• Title/Summary/Keyword: traditional learning

Search Result 1,785, Processing Time 0.026 seconds

Design of the Dasan Children's Park (다산 어린이 공원설계)

  • 김성균
    • Journal of the Korean Institute of Landscape Architecture
    • /
    • v.29 no.5
    • /
    • pp.51-59
    • /
    • 2001
  • This paper presents a design of the Dasan Children\`s Park which is located Shindang- dong, lung-gu, Seoul which has an area of about 3,678$m^2$. Objectives for the design were to make nature-friendly space, learning space, interesting play space, space for every child, adventure play space, traditional play space, sense of place, and recycle space. For the space compositions a children\`s garden, a traditional play space, and a science play space were located around the S shaped main route. Facilities relating nature, science, culture. environment and adventure play were arranged in the 3 main spaces. The Children\`s Garden is a green space for learning and playing with natural elements. It is composed of a ecological learning space, a children\`s story garden, a children\`s song road, an environmental labyrinth, and a pall space leer handicap children. The Science Play Place is a place space for learning scientific theories through plays to which scientific theories were applied. It is composed of a total play structure, a math experience playground, a \"Keojunggi\" play space, a sound reflecting experience space, arid an infant playground. The Traditional Play Madang(space) is a space for traditional plays. It is composed of a traditional play pattern, a sun dial, and a floor fountain. The Recycle Road is a dragon shaped road fort learning about resource recycling and conservation. It is composed of a dragon head, body, tail space and a dragon bead(cint mani).int mani).

  • PDF

Are Traditional Motivation Theories Used in Face-to-Face Classes Valid in an E-learning Environment?: Focusing on the Self-Determination Theory

  • BANG, Mi-Hyang
    • Educational Technology International
    • /
    • v.15 no.2
    • /
    • pp.89-115
    • /
    • 2014
  • This research aims to develop an elementary school English e-learning system based on the 'Self-determination theory (SDT)', which is widely applied to traditional face-to-face foreign language classes. The study also attempts to verify whether SDT-a traditional motivational theory that has been applied to face-to-face classes- is effective in an e-Learning environment with students who use this newly developed system. For the purposes of this project, the following three actions were carried out. First, a motivational strategy based on SDT was deduced. In SDT, the needs for autonomy, competence, and relatedness were introduced as basic psychological needs, and assumed that these three needs provided the natural motivation for learning, growth, and development. Second, an e-Learning system was created based on the deduced motivational strategy. Third, the system was implemented in 115 private tuition academies, and education was provided to 1,400 users for one year across the country. Afterwards, by surveying users, correlation between the role of the three psychological needs in learning English, and also the correlation between each need and motivation were investigated. Research results showed that traditional motivational theories used in face-to-face classes so far were effective in an e-Learning environment.

The Effects of the Learning Cycle Model by Learner's Characteristics in Junior High School (중학교 과학수업에서 학습자 특성에 따른 순환학습 모형의 효과)

  • Jeong, Jin-Su;Chung, Wan-Ho
    • Journal of The Korean Association For Science Education
    • /
    • v.15 no.3
    • /
    • pp.284-290
    • /
    • 1995
  • This study examined the effects of the learning cycle model by learner's characteristics such as I.Q., cognitive levels, inquiry skins, cognitive style, activity, reflectiveness. To see the effects of the learning cycle model, nonequivalent control group pretest-posttest multiple treatment designs was used in the study. 99 middle school second-graders(female) were divided into two groups. One group was selected as the experimental group (n=50), the other served at the comparison group(n=49). During the eight-month period, the students in the experimental group were instructed according to the learning cycle model, while the students in the comparison group were instructed according to the traditional instruction methods. Achievement data from science achievement test were analyzed by an ANOVA technique. The results of the study are as follows : 1. Science knowledge achievement. For the lower level students of activity, the learning cycle model is superior to the traditional approaches in science knowledge achievement. 2. Science inquiry skills. For the upper level students of I.Q., cognitive levels, inquiry skills, cognitive style and reflectiveness, the learning cycle model is superior to the traditional approaches in science inquiry skills. 3. Attitudes toward science. For the lower level students of I.Q., cognitive levels, inquiry skills, cognitive style, activity and reflectiveness, the learning cycle model is superior to the traditional approaches in attitudes toward science.

