• Journal of Korean Home Economics Education Association
• /
• v.18 no.2 s.40
• /
• pp.111-123
• /
• 2006

This study was conducted on teachers who currently are teaching 'Technology and Home Economics' in high school, and teaching it alone, as opposed to team teaching. The study examined the teachers' fields of major study relative to their teaching behaviors and levels of confidence and satisfaction while teaching this course. The study also compared teaching behaviors, confidence and satisfaction among teachers who either have or have not participated in training sessions specifically-targeting teachers who are lack of relevant knowledge and skills in a major field. Questionnaires were mailed to high school teachers who were solo-teaching 'Technology and Home Economics' at high schools in Gyeonggi Do. Data from 83 respondents were used for the final analysis. The findings were as follows: First, it was determined that teachers tend to be more active when teaching subjects in which they have majored than subjects in which they have not. Teachers who have majored in home economics were most active when teaching home economics, followed by technology major teachers teaching technology, home economics major teachers teaching technology and technology major teachers teaching home economics, the last group exhibiting the least willingness to teach. Similarly, all teachers exhibited less confidence in areas not relevant to their majors, and confidence especially was lower while teaching practical skills versus theories. Teachers also were found to be less satisfied with teaching subjects outside of their majors. Second, analyzing technology majors currently teaching home economics and comparing those who have and have not participated in training sessions for home economics teaching, we found that 1) technology majors with such training feel that the training experience helped them in preparing various teaching media and in their evaluation of students' understanding of basic concepts and practices; 2) these training programs increased teachers' confidence teaching theories, but not practical skills; and 3) after they had participated in training programs, teachers' satisfaction increased in terms of producing teaching agendas and selecting textbooks and teaching media for their classes. However, training programs were found to have no effect on home economics majors who had participated in technology training programs, in terms of teaching behaviors, confidence or satisfaction teaching technology.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.21 no.4
• /
• pp.126-137
• /
• 2020

This study provided implications for applying learner-centered teaching methods in the field of management education by adopting flipped learning and team-based learning to Business Communication classes and operating the classes according to its characteristics. Business communication capability, especially related to drawing up a document or a written report, is considered one of the crucial factors for making individuals valuable in an organization. For the identification of the subject outputs, a total of 64 students from the first and second semesters in 2018 were sampled, and the Wilcoxon signed rank test and paired t-tests were carried out. The results show that all types of communication capabilities have significantly increased at the end of each of the semesters. Also, the overall satisfaction level proved to be higher at the end rather than at the beginning of each semester. This study is especially meaningful because the results suggest concrete ways to apply learner-centered teaching methods for business education.

• Journal of the Korea Convergence Society
• /
• v.12 no.4
• /
• pp.369-375
• /
• 2021

The study explores the kinds of emotions freshmen in South Korea universities experience. Specifically, the study examines their emotional experiences on level-differentiated classes, team-teaching by native speakers and Korean professors, and communicative activities. 327 freshmen participated in the survey based on 'Academic Emotions Questionnaire (AEQ)' and the statistical results are as follows: Firstly, research showed that the participants in advanced classes feel higher negative emotions such as 'worries' and 'boredom' than those of beginner and intermediated classes (P < .05). Secondly, participants feel higher level of 'fun', 'satisfaction' and lower level for 'boredom' in the native speaker classes than those of Korean professors (P < .001). Thirdly, participants feel games are the most 'fun' and 'satisfying', while presentations are viewed as the most 'worrying' and 'boring' among the communicative activities (P < .001). Finally, the pedagogical implications and suggestions are discussed.

• School Mathematics
• /
• v.1 no.1
• /
• pp.39-58
• /
• 1999

Nowadays, open education is popular in Korea. Various open education methods such as open time, open space, open curriculum, team teaching, small group learning are actively introduced into mathematics education. Current 'open education in mathematics' in Korea can be characterized as the application general education reform movement (open education movement) to mathematics education. This movement is interested in teaching methods rather than contents. In this article, I discussed with the limits and the problems of this application and argued that not the method-centered open general education reform movement but the content-centered mathematics education's own reform movement is necessary for the true mathematics education reform.

• Journal of Engineering Education Research
• /
• v.17 no.1
• /
• pp.26-41
• /
• 2014

This paper recommends to teach technical writing as a part of the curriculum of engineering design courses. Some features of both engineering design and keystone design course as well as capstone design course for engineering students are studied before the relationship of those features with written communication are investigated. After the characteristics of collaborative writing are reviewed, some aspects of integration of teaching technical writing into engineering design courses are evaluated. Technical writing for engineering students is best taught by collaborative writing approach in engineering design courses.

• The Mathematical Education
• /
• v.40 no.2
• /
• pp.345-350
• /
• 2001

This study suggested a teaching method to improve intuitive understanding of the statistical basic concepts about the central limit theorem with experiment. It is very hard to understand about the concept of the central limit theorem in the school mathematics class. The result of this study experiment for the class of statistics education shows that the students and mathematics teachers were interesting at this experiment. They corrected their misunderstanding about the central limit theorem by discussion for the result of experiment with team members. I think that this study can help teachers to teach the students using the experiment method.

