• 대한물리치료과학회지
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• 제9권4호
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• pp.141-153
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• 2002

Problem based learning(PBL) is one of the learning strategies from the constructivism. It is a learning centered students. The tutors are facillitators as activators, helpers and cooperators not organizer in the classrooms. PBL makes that students learn creativity, independence, reasoning skits, communication and collaboration for problem solving. As the PBL process, students get the problems that are in real situation, discussed with others for brain storming, self directed study and revisited to the situation. They think critically and apply to the real situation. When students are to be physical therapists, they are easy to adopt their job and efficient to manage well. But inspite of a lot of advantages to them, there are much conflict to use as the learning strategies. Students perceived one of best learning method that they have experienced, but there are stress, burden, anxiety, timeless to prepare, lack of information and so on. PBL is effective to learning health oriented subjects, problem solving, even a lot preparation and processing for learning. It is reduced the differences between theories in colleges and practices in the fields. In processing of PBL, students get more many skills than the conventional learning. As trying many times to the classrooms, we can fixed to PBL with mistakes and conflict for better the development of the teaching and learning.

• 한국정보과학회논문지:컴퓨팅의 실제 및 레터
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• 제5권6호
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• pp.809-815
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• 1999

본 논문에서는 현재 웹의 주요한 기술로 부각되고 있는 액티브 서버페이지와 동적 웹 기술을 이용한 가상교육 시스템 구현에 대해서 다룬다. 이 시스템은 사용자로부터 프로그램 소스를 보호할 수 있고 또한 인터넷 서버에서 실행되는 액티브 서버 기술을 동적 웹 기술과 접목하여 사용자를 인지, 구별하고 사용자의 정보에 적합한 웹 페이지를 구성할 수 있다. 또한 가상교육시스템은 학년, 학과, 수강신청 정보에 따라서 적합한 사용자 환경을 구성하여 주고 수업진도에 따라 교안 및 정보를 제공할 수 있다. 이렇게 구성함으로써 시스템의 접속 사용자에 관련된 적합한 정보를 제공하여 사용자가 원하는 교육서비스를 받을 수 있게 한다.Abstract In this paper, we present our implementation of cyber education system using Dynamic Web and Active Server Pages, key technologies of the current web. This system is composed of web pages fitted to user information, which is collected and differentiated by both Active Server Technology running at server and protecting program source and Dynamic Web Technology. This system provides information and teaching content according to the progress of a course and user environments based on information such as a school year, a department and credit request information. Therefore login users can receive education services by providing adequate information related to them.

• International Journal of Contents
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• 제12권2호
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• pp.49-57
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• 2016

This paper aims to explore instructional design of a cyber classroom for secondary students' basic English language competence. A paucity of support for low or under achieving students' English learning exists particularly at the secondary level. In order to bridge the gap, there has been demand for online educational resources considered to be an effective tool in improving students' self-directed learning and motivation. This study employs a comprehensive approach to instructional design for the asynchronous cyber classroom with the underlying premise that different learning theories can be applied in a complementary manner to serve different pedagogical purposes best. Gagné's conditions of learning theory, Bruner's constructivist theory, Carroll's minimalist theory, and Vygotsky's social cognitive development theory serve as the basis for designing instruction and selecting appropriate media. The ADDIE model is used to develop online teaching and learning materials. Twenty-five key grammatical features were selected through the analysis of the national curriculum of English, being grouped into five units. Each feature is covered in one cyber asynchronous class. An Integration Class is given at the end of every five classes for synthesis, where students can practice grammatical features in a communicative context. Related theories, pedagogical practices, and practical web-design strategies for cyber Basic English classes are discussed with suggestions for research, practice and policy to support self-directed learning through a cyber class.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제22권1호
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• pp.19-33
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• 2019

While the field of mathematics education strives to promote equitable mathematics learning and identifies it as a core instructional practice, less is known about its effective enactment. As teachers' teaching practices are dependent on their views and beliefs, this study investigated 133 elementary pre-service teachers' (PSTs') interpretations of diverse learners' learning experiences and proposed accommodations for them as reflected in their lesson planning process. Findings showed that PSTs came up with some strategies that are often suggested in teacher education literature, such as using multiple modes of representation and various grouping strategies. However, their responses were generic in nature rather than specific to diverse learners. Also, it was noted that many PSTs' interchangeably referred to the English Language Learners (ELLs), struggling learners, and culturally diverse learners, inferring that they thought that culturally diverse students must have been ELLs and that ELLs or culturally diverse students must have been weaker students in math. We found that the PSTs used their own frames while filtering and discarding information about diverse student populations to develop instructional plans, rather than based on the results of assessments of learning. We suggest that it is the critical first step to unwrap PSTs' unproven assumptions to better equip them for working with all of their future students.

