• Journal of the Korean Geographical Society
• /
• v.39 no.1
• /
• pp.132-152
• /
• 2004

The critical point in this research is that the research on the phenomenon "teaching geography" should include how various elements consisting of the phenomenon are interrelated with each other in diverse angles, not deal with only teaching methods. This research focused on the relationships of the three components of teaching geography : contents of geography subject matter; learner; and scaffolding. Firstly, the characteristics of contents of geography subject matter were analyzed. Geographical knowledge was classified into four categories based on the way of perception. And then the selected geographic contents for this study were done didactic transposition into materials for geography education. These can be presented in a specific classification system from a context of geography education. Secondly, four categories of learning styles were divided by the way learners perceive and process information : Diverger; Assimilator; Converger; Accommodator. Each was connected with learner′s preferred contents of geography subject matter. The correlation between divergers and typical CulturalㆍHistorical Geography and Environmental Geography was high. So was between assimilators and typical Physical Geography and UrbanㆍEconomic Geography. Learners of Converger style tend to prefer GIS and Cartography. Finally, Regional Development and Regional Environmental Problems were highly correlated with accommodators.

• Research in Mathematical Education
• /
• v.14 no.1
• /
• pp.11-18
• /
• 2010

The basic idea of cooperative learning focuses on team reward, equal opportunities for success, cooperation within team and competition among teams, and emphasizes share of sense of achievement through joint efforts so as to realize specific learning objectives. The main strategies of engineering mathematics teaching based on cooperative learning are to establish favorable team and design reasonable team activity plan. During the period of team establishment, attention shall be given to team structure including such elements as team status, role, norm and authority. Team activity plan includes team activity series and team activity task. Team activity task shall be designed to be a chain of questions following a certain principle.

• Research in Mathematical Education
• /
• v.21 no.1
• /
• pp.35-46
• /
• 2018

In this perspective paper, we present seven elements of the appropriate educator mindset for teaching in the constructivist elementary mathematics classroom. The elements include supporting students as they construct their own understanding, eliminating deficit view of slow learners, setting new understanding and growth as the learning objective, providing opportunities to co-construct meaning with peers, using student contributions as the source of curricular material, encouraging all students to participate in learning, and providing instruction not bounded by time. In our struggles to provide authentic, inclusive elementary classrooms, we hope that our discussion of the educator mindset can increase discourse on constructivism from philosophy to practice in the community of mathematics education and policy makers.

• Journal of Fisheries and Marine Sciences Education
• /
• v.11 no.1
• /
• pp.43-58
• /
• 1999

To instruct in accordance with learner's trait & preceding knowledge, letting the learner control the learning activities is the important task of educator & major goal of the Education Department this year. This article intends to provide useful Instructional Model for the teachers in fisheries marine high school, when they design the individualized teaching model using motivation. One of the major reason for the fisheries marine high school students' low learning achievement is due to the neglecting motivation elements in teaching - learning processes. Recently, with assistance of the information communication technology development, various teaching methods such as Individualized Multimedia Mediated Instruction, Internet Instruction, have come to the major method in activating motivation and computer-mediated instruction considering the learner's individual difference is the useful tools for the instructional efficiency. Because current navigation text book of fisheries marine high school have special characteristic considering the spacial context & time series from departing port to entering port, Teachers can maximize learner's learning accomplishment by using individualized multimedia & providing similar situation like a real navigation(simulating), representing this text characteristics. Thus this paper searches for the specifications of Keller's Motivation Model & Sweeter's Tutorial Model to solve instructional efficiency problems in fisheries marine high school & developed an efficient instructional design by integrating two models.

• Journal of Korean Home Economics Education Association
• /
• v.33 no.1
• /
• pp.37-62
• /
• 2021

The purpose of this study is to develop a project-based teaching-learning instruction to solve the problems in family life. The developed process can be a practical plan to activate environmental education centered on living environment problems curriculum of Home Economic Education[HEE]. In order to achieve the purpose of this study, the curriculum of HEE and environmental education categories were compared and analyzed. The study selected 10 themes and developed a project-based HEE teaching-learning instruction with 8 sessions. The characteristics of the developed teaching-learning instruction are as follows. First, HEE curriculum included environmental knowledge, values and attitudes, competence, and practice and participation in environmental education and related categories in achievement standards and learning elements. Second, since HEE curriculum has a teaching-learning instruction plan based on project-based learning that allows learners to recognize and solve problems themselves was developed based on the real life-centered learning themes related to environmental education. It was also proposed that the subject of HEE has a high correlation with environmental competence and environmental practice, and thus environmental contents that can raise students' interests in society and environment should be added to the HEE curriculum. The teaching-learning instruction developed in this study can be used for classes such as HEE classes or free semeste. A follow up study would need to test the educational effects of this teaching and learning plan by implementing it to the actual class.

