• Journal of Digital Convergence
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• v.19 no.3
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• pp.99-108
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• 2021

The benefits of teaching learning materials to others have been shown on learning achievement. Anxiety is one of the obstacles in learning and it has been shown that math anxiety is strongly associated with math achievement. Thus, the aim of this study was to investigate whether teaching others benefits math anxiety when university students learn statistics. 59 students who enrolled in statistics class participated and 30 students performed group assignment of teaching peer in a group and 29 students did not. Other than group assignments, the instructor, lectures, assignment of solving the problems, and exams were all the same. The results showed that the math anxiety of students who did group assignments of teaching was decreased at the end the semester. Increased math anxiety yielded negative attitudes toward learning statistics, resulting in poor learning performance. Furthermore, the relationship between math anxiety and the attitudes toward leaning statistics was moderated by teaching others. The results suggest that teaching others has an effect on reducing math anxiety and thus, possibly yield persistent learning gains.

• Journal of Gifted/Talented Education
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• v.15 no.1
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• pp.11-36
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• 2005

Cooperative teaching emerged as one of the interesting topics on curriculum administration and teaching-learning method in BSA(Busan Science Academy). The purpose of this study is to do research on social studies learning with respect to cooperative teaching, and to develop the model of cooperative teaching. The results of this study are as follows: First, We surveyed both the concept of cooperative teaching in all aspects and the methodological application on cooperative teaching. Second, We searched all teaching-learning methods in BSA in terms of cooperative teaching. Third, We studied cooperative teaching system on social studies considering current environmental factors. Forth, We performed seminar class which is constructed as one of the cooperative teaching models. The topic of seminar was 'The distortion and falsification of Koguryeo history in China'. The participants of seminar were volunteer students and social studies teachers whose subjects were geography, history, social studies, and ethics. And the participants conducted the research and cooperative learning based on teacher's subjects and subtopics. Fifth, The interactions between teacher and teacher, student and student, and teacher and student in the process of seminar preparation and publication were conducted very excitedly. Especially we found the possibility of cooperative teaching by the interaction between teachers. Finally, students developed the mind-frame to participate in social studies learning actively, and learned the method to research social affairs for themselves, and extended the eyes to approach social affairs with different opinions.

• Journal of the Korean Home Economics Association
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• v.41 no.11
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• pp.135-150
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• 2003

This research was to verity the effects of ICT teaching method in high school home economics. The research questions for this study were as follows: 1. Is the ICT teaching method effective in increasing students' interest in home economics and consciousness on traditional culture in teaming the unit of ‘Korean traditional culture of home life’？ 2. Is the ICT teaching method effective in improving students' achievement test and performance assessment in teaming the unit of ‘Korean traditional culture of home life’？ This study is carried out with following procedure: developing the homepage and lesson plans for ICT teaching, constructing questionnaire, and testing its reliability, pre-testing, treatment for 8 weeks, and post-testing. Two groups were arranged for 8 weeks experiment from May 7,2001 through June 30,2001. Sixteen hours of ICT teaching and 8 hours of traditional lecture for experiment group whereas 8 hours of ICT teaching and 16 hours of traditional lecture for comparison group were input. SAS program was used for statistical analysis, and independent sample t-test and matched pairs t-test were peformed for answering research questions. The results of this study were as following: 1. Sixteen hours of ICT teaching and 8 hours of traditional lecture for experiment group was effective in increasing consciousness on traditional culture and performance assessment. 2. Eight hours of ICT teaching and 16 hours of traditional lecture for comparison group was not effective in learning home economics. This means that at least 2 hours of ICT teaching is demanding for effective learning. This study concluded that ICT teaching will be effectively applied in high school home economic with well developed ICT teaching materials. And home economics educators should continuously put effort in developing curricular, teaching materials, and teaching methods to raise students' interest in home economics.

• Journal of Engineering Education Research
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• v.9 no.3
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• pp.67-77
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• 2006

This paper is concerned with the effective and efficient teaching-learning method with experimental equipments in automobile engineering. For deriving this educational methodology, teaching-learning methods being valuable in engineering education, and troubles and demands for experimental equipments in teaching and learning area are surveyed and reviewed. In results, we suggest the concept of total educational system considering and systemizing an experimental equipment as well as various educational materials such as courseware, teaching and experimental guide, virtual simulator, and operating manual, and so develop the total educational system of electrical engineering for automobile and suggest the application of this system on instruction process.

