• Educational Technology International
• /
• 제17권2호
• /
• pp.273-305
• /
• 2016

The EBS teaching coaching program, '선생님이 달라졌어요' broadcasted about 30 dramatic teaching improvement cases. The TV program has gained great attention and been used widely as a good example for making some meaningful improvements in teaching. However, there has not been an attempt to research and gather the series beyond the individual coaching examples for the viewers (mainly teachers) to obtain more comprehensive educational insights of the results. This study, therefore, reviews the program and conveys how the overall coaching actually took place, examines changes in classrooms, and discusses the implications the results with theoretical foundations. The researcher selected 12 teachers' coaching cases among 30 ones. Then the reviewers reviewed the program with the 6 categories. According to the results, the coaching took place 6-8 months for each individual teacher. The common difficulty teachers shared was a big gap between teachers' effort for teaching versus 'students problematic behaviors' in class. The overall direction for the coaching solution was 'to improve the relationship with students' first rather than to mainly focus on teaching the content. Students changed and actively participated in the learning process when teachers improved their relationships with the students. The researcher discussed how building good relationships with students greatly affects the improvement in teaching with the 'Needs Hierarchy' and 'Brain Science' theories.

• 한국가정과교육학회지
• /
• 제9권2호
• /
• pp.87-100
• /
• 1997

The purpose of this study were to investigate and no investigate and to compare perceptions of home economics teachers and educators regarding home economics student teaching pratice, thereby to provide fundamental information for improving home economics student teaching pratice. The specific objectives of this study were at follows. 1. To determine and compare the perceptions of home economics teachers and teacher educators regarding the importance and achievement of (1) the objectives of student teaching, (2) the experiences of student teaching, (3) procedures for selecting cooperating teachers, (4) roles and responsibilities of cooperating teachers, and (5) roles and responsibilities of university supervisors. 2. To identify problems and revisions about home economics student teaching pratice suggested by home economics teachers and teacher educators. The subjects in this study included 90 home economics teachers in 500 girls’middle schools and 13 teacher educators in 21 universities with home economics education department in Korea. For this study, the Habedi’s instruments were used through testing validity and reliability. The data of this study were analyzed by using mean, standard deviation, t-test, and content analysis. The results of this study were as follow；1. The areas with the difference of perceptions of the importance between the two groups were objectives of student teaching, experiences of student teaching, procedures for selecting cooperating teachers, and roles and responsibilities of cooperating teachers. 2. Regarding problems about home economics students teaching practice, home economics teachers indicated difficulty in performing adequate student teaching because of reduction in class hours, and lack of student teachers’positive attitude in performing student teaching, while teacher educators indicated having reluctancy of cooperating school to admit student teachers, and difference in experiences of student teachers because of disparity among cooperating schools. As solutions about the problems of home economics student teaching practice, home economics teachers suggested that student teaching course should be limited to the students qualified for teaching and that class observation and teaching practice in real class should be emphasized, while teacher educators suggested that student teaching should be performed adequately by providing institutions to control student teaching practice teacher should be made efficient by examining the scales of cooperating schools.

• International Journal of Advanced Culture Technology
• /
• 제10권4호
• /
• pp.102-109
• /
• 2022

In order to explore the characteristics that are more suitable for the physical and mental development of young people, enrich the existing martial arts teaching material system. Through the literature method, experimental method, questionnaire method and other research methods, the teaching comparison experiment of martial arts textbooks in primary and secondary schools was carried out, and the attitudes of martial arts courses at different ages in primary and secondary schools were analyzed. For different types of martial arts teaching materials, primary school students are more fond of them than junior high school students, and students of different ages also have different degrees of love for the four types of martial arts teaching materials, pointing out that it is necessary to carry out the reform of martial arts teaching materials as soon as possible, improve the difficulty, teach martial arts skills and knowledge in the combination of attack and defense, and reduce the trend of gymnastics; adjust and improve the periodicity, pertinence and diversity of martial arts teaching materials; mobilize students' enthusiasm for learning, cultivate students' interest in martial arts, and promote the inheritance of martial arts In the process of martial arts teaching, students' sense of identification with traditional Chinese culture is enhanced, and cultural self-confidence is enhanced.

