• 한국가정과교육학회지
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• 제33권1호
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• pp.37-62
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• 2021

이 연구의 목적은 학생들이 가정생활 속 생활문제를 해결하기 위한 프로젝트 중심 가정교과 환경교육 교수·학습 과정안을 개발하는 것이다. 개발된 교수·학습 과정안은 가정교과에서의 생활환경문제 중심의 환경교육을 활성화시키는 실천 방안이 될 수 있다. 이 연구의 목적을 달성하기 위하여 가정교과의 교육과정과 환경교육 범주를 비교하여 분석하였다. 그리고 10개의 주제를 선정하여 주제별 8차시의 프로젝트 중심 가정교과 환경교육 교수·학습 과정안을 개발하였다. 개발된 교수·학습 과정안의 특성은 다음과 같다. 첫째, 가정교과에서는 성취기준과 학습 요소에서 환경교육과 관련 범주별 환경교육의 환경지식, 가치와 태도, 역량, 실천과 참여의 범주를 고루 포함하고 있었다. 둘째, 가정교과는 생활 전반에 걸쳐 관련을 맺고 있어 환경교육과 관련된 실생활 중심 학습 주제를 바탕으로 학습자 스스로가 문제를 인식하고 해결할 수 있는 프로젝트 중심 학습을 기반으로 하는 교수·학습 과정안을 개발하였다. 즉, 가정교과는 환경교육과 관련성이 높으므로 사회와 환경에 대한 관심도를 높일 수 있는 환경 관련 내용들이 추가되어야 한다. 본 연구에서 개발된 교수·학습 과정안은 가정교과 시간, 자유학기 등에 활용할 수 있다. 하지만 현장에 적용을 하지 않았다는 제한점이 있어 효과를 살펴볼 수 있는 실행연구가 뒷받침되어야 할 것이다.

• 교육시설 논문지
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• 제19권4호
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• pp.11-19
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• 2012

The purpose of this study is to gauge the level of awareness of elementary, middle school, and highschool teachers regarding teaching-learning activities, learning space, and support for technology-based instruction in current and future school education, thereby providing essential data for seeking future improvements in the learning environment. Towards this end, a survey questionnaire (sectionalized into teaching-learning activities, learning space, and support for technology-based instruction) was developed. Subsequently the survey was administered to a random sampling of elementary, middle school, and highschool teachers in the Kyonggi, Kangwon, and Chonra Provinces. An in-depth analysis was conducted on the 797 questionnaire responses thus attained, focusing on the teachers' level of awareness regarding teaching-learning activities, learning space, and support for technology-based instruction, the correlation of the findings of the three areas in question, and the differences of the findings according to the circumstances of those surveyed. Based on the results, the authors of this study propose the following: First, that school administrators take into account the level of awareness of frontline teachers regarding teaching-learning activities, learning space, support for technology-based instruction. Second, efforts should be made to establish a safe and secure learning environment conducive to the synergic interplay of the three areas in question, by realizing true ICT in the classroom. Third, teachers in the classroom must endeavor to achieve a meaningful synthesis between educational programs and teaching-learning activities, as well as to serve as harbingers of improvements in the way we conduct the business of education.

• 영어어문교육
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• 제18권2호
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• pp.171-187
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• 2012

This study aims to investigate the effects of learning strategy-based early reading instruction for English underachieving students. For this purpose of the study, sixteen learning strategies were driven from the review of previous related literature and the result of the survey conducted to the students and the teachers. Strategy integrated early reading instruction was implemented to nine students for thirteen weeks. The word recognition test was conducted before and after the instruction to examine whether the instruction had effects on the increase of their early reading skill. In addition, in order to investigate certain change in students' affective aspects after the instruction. The research conducted survey to the students. A teacher's field note and students' class journal were also analyzed to verify the results from the quantitative test. The results indicated that the instruction led to the increase of students' early reading skills. It was also found that the instruction motivated the underachieving students to devise a strategy for their learning process.

