• Journal of Engineering Education Research
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• v.20 no.2
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• pp.57-62
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• 2017

The purpose of this study is to develop an educational model based on the capacity analysis of college students. In order to measure the learning ability of female science and engineering students, we used various tools to derive core competencies. The competency element of human resources implementation, the element of learning achievement area in the undergraduate education actual condition survey, and the analysis of the learning achievement elements of the engineering certification program were analyzed and the development of teaching method was searched to find ways to increase the competence of female students. In addition, we developed a model that can apply the development of pedagogy in the curriculum to the liberal arts, majors, and comparative courses, and presented the internship in field experience area, the improvement of on the spot learning, and teaching method and guidance to enhance the female students' competence. Also, as a case study of the proposed teaching method, new curriculum of 'Understanding of Big Data' which is the basis of the fourth industrial revolution technology in the second semester of 2016 was developed and applied to the education model. The results of this study are very positive, and we can expect the effectiveness of the new education model to enhance the learning ability and capacity of female students.

• The Mathematical Education
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• v.34 no.1
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• pp.17-63
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• 1995

The exploration of Mathematics-learningmodel on the basis of Cognitive development The purpose of this paper is to sequenctialize Mathematics-learning contents, and to explore teaching-learning model for mathematics, with on the basis of the theory of cognitive development and the period of condservation formation for children. The Specific topics are as follows: (1) Systemizing those theories of cognitive development which are related to Mathematics - learning for children. (2) Organizing a sequence of Mathematics - learning, on the basis of experimental research for the period of conservation formation for children. (3) Comparing the effects of 4 types of teaching - learning model, on the basis of inference activity and operational learning principle. $\circled1$ Induction-operation(IO) $\circled2$ Induction-explanation(IE) $\circled3$ Deduction-operation(DO) $\circled4$ Deduction-explanation(DE) The results of the subjects are as follows: (1) Cognitive development theory and Mathe-matics education. $\circled1$ Congnitive development can be achieved by constant space and Mathematics know-ledge is obtained by the interaction of experience and reason. $\circled2$ The stages of congnitive development for children form a hierarchical system, its function has a continuity and acts orderly. Therefore we need to apply cognitive development for children to teach mathematics systematically and orderly. (2) Sequence of mathematical concepts. $\circled1$ The learning effect of mathematical concepts occurs when this coincides with the period of conservation formation for children. $\circled2$ Mathematics Curriculum of Elementary Schools in Korea matches with the experimental research about the period of Piaget's conservation formation. (3) Exploration of a teaching-learning model for mathematics. $\circled1$ Mathematics learning is to be centered on learning by experience such as observation, operation, experiment and actual measurement. $\circled2$ Mathematical learning has better results in from inductional inference rather than deductional inference, and from operational inference rather than explanatory inference.

• Journal of Korean Elementary Science Education
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• v.42 no.4
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• pp.560-576
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• 2023

The purpose of this investigation is to: (1) to derive an improvement factor for inquiry-based simulated teaching-learning in pre-service teacher training programs, and pre-service teachers practice simulated teaching that reflect the improvement factor, (2) to analyze the difference in science intrinsic motivation according to science self-efficacy and inquiry-based simulated teaching-learning experience. To achieve these goals, we recruited five elementary and secondary teachers as experts to help us develop an improvement factor based on expert interviews. Subsequently, third-year pre-service teachers of a university of education participated in our analysis of differences in science intrinsic motivation, according to their level of science self-efficacy and experience with inquiry-based simulated teaching-learning. Our methodology involved applying the analytic hierarchy process to expert interviews to derive improvement factor for inquiry-based simulated teaching-learning, followed by a two-way ANOVA to identify significant differences in science intrinsic motivation between groups with varying levels of science self-efficacy. We also conducted post-analysis through MANOVA statements. The results of our study indicate that inquiry-based simulated teaching-learning can be improved through activities that foster digital literacy, ecological literacy, democratic citizenship, and scientific inquiry skills. Moreover, small group activities and student-centered teaching-learning approaches were found to be effective in developing core competencies and promoting science achievements. Specifically, pre-service teachers prepared a teaching-learning course plan and inquiry-based simulated teaching-learning in seventh-grade in the Earth and Space subject area. Pre-service teachers' science intrinsic motivation analyze significant differences in all levels of science self-efficacy before and after simulated teaching-learning and significant difference in the interaction effect between simulated teaching-learning and scientific self-efficacy. Particularly, group with low scientific self-efficacy, the difference in science intrinsic motivation according to simulated teaching-learning was most significant. Teachers' scientific self-efficacy and intrinsic motivation are needed to improve science achievement and affective domains of students in class. Therefore, this study contributes to suggest inquiry-based simulated teaching-learning reflecting school practices from the pre-service teacher curriculum.

• School Mathematics
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• v.16 no.3
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• pp.567-584
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• 2014

Recently professional development of teaching competence is emphasized for mathematics teachers. It is necessary to teaching experience in pre-service mathematics teacher for development of teaching competence. It need to systematic self-reflection and improvement in instruction performance for development of teaching competence of pre-service mathematics teacher. That is, Theory of teaching practice for reflect thinking and practical knowledge of teaching and systemic guidance on theory and practice of teaching practice. Therefore, the aim of this study is to develop an component and application procedure of Teaching and Learning portfolio for improvement teaching component of pre-service mathematics teacher. It is effective in improving teaching component of pre-service mathematics teacher after make Teaching and Learning portfolio for improvement teaching component.

