• The Mathematical Education
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• v.56 no.3
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• pp.257-280
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• 2017

The purpose of this study is to analyze middle school students' learning characteristics they showed on the inquiry-based learning process of circumcenter using various teaching tools, and then to identify the effects of using teaching tools in the middle school students' learning process of circumcenter. For this purpose, we developed teaching materials for inquiry-based learning of circumcenter using textbook, origami, ruler and compass, GeoGebra and sand experiment. Then we applied them on the learning process of circumcenter for five groups of middle school students. From the analyzing of audio/video materials and documents which are collected from the process of participants' inquiry-based learning of circumcenter, we identified the following results. First, inquiry-based learning of circumcenter using various teaching tools promoted mathematical discourses among participants of this study. For example, they conjectured mathematical properties or justified their opinions after manipulated teaching tools in the process of learning circumcenter. Second, inquiry-based learning of circumcenter using various teaching tools promoted participants' divergent thinking. They tried many inquiry methods to find new mathematical properties relate to circumcenter. For example, they tried many inquiry methods to know whether there is unique circle containing four vertices of given quadrangles. Third, we found several didactic implications relate to inquiry-based learning of circumcenter using various teaching tools which are due to characteristics of teaching tools themselves. Participants showed several misconceptions about mathematical properties during they participated inquiry-based activity for learning of circumcenter using various teaching tools. We identified their misconceptions were not due to any other variables containing their learning characteristics but to characteristics of teaching tools.

• 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.

• The Journal of Korean Academic Society of Nursing Education
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• v.5 no.2
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• pp.165-176
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• 1999

The goal of women's health education can be defined as improvement of the quality of their life during entire life cycle. In Korean society, women's well-being is very important to themselves as well as their families, communities. and country. Thus it is important to systematize information on women's health education. These systematized information can be used in preparation of coming 21st century called information era. Unfortunately there have been few studies in women's health education research in Korea especially distance education for women's health related with korean socio-cultural background, etc. Distance education has been internationally used in a variety of settings as a means of providing health education information. The objective of this study was to apply and evaluate a multimedia videoconferencing on women's health distance teaching-learning process. In this study I'd like to design multimedia digital educational material used in the distance teaching-learning process for women's health, and to practice a multimedia videoconferencing on women's health distance teaching-learning processs. The procedures of this study were summarized as follows ; 1. Analysis of subjects' characteristics and education contents and for women's health. 2. Design of a multimedia videoconferencing on women's health distance teaching-learning process. 3. Development of women's health distance teaching-1earning process. 4. Evaluation of developed digital multimedia and distance teaching-learning process related with women's health These results will be used in development of the distance-learning education program for improving Korean women's health. Findings su99est that the advanced methodologies for designing and evaluating the women's health distance teaching-learning programs be obtained through the collaboration with other field's staffs.

• International Journal of Contents
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• v.10 no.2
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• pp.42-46
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• 2014

This study suggests a teaching-learning method to improve creative design abilities of students majoring in design. By suggesting a creative design-inducing (CDI) teaching-learning method process and a creative design-inducing (CDI) teaching-learning method, this study aims to expand creative thinking among students with the aim of producing produce creative output as well as improving the effectiveness of design teaching. It also presents a case of the teaching-learning method in a design-related department, the process of teaching where the new method is applied is also examined. The teaching method this study suggests has the following merits: First, it allows the teacher to use various tools depending on the creative thinking abilities of individuals. By providing students with custom-made teaching, the method motivates and focuses students during the lesson. Second, it is easier for students to generate creative ideas than with other teaching methods.

• Journal of The Korean Association For Science Education
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• v.31 no.4
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• pp.641-662
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• 2011

In this study, explicit Teaching and Learning strategy for middle school students were developed to improve basic science process skills. After applying these strategy in an actual class, the effects of Teaching and Learning strategy and change of students were analyzed. Explicit Teaching and Learning strategy to improve basic science process skills are developed based on analyzing preceding research. The use of application criteria for class of basic science process skills combined with explicit Teaching and Learning strategy, it is sought for the explicit instructional procedures of said skills. After analyzing the class in which explicit Teaching and Learning strategy were demonstrated, students reported that they were able to comprehend basic science process skills more effectively through the stages of explicit explaining and independent practice. The showing demonstration stage was heavily emphasized by the teacher in this class. Analysis of students' understanding degree about basic science process skills, most of them show positive outcome. Another analysis of ripple effect on daily life and other subjects, it is found that students could have the attitude to make use of science process skills for themselves. Through the result of study, it is found that explicit Teaching and Learning strategy that are developed from this study are an effective way to comprehension students' basic science process skills. Thus, continued study is needed to develop and spread explicit Teaching and Learning strategy of science process skills to be applicable in actual classes in secondary schools.