• 한국디지털정책학회:학술대회논문집
• /
• 2005.11a
• /
• pp.613-628
• /
• 2005

The purpose of this study was to design and implementation of project learning site by using XML. The development of the Internet site for project learning was planned as per preparation, development and test/application stages. At the stage of preparation, literature and cases were reviewed to find the elements of design principles needed for development of a project learning program and those required in the actual development. At the stage of development, the elements of the design principles and those for the actual development, both explored from the stage of preparation were used to develop a draft Internet site for project learning. The elements used for the development of the Internet site for project learning were motivation, specification of learning goals, reminiscence of preceding knowledge, positive participation in teaching activities, learning-guide feedback, evaluation, reinforcement and correction. It is changing web based format. XML advent because of HTML limitations of web based internet and expand it's field. XML is able to gather data on HTML of text based format, thus it is possible to control it's inside. It is expected that many teachers apply this model to their classes and show realistic results.

• Journal of The Korean Association of Information Education
• /
• v.23 no.3
• /
• pp.245-254
• /
• 2019

In the 2015 revision curriculum, software education must be conducted for 17 hours in elementary school fifth or sixth grade. Pre_service elementary teachers should be able to teach software. In this study, learning factors according to the achievement criteria for software education will be defined for pre-service elementary teachers. Pre-service teachers were taught by learning elements. As a result, the pre_service teachers were able to create teaching and evaluation materials for each learning element. It was also found that the pre-service teachers improved their ability to teach software education in elementary school based on these materials.

• Journal of the Korea Society of Computer and Information
• /
• v.25 no.12
• /
• pp.349-357
• /
• 2020

In this paper, I propose a presentation examples of the development of teaching materials using Arduino. For this purpose, a six-step low-cost microcontroller teaching-learning development model was used, the steps being topic selection, exploration of implementation methods, experimentation, production of teaching and learning materials, implementing lesson plans, and improvement. After analyzing the composition of the source code and circuits introduced in the existing Arduino book, this content was reconstructed to fit the programming education context. A simple method of constructing a circuit using materials such as Arduino and a piezo buzzer is proposed to save time on circuit composition. Using this circuit, examples of use in teaching-learning activities for various programming content elements are presented. The core concept of this study is that it provides a direct experience of the content of C language programming exercises that can only be found on existing screens.

• Journal of Gifted/Talented Education
• /
• v.21 no.2
• /
• pp.485-510
• /
• 2011

This study aimed to analyze the appropriateness of chemistry teaching-learning programs for the gifted in science in middle school gifted classes and to propose improvements. For this study, 5 chemistry teaching-learning 4-6 hour programs developed for science gifted classes by Korea Education Development Institute (KEDI) and 3 chemistry teaching-learning programs developed for science gifted classes by three middle schools in K province were selected. A standard model for gifted education programs was used as tool for analyzing the program targets, program contents, teaching-learning methods, and assessment items. The results showed that all chemistry teaching-learning programs for the gifted in science presented well attainable objectives in the program targets. However, most program targets did not offer differentiated objectives from the general education. Program contents of KEDI stresses intensified education, and also presented a high ratio of sub-elements of creativity, which can enhance gifted creativity. On the other hand, program contents developed by three middle schools focused on acceleration in advancement, and presented low ratio of creativity sub-elements, which could be insufficient in enhancing gifted creativity. Differentiated and personalized, integrated science and interscience, updated research contents were hardly found in programs developed by KEDI and three middle schools. However, teaching-learning methods were composed to fit the learning objectives in the teaching process and the procedures, and were made to self-directed learning. There were no assessment for the feedback after class. Therefore, teaching-learning programs for the gifted in science should be developed further in order to fulfill the objectives of gifted education and gifted characteristics. Also, it is necessary to construct infrastructure to carry out the developed teaching-learning programs.

• Journal of the Korea Institute of Information and Communication Engineering
• /
• v.14 no.7
• /
• pp.1521-1528
• /
• 2010

This paper examines technical writing and teaching methods based on the perspectives of the complex learning system theory. So, the paper first discusses the constituent elements and characteristics of the complex learning system theory and continues to examine the potential of applying the complex learning system theory to new teaching methods. As a result, not only did the research expand the approach methods of providing technical writing education but also confirmed the potential of actual implementation. Such results will provide a leeway to start applying new teaching methods for technical writing education. Furthermore, the paper proposes more detailed case studies related to this topic as well as development of this research to produce textbooks and other higher level researches.