• Journal of Digital Convergence
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• v.12 no.1
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• pp.539-548
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• 2014

This study categorized the literature on instruction models by research period, theme, teaching model, class, and subject to identify research trends. The sampling period was from 1977 to March 2013, and 586 research papers were analyzed. Changes in the studies on instruction models were divided into three stages: Stage 1 (1977-1996), Stage 2 (1997-2006), and Stage 3 (2006-2007). Research papers increased rapidly from 8% in Stage 1 to 51% in Stage 2, showing a rapid increase in Stage 2. "Design and development" was the most researched theme throughout the three stages, and the most researched instruction model type was "curriculum-oriented."By subjects, it was found that studies on "cross-curriculum" were being conducted more actively than other subjects. Based on these results, this study proposes directions for future domestic research on instruction models.

• School Mathematics
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• v.5 no.2
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• pp.241-257
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• 2003

The goal of mathematics education in the 7-th national curriculum is focused on maximizing learning effectiveness through teaching mathematics, considering learning contents and levels appropriate to various levels of students' abilities. Thus, reduction of contents, learner-centered way of teaching, and multi-step differentiated learning are centered around the curriculum. However, in reality one of the most difficult problems mentioned by many inservice teachers is that students are not interested in school mathematics because some of them tended to learn mathematics in advance in private institutes and others felt difficult from school mathematics. Thus, alternative solutions are strongly required. When students are more interested in mathematics classes and instructional materials, as a more effective way of teaching, are appropriately used, problems mentioned above are expected to be solved. In order to solve problems, additionally, this study investigated the amount of time assigned to each area of mathematics textbooks from level 1-A to level 6-B, which are currently used in elementary school. This study also examined inservice teachers' views about how instructional materials should be used. This will be helpful on using and developing instructional materials, and it will lead to more exciting classes of mathematics. However, these teaching materials need to be carefully used regarding their relationships with pedagogical transfer, metacognitive movement, and localization.

• Journal of Korean Elementary Science Education
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• v.28 no.4
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• pp.373-381
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• 2009

This study investigated pre-service elementary school teacher's perception of science curriculum use in Korea and Japan. Ninety four pre-service elementary teachers in Korea and fifty three pre-service elementary teachers in Japan are participated in this study. As the result, four patterns were revealed. First, science isn't perceived as an important or interesting subject by the pre-service elementary teachers in both countries. Second, the perception of Korean pre-service teachers about the objectives of science subject is relatively negative. Third, in the case of Korea, the perception about the effectiveness of science subject content and level, and the amount of learning is shown to be more negative than those of Japan. Finally, in both countries, the science majors and the non-science majors have negative perceptions about the inclusion of the perspectives and methods of assessment and the preparation of teaching and learning plan in curriculum.

• Fashion & Textile Research Journal
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• v.18 no.6
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• pp.766-775
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• 2016

In the era of globalization and unlimited competition, Korean universities need a breakthrough in their education system according to the changing education landscape, such as lower graduation requirements to cultivate more multi-talented convergence leaders. While each student has different learning capabilities, which results in different performance and achievements in the same class, the uniform education that most universities are currently offering fails to accommodate such differences. Blended learning, synergically combining offline and online classes, enlarges learning space and enriches learning experiences through diversified tools and materials, including multimedia. Recently, universities are increasingly adopting video contents and on-offline convergence learning strategy. Thus, this study suggests a teaching method based on blended learning to more effectively teach existing pattern CAD and virtual CAD in the Apparel Pattern CAD class. To this end, this researcher developed a teaching-learning method and curriculum according to the blended learning phase and video-based contents. The curriculum consisted of 2D CAD (SuperAlpha: Plus) and 3D CAD (CLO) software learning for 15 weeks. Then, it was loaded to the Learning Management System (LMS) and operated for 15 weeks both online and offline. The performance analysis of LMS usage found that class materials, among online postings, were viewed the most. The discussion menu most accurately depicted students' participation, and students who did not participate in discussions were estimated to check postings less than participating students. A survey on the blended learning found that students prefer digital or more digitized classes, while preferring face to face for Q&As.

• Journal of Korean Elementary Science Education
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• v.21 no.2
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• pp.213-226
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• 2002

The purpose of this research is to direct the 7th national primary science curriculum to be performed properly. The research is based on the questionnaire to investigate the primary teachers' appreciation of the curriculum. The questions are about the general aspect of the 7th curriculum and special treatises on science curriculum. Questionnaires were distributed to 1000 teachers, and 822 teachers answered them. According to the survey results the teachers' thoughts were as following: First, there must be enough time to develop a new curriculum. It is not desirable to change the old curriculum totally. There should be some continuity between the old and the new curriculum. Second, teachers appreciated that the learning resources and supplements were helpful, and interested students. Teachers thought that If equipment at class or school was not enough. Third, according to them the hierarchical structure of science curriculum was appropriate, but the contents need to be improved. Fourth, most teachers restructured the 7th science curriculum to adapt it to the class and school. They cooperated with one another in teaching science, and applied diverse teaching-learning methods according to the curricular contents and the grade levels. Teachers tried to evaluate all aspects of the students with various methods, but they felt it was hard. They were not active in developing evaluation tools as a team, and in objectifying the information about students. Fifth, teachers felt it was hard to implement the science curriculum according to different levels of the students. Based on the survey of teachers' thoughts, the following can be suggested for successful implementation and reorientation of the curriculum. First, teachers need learning opportunities to appreciate and adapt the 7th curriculum creatively. Second, they need guidances in implementing the different levels of the curriculum, and the information about the appropriate resources for it. Third, we need to control the relative difficulty of the curricular contents, and reduce the hours and quantity of the study. Fourth, we need to improve the school equipment and facilities. Networking and cooperation among education-related institutions are essential for better education. Fifth, it is desirable to develop concrete and diverse teaming models.

