 pupils in elementary school over 13 weeks. Results indicated that the experimental group presented statistically meaningful improvement in logical thinking skills(p<.05). Those teaching materials contributed to improve 3 logical sub-elements significantly(p<.05) as the proportional logical element, the probabilistic logical element, and combinational logical element. But, there was no significant improvement in conservational logical element, control of variable element, and correlational element(p<.05).

• The Mathematical Education
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• v.43 no.4
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• pp.405-417
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• 2004

This study is on the use of mathematics program for School Mathematics Education. According to the ‘technology principle’ by NCTM and teaching-learning methods by the 7th curriculum, we developed mathematics learning activities with mathematics program. This activity is to construct designs with graphs by using mathematics program(GrafEq.). In this study, we practiced these learning activities with pre-service mathematics teachers. The mathematics educational effects of these learning activities in this study are analyzed as follows; active & spontaneous search for mathematical knowledge, the experience of problem solving, affirmative view-point of mathematics, understanding of practical use of mathematics, acquisition an interest & motivation of learning mathematics etc. When students learn graphs of function, the concept of inequality in secondary school mathematics class., mathematics teachers can make a good use of constructing designs by mathematics program(GrafEq.). This will help to practice of teaching-learning methods by the 7th curriculum.