• 한국환경교육학회지:환경교육
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• 제13권2호
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• pp.91-102
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• 2000

National curriculum for environmental education recommends various teaching-learning methods including survey and discussion of environmental problems, investigation of case studies, experiments, role play, and field-experience learning in addition to the traditional lecture-oriented teaching methods. The field experience learning in environmental education is considered to be a good method to develop environmentally sound attitude and to cultivate environmental sensitivity, but here has been very limited research concerning models for field-experience learning. The aim of this study is to develop a model of the field-experience learning program of environmental education utilizing environmental facilities. In this study a kind of such a basic model was developed and presented. The developed basic model of the field-experience learning was applied to the case utilizing landfill facilities. A specific application of the landfill program to the Bangcheon-ri landfill, in Daegu, was also presented with related teaching materials developed in this studies. And various aspects in the program was discussed.

• 산업융합연구
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• 제20권3호
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• pp.11-21
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• 2022

2020년 COVID-19 확산으로 인해 대학은 개강 연기, 전면적 비대면 온라인 수업 체제를 도입 및 운영하게 되었다. 이에 본 연구의 목적은 온라인 수업 시행에 따른 학습경험 분석을 통해 온라인 수업의 교수·학습의 질 제고 방안 탐색을 위한 기초자료를 제공하는데 있다. 본 연구는 한국교육개발원 2020년 대학 교수·학습과정에 관한 설문조사(NASEL) 결과 중 C대학의 자료를 활용하여, 온라인 수업 유형(실시간 수업, 녹화 수업)에 따른 학생의 학습경험과 교수·학습 성과와의 관계를 파악하고, 이 과정에서 온라인 수업에 대한 인식 및 태도의 매개효과가 발생하는지 등을 분석하고 자 구조방정식 모형을 사용하였다. 연구결과는 첫째, 학습경험이 교수·학습 성과에 정적인 영향을 미치는 것으로 나타났다. 둘째, 온라인 수업 유형에 따라 학습경험이 교수·학습 성과에 미치는 영향력이 다르게 나타났다. 녹화 수업보다 실시간 수업에서 학습경험이 교수·학습 성과에 미치는 영향력이 더 크게 나타났으며, 온라인 수업의 인식 및 태도가 교수·학습 성과에 미치는 영향력은 녹화 수업에서 더 큰 것으로 나타났다. 학습경험과 교수·학습 성과의 관계에서 온라인 수업에 대한 인식 및 태도의 매개효과는 나타나지 않았다.

• 한국수학교육학회지시리즈A:수학교육
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• 제45권3호
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• pp.295-313
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• 2006

University teacher education programs have sought for ways of how to improve student teaching in order to supply mathematics teachers with practical theory to achieve the goals of the current educational reform in school mathematics. In this context, the purpose of this research is to investigate the effect of student teachers' teaching experience in the after-school mathematics programs and the ways of how to develop the after-school learning programs as an effective site for learning to teach based on the inquiry into student teachers' own teaching experience. For the purpose, data were collected through the interviews with the student teachers who had taught after-school mathematics class. In addition, data were collected through survey, class observation, and seminal meetings with the student teachers in order to supplement the findings from the interview analysis. Data analysis focused on the student teachers' experience with teaching in after-school mathematics classes, that is, what and how they had learned as teachers, what kinds of difficulties they encountered in their teaching and supports that they expect to improve their learning through teaching. The analysis shows that the teaching experience in the after-school programs had positively contributed to their development as future mathematics teachers. Specifically, the after-school programs provide the site for learning through teaching at the early stage of teacher education program. The after-school programs provided the students teachers for the opportunity to participate peripherally in educational practice of school. Through the participation, the student teachers developed positive attitudes toward teaching career and became to have more solid ideas about how to teach mathematics. Based on the analysis, this research provides following suggestions concerning how to improve student teaching. First, it is necessary to provide student teachers to participate into the practice of teaching at the early stage of teacher education programs. Second, it is important to give students teacher opportunity to participate in teaching at peripheral and legitimate positions. Finally, it is necessary to construct mentoring networks to support student teachers to move from a peripheral position toward a center of teaching practice.

• 한국과학교육학회지
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• 제24권1호
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• pp.90-108
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• 2004

This study is to understand preservice science teachers' previous experience, beliefs about teaching and learning, and visions of themselves as future teachers. The data were collected from two individual interviews with 7 voluntary students and analyzed qualitatively for category construction. As the results of this study, we presented two cases, which showed that their different views of teaching science are strongly related to their previous experiences as learners and observers in schools, and that there is the apparent consistency between each participant's beliefs about science teaching and learning and their own visions of teaching in a science classroom. Implications for preservice science teacher education related to the results were discussed.

• 디지털융복합연구
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• 제7권3호
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• pp.49-60
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• 2009

The aim of this study was to develop a model for teaching-teaming by applying Ubiquitous at a learning experience field, in which connect characteristics of both ubiquitous application learning and experience teaming, making use of them. A literature survey of concepts was conducted, with the main areas to find out relationships between ubiquitous application learning and experience learning. Experience learning by applying ubiquitous learning methods maximizes its efficiency of experience learning in considering ubiquitous learning methods's characteristics of dynamic, interaction, sharing. Also it makes communications through positive participation and active interaction, and leads to a process of internal examination. The research data suggests that critical factors of experiencing learning applying ubiquitous are acquiring information and memory, information integration and exquisiteness, emotional and social activity, producing activity, help activity.