• 한국보육지원학회지
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• 제19권3호
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• pp.41-57
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• 2023

Objective: The objective of this study is to classify the personality types of early childhood teachers and examine the variations in teacher self-efficacy and play support based on these personality types. Methods: The subjects of this study consisted of 302 early childhood teachers responsible for children aged 3 to 5 years old. The collected data were analyzed using cluster analysis and analysis of covariance. Results: Early childhood teachers were categorized into four types: the "sensitive group" (29%), the "conservative group" (10%), the "passive group" (28%), and the "active group" (34%). Significant differences in mean scores were observed for teacher self-efficacy and play support across these personality types. Notably, the active group demonstrated the highest levels of both teacher self-efficacy and play support. Consequently, the active group emerged as the most effective and functional personality type among early childhood teachers. Conclusion/Implications: This study emphasized the significance of early childhood teachers' personality types in their teaching practices, underscoring the importance of developing in-service and pre-service teacher education programs that take into account these personality types.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제27권1호
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• pp.49-73
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• 2024

This study aims to explore the direction of high school statistics education in Korea through a comparative analysis between the revised 2022 Korea mathematics curriculum and the IBDP Mathematics: Application & Interpretation Standard Level (IBDP AI SL) Curriculum and textbooks. The study seeks to investigate the Statistics unit of the two curricula, compare chapter structures and content elements of textbooks, and explore exercises on modeling and utilization of technology tools. The results are as follows: First, the IBDP AI SL statistics covered a broader range of topics. Second, exercises in Korean high school textbooks typically inquire about one or two questions in each topic, whereas the IBDP AI SL textbook's exercises present a real-life scenario on all relevant topics through sub-questions. Third, the Korean textbook guides the utilization of technology tools only in exercises presented after completing the entire chapter or where the calculation is complex. Also, there were only a handful of modeling exercises in the Korean textbook in contrast to most of the lessons and exercises were modeling exercises in the IBDP AI SL textbook. If these findings can be integrated into teaching practices in Korea, it will provide a direction for statistics education in Korean high schools.

• 대한화학회지
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• 제48권4호
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• pp.399-413
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• 2004

이 연구에서는 용해와 관련된 현상에 대해서 초등학교 학생에서부터 대학생에 이르기까지 학교급에 따라 학생들이 가지는 개념유형을 알아보고, 초${\cdot}$중등학교 교사들의 용해 현상에 대한 지도 실태를 알아보았다. 연구 결과, 초등학생 때 형성된 구멍 개념에 의한 용해 현상의 이해가 고등학생 때까지 유지되고 있었으며, 인력 개념에 의해 용해 현상을 학습하는 시기인 고등학교 2, 3학년과 대학생들은 인력 개념으로 용해 현상을 이해하는 비율이 상대적으로 높게 나타났다. 그러나 용해 현상을 설명할 때는 초등학생에서부터 대학생에 이르기까지 많은 학생들이 인력 개념보다는 구멍 개념을 선호하는 것으로 나타났고, 개념의 이해와 설명에 커다란 차이를 나타냄으로써 학생들의 용해 현상에 대한 이해 정도가 전반적으로 낮음을 알 수 있었다. 교사들의 설문 응답 분석 결과, 초등학교 교사의 90% 정도가 소금이 물에 녹는 현상을 콩 사이로 좁쌀이 들어가는 것과 같은 현상으로 이해하고 있었으며, 실제 학생들에게 소금이 물에 녹는 현상을 콩 사이로 좁쌀이 들어가는 모형을 이용하여 지도한다고 응답하였다. 중등학교 교사들 역시 약 절반 정도는 용해 현상을 구멍 개념으로 이해하고 있었으며, 인력 개념으로 바르게 이해하고 있는 교사는 20% 정도에 지나지 않았다. 또한, 인력 개념으로 이해하고 있는 교사들도 실제 학생들을 지도할 때는 구멍 개념으로 설명하는 경우가 많아 교사들의 개념 이해와 지도에는 차이가 있음을 알 수 있었다.