• 대한인간공학회지
• /
• 제35권4호
• /
• pp.293-305
• /
• 2016

Objective: This study aims to measure cognitive load levels by analyzing the EEG of Koreans and foreigners, when they read a Korean text with care selected by level from the grammar and vocabulary aspects, and compare the cognitive load levels through quantitative values. The study results can be utilized as basic data for more scientific approach, when Korean texts or books are developed, and an evaluation method is built, when the foreigners encounter them for learning or an assignment. Background: Based on 2014, the number of the foreign students studying in Korea was 84,801, and they increase annually. Most of them are from Asian region, and they come to Korea to enter a university or a graduate school in Korea. Because those foreign students aim to learn within Universities in Korea, they receive Korean education from their preparation for study in Korea. To enter a university in Korea, they must acquire grade 4 or higher level in the Test of Proficiency in Korean (TOPIK), or they need to complete a certain educational program at each university's affiliated language institution. In such a program, the learners of the Korean language receive Korean education based on texts, except speaking domain, and the comprehension of texts can determine their academic achievements in studying after they enter their desired schools (Jeon, 2004). However, many foreigners, who finish a language course for the short-term, and need to start university study, cannot properly catch up with university classes requiring expertise with the vocabulary and grammar levels learned during the language course. Therefore, reading education, centered on a strategy to understand university textbooks regarded as top level reading texts to the foreigners, is necessary (Kim and Shin, 2015). This study carried out an experiment from a perspective that quantitative data on the readers of the main player of reading education and teaching materials need to be secured to back up the need for reading education for university study learners, and scientifically approach educational design. Namely, this study grasped the difficulty level of reading through the measurement of cognitive loads indicated in the reading activity of each text by dividing the difficulty of a teaching material (book) into eight levels, and the main player of reading into Koreans and foreigners. Method: To identify cognitive loads indicated upon reading Korean texts with care by Koreans and foreigners, this study recruited 16 participants (eight Koreans and eight foreigners). The foreigners were limited to the language course students studying the intermediate level Korean course at university-affiliated language institutions within Seoul Metropolitan Area. To identify cognitive load, as they read a text by level selected from the Korean books (difficulty: eight levels) published by King Sejong Institute (Sejonghakdang.org), the EEG sensor was attached to the frontal love (Fz) and occipital lobe (Oz). After the experiment, this study carried out a questionnaire survey to measure subjective evaluation, and identified the comprehension and difficulty on grammar and words. To find out the effects on schema that may affect text comprehension, this study controlled the Korean texts, and measured EEG and subjective satisfaction. Results: To identify brain's cognitive load, beta band was extracted. As a result, interactions (Fz: p =0.48; Oz: p =0.00) were revealed according to Koreans and foreigners, and difficulty of the text. The cognitive loads of Koreans, the readers whose mother tongue is Korean, were lower in reading Korean texts than those of the foreigners, and the foreigners' cognitive loads became higher gradually according to the difficulty of the texts. From the text four, which is intermediate level in difficulty, remarkable differences started to appear in comparison of the Koreans and foreigners in the beginner's level text. In the subjective evaluation, interactions were revealed according to the Koreans and foreigners and text difficulty (p =0.00), and satisfaction was lower, as the difficulty of the text became higher. Conclusion: When there was background knowledge in reading, namely schema was formed, the comprehension and satisfaction of the texts were higher, although higher levels of vocabulary and grammar were included in the texts than those of the readers. In the case of a text in which the difficulty of grammar was felt high in the subjective evaluation, foreigners' cognitive loads were also high, which shows the result of the loads' going up higher in proportion to the increase of difficulty. This means that the grammar factor functions as a stress factor to the foreigners' reading comprehension. Application: This study quantitatively evaluated the cognitive loads of Koreans and foreigners through EEG, based on readers and the text difficulty, when they read Korean texts. The results of this study can be used for making Korean teaching materials or Korean education content and topic selection for foreigners. If research scope is expanded to reading process using an eye-tracker, the reading education program and evaluation method for foreigners can be developed on the basis of quantitative values.

