• Journal of Korean Elementary Science Education
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• v.27 no.1
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• pp.75-82
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• 2008

The purpose of this study was to examine the consistency and balance of learning objectives of units and instructional units according to grades and educational domains. Educational domains were cognitive(scientific knowledge), scientific inquiry(inquiry process skills), affective(scientific attitude), and science-technology-society(STS). Learning objectives of life field of the 7th elementary science curricular teaching guidebooks were analysed. Scientific inquiry process skill objectives(43.5%) were most dominant in units, but cognitive objectives(53.9%) were most dominant in instructional units. STS objectives were most recessive in both units and instructional units. Especially, objectives of units and instructional units were shown no consistency by grade. The results of this study suggested that the textbooks and teaching guidebooks should be developed consistently by considering learning activities and contents on the basis of background and properties of science curriculum.

• Journal of Korean Medical classics
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• v.31 no.2
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• pp.1-16
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• 2018

Objective : The college of Korean medicine uses a variety of Korean medical classics. Thus, in order to overcome the natural difference of the details of their curriculum, this paper aims to study the usage of Flipped Learning as a way of standardizing the curriculum that teach Korean medical classics. Method : One effective teaching and learning methodology, which is called for by the changing educational paradigm, is Flipped Learning. To introduce this learning method, which is actively applied to different curriculum, the paper revises the goal of learning objectives and introduces a teaching model of Flipped Learning in order to suggest the standardization of Korean medical educations through the re-design of the curriculum for Korean medical classics. Result : The professors of the Korean medical classics must work together to use the revised learning objectives and teaching model and create a set of lectures to serve as a basis of educational standardization. Conclusion : The standardization of the education of Korean medical classics through the Flipped Learning method could pre-emptively deal with the Korean medical doctor's capacity model that is in development now.

• Hwankyungkyoyuk
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• v.14 no.2
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• pp.28-39
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• 2001

The purpose of this study is to understand the characteristics and the differences regarding the teaching & learning objectives of Environment textbooks for middle school students with the consideration of the 7th Korean National Curriculum. For this the teaching & teaming objectives of three Environment textbooks currently used categorized according to the domain frame of environmental education in the Report of UNESCO(1980). three Environment textbooks and their teacher's guide books are those printed by three companies(A, B, and C) and Joongahng co.. The five objective categories recommended by UNESCO are awareness, knowledge, attitude, skills and participation and six types of skills by National Curriculum Council of England are communication skills, numeracy skills, study skills, problem-solving skills, personal and social skills and information technology skills. It is showed that'Human and Environment'domain is emphasized roughly in the awareness and the knowledge section without any statement of the participation section, 'Environmental Problems and its Counter-plan'domain in the knowledge and the skills section, 'Environmental Conservation'domain in the skills and the participation section of objectives. It is revealed that the skills section of the teaching 8t learning objectives is mainly involved in 'Environmental Problems and its Counter-plan'domain and'Environmental Conservation' domain. According to the result of the analysis of the connectivity between the Environment Curriculum of the 7th Korean National Curriculum and the Environment textbooks regarding objectives stated in the sub-domain level, it says those are generally appropriate ones. But some objectives are emphasized weakly or not at all in several sub-domains such as'The living environment to keep','The environmental problems of the earth','Making environment pleasant'. It is proposed that the efforts to state objectives in the Environment textbooks evenly are needed to be paid (or the well-balanced teaching & teaming of the Environment subject.

• The Mathematical Education
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• v.42 no.4
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• pp.453-463
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• 2003

The main purpose of this paper is to develope elementary mathematics teaching-learning programs for pre-service elementary teachers. The elementary mathematics education program developed in this work is divided into two parts: One is the theory, the other is the practice. The theory deals with the foundations of mathematics, the objectives of mathematics education, the history of mathematics education in Korea, the psychology of mathematics learning, the theories of mathematics teaching and learning, and the methods of assessment. With respect to the practice, this study examines the background knowledge and activities of numbers and their operation, geometry, measurement, statistics and probability, pattern and function.

• Hwankyungkyoyuk
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• v.14 no.2
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• pp.40-50
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• 2001

To meet the objectives of environmental education, teachers especially have to perceive the importance of environmental education, comprehend various characteristics of teaching/learning methods, and be able to conduct classes by choosing proper teaching/leaming methods in accordance with a specific purpose and educational focus about environmental education. Therefore, it Bs necessary to investigate the current status of Korean environmental education and provide teachers with appropriate environmental teaching/leaming methods. To this end this study aims to examine Korean science teachers'perceptions'on environmental education and the kind of teaching/learning methods which can be utilized in environmental education. Teachers who completed the survey were 135 science teachers from middle and high schools in Seoul, and 126 social science teachers from Kyoungki province. The majors of the science teachers were in physics, chemistry, biology, geology, and earth science. Also, there was one teacher who majored in special education. For social science teachers two majors were common, geography and general sociology. After analysis of the data from the surveys the results are as follows. First, science and social science teachers in middle and high school recognized the necessity of environmental education in school education. Second, most teachers had applied environment related topics to their subject of study occasionally, but they mostly concurred that environment related contents should be included in their textbooks. Third, science teachers agreed that field trip, discussion, and the STS approach were the most proper methods for environmental education, and social science teachers agreed that field trips, inquiry, and discussion were the most appropriate methods for a teaching environment. They realized that they should decide good teaching-learning methods appropriate to the objectives and content needed for effective environmental education as they selected different teaching-learning methods according to detailed environmental objectives and contents in their textbooks.