• 한국과학교육학회지
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• 제41권2호
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• pp.133-144
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• 2021

이 연구에서는 초등 과학영재 학생의 과학긍정경험 향상을 위한 교수-학습 경험을 탐색하였다. 이를 위해 서울특별시의 한 초등 과학영재교육원에서 과학영재교육을 받는 초등학교 5-6학년 학생 36명을 선정하였다. 선정한 학생을 대상으로 과학긍정경험 지표에 관한 사전 검사와 사후 검사를 시행하였다. 또한 토요일에 진행되는 과학영재수업이 끝난 후에 일부 학생을 대상으로 과학긍정경험 향상을 위한 교수-학습 경험을 탐색하기 위해 개별적인 심층 면담을 시행하였다. 연구 결과, 해당 초등 과학영재교육원의 과학영재수업은 초등 과학영재 학생의 과학긍정경험을 향상시키는 것으로 나타났다. 과학긍정경험 향상을 위한 교수-학습 경험으로는 선행연구의 일반 학생에게서 나타난 '체험 중심의 탐구 활동', '학생 주도적 수업', '긍정적이고 전문적인 피드백', '탐구를 통한 지식 구성', '학생의 흥미와 적성을 반영한 수업', '실생활과 관련된 소재 활용', '모둠활동에서의 원활한 협업과 소통', '학습 내용의 적절한 난이도'의 8가지 교수-학습 경험과 과학영재 학생에게서 새롭게 나타난 '과학적 창의성 향상 전략을 통한 학습 경험', '꼬마 과학자로서의 탐구 경험', '심화 또는 속진 학습 경험', '우수한 학생과의 학습 경험', '다른 학생을 도와준 경험', '높거나 낮은 성취 경험'의 6가지 교수-학습 경험을 추출할 수 있었다. 이를 바탕으로 과학영재 학생의 과학긍정경험 향상 방안에 대한 실제적인 시사점에 대해 논하였다.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제18권2호
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• pp.129-148
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• 2014

In this study, we examined the relationships among years of teaching experience, professional rank, number of courses taken, and knowledge of algebra for teaching (KAT). 338 in-service and 376 pre-service secondary mathematics teachers in China completed a KAT questionnaire. Various statistical techniques were employed to examine these relationships. The pre-service participants teachers performed statistically significantly higher in advanced mathematics knowledge than their in-service counterparts. Among the inservice teachers, senior teachers had scored higher in school mathematics and teaching mathematics, compared with junior teachers. Yet participants' advanced mathematics knowledge decreased as their professional rank advanced or their teaching experience increased. The number of courses taken has significantly positive correlation with school mathematics knowledge and advanced mathematics knowledge. The implications of these findings for mathematics teacher education are discussed.

• Journal of Information Technology Applications and Management
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• 제15권2호
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• pp.33-49
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• 2008

The purpose of this study is to find student factors associated with the students' evaluation of university teaching, and to provide a meaningful reference to policy-making of teaching evaluation. Based on the surveyed questionnaires from 232 students who participated in e-learning course. in combination with applying descriptive statistics, this study analyzes (1) the influences of students' pre-motivation level of student based-on ARCS theory on class satisfaction, (2) the influences of students' grade, attendance, and class involvement on class satisfaction, and (3) the influences of e-learning experience on students' pre-motivation level and class satisfaction. Result of this study shows that: (1) students' pre-motivation level including Attention(A), Relevance(R), Confidence(C), and Satisfaction(S) is positively correlated to students' evaluation for teaching, (2) students' grade, attendance. and class involvement are positively correlated to students' evaluation for teaching, and (3) students' e-learning experience is not related with students' pre-motivation level, whereas it is related with class satisfaction.

• 한국보육지원학회지
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• 제19권2호
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• pp.61-85
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• 2023

Objective: This study aims to investigate whether science teaching attitude of early childhood teachers mediates the relationship between the professional learning environment of institutions and their intention to accept artificial intelligence (AI) technology, and whether the experience of using smart and digital devices moderates the effect of science teaching attitude. Methods: An online survey was conducted targeting 118 teachers with more than 1 year of experience in kindergarten and day care center settings. Descriptive statistical analysis, correlation analysis, and The Process macro model 4, 14 were performed using SPSS 27.0 and The Process macro 3.5. Results: First, the science teaching attitude of early childhood teachers served as a mediator between the professional learning environment of institutions and teachers' intention to accept AI technology. Second, the experience of using smart and digital devices was found to moderate the effect of teachers' science teaching attitude on their intention to accept AI technology. Conclusion/Implications: This results showed that an institutional environment that supports teachers' professionalism development and provides rich experience is crucial for promoting teachers' active acceptance of AI technology. The findings highlight the importance of creating a supportive institutional envionment for teacher's professional growth, enhancing science teaching attitudes, and facilitating the use of various devices.

• Educational Technology International
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• 제6권2호
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• pp.113-130
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• 2005

The purpose of this study was to determine the teaching styles of professors who teach adult students in selected higher institutions. It also identified whether professors' teaching styles were teacher-centered or learner-centered and examined the relationship between instructors' teaching styles and such instructor demographic variables as gender, years of teaching experience, and taught level of courses. This study used The Principles of Adult Learning Scale(PALS) (Conti,1983) to measure instructional preferences. Demographic characteristics were collected through a personal data inventory. The analysis of variance (ANOVA) and multivariate analysis of variance (MANOVA) tests were used to analyze the data. The data were examined for significance at the .05 level of confidence by means of analysis of variance. The dependent variables in this study were teaching styles of full-time professor, as represented by the seven subscores from the standardized instrument on the PALS. The seven subscores were: (1) learner-centered activities, (2) personalizing instruction, (3) relating to experience, (4) assessing student needs, (5) climate building, (6) participation in the learning process, and (7) flexibility for personal development. The study established that there was a significant difference in mean scores on the PALS between participants when examined by the number of years of teaching experiences.