• 한국학교수학회논문집
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• 제11권3호
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• pp.439-466
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• 2008

본 논문은 Web을 기반으로 하는 수학의 학습모형을 설계하고 학습 자료를 개발하여 정규 교과학습에 투입했을 때의 효과를 측정함으로서 Web 상에서 구현될 수 있는 대체 수업방안을 모색하는데 그 목적이 있다. 본 연구는 Web을 이용한 교육 자료 개발에 대한 이론적 토대, 교수-학습 모형의 설계와 구성, 정규 수업을 통한 실험 등 세부분으로 이루어져 있다. 먼저, 학습 이론과 학습자 중심의 교수 모형의 개발, 자료 설계 및 구축 과정, 수업 전략 등 Web 기반 교육의 핵심 원리를 살펴본다. 다음, Web 상에서 수학교육과 학습을 구현하기 위한 학습 프로그램을 개발하여 웹 사이트를 통해 학습을 수행하는 수학의 대체 학습모형을 제시한다. 마지막으로, 평면 2차 곡선을 주제로 수업모형을 설계하여 제작하고 이를 실제 수업에 투입했을 때의 학습효과를 전통적인 수업과 비교 측정함으로서 Web 상에서 이루어지는 학습모형을 구성하는데 있어 필요한 요소 및 발전 방향을 함께 모색한다.

• 정보교육학회논문지
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• 제9권3호
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• pp.397-406
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• 2005

본 연구는 직접교수학습 모형에 기반한 체육과 ICT교수학습 과정안을 개발하고 현장에 적용하여 교수 학습에서의 효율성을 입증하는 것이다. 체육 교과는 교사의 시범 및 피드백이 필요하고, 기상 조건 등으로 인하여 수업이 어려운 경우가 있다. 그리고 실제 학습에서의 학습 모형의 적용이 미비한 상황이다. 이러한 경우에 ICT 교수 학습 과정안을 활용한다면 전문가의 시범을 대치할 수 있으며, 학습자들은 개별적, 적응적 피드백을 제공받고, 자신의 학습 속도에 맞도록 느린 동작, 구분 동작 학습, 반복 학습이 가능하다. 그리고 교사들의 교수학습 방법에 대한 공유를 높일 수 있다. 따라서, 본 연구는 체육과에서 일반적으로 적용되는 직접 교수 모형을 ICT 활용 수업에 적합하도록 재구성하여 절차적 모형으로 각 단계를 정의하고, 이를 실현하기 위한 ICT 교수 학습 과정안을 개발하였다. 그리고 초등학교 5학년 수업에 적용하여 학습 효과를 분석하였다.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제33권3호
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• pp.207-229
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• 2019

제 4차 산업혁명 시대를 맞이하여 수학과 교수 학습에 ICT기술을 접목한 수업의 시도가 다양하게 이루어지고 있으며, 거꾸로 수업과 증강현실을 활용한 수업의 필요성과 효율성이 주목받고 있다. 이는 교육현장에서 거꾸로 수업과 증강현실을 활용한 수업 콘텐츠와 그 활용방안에 대한 수요의 증가로 이어지고 있다. 따라서 실제로 현장에 적용할 수 있는 수업 콘텐츠의 개발과 수업 방안에 대한 연구의 필요성이 커지고 있다. 이와 같은 관점에서 본 연구에서는 교수 학습 유형을 분류하고, 구성주의 수학 교육 원리와 증강현실 기반 모바일 앱을 활용한 거꾸로 교실 수업 방안과 교수 학습 유형별 수학 교수 학습 콘텐츠를 개발하고 교수 학습 현장에 적용할 수 있는 방안 및 수업지도안을 제시한다.

• 한국과학교육학회지
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• 제17권3호
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• pp.251-260
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• 1997

The instructional influences of cooperative learning strategies, which emphasize mutual interdependency of learners, group goal, and individual accountability, upon students' achievement, the attitude toward science instruction and the perception of learning environment were investigated. Before instruction, the prior knowledge test about atoms and molecules, the test of attitudes toward science instruction, and the perception questionnaire of learning environment were administered, and the grade in the previous mathematics course was obtained. These scores were used as covariates. Mid-term examination score was used as blocking variable. For instruction, three different strategies-traditional individual learning, small group learning, and cooperative learning-were used and teaching materials for the units of mole and stoichiometry were also prepared. After instruction, the researcher-made achievement test, the test of attitudes toward science instruction, and the perception questionnaire of learning environment were administered. The perception questionnaire of group activities was also administered to the two treatment groups. In the quantitative subtest, the scores of cooperative learning group and small group learning group were significantly higher than those of traditional individual learning group. However, the cooperative learning group's scores in the achievement test and the qualitative subtest were significantly higher than those of small group learning group and traditional individual learning group. The students in the cooperative learning group were found to have the most positive perception of learning environment but to have similar attitudes toward science instruction. No interaction between the treatment and the level of the previous achievement was found in any of the analyses. In the perception questionnaire of group activities, students in both small group learning group and cooperative learning group exhibited positive perception of group activities. However, students in the cooperative learning group tended to think that their activities were related with their group's success. Educational implications are discussed.