  • PDF

A Comparative Analysis of Verbal Interaction on Traditional Instruction and Flipped Learning (전통적 수업과 플립러닝 수업의 언어 상호작용 비교 분석)

  • Lee, Heesuk;Heo, Seojeong;Kim, Changsuk
    • Journal of The Korean Association of Information Education
    • /
    • v.19 no.1
    • /
    • pp.113-126
    • /
    • 2015
  • This study intends to investigate the features and the difference between traditional instruction and flipped learning through a comparative analysis of verbal interaction on those learning method. The videos of traditional instruction and flipped learning of 5th graders social class were recorded and transcribed, which were analyzed in Flanders verbal interaction model. The results were as follows: First, the flipped learning is composed of students' learning activity and a teacher's statement properly, while the traditional instruction consists of a teacher's statement mostly. Second, the traditional instruction tends to be directive classes that full of dominant, despotic, restrictive communication of teacher oriented. In contrast, the flipped learning is inclined to be nondirective with integrated, democratic, comprehensive, permissive communication of students oriented. Third, the flipped learning emphasizes students' activities and statement and reduces delivery of knowledge, meanwhile, the traditional instruction stresses delivery of content that the teacher centrally located. Lastly, the type of verbal interaction in traditional instruction is a one-way communication, students responding simply in teacher's lectures and questions. On the other hand, in flipped learning lessons, more interactive communication occurs, teachers complimenting students and accepting their comments.

A Study on the Development of a Teaching-learning Model for Active Learning in Engineering Education (공학교육에서의 Active Learning 교수-학습 모형 개발 연구)

  • Kim, Na-Young;Kang, Donghee
    • Journal of Engineering Education Research
    • /
    • v.22 no.6
    • /
    • pp.12-20
    • /
    • 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".

A Study of Definition of Traditional Korean Medicine as Learning and Discussion for Scientization of Traditional Korean Medicine (학문으로서의 한의학의 정의와 한의학의 과학화를 위한 논의)

  • Kim, Myung-Hyun;Kim, Byoung-Soo
    • Journal of Haehwa Medicine
    • /
    • v.23 no.2
    • /
    • pp.1-4
    • /
    • 2015
  • Learning can be defined as its objects, main question for the objects, and its unique way to organize all the knowledge acquired as the results of the question. From the point of view like this, Traditional Korean Medicine(TKM) can be defined as learning for human body and its functions, health and diseases based on the theory of the Yin and Yang and of the five elements. Nowaday Many papers based on laboratory work publish for the name of scientization of TKM, but from the viewpoint of definition of learning, they have a problem that there is no basic theory. If TKM could be communicated with western natural science, it has to be solved. And oriental physiology has a same object and same questions with western physiology, so oriental physiology can be useful to make a bridge between TKM and western natural science.

  • PDF

The Effects of Flipped-Learning on Learning Motivation and Class Satisfaction in Software Education (소프트웨어 교육에서 플립 러닝이 학습동기 및 학습만족도에 미치는 영향)

  • Han, Tea-In
    • Journal of The Korean Association of Information Education
    • /
    • v.21 no.6
    • /
    • pp.665-673
    • /
    • 2017
  • This research was performed for learning motivation and learning satisfaction of flipped learning on software education in university class. In order to compare and get the result, this study used 2 groups of experimental group(flipped learning) and comparison group(traditional face to face learning). Consequently an experimental group got more strong learning motivation and learning satisfaction than traditional learning group on software education in non-major class of university. It showed at the same time in factors of learning motivation like concentration, importance of subject, self confidence. and on factors pf learning satisfaction like problem solving, reaction, understanding, interest and relation with lecturer, This study showed that flipped learning method is more effective than face to face traditional learning method for creative or problem solving subject like software education.