• 한국초등수학교육학회지
• /
• 제13권1호
• /
• pp.17-30
• /
• 2009

초등수학교육에서 처음 시작되는 사칙연산은 학교수학에서 매우 중요하다. 이 사칙연산에 대한 학습내용과 그에 대한 학생들의 학습결과를 알아보았다. 학습결과에 대한 신뢰도를 높이기 위해 교과서의 단원별 평가 문항에 나타난 결과를 조사하고 분석하였다. 이 자료를 바탕으로 단원별 평가문항에 대한 곤란도와 곤란도가 낮은 문항의 학습내용을 구체적으로 분석하였다. 분석결과는 초등학교에서 연산영역의 학습내용에 대하여 대부분의 학생들은 잘 이해하나 곱셈과 나눗셈에 대한 정확한 개념과 관계 그리고 체계적인 나눗셈의 원리지도와 문장제에 대한 더 많은 지도가 필요함을 보였다. 또 교과서의 학습내용에 대한 곤란도의 기준은 교과의 특성과 학생들의 수준 그리고 지역에 따라 다양하게 제시하는 것이 바람직하게 생각되었다.

• 한국수학교육학회지시리즈A:수학교육
• /
• 제58권2호
• /
• pp.263-282
• /
• 2019

2015 개정 수학과 교육과정의 초등학교 1~2학년 적용 실태 분석 결과, 대부분의 교사들은 '놀이 수학' 코너가 교과역량 함양에 도움이 되며, 수학 학습량 및 내용의 수준, <수학> 및 <수학 익힘>의 어휘 수준과 문장의 길이 등은 적절하다고 보았으나 일부 교사들은 어휘가 어렵고 문장도 길다고 인식하였다. 또한 수학 이해 및 한글 해득에 있어서의 학생 간 수준 차이가 크다는 것이 초등학교 1~2학년 수업 운영의 주된 어려움이라는 교사들의 인식을 토대로 본 연구에서는 수학 이해 및 한글 해득에 어려움을 겪는 학생을 위한 적극적인 지원의 필요성을 제안하였다.

• 한국환경교육학회지:환경교육
• /
• 제19권2호
• /
• pp.1-11
• /
• 2006

In Korea nearly all the subjects teach environmental education in the secondary school. In addition we have a separate environmental education subject (environmental subject). This could be a very strong point in the Korean environmental education. The environmental subject and the other subjects, however, overlap in teaching materials and methods in almost all aspects. Because of this, the environmental subject has not done its job effectively, and is sometimes considered as an unnecessary surplus. To effectively play its own role in environmental education, the subject should focus on environmental issues rather than on contamination, which it is focusing on now. The contamination-focused environmental subject simply teaches nearly the same contents that the other subjects teach. In addition, it makes students visit actual sites related to pollution in order to encourage them to be aware of the severity of pollution. However, it has difficulty in teaching how environmental problems occur in a society and how the social decisions are made to resolve the problems. To overcome this difficulty the environmental subject should employ discussion classes more substantially, which let students investigate social aspects as well as scientific aspects of environmental problems and make integrated decisions through interdisciplinary approaches, to make students understand social mechanisms of environmental problems. The subject should focus on teaching what factors influence producers' and consumers' behavior and what factors they should consider when they have to make decisions on environmental issues. It should leave teaching technical knowledge and skill to the other subjects, and train students by the integrated approach which makes them see technology through a sociologist's eye. Although such integrated approach is emphasized in the environmental subject, environmental teachers should be trained to understand technological knowledge and skill in profound depth.