• 한국치위생학회지
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• 제12권1호
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• pp.189-200
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• 2012

Objectives : The purpose of this study was to examine what teaching behavior would have a good effect on learners in lecture-style instruction in the department of dental hygiene. Methods : The subjects in this study were 650 students who were in the three-year department of dental hygiene at four colleges in Gyeonggi Province and Chungcheong Province. After a survey was conducted, frequency analysis and ANOVA were utilized to analyze the collected data. The findings of the study were as follows. Results : The students put the highest value on knowledge among the factors of teaching behavior irrespective of their academic year, academic standing and learning style, followed by skills and attitude. Out of every subfactor, they set the highest value on a sense of humor regardless of their academic year, academic standing and learning style, and put the lowest value on the attitude factor such as enthusiasm. There were differences among the students in evaluation of the factors of teaching behavior according to academic year, and the students whose academic year was higher set a higher value on the factors of teaching behavior. There were no differences according to their academic standing and learning style. Conclusions : The dental hygiene students viewed the knowledge factor as the effective factor of teaching behavior, and regarded a sense of humor as the best subfactor. Although the attitude factor like enthusiasm is important, it seemed that the students hoped for the kind of instruction that would be delightful, intriguing and clearly convey what to learn.

• 대한지구과학교육학회지
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• 제2권1호
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• pp.41-47
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• 2009

This study examined the difference for the ability of self-directed learning and information literacy(the ability to use information) between small group-cooperative instruction of ICT practical environment and explanatory instruction using ICT of general classroom in middle school science education. The 138 students(7th grade) participated in this study were classified in two group, experimental group(68) and controlled group(70). Experimental small group consisted of 5-6 students who had different levels and the ability of each the group was equal. The teaching of experimental group was made in the science lab which was equipped with computers to connect super high-speed Internet. The teaching of control group was made in general classroom. Under these two environment, this study was executed during 10 weeks. As the result, Small group-cooperative learning using ICT was more effective in diminishing the gap of information literacy in middle school students. And in the ability of self-directed learning, the small group learning using ICT was also more effective than general classroom instruction.

• 공학교육연구
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• 제20권4호
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• pp.38-50
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• 2017

The purpose of this study is to analyze the current evaluation methods on faculty performance at Korean engineering colleges and develop teaching evaluation indicators for faculty performance. We investigated the faculty performance cases in engineering colleges inside and outside of the Korea, the engineering faculty's awareness of evaluation factors for their educational performance, and the appropriate ratios by indicating factors. Also we developed evaluation indicators for educational achievements to improve the current faculty performance system. 227 engineering faculty members answered our survey questionnaire. The result in the case study on faculty performance evaluation is as follows. First, most items of faculty performance evaluation are about quantitative indicators that can easily conduct objective evaluation. Second, evaluation items of faculty performance are mostly focused on instruction in a classroom. Third, the evaluation by students and administrative managers is more dominant than that by professors or their colleagues, document evaluation than on site evaluation, general evaluation than formative evaluation, and static evaluation than dynamic evaluation. Lastly, Some universities tend to substitute outstanding articles for underperforming instruction. The evaluation indicators that we have developed can be implemented by four types of subjects, such as students, professors, their colleagues, and deans. Also, based on the evaluation indicators, faculties can freely select their evaluation domains depending on the their tracks, such as a teaching track, a research track, or an industry-university cooperation track. The mandatory evaluation fields include teaching, student counselling, teaching portfolio evaluation by mentors or colleagues, class management evaluation by deans, and self-evaluation. The other areas are optional and professors can choose their evaluation factors.