• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2014.10a
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• pp.241-243
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• 2014

In this study, that by applying the algorithm of collective intelligence in helping to select the teaching methods and learning methods of learner and teacher, develop a content recommendation system, the teacher and the learner promote effective learning, I have intended to And for this reason can be applied to education recommended system to be applied to a movie or shopping mall recently, at the time of selection, it is appropriate in accordance with the state, such as the level of the learner, learning environment, learners the theme of teaching and learning, and to provide a teaching method and learning method, the learner can to find the learning method appropriate for the user, and a more efficient, Professor system that can save time to design the teaching learning process I developed, The utility and accuracy of the learning content recommendation system developed finally, after the data is accumulated in the use of a continuous schedule of the learner and a teacher, would need to be validated through the rating.

• Journal of Korean Elementary Science Education
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• v.43 no.2
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• pp.233-251
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• 2024

Meaningful learning occurs through an active process of engaging with the content in a lively interaction between teacher and student. In this study, we explored teachers' learning, challenges, and changes as they learned and practiced responsive teaching (RT), a practice that supports students to put their ideas at the center of their lessons. As a result, we found that teachers initially embraced RT from different perspectives and struggled to implement it in ways they understood. We then explored RT more deeply by focusing on the case of a teacher who was teaching science herself, and found that her experience was both rewarding and confusing. However, by the end of the learning process, the teachers were able to define RT in their own ways, which strengthened their commitment to implementing RT in elementary science education. Based on this teacher learning process, it was suggested that teachers should be viewed as curriculum experts, that they should learn and explore collaboratively through a community of teachers, and that they should be researchers who continue to explore various practices in the field.

• Journal of Elementary Mathematics Education in Korea
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• v.8 no.1
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• pp.89-108
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• 2004

Elementary mathematics education in the 7th mathematics curricula has been emphasized to foster ‘mathematical power’. For establishing this purpose, we need to provide the opportunities inducing to students' thoughts and to study leaching-learning methods to make structuring for their thinking process. Using to writing activities in students' mathematics learning, we think that we can find out their thinking process and this writing mathematics learning method is effective to promote their communication. Through analysing to six grade mathematics textbooks, we devised to mathematical writing types and teaching/learning models could being utilized in mathematics classes. And we investigated the influence of mathematical writing on the learning ability of students. We have experimented and investigated to after dividing experimental objects into two groups, experimental group and comparative group. We founded out, through these researches for mathematical writing teaming, that the experimental group of the former had obtained greatly better results than the latter in mathematical learning abilities and studying achievements. Based on these result, it is required to have an accumulation of research on teaching-teaming methods by using various types of mathematical writing study.

• Journal of The Korean Association For Science Education
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• v.30 no.5
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• pp.557-575
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• 2010

The purpose of the study was to suggest the characteristics and goals of the science teaching model for use as criteria in selecting the appropriate teaching model for science in secondary schools. These characteristics and the goals have been organized based on the analyses of the literature on the teaching and/or instructional model. The teaching models have been classified into four areas, and the characteristics and goals of each area have been summarized as follows: $\cdot$ Traditional models: teaching of scientific knowledge through lectures, acquisition of scientific knowledge through discovery, acquisition of inquiry process skills through inquiry-based teaching/learning $\cdot$ Transitional models: demonstration and discovery as teaching strategies, acquisition of inquiry process skills through inquiry approach, acquisition and change of scientific knowledge $\cdot$ Modernistic model - conceptual change models: differentiation of scientific knowledge, exchange of misconceptions for scientific concepts - learning cycle models: conceptual differentiation, exchange of misconceptions, acquisition of science process skills Also described in this paper are the model's characteristics and goals that can be used as the criteria for selecting the appropriate teaching model for the subject that will be taught.

• English Language & Literature Teaching
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• v.17 no.4
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• pp.1-22
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• 2011

Little has been known about the process of the language teacher professional development. The present study aims to investigate an assumption that anybody who has subject matter knowledge will be a good language teacher. A teacher with rich linguistic knowledge started to question the effectiveness of his online class. The teacher, in collaboration with a teacher trainer, became involved in the critical examination of his online class, seeking for more effective ways of teaching. The trainer provided the teacher with clinical supervision, which is characterized as developmental, collaborative, non-judgemental, interactive, and teacher-centered. The data collected at the multi-facets of the online teaching shows how the process of the teacher's decision-making became principled on the basis of recent developments in English language teaching, and how the teacher has gained pedagogical knowledge through reflection upon his teaching. The feedback from the students reveals that such teacher professional development is beneficial to student learning. These findings suggest that language teacher's professional development can take place when they are engaged in reflective teaching and classroom investigation. It is also suggested that the process of teacher development can be enhanced through collaborative supervision with trust, openness and congeniality between parties involved.

• Hwankyungkyoyuk
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• v.20 no.3
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• pp.76-88
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• 2007

The purpose of this study is to develope education for sustainable development of understanding programme. The results of this study are as follows. Firstly, this programme is intended to enhance an university student's basic understanding, core skills and viewpoint of sustainable development. Secondly, the programme contains 10 modules, organised in four thematic sections. Each module is made up of two or three activities that are supposed to encourage adult learners in their mature understanding of sustainable development. Thirdly, there are three key teaching-learning strategies such as a case study, story telling and project study. These teaching-learning methods play a key role in the learning process. In conclusion, it is expected to indicate the goal and the value of the sustainable development clearly, and to provide the related information and knowledge constantly and systematically in the learning for sustainable development. Thus, it would be possible to enhance learner's awareness and attitudes towards sustainable development.