• International Journal of Advanced Culture Technology
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• v.9 no.4
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• pp.162-168
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• 2021

This is a group pretest-posttest design study that aim to evaluate the effect of problem-based learning using flipped learning to self leadership, nursing leadership, and confidence of nursing students. The subjects were 87 4th nursing students who took nursing management from March 15 to April 26, 2021. A questionnaire was used to measure self leadership, nursing leadership, and confidence. The measurement of self leadership is a 5-point Likert scale that employs a questionnaire. Flipped learning uploaded a 5-8 minute lecture video, and the subjects learned on learning management system, using smart device. PBL teaching was developed about personal growth, cooperation, nursing excellence, creative problem solving, influence. As a result of the study, self leadership was significantly improved after education than before education(t=-6.27, p<.001). Nursing leadership and confidence were significantly changed before and after education(t=-16.10, p<.001; t=-2.37, p<.001). According to the results of this study, the PBL teaching method using flipped learning is an effective teaching and learning strategy for improving leadership, and confidence. In future studies, it will be necessary to develope and verify specific teaching and learning methods by applying nursing experts in consideration of the type of leadership.

• Journal of the Korea Institute of Building Construction
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• v.21 no.5
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• pp.421-432
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• 2021

Recently, there has been a growing interest among domestic universities in effective teaching methods to improve learning effects. In addition, a shift from an instructor-centered teaching method to a student-centered teaching method has been pursued, in a bid to enhance student learning competencies in educational settings. The purpose of this study is to develop a building construction curriculum that applies team-based learning, which is an approach towards student-centered learning. The major research findings are as follows. A building construction curriculum that applies team-based learning was developed based on an analysis of the operational status of lectures and team-based learning courses among universities in Korea. Learning procedures, the weekly curriculum and curriculum operation plans were also developed for the team-based learning course. The curriculum presented in this study is a general curriculum that can be applied to domestic universities. As such, it is expected that individual universities can adjust and apply the curriculum according to the educational conditions and characteristics of both instructors and students.

• Journal of the Korean School Mathematics Society
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• v.14 no.3
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• pp.241-263
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• 2011

On the standards or elements of teaching evaluation, the Korea Institute of Curriculum and Evaluation(KICE) has carried out several research as follows : 1) establishment of observation elements for selecting examples of good mathematics instruction between 2001 and 2002, 2) development of the standards on teaching evaluation between 2004 and 2006, and 3) investigation on the elements of Pedagogical Content Knowledge including ‘teaching and learning methods and assesment' between 2007 and 2008. The purposes of development of mathematics teaching evaluation standards through those studies were to improve not only mathematics teachers' professionalism but also their own teaching methods or strategies. In this study, the standards were revised and modified by analyzing the results of those three studies (namely, evaluation standards) focused on the knowledge of 'teaching and learning methods and assessment'. For this purpose, seventh evaluation domains such as instruction involving instructional goal and content, instruction involving problem-solving activity, instruction involving learners' achievement level and attitude, instruction on communication skills, planning of assessment method and procedure, development on assessment tool, application on assessment result in class were new established. According to those seventh evaluation domains, elements on teaching evaluation focused on the knowledge of 'teaching and learning methods and assessment' were established.

• Hwankyungkyoyuk
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• v.13 no.2
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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.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2014.10a
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• pp.241-243
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• 2014

In this study, that by applying the algorithm of collective intelligence in helping to select the teaching methods and learning methods of learner and teacher, develop a content recommendation system, the teacher and the learner promote effective learning, I have intended to And for this reason can be applied to education recommended system to be applied to a movie or shopping mall recently, at the time of selection, it is appropriate in accordance with the state, such as the level of the learner, learning environment, learners the theme of teaching and learning, and to provide a teaching method and learning method, the learner can to find the learning method appropriate for the user, and a more efficient, Professor system that can save time to design the teaching learning process I developed, The utility and accuracy of the learning content recommendation system developed finally, after the data is accumulated in the use of a continuous schedule of the learner and a teacher, would need to be validated through the rating.

• The Mathematical Education
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• v.59 no.1
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• pp.31-45
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• 2020

Despite the trend of the times and the government's efforts to implement policies, a number of students, having difficulties in learning math, are still growing. Reflecting this, many studies related to underachiever of learning mathematics were conducted in the field of mathematics education. Most of these studies, however, were intended to find the cause of underachievers of learning mathematics or experimental studies that applied the specific teaching procedures to the underachievers of learning mathematics and found their effectiveness in terms of academic achievement, compared it beforehand. Thus, in this study, 49 studies, from including theses and published journal papers from 2001, were meta-analyzed to find out how effective the teaching treatment for underachievers of learning mathematics has improved academic performance. As a result of this analysis, we found that teaching treatment generally have moderate effect sizes for children with having difficulties in learning mathematics. It was also possible to analyze the effect of various interventions and to obtain some suggestions on which circumstances the greatest effect could be achieved. Teaching treatments for underachiever of learning mathematics could have greater effectiveness in elementary school level, institution certified testing tool was used, targeted for each individual, taught by peer student, lasted for at least 8 weeks, and using teaching aids and ICT tools.