• Korean Medical Education Review
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• v.14 no.2
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• pp.78-85
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• 2012

This paper will discuss the issues in four different small group teaching programs administered by the Seoul National University Medical School, and will address and propose solutions to those issues for improving the effectiveness of the programs. Medical school has a particular educational environment that differs from the rest of the university. Therefore, program managers should develop better models to fit medical school needs by reviewing our practices and planning for improvement. As managers of these programs, the authors interviewed students applying to participate. If our responsibilities for these programs continue for a sufficient period of time and we have a sufficient number of participants hereafter, we will do a survey and generate more reliable conclusions from quantifiable data. However, given that these programs are in their early stages, we present here some introductory remarks on the theory behind the programs and the outcomes we expect. The discussion will define and explain the different needs and roles of each participant (professor, student, and manager) in the program, and will suggest some practical ways for the managers in the programs to make improvements to the existing model so that the enhanced programs can better suit the needs of the medical school.

• Journal of The Korean Association of Information Education
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• v.5 no.1
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• pp.49-64
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• 2001

Thanks to the technological developments in the Internet, the Web-Based Instruction in the school practices has been available which is now taking its place as one of the new educational methods. With the increased interest in Web-Based Instruction, there appear a lot of materials and methodologies on utilizing the WEB to actively discuss and deal with the teaching-learning ways. Nevertheless, they comparatively tend to overlook the aspect of school guidance such as the development of sociability through social interaction which is an important element for building the personality of learner. This study has tried to design and apply the teaching-learning system for the promotion of social interaction in the Web-Based Instruction, and also made an investigation into the influences of social interaction on the development of children's sociability in the WEB field.

• Journal of The Korean Association of Information Education
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• v.14 no.2
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• pp.165-174
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• 2010

The digital textbook project which embarked by the Ministry of Education, Science and Technology has focused on experiments and practices from the school designated by the government. However the previous research about digital textbook provides static interaction models and teaching-learning models analogous to web-based learning based desktop PC even the framework of the digital textbook is based of Tablet PC. This paper provides learning and teaching models for next generation digital textbook which based digital inking techinques for sketcth interface and AR(augmented reality) interactions between teacher and learner. The proposed method of this paper is applied to educational contents and we found positive effect which is supported by statistical experiments. The results of this study in the future and the future development of digital textbooks in effect will be an effective development plan.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2018.05a
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• pp.319-322
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• 2018

Unplugged computing, the teaching and learning method, helps you learn the principles and concepts of computer science, and its advantage is that even elementary school students can easily understand it. Most of the North Korean Defector specialized alternative schools in the country have the purpose of having their students pass the qualification exam and be admitted to college. Therefore, the data, or information courses, are comprised of simple typing practices and basic office program handling. The purpose of the present study is to offer a teaching plan for these North Korean refugee adolescents, and we had assessed the courses in terms of its effectivity through a verification process. As a result, during the stage where we analyzed the answers from surveys, that they considered suggested curriculum for these specialized North Korean refugee alternative school was appropriate and have the potential to increase the student's satisfaction and interest.

• Journal of architectural history
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• v.15 no.2
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• pp.39-54
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• 2006

Focusing on the emergence of the basic course in American schools of architecture, in particular Gyorgy Kepes' courses at MIT, this paper studies the transformation of architectural pedagogy during the years after World War II. Kepes centered his architectural pedagogy on the picture plane, which was to function as the primary media for applying the principles of Gestalt psychology, that is the identification of the whole and its parts and the reciprocity between the internal human organism and the outside world. Kepes hence introduced a set of unconventional visual practices that were not readily assimilated to architectural conventions. Paralleling the establishment of the basic course, MIT also formulated a functionalist and spatial pedagogy with its two initial design studios, courses 4.721 and 4.722. These studios shared the notion that architectural design evolved from the inside toward the outside, an idea that took hold not just in the pragmatic environment of MIT's studios but also in conservative academic programs as well as in popular magazines, picture books, and exhibitions for the consumer public. The architectural surface became inseparable from the objects of art, furniture, and design, all of which were to be the generators of space. Hence, during the 1950s, the architectural surface provided a specific locus of intersection between the visual fundamentals of the basic course and the working principles of architectural design. Kepes, however, had by this time become disillusioned with architecture's potential as the medium of unity. Though he maintained the Gestalt logic of identity, he expanded it toward the goal of grander synthesis of society and consciousness freeing himself from the constraints of disciplinary instruction. In the case of Kepes, the mediating role of the picture plane was foregone in a regressive turn toward a primal, innocent, and direct experience.