• Journal of Korean Elementary Science Education
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• v.36 no.4
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• pp.331-345
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• 2017

The purpose of this study is to collect and analyze the student's pre-inquire and to obtain information on how to use the teaching-learning process. The specific research problem is to confirm the level of the student's pre-inquire, to identify the characteristics of each type, and to check what pre-inquire can be used in the teaching-learning process. The research was conducted on 149 children in the $3^{rd}$ and $4^{th}$ grade of elementary school, and collected a total of 2,034 inquires. As a result of analyzing three times, the students' pre-inquires accounted for 90% of Level 2 and Level 3, which are the inquires that give meaningful answers in the teaching-learning process. These results show that the pre-inquires presented before the students take up the new lesson are not low-level inquires and they can present meaningful inquires that can be used for teaching-learning. Next, as a result of analyzing the student's inquire by type, the factual question was the largest with 50%, followed by comprehension question, procedural question, application question, and prediction question. The factual and procedural questions showed that they could be used as learning activities during the teaching-learning process. Comprehension questions included in the wonderment question can be used as a learning question. And the application question is a question that can be applied to deepening activities, and the prediction question can be used in the inquiry and experiment process of learning activities.

• Human Ecology Research
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• v.61 no.4
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• pp.543-563
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• 2023

The purpose of this study is to design and develop a Metaverse ZEP platform-based teaching and learning process plan by selecting learning topics that are commonly dealt with among the core concepts of the "family" area of practical (technical and home) subjects. To this end, a teaching and learning process plan was developed through planning, Metaverse platform design, expert review, and revision stages. The Metaverse ZEP "Open Class Day" platform, a virtual learning space, was created and developed to further utilize EduTech programs, such as Padlet, Mentimeter, Jamboard, Miricanvas, and Spatial. The teaching and learning process plan developed in this study consists of a total of seven sessions, including approaching EduTech, Changing Families, Exploring Our Family, and Counseling Centers 1, 2, and 3. Among them, Geumji Counseling Center 1, 2, and 3 was designed as a class in which parents and children participate together in open classes using the ZEP platform. This platform can be used as part of parent classes as well as to encourage online participation in the open classes held periodically at each individual school. In terms of the content validity ratio (CVR) of the developed teaching and learning process verified through five experts, 12 out of 15 questions had a CVR of 1, while the remaining three questions had a CVR of 0.6. The three questions with lower validity were revised and supplemented.

• Journal of Elementary Mathematics Education in Korea
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• v.3 no.1
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• pp.75-92
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• 1999

Many educators say that one of the key theory which is widely accepted teaching-learning process in the 7th mathematics curriculum is constructivism. They believe constructivism is very powerful as a background theory in teaching-learning mathematics and in this point of view, each student can construct knowledge by himself in the inner world. Therefore, the aspect of teaching-learning methods in the 7th mathematics curriculum focused on inquiry learning, self-directed learning, cooperative learning. Through this methods, the 7th mathematics text also composed of ease, interesting and dynamic activity oriented subjects. And constructive teaching-learning methods in mathematics is implemented variously by those whom attracted in constructivism. Thus, the purpose of this study is to build up a model that is required to systematize teaching-learning process in mathematics as a guideline for teachers. Another purpose of this study is to make clear that the presented model is appropriate process for teaching-learning in mathematics.

• Korean Journal of Heritage: History & Science
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• v.56 no.4
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• pp.248-267
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• 2023

Cultural heritage teaching and learning, which uses cultural heritage as educational content, has not been sufficiently analyzed and studied based on clear educational theories so far. Among educational theories, constructivism is a theory in which learning is a process of constructing learning contents determined by learners' individual experiences and interests, and the result is evaluated as a confirmation of whether or not they have the ability to carry out the process. Cultural heritage is a lively and interesting social and cultural product, and it is an educational content that has sufficient educational function and meaning for a textbook. It is considered to be a very meaningful study to apply the constructivist educational theory to the educational contents of cultural heritage with these characteristics. Based on this awareness of the problem, this study examined the characteristics and principles of constructivist teaching and learning, the characteristics of cultural heritage, and the principles of constructivist teaching and learning on a theoretical basis. In addition, from the perspective of constructivism, the current cultural heritage teaching and learning was analyzed and problems were derived. Based on this, the direction of cultural heritage teaching and learning is that the cultural heritage teaching and learning process should be learner-centered, the teaching and learning principle should be cognitive conflict, the teaching and learning content should be in the form of task solving, and teaching and learning activities should be cooperative. presented. In addition, an example of a program was presented to specifically show the actual state of teaching and learning of cultural assets from the perspective of constructivism. Cultural heritage teaching and learning research from the perspective of constructivism will be an opportunity to discover new meanings of cultural heritage that we have not yet found, and it will also serve as an opportunity to present and establish the direction of cultural heritage teaching and learning, which has been barren until now.

• English Language & Literature Teaching
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• v.12 no.4
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• pp.159-183
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• 2006

The purpose of this study is to investigate Korean primary school English teachers' beliefs on self-directed teaching and learning for facilitating student's self-directed learning. A survey was conducted, using 315 primary school teachers as participants. According to different school areas, sex, English teaching careers, and types of English teaching like classroom teachers or English specialist teachers, beliefs on teachers' self-directed teaching were studied based on class planning, class process, utilization of human resources, development and utilization of teaching materials and class evaluation. The results of this study are as follows: first, differences were not shown except class planning according to teachers from different school areas. Second, sex and beliefs of teachers' self-directed teaching had nothing in common. Third, differences were shown in class planning and class process, according to English teaching careers. Finally, according to types of English teaching, differences were shown in class process and development and utilization of teaching materials. The study suggests that it is necessary to conduct other studies for observing primary English classrooms focusing on teacher's self-directed decision-making.