A Study on the Learning Effect of Computer Assisted Instruction (CAI) in the Home Economics Class of Middle School (컴퓨터 보조 수업 (CAI)의 학습효과에 관한 연구 -중학교 가정과 디자인의 선택 단원을 중심으로)

  • 윤지현;신상옥
    • Journal of Korean Home Economics Education Association
    • /
    • v.5 no.1
    • /
    • pp.143-152
    • /
    • 1993
  • The purposes of this study were to compare the learning effects of CAI and traditional instruction method in the Home Economics class of middle school and to examine the difference of learning effect between CAI group and traditional instruction group according to ability level. The research findings are as follows: 1.$\circled1$As a result of the post test, CAI group showed significantly higher scores on academic achievement than those of traditional instruction group(p<.05). $\circled2$As a result of the retention test, CAI group showed higher scores than those of traditional instruction group, but statistically the difference is not so significant. 2. $\circled1$Higher group in pre-test score of CAI group showed higher scores in post-test and retention test than those of traditional instruction group, but statistically the difference is not so significant. $\circled2$Lower group in pretest score of CAI group showed significantly higher academic achievements than those of traditional instruction group(p<.05). $\circled3$Higher group in IQ test score of CAI group did not show significantly higher academic achievements than those of traditional instruction group. $\circled4$Lower group in IQ test score of CAI group showed significantly higher academic achievements than those of traditional instruction group(p<.05)

  • PDF

The Instructional Influences of Cooperative Learning Strategies: Applying the STAD Model to High School Chemistry Course (협동학습 전략의 교수효과: 고등학교 화학 수업에 STAD 모델의 적용)

  • Noh, Tae-Hee;Cha, Jeong-Ho;Lim, Hee-Jun;Noh, Suk-Goo;Kwon, Eun-Jue
    • Journal of The Korean Association For Science Education
    • /
    • v.17 no.3
    • /
    • pp.251-260
    • /
    • 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.

  • PDF

Suggestions for E-Learning Based on Four Years of Cyber University Experience

  • LEE, Okhwa
    • Educational Technology International
    • /
    • v.6 no.1
    • /
    • pp.41-63
    • /
    • 2005
  • E-Learning is widely introduced with cyber universities in Korea from 2001 whencyber universities were first authorized by the Ministry of Education and Human Resource Development. E-learning amplified by cyber university gave a big impact in the campus based university which became the cause for the educational paradigm shift. The changes of status of cyber university shows important trend in college education which was analyzed by enrollment rate, types of cyber university, demography, and study areas. The enrollment rate of cyber universities is ever since 2001 and variety of study areas gives popularity to students. The demography of students is as expected older than traditional students. Female students at the cyber university outnumbered that at campus based university in Korea. For analyzing the trend of e-learning in Korea, there were studies twice in 2001 May-June from 213 faculty members and staff, 630 students and in 2004 May-June with 401 students. Most of e-learning students tent to spend less time yet, students feel more burden with e-learning. Professors tend to load more materials for the e-learning in 2001but in 2004 study, the difference no longer exists. Professors and students feel the academic achievement through e-learning is not as good as from the traditional classes. Difficulties for e-learning in 2001 were the lack of administrative information but in 2004, boring contents and lack of instructional strategies for e-learning. Technical problems still do exist but less serious. Suggestions for e-learning are blended learning, online students prefer video streaming with their own lecturer, new definition of instructor is needed, professional development for content development and online instruction is needed, success story of online learning should be encouraged, guidance for online students needed. The cyber university experiencegave a positive impact on the traditional universities such as rethinking the roles of universities, the quality control of classes, professional development, student oriented educational service of e-learning pedagogy.