• 한국과학교육학회지
• /
• 제4권2호
• /
• pp.57-63
• /
• 1984

An inquiry approach in teaching science has been advocated by many science educators for the past few decades, and most elementary and secondary science curricula have incorporated it in varying degrees. It has been proven in recent studies, however, that there exists considerable discrepancy between the expectation of outcomes of the inquiry approach and the actuality. This in part implies that there is a somewhat urgent need for the systematic evaluation of the approach in teaching science. The purpose of this study is to develop a comprehensive instrument for evaluating inquiry teaching approaches embedded in science curricular materials. To develop a more valid and reliable instrument a set of empirical data was used in the developmental procedure, and most of the previous studies regarding inquiry teaching method and inquiry evaluation were consulted. The inquiry evaluation method developed in this study, called the Scientific Inquiry Evaluation Inventory (SIEI), is composed of three parts: (1) analyzing and coding each science process task of inquiry activity; (2) evaluating each inquiry activity as a whole; and (3) evaluating each science laboratory curriculum as a whole. The first part of the instrument consists of twenty science process categories and thirty subcategories grouped into four sections: (1) gathering and organizing data; (2) interpreting and analyzing data; (3) synthesizing results and evaluation; and (4) hypothesizing and designing an experiment. The science process categories are arranged according to the level of difficulty, psychological level of thinking, degree of creativity demand, and the model of the process of scientific inquiry, which is also developed in the study. The second part of the instrument contains four evaluation scales of inquiry activity: (1) competition/cooperation scale; (2) discussion scale; (3) openness scale; and (4) inquiry scope scale. And the last part consists of three methods for evaluating a science laboratory curriculum as a whole: (1) inquiry pyramid; (2) inquiry index; and (3) difficulty index. The instrument is designed to be used by teachers, science curriculum developers and science education evaluators for the purpose of diagnosing the nature and appropriateness of scientific inquiry introduced in secondary science curricular materials, especailly in laboratory work and field work.

• 한국어교육
• /
• 제28권4호
• /
• pp.63-86
• /
• 2017

This research aims to evaluate the effects and the shortcomings of strategies for teaching paraphrasing to foreign university students. For this study, the effects of teaching paraphrasing skills on student's academic writing was investigated through the assessment of pre- and post-test writing tasks and through a focus group interview. The teaching of paraphrasing was divided into 3 instructional sessions and the focus group interview was conducted at the end of the last session. After each instructional session three trained assessors evaluated the outcomes of pre and post task writings; the in-depth focus group interviews were conducted on seven of the students in order to define better positive effects as well as shortcomings. By comparing the scores of pre- and post-task assignments it is possible to affirm that there is a meaningful difference for overall scores; moreover, in an analysis conducted on each single sub-element of the paraphrasing skill, it emerged that except for "task completion", all other four elements of "structure", "understanding core content", "change of expression" and "academic expressions" showed a statistically significant improvement in performance. On the other hand, as a result of the focus group interview, it was possible to individuate as main shortcomings insufficient vocabulary knowledge, poor overall comprehension of the reference material, lack of practice and difficulty in connect sentences organically. It is possible to consider these elements as limiting factors in understanding the reference material and making correct citations by the students. Therefore, we suggest as supplementary instructional strategies a deeper attention to the difficulty level of the text, the introduction of devices to understand better the content of the reference material and an integrated practice of the paraphrasing skill.

• 한국환경교육학회지:환경교육
• /
• 제19권2호
• /
• pp.133-146
• /
• 2006

The purpose of this study was to examine how environmental education teachers think about environmental teaching materials of their use in primary and secondary schools. For this purpose, six primary and secondary school teachers were selected for focus group discussion on October 17th, 2005. The discussion of focus group was recorded both on video and audio tapes. Teachers' discussion could be analyzed in the perspectives of two big ideas, 'content selection' and 'content organization and presentation'. The big ideas were categorized into several areas: 1) The idea of 'content selection' was classified into 4 areas such as integration, difficulty level, locality, and timeliness, 2) The idea of 'content organization and presentation' was classified into 4 areas such as learning motivation, teaching and teaming strategy, evaluation method, application of teaching materials. This study provided meaningful ideas, which can be used in developing environmental education materials as well as effective teaching and teaming strategies for school environmental educators.