• School Mathematics
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• v.1 no.1
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• pp.109-122
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• 1999

In this paper we give a description of students' obstacles in their learning of geometry, especially resulted from their confusing a physical drawing with a figure, a geometrical object which a physical drawing represents. In computer-based teaching-learning environment, we could relieve such obstacles through providing students for experiences in which they must focus on elements of a figure and relations of them. But there may be potential in computer-based environment if we offer students only visual experience for validity of geometrical gacts: students' lack of understanding for need of proof and experience of cognitive obstacles which is very important for students to reflect their thinking and activities. Thus an didactical treatment must follows, which we also give an example.

• International conference on construction engineering and project management
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• 2015.10a
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• pp.583-587
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• 2015

Scenario-based learning (SBL) has been used in a variety of training situations across different disciplines. Despite its seemly widespread use in construction management discipline, very few attempts have been made to explore its effectiveness and the respective students' learning experience. Using a survey research design, this study aims to investigate students' perceptions on SBL approach in construction management courses. The specific objectives are: (i) to identify the characteristics of a favourable SBL environment, and (ii) to explore the students' learning experience and effectiveness of the SBL approach. The results show that the four characteristics of a favourable SBL environment are: effective team formulation, constant engagement with lecturer, working in a group, and incorporation of motivational incentive for participation. The students really appreciated the opportunities to apply concepts learnt in the lectures in their SBL group work. Also, they perceived that the SBL approach is effective in developing their reflective and critical thinking skills, analytic and problem-solving skills and their ability to work as a team. These findings should facilitate more critical approaches to similar form of teaching methods.

• International Journal of Computer Science & Network Security
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• v.21 no.12spc
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• pp.483-490
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• 2021

The COVID-19 pandemic has posed significant community challenges towards higher education around the world. The urgent and unexpected request for full-time university courses to switch over to online teaching was a particular challenge. Online learning and learning imply a certain pedagogical knowledge content (PKC), mainly related to the design and organization for better learning and the creation of unique learning environments using digital technologies. With the help of the present academic paper, we provide some expert opinion on the PKC connected with online learning with the aim of helping non-university professionals (that is, those with lack of online learning experience) navigate these challenging times. Our findings point to the planning of learning activities with certain features, a combination of three types of presence (social, cognitive and facilitative) and the need to adapt the assessment system to new learning requirements. We will conclude by contemplating on how responding to a crisis can improve teaching and learning practices in the post-digital era.

• Korean Medical Education Review
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• v.16 no.1
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• pp.25-31
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• 2014

As a preliminary approach to developing a bedside teaching program, this study analyzed the instructional models that have been suggested for bedside teaching. The objects of analysis were four models: the 'Cox model,' which is composed of an experience cycle and an explanation cycle; the 'best teaching practice model' by Janicik and Fletcher; the 'twelve tips to improve bedside teaching' by Ramani; and the SNNAPS model for outpatient education by Wolpaw, Wolpaw, and Papp. This study was conducted in three steps. First, we identified the major components of each model and analyzed their characteristics and limitations. Second, we compared each model in terms of four aspects: the learner, learning interaction, learning context, and organization management. Third, on the basis of prior analysis, the possibilities and potential problems of the models were explored. Based on this review of the existing instructional design models, we proposed an additional four key elements for designing a bedside teaching program: multi-layered learners, various learning environments and contexts, time management by using media, and self-directed design.

• Korean Journal of Human Ecology
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• v.18 no.3
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• pp.583-595
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• 2009

The study was to see if the perceptions of pre-service kindergarten teacher toward the education of children's fundamental habit would show different characteristics based on their school type, education learning experience, and practicum experience. Subjects were 200 students majoring in early childhood education who were attending 3-year colleges and 4-year universities in Jellabuk-do and Daejeon. Preceding researches were referenced to develop questionnaire for the research method. The collected data was analyzed through t-test and Chi-square test. The followings are results: First, the interest in education showed significant difference in school type, but not significant difference in education learning experience and practicum experience. Second, the recognition in educational goal showed significant difference in practicum experience, but not significant difference in school type and education learning experience. the educational content showed significant difference in education learning experience, but not in school type and practicum experience. the recognition in educational principal showed significant difference in school type, but not significant difference in education learning experience and practicum experience. the recognition in educational method showed no significant difference in school type, education learning experience and practicum experience. Third, the recognition in educational hardship toward teaching showed significant difference in school type, education learning experience and practicum experience. The results of study would provide the righteous cognitive establishment of children's fundamental habit education and serve the appropriate guidelines being professor for our perspective kindergarten teachers. Also, they would be utilized as basic information to plan the direction of children's fundamental habit education to develop the program of children's life guidance.

• Journal of Korean Library and Information Science Society
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• v.41 no.4
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• pp.355-381
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• 2010

The purpose of this study was to develop teaching-learning method for reading guidance librarians in Korean Library and Information Science. Even though it was an increase of needs for reading guidance librarians in libraries, reading education courses provided by LIS in Korea lacked. Also, most reading education courses of LIS stressed knowledge-oriented education than the practice of reading program design or reading experience. So this study developed the teaching-learning method of the self-directed learning for the activities of post-reading portfolio, management of reading program for motivation, and the team-projected learning for the design of reading program.