• Research in Mathematical Education
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• v.3 no.2
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• pp.69-88
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• 1999

The Hong Kong mathematics curriculum has launched its reform in recent years. It was the first time that a holistic review of syllabi from Primary 1 through Secondary 7 was made. The curriculum development agency also decided to base the reform on sound pedagogical foundations. That was assisted with academic research where the views of various stakeholders were investigated in detail. Surveys were conducted with students, parents, teachers, employers, university professors, and curriculum designers and they give a full picture of mathematics teaching and learning in Hong Kong. The rich data collected should shed light on the development of mathematics curriculum in other regions with similar socio-cultural and educational settings.

• Journal of Korean Home Economics Education Association
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• v.15 no.1
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• pp.15-32
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• 2003

This study examined teacher perception of the instructional method. activities and material in terms of class quality enhancement. Also this study established instructional method. activities and material application Per 7th Practical Arts Education Course guidance domain. and type identification of the instructional method and activities unique to the Practical arts curriculum. Conclusions : 1. Teachers consider the instructional method and material beneficial. However in the item relevant to application of diverse instructional methods Per specific teaching objective and educational content in the actual classroom. the highest percentage responding. ‘relatively yes’ (39.7%) . balanced out with those answering. ‘no’(37.7%) 2. In linking the instructional method and material to secondary school home economics education, teachers experienced difficulty in teaching only the clothing education domain . 3. In each guidance domain, lecture method, problem-solving learning. cooperative learning. home project learning and functional learning were surveyed for instructional method suitability. Notably, home project learning was identified as a significant instructional method. This result begs in-dept analysis as home project learning may be utilized as a tool to compensate for the absence of practical educational objective condition fulfillment and to substitute for teachers unable to Provide such functional guidance in class. 4. In each guidance domain. role-playing. debate/discussion. case study research, practical exercise and activity reporting were rated as essential teaching ㆍ learning activities. 5. In each guidance domain.‘VCR’, ‘CD-ROM’ and ‘Web media’ were identified as suitable instructional materials .

• Education of Primary School Mathematics
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• v.21 no.1
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• pp.1-17
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• 2018

Recently, various attempts have been made to change traditional lecture classes such as flipped learning and blended learning, and their effectiveness has been verified in various fields. On the other hand, the 2015 revised curriculum enables students to participate in self-directed learning by encouraging student participation. Teachers should also try to change the teaching method, and to improve the teaching methods by confirming the advantages and disadvantages of such new teaching methods in accordance with the demands of the times. The purpose of this study is to analyze the case of applying Blended learning class to teach mathematics education for elementary education 1 class which is one of the required subject in university of education.

• Journal of the Korean School Mathematics Society
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• v.15 no.1
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• pp.137-154
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• 2012

The purposes of this study are to develop the formative assessment program in geometry area for a 1st-grade class of middle school and to test the effect of this program. This formative assessment program was based on mathematics curriculum for the 1st graders of middle school. In addition, we examined how the 1st graders of middle school understand the geometric concepts by analyzing their response in the pretest and the posttest. This formative assessment program and the results of its analysis would be the useful information for the effective teaching and learning in geometry area for the 1st grades of middle school.

• Journal of the Korean Society of Clothing and Textiles
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• v.44 no.2
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• pp.369-383
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• 2020

This study proposes a method to effectively teaching technic for pattern development and virtual garment manufacturing by adopting the K-MOOC platform for the Apparel Pattern CAD curriculum. According to K-MOOC guidelines, Apparel Pattern CAD curriculum were developed and presented through the K-MOOC platform. A questionnaire survey was utilized to evaluate K-MOOC platform features in terms of learner satisfaction when adopting the 5-point Likert scale. Questionnaire survey participants included 52 college students. The result of the survey found that most of the attributes of the K-MOOC platform were highly rated in terms of interaction and learning effectiveness. The user interface of the K-MOOC platform were shown to be satisfactory in terms of usability. Participants gave a positive assessment of the benefits of online lectures when comparing online and offline lectures. In particular, the preference for online lectures in computer-related courses such as CAD was higher than the offline. It was concluded that the Apparel Pattern CAD curriculum based on the K-MOOC platform was effective and satisfactory for learners in various aspects.