• Journal of Korean Academy of Nursing
• /
• v.26 no.4
• /
• pp.946-962
• /
• 1996

The purpose of this study was to contribute to the development of clinical instruction by students' ratings of teaching effectiveness in clinical nursing education. The subjects were comprised of graduating class 618 students from 24 nursing colleges in the nation. The instruments used in this study were "general characteristics & status of clinical nursing education" developed by the researcher and "Instrument to Measure Effectiveness of Clinical Instructors" by Reeve(1994). The 50 questions used in the questionaire were categorized into 13 components subject to factor analysis. The 13 components were interpersonal relationships, communication skills, role model, resource for students, favorable to students, encouraging to think for selves, teaching methods, evaluation, finding assignments for objectives, organization of subject matter, professional competence, knowledge of subject matter & working with agency personnel. The results of this study are as follows 1. Status of clinical nursing educaion : 1) Clinical nursing education were led by nursing professors(44.9%), a team of both nuring professor & head nurse(6.8%), instructors from specific hospital(15.1%), instuctos for a specific subject(14.6%), & head nurse(6.8%). For 3-year program students, 34.6% of the clinical nursing education were led by instructors from specific hospital & 51.4% of the education by nursing professors for Bachelor's program. 2) The contents for clinical education comprised of Conference being the most frequent of 34.5% ; a combination of Nursing skills, Orientation, Conference etc.22.0% : Nursing process 21.7% : Orientation 13.5% : Inspection(making rounds ) 6.4%, & Nursing skills of 2% being the least frequent. 3) Students' preference of clinical teachers from the highest to the lowest were instructors for a specific subject being the most desired (44.9%) followed by nursing professor, head nurse, a team of both nursing professor & head nurse, & instructors from specific hospital being the least desired. 4) Students felt that the qualification for clinical teachers should be at least a master's degree holder and 5 or more years of clinical experience. The reason they felt was because knowledge & experience are imperative for professional education. 2. Clinical teaching effectiveness : The total points for teaching effectiveness was 147.97(mean of 2.95±0.98) where the total score is considered to be an average rating. 3. Teaching effectiveness as status of clinical nursing education : 1) The score ratings for the clinical instructors from the highest to the lowest were as follows : instructors for a specific subject, instructors from specific hospitals, a team of both nursing professors & head nurses, nursing professors, head nurses, which resulted in significunt difference(F=4.53, P<0.001). 2) The rating scores based on the teaching program from the highest to the lowest were as follws ; nursing skills, nursing process, a combination of nursing skills, orientation, conference etc. , conferences, orientation, inspection, which resulted in significunt difference(F=10.97, P<0.001). 4. Based on 13 categorized components from the questionaires, questions related to communication skills scored the highest points of 3.20 where inquiries regarding resource for students scored the lowest points of 2.38. 5. Among the 13 categorial components from the questionaire, Interpersonal relationship, Communication skills, Resource for students, Encouraging to think for selves, Evaluation, Teaching method, Finding assignment for objectives, Organization of subject matter, Professional competence, & Working with agency personnel, instructors for a specific subject scored the highest points and head nurse scored the lowest, which resulted in significant difference. Favorable for students, instructors for a specific subject scored highest points and nursing professor scored the lowest, which resulted in significant deference (F=5.39, P<0.001). Role model & Professional competence, instructors for a specific subject scored the highest points and head nurse scored the lowest, with minimum variation(F=1.29, P>0.05 : F=1.64, P>0.05) 6. Based on 13 categorial components as a whole, the highest points scored among the 5 groups of clinical teachers was instructors for a specific subject and the lowest, by head nurse(F=1.94, P<0. 001). A team of both nursing professor & head nurse attained higher score in clinical education than their independent education.

• Proceedings of the Korea Contents Association Conference
• /
• 2019.05a
• /
• pp.471-472
• /
• 2019

많은 나양한 교수법들이 존재하지만 일반적으로 공학 교과목에서는 PBL교수법과 프로젝트 팀 교수법을 가장 많이 사용하고 있다. 본 논문에서는 2018년 2학기 공학 프로그래밍 교과목을 3개를 선정하여 PBL 교수법과 프로젝트팀 교수법을 적용하였고, 두 교수법의 학습만족도, 교육성장도, 학업성취도를 설문조사하여 학습효과를 분석하여 보았다. 그 결과는 저학년은 PBL법이, 고학년은 프로젝트 팀 교수법이 학습효과가 좋았다. 따라서 같은 프로그래밍 교육이지만 학년에 따라 교수법을 달리 선택할 필요가 있다.

• Journal of Korea Society of Digital Industry and Information Management
• /
• v.13 no.4
• /
• pp.179-191
• /
• 2017

The purpose of this study is to investigate the change of comprehension degree about learning satisfaction and capstone class by applying the subject which draws idea for team project task in college to creative capstone design program. The Capstone Design Program is designed to train fieldworkers with creative problem solving skills and is widely applied as a problem-solving course in team-based projects. In this paper, based on the case study of the 'fusion capstone design' operated in the first semester of 2015 ~ 2017, the capstone design course was established in the course of designing ideas for problem solving. The results of this study are as follows: First, the questionnaire about capstone design instruction process, instruction method, and learning achievement satisfaction were analyzed. As a result, understanding of capstone design was found to be higher than that of class before class, and satisfaction of performance course, method of teaching performance and learning outcome were obtained.

• Journal of Korean Home Economics Education Association
• /
• v.15 no.2
• /
• pp.21-33
• /
• 2003

The purpose of this research is to investigate the type of curriculum implementation and the level of teachers´ participation in the decision making process and their satisfaction related to the Technology and Home Economics, in middle school. The survey data were collected by mail from 284 $\ulcorner$Technology and Home Economics$\lrcorner$teachers for the first graders in middle school from July to August. 2001. The results showed that $\ulcorner$Technology and Home Economics$\lrcorner$ were mainly taught by Home Economics teachers alone. The teachers teaching whole subject alone were more anxious about lacks of facilities and confidence of students and parents as well as lacks of skills and knowledge of the non-major part. and student´s interest in the subject than team teaching teachers were. The team teaching teachers were more likely to be participated in the process of deciding curriculum implementation types and to be satisfied with the type of curriculum implementation. The satisfaction with curriculum implementation was mainly affected by the Participation in the decision making process as well as the type of curriculum implementation.