• 한국콘텐츠학회논문지
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• 제20권8호
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• pp.75-87
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• 2020

본 연구에서는 초등교사의 SW교육에 대한 관심도 및 실행수준을 관심중심수용모형(Concerns-Based Adoption Model)을 통해 분석하여 SW교육의 지속적인 현장 적용을 위한 교사교육에서의 시사점을 도출하고자 하였다. 이를 위해 현직 초등학교 교사 152명을 대상으로 설문을 실시하였고, 수집된 데이터를 분석하였다. 연구 결과, 초등교사의 SW교육에 대한 관심도는 0단계(지각)부터 2단계(개인) 측면의 관심이 높은 초기 관심 단계를 보이고 있었다. 현재 SW교육을 실행하고 있는 교사는 현장에서 SW교육을 단기적으로 시행하는 것에 집중하는 기계적 실행과 일상화 수준에 있는 것으로 나타났으며, 실행하고 있지 않은 교사의 과반수는 SW교육을 실행하기 위한 의도가 없는 것으로 나타났다. 교사의 성별, 교직경력, SW연수경험, SW교수경험에 따라 교사의 SW교육 관심단계에 유의미한 차이가 나타났으며, 담당학년, SW연수경험, SW교수경험에 따라 SW교육 실행수준에 유의미한 차이가 있었다. 이러한 결과를 바탕으로 현직 초등학교 교사들의 SW교육 관심 변화를 촉진하기 위한 방안을 교사를 대상으로 한 다양한 SW교육 제공 및 교수경험 확대의 측면에서 제안하였다.

• 한국초등과학교육학회지:초등과학교육
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• 제19권1호
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• pp.157-170
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• 2000

The purpose of this study is to survey the instructional state of the unit 'Small Living Things' in the Elementary School Science. for this study, 100 teachers were surveyed on teaching-learning practices. More specifically, questions were asked on the degree of accomplishing instruction objectives, frequency of field . study, experimental preparation, alternative instructional methods, amount of preparation, availability of reference books for teachers and availability of information materials on the Kwangju region. Our results show that teachers find the objectives related to the collection of living things for class experiments and the task of growing and observing them the most difficult to accomplish. It was reported that 38% of teachers have actually conducted field trips. The obstacles listed in going out on field study range from lack of knowledge of appropriate places, lack of time, to safety concerns. The most difficult problem in teaching this unit was preparing proper instructional materials, regardless of teacher's gender, career, and interest. Most respondents let children provide the experimental subjects. Teachers with collection experience tend to provide for the experimental materials themselves. Our Analysis also reveals that more than 70% of the respondents do not have adequate knowledge of the species dealt with in the unit. Gender, career, and interest area of the teachers did not make any difference (p< .05). In the case that proper experimental subjects have not been prepared, VTR, textbooks, and charts were reported as the most frequently used alternative instruction aids. The level of content and amount of knowledge contained in this unit were found to be appropriate. Information on instruction materials and experiment-observation were obtained through the teaching manual or periodicals (58%), information materials on the region(20%), and fellow teachers (12%). Reference books for teachers and materials on the region are perceived to be inadequate in order of importance in the areas of preparation method, level-wise learning guide, experimental observation, and information on species covered in text. Overall, it was judged that the highest concern was with obtaining experimental materials, and teacher's reference books and materials on the region need to be reinforced to allow teachers to more fully utilize them. Development and distribution of proper instruction-learning materials to the children's level is also required.

• 정보교육학회논문지
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• 제6권3호
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• pp.298-307
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• 2002

최근 정보화 시대에 들어서면서 교육은 그 방법이나 내용 면에서 변화를 강력히 요구받고 있다. 이러한 시대적 요구에 따라 교육에 정보${\bullet}$통신${\bullet}$기술을 적극 수용하려는 다양한 시도가 이루어지고 있다. 그 중에서도 특히, WBI (Web-based Instruction) 교수모형은 웹의 특성상 학생들에게 도움이 될 수 있는 다양한 형태의 교육자료를 제공해 줄 수 있으며, 교육시간 및 공간 등의 범위를 확대해 줄 수 있다는 점에서 더욱 관심이 집중되고 있다. 하지만, 현재 웹 기반 교수-학습 활동에 있어서 학습자가 학습 목표에 도달되었는지를 온라인 상에서 직접 평가할 수 있는 실시간 평가 시스템에 대한 연구가 미미한 상황이다. 따라서, 본 연구는 웹을 이용한 교수-학습의 결과를 학습 과정 중에 실시간으로 평가할 수 있도록 하고, 공들여 만든 좋은 문제들을 문제은행에 저장하고 이를 모든 교사가 검색하여 적절하게 이용할 수 있도록 문제은행을 공유하도록 설계하였다. 또한, 교과-학기-단원의 카테고리를 이용해 문제와 평가지를 쉽게 검색할 수 있도록 하였고, 전통적 문항 분석방법인 문항 난이도를 적용하여 문제은행에 저장된 문항의 양호도를 확보함으로써 학생들의 수준에 맞는 적절한 평가 문항을 제공할 수 있도록 하였다. 무엇보다도 본 시스템을 진단 평가나 형성평가에 활동한다면, 7차 교육과정에서 강조되고 있는 수준별 교육과정을 진행하기 위해 필요한 학습자의 출발점 행동 파악이나, 수준별 학습을 위한 학습자 수준 진단이 보다 효과적으로 이루어 질 수 있다.