• Communications of Mathematical Education
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• v.25 no.1
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• pp.221-243
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• 2011

The purpose of this study is to investigate activities of sharing learning objectives in mathematics lesson and by doing that, to draw some conclusions on sharing learning objectives in elementary school mathematics lessons. To gather data, 82 pre-service teachers who participated in 4-week teaching practicum were asked to record their mathematics lesson and to transcribe their teaching activities. Specifically by analyzing the data, suggestions on how to share the learning objectives in elementary school mathematics were drawn.

• Journal of The Korean Association For Science Education
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• v.16 no.1
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• pp.13-34
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• 1996

The purpose of this study is to develop appropriate science teaching models which can be applied effectively to relevant situations. Five science teaching models; cognitive conflict teaching models, generative teaching model, learning cycle teaching model, hypothesis verification teaching model and discovery teaching model, were identified from the existing models. The teaching models were modified and in primary and secondary students using a nonequivalent pretest-posttest control group design. Major findings of this study were as follows: 1. For teaching science concepts, three teaching models were found more effective; cognitive conflict teaching model, generative teaching model and discovery teaching model. 2. For teaching inquiry skills, two teaching models were found more effective; learning cycle teaching model and hypothesis verification teaching model. 3. For teaching scientific attitudes, two teaching models were found more effective; learning cycle teaching models and discovery teaching model. Each teaching model requires specific learning environment. It is strongly suggested that teachers should select a suitable teaching model carefully after evaluating the learning environment including teacher and student variables, learning objectives and curricular materials.

• Journal of Engineering Education Research
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• v.22 no.6
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• pp.12-20
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• 2019

The purpose of this study is to development of a teaching-learning model for active learning in engineering education. For this, the adequacy between educational objectives and active learning activities is verified and furthermore an "active learning teaching-learning model" is suggested. This suggested teaching-learning model is expected to supplement weakness of traditional lecture-type teaching-learning activity. Based on the literature review, first, the representative activities of active learning were derived. there are twenty active learning activities, which compose of five of individual learning activity, five of pair-learning activity and five of group-learning activity, and five of alternative- learning activity. In addition, a survey on adequacy between designed active learning activities and learning outcomes were conducted to ten educational experts. Lawshe's content validity calculation method was applied to analyze the validity of this study. Second, five teaching-learning principles, such as thinking, interaction, expression, reflection, and evaluation were derived to develop an "active learning teaching-learning model" which supplements lecture-type classes and then the "TIERA teaching-learning model" which consists of five stages was designed. Finally, based on the survey on educational experts, adequate active learning activities were proposed to apply in each stage of the "TIERA teaching-learning model" and as a result the TIERA model's active learning activities were developed. The result of this study shows that some activities of active learning are appropriate to induce high cognitive learning skills from the learners even in traditional lecture-type classrooms and therefore this study suggests meaningful direction to new paradigm of teaching-learning for engineering education. This study also suggests that instructors of engineering education can turn their traditional teaching-learning activities into dynamic learning activities by utilizing "active learning teaching-learning model".

• The Journal of Korean Medicine Ophthalmology and Otolaryngology and Dermatology
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• v.23 no.2
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• pp.163-173
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• 2010

Objectives : The purpose of this study is to survey the needs of oriental medical students about the existing teaching methods and to investigate satisfaction of student-oriented teaching & learning method on the oriental medical ophthalmology & otolaryngology class. Methods : 1. Oriental medical ophthalmology & otolaryngology were studied by student-oriented teaching method with 36 persons( 4th grade, school of Oriental medicine). 2. The satisfaction of school lesson was surveyed with questioning paper before & after applying student-oriented teaching & learning method. Results : 1. 88.9% students replied that the general teaching method is a lecture at school of oriental medicine. 2. They replied that Problem based learning(36.1%) & Team based learning(22.2%) are more effective teaching methods than lecture(19.4)%). 3. 66.6% students replied about the necessity of improvement of major subject's teaching method. Conclusions : 1. The interest & understanding degree were improved compare with other class by lecture. 2. It was positive about the interaction with professor and students(64.8%). 3. It was positive about the diagnosis and treatment of patients in the future(64.7%). 4. It was negative about the present national examination(67.6%). 5. Meditation was helpful at classwork(64.7%).

• Research in Mathematical Education
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• v.2 no.2
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• pp.79-88
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• 1998

To investigate the relationship between the College Entrance Examination (CEE) exams and high school teaching-learning, we conducted a questionnaire survey and collected 2439 valid questionnaires with 16000 teachers involved. This paper discusses the topic with data gathered from the survey, and statistics on CEE examinations over the past few years. The following three questions will be addressed in detail: 1. As a talent selection test for colleges, can the CEE exams single out the elite students in high school? 2. Should the testing objectives of the CEE exams match the teaching objectives in high school so as to have a positive backwash effect on high school teaching and learning? 3. How do teachers assess the CEE exams from the angles of test structure, the functions of individual item types, reforms on test difficulties, and its actual checking effects?