• Journal of the Korean Chemical Society
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• v.64 no.2
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• pp.99-110
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• 2020

In this study, we investigated the characteristics of lessons using student-centered analogies by pre-service science teachers. Six pre-service science teachers at a college of education in Seoul participated in this study. They practiced lessons using student-centered analogies in teaching practices. We observed their planning lessons and the lessons. Also we interviewed them before and after their lessons. All the data collected were analyzed by using the constant comparative method. There were some cases where they did not clearly guide methods and rules of analogy activities when using physical analogy and role-playing analogy. Also, some of them invited students to predict the outcome of analogy activities. In lessons using role-playing analogy, they gave roles to only a few of students and had a trouble dealing with target concepts. In lessons using self-generated analogy, they had a hard time dealing with unexpected analogies that students generated and provided examples of analogies in order to help students to generate analogies. Educational implications of these findings are discussed.

• The Journal of Korean Academic Society of Nursing Education
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• v.24 no.3
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• pp.235-249
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• 2018

Purpose: The purpose of this study was to investigate how interprofessional education has been designed, implemented, and evaluated in undergraduate programs in nursing through a systematic review. Methods: The literature was searched using the PubMed, CINAHL, EMBASE, and Cochrane central databases to identify interventional studies including teaching-learning activities among nursing students and other disciplines in English between January 2000 and May 2017. Thirty studies were selected for the analysis. Results: Twenty-four studies out of 30 were designed as a pre-post, no control group, quasi-experimental study design. Interprofessional education learners were primarily engaged in medicine, physical therapy, dentistry, occupational therapy, pharmacy, and respiratory therapy. Patient care related activity was the most frequently selected topic and simulation was the most common teaching-learning method. Evaluation of learning outcomes was mainly based on the aspects of teams and collaboration, professional identity, roles and responsibilities, patient care, and communication skills. Nursing students in 26 out of the 30 reviewed studies were found to benefit from interprofessional education, with outcome effects primarily related to changes in learning outcomes. Conclusion: The development and integration of interprofessional education with collaborative practices may offer opportunities in nursing education for training professional nurses of the future.

• Journal of Digital Convergence
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• v.15 no.5
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• pp.363-372
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• 2017

Attention deficit hyperactivity disorder (ADHD) is a relatively common condition of childhood onset and is of significant educational and social concern in elementary school. Investigating the determinants of teachers' attitudes and behavior and their relative importance is crucial for improving teaching practices and initial teacher education for effective inclusion of ADHD children. Based on two hundred and twenty seven survey responses from elementary school teachers, having experienced in dealing with ADHD students, this paper examines the age, gender, career and training-hours effects on the knowledge, attitude, stress and inclusive education involving ADHD children. The regression analysis shows that the gender influences the level of stress and that the training hours has some impact on the knowledge about ADHD at 5% significance level. However, the number of ADHD children experienced, age, gender, career and training-hours were identified as the non-significant predictors of teaching behavior in relation to ADHD children. As a conclusion, a brief discussion concerning the critical needs of elementary school teachers is also presented.

• Journal of The Korean Association For Science Education
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• v.14 no.1
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• pp.1-11
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• 1994

The primary goal of this study was to suggest the ways of developing various types of instructional models which could be effectively used for science lessons in secondary schools. In order to attain this goal this study used literature review as its main method. This study was carried out through the process of three steps as follows: The conceptual relationship among instruction. teaching, and learning was examined. Then the general instructional models built on the traditional epistemology and psychology were reviewed and analyzed in terms of their characteristics and limits. The nature of instructional models developed for science education in secondary schools were analyzed The essential features and limits of the models were discussed in relation to their theoretical background and applicabilities to actual practices of science education. The implications for science learning were drawn from modem philosophy of science, which were used for developing instructional model. The strategies for using the new instructional model was also suggested. One general model of science instruction was given as an example applicable for science classrooms. The model was composed of appropriate teaching strategies and processes.

• Communications of Mathematical Education
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• v.33 no.3
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• pp.377-394
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• 2019

The purpose of this study is to scrutinize the characteristics of a teacher's discursive competence on the basis of mathematical competencies. For this purpose, we observed all semester-long classes of a middle school teacher, who changed her own teaching methods for the last 20 years, collected video clips on them, and analyzed classroom discourse. Data analysis shows that in problem solving competency, she helped students focus on mathematically important components for problem understanding, and in reasoning competency, there was a discursive competence which articulated thinking processes for understanding the needs of mathematical justification. And in creativity and confluence competency, there was a discursive competence which developed class discussions by sharing peers' problem solving methods and encouraging students to apply alternative problem solving methods, whereas in communication competency, there was a discursive competency which explored mathematical relationships through the need for multiple mathematical representations and discussions about their differences. These results can provide concrete directions to developing curricula for future teacher education by suggesting ideas about how to combine practices with PCK needed for mathematics teaching.