• Journal of the Korean School Mathematics Society
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• v.3 no.2
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• pp.123-131
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• 2000

In order to educate future leaders of the new age, we should help students to increase their basic knowledge, thinking and problem solving ability. It is necessary that we should use multi-media, computer as well as old teaching-learning material to improve students' basic knowledge and to motivate their interest in mathematics in the small-sized Middle School situated on the agricultural and fishery village. In solving this problem, it is ultimately necessary that we should utilize CAI program on the learning achievement in mathematics for the students to understand basic concept, principle, law and to promote teaching-learning process considered on individual different abilities. Therefore, this study is on the effect of students' interest and learning achievement in mathematics when we develop CAI program focusing on the lesson statistics in the 3rd Grade Middle School Mathematics Textbook and explain the concept and principle of statistics through using exact and various techniques of computers

• Journal of Korean Home Economics Education Association
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• v.28 no.1
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• pp.19-39
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• 2016

The purpose of this study was to develop the safety theme-based integrated teaching learning process plans for the middle school Home Economics(HE) Instruction and ultimately to contribute for the middle school students to live their safe lives. To achieve the goals of this study, HE curriculum documents from the 1st to the 2015 revision were analyzed and a survey was conducted to identify the middle school students' current status of safety accidents and needs on the HE safety education. The respondents of the survey were the 512 students of one ${\bigcirc}{\bigcirc}$ Girls' Middle School in Busan. And then, the seven integrated themes were selected, each seven integrated theme-networks were formed, and safety theme-based Home Economics curriculum and learning materials were developed. The results of this study were as the follows. The safety education content has continually been included from the first HE curriculum of 1954 to the 2015 revised HE curriculum. The middle school student respondents highly needed the content of 'the methods to deal with sexual violence and prostitution prevention', 'suicide prevention', and 'bullying net' for the HE safety education. All the 42 items were needed for the HE safety education by the respondents. The safety theme-based HE teaching learning process plans developed finally included the seven integrated themes, which were (1) dietary life safety, (2) adolescents' sex and safety, (3) adolescents' relationships with friends and safety, (4) family life and safety, (5) dwelling life and safety, (6) adolescents' egos and safety, and (7) social environment and safety. Each integrated theme consisted of three to six small themes, which amounted to total 28(for 35 lessons). Each small theme was presented with learning objectives and particular goals. The total 157 learning materials including the Home Economics curriculum were developed, which offered learning objectives and content for each safety theme, total 28 teaching and learning plans(for 35 lessons) were developed, which offered specific instructions for the easy implementation of the curriculum in the classroom, 28 PPTs, 25 film materials, four reading materials, 61 workbooks, 14 activity sheets, 16 evaluation sheets, 3 test sheets, 2 reference materials, and 4 learning material models(the refrigerator model, traffic lights for discussions, food tray model and stickers, and food mileage card). In this study, the safety education themes of 'clothing life and safety', 'conflict and safety', 'professional life and safety', and 'consumer and safety' were not addressed because these theme were not needed highly by the respondents. Therefore, for the further development of the teaching learning process plans for the HE safety education, it is necessary to develop and evaluate the teaching learning process plans to address the themes of 'clothing life and safety', 'conflict and safety', 'professional life and safety', and 'consumer and safety'.

• The Journal of Korean Academic Society of Nursing Education
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• v.17 no.2
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• pp.246-256
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• 2011

Purpose: With the decrease in available clinical sites, a decrease in adequately prepared clinical faculty, and demand to prepare health care students to begin work, we need alternative methods to teach clinical skills for health care professionals. The use of simulation as an educational process that can replicate clinical practices is becoming popular in nursing. Therefore, this study was conducted to review directions of simulation-based learning in nursing education. Methods: A systematic review of quantitative studies was undertaken using Medline, KERIS, and KISS. The primary search terms were simulation and nursing. Reference lists from relevant papers and the websites of relevant nursing organizations were also searched. Nine studies met inclusion criteria and were analyzed in detail. Results: All studies reported simulation as a valid teaching/learning strategy. Six of the studies (66.7%) showed that simulation technology was a practical and successful model to use in teaching a variety of clinical skills for nursing students and nurses. Conclusion: Simulation may have some advantages over other teaching methods, depending on the scenario, context, topic, and method. Further study is needed to determine the effect of team size on learning and to develop a universal method of outcome measurement.

• The Mathematical Education
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• v.49 no.4
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• pp.463-488
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• 2010

The purpose of this study was providing implications in teaching and learning activities to vitalize mathematical communication and to raise positive attitudes about mathematics. We analyzed mathematical communication, disposition and attitudes of the students who had lower mathematical achievement rather than that of Korean language in class using reading materials and strategies. We found that teaching-learning activities using the reading materials and strategies let the low achievers in mathematics communicate more about mathematical notions and problem-solving process actively. The activities triggered interests and attention of mathematics and self-study. In addition, the lessons with reading materials and strategies aroused confidence, will and responsibility to mathematics learning to the students. They made the learners notice mathematics' values and roles and gave the opportunity of reflection about students' learning processes. As a result, the teaching-learning using reading materials and strategies should be developed and accomplished actively in classroom to turn mathematical inclination and attitudes of the students who had had negative inclination and attitudes to mathematics into those of positive and to vitalize mathematical communication to the lower achievers in mathematics.