• The Journal of Korean Association of Computer Education
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• v.9 no.5
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• pp.31-39
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• 2006

The change into the knowledge based information society requires a transformation of educational paradigm. Accordingly, intelligent learning and distance education are attracting a fair amount of attention. To apply the instructional learning method in this field, we need to consider a individualization of learning, as it were, abstraction of fact and path through learning, which is based on learner's traits, this focus entails a argument for individualized reasoning strategy. Therefore, in this paper, we design a learner's cognitive union, which is based on X-Neuronet(eXtended Neuronet), represent learner's hierarchical knowledge is able to self-learn, and grows adaptive union by proprietor. Additionally, we propose a individualized reasoning strategy, which relies upon learner's cognitive union, and verify the validity.

• The KIPS Transactions:PartB
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• v.8B no.5
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• pp.429-440
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• 2001

To achieve a computer tutor framework with high learning effects as well as practicality, the goal of this research has been set to developing an intelligent tutor for problem-solving in mathematics domain. The maine feature of the CyberTutor, a computer tutor developed in this research, is the facilitation of a learning environment interacting in accordance with the learners differing inferential capabilities and needs. The pedagogical information, the driving force of such an interactive learning, comprises of tutoring strategies used commonly in various domains such as phvsics and mathematics, in which the main contents of learning is the comprehension and the application of principles. These tutoring strategies are those of testing learners hypotheses test, providing hints, and generating explanations. We illustrate the feasibility and the behavior of our propose framework with a sample problem-solving learning in geometry. The proposed tutorial framework is an advancement from previous works in several aspects. Firstly, it is more practical since it supports handing of a wide range of problem types, including not only proof types but also finding-unkown tpes. Secondly, it is aimed at facilitating a personal tutor environment by adapting to learners of varying capabilities. Finally, learning effects are maximized by its tutorial dialogues which are derived from real-time problem-solving inference instead of from built-in procedures.

• Journal of Korean Home Economics Education Association
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• v.30 no.3
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• pp.91-109
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• 2018

This research aimed to develop teaching-learning plans applying character education components and STAD cooperative learning strategy focusing on the 'Housing and residential environment' unit in accordance with the 2009 revised Technology·Home Economics curriculum. In order to achieve the purpose of the research, this study was conducted in order of analysis, design, development, and evaluation. The results of this study is as follows. First, at the analysis stage, relevant literature, Technology·Home economics curriculum, and the contents of "housing and residential environment" unit from 12 textbooks published by 12 publishers were analyzed. Second, at the design stage, teaching-learning plans, teaching materials, and learning activity sheets applying character education components and STAD cooperative learning strategy were designed to increase the interest degree of the learner and character of middle school students. Third, at the development stage, a total of 8 classes of teaching-learning plan was developed. In the evaluation stage, the primary and secondary validity evaluation procedures were done by Home Economics education professors and Home Economics teachers. Teaching-learning plans and learning activity sheets were revised and complemented based on the feedback from the first validity evaluation. As a result of secondary validity evaluation, it can be seen that the teaching-learning plans and learning activity sheets developed in this research are reasonable and suitable for improving character of middle school students. It is expected that these teaching materials applying STAD and character education components will be utilized as a helpful source for curriculum developers and in-service teachers.

• Journal of Digital Convergence
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• v.14 no.10
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• pp.339-348
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• 2016

The purpose of this study was to identify the Kolb's learning style and preference for instructional methods of undergraduate nursing students. Data were collected from 174 students at a university in D city using a structured questionnaire from October 19 to October 21 2015. Learning style ratio of nursing students was accommodator 34.5%, converger 33.9%, assimilator 16.1%, diverger 15.5% and preference scores for instructional methods were discussion 7.27, direct instruction 7.26, peer teaching 7.22, independent study 6.54, project 6.25, instruction through technology 5.77, game 5.45, simulation 4.23. A significant difference was found in experience of flipped learning between four learning styles groups of nursing students. However, there was no significant difference in the preference of instructional methods between the four learning styles groups. Most of the students were in the middle range of the learning styles. The assessment of nursing students' learning styles is expected to help educator to plan teaching strategies.

• Journal of The Korean Association For Science Education
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• v.40 no.4
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• pp.415-427
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• 2020

This study aims to understand science education conducted in North Korea by analyzing the PCK components shown in two science teacher's guidebooks: (1) Guidebook for 1^st grade elementary school and (2) Guidebook for 1^st grade middle school. These were published after 2013, when "the first 12-year Universal Compulsory Curriculum" was implemented in North Korea. The analysis shows that both elementary and middle school guidebooks had the highest percentage of content in "Knowledge of Subject Matter", followed by "Knowledge of Instructional Strategies in Science" and "Knowledge of Science Curriculum". On the other hand, "Knowledge of Assessment in Science" and "Knowledge of Students" were significantly low in content. Within the "Knowledge of Subject Matter", both elementary and middle schools had the highest proportion of content in "Concepts and Theories", along with "Experiments and Inquiries" that was also significantly higher than other PCK components. Science teacher's guidebooks in North Korea advocates constructivist teaching style by using "discussions" as the main activity when conveying scientific concepts and theories to students or conducting scientific inquiry classes. Furthermore, "Knowledge of Instructional Strategies in Science" was mainly focused on guiding the "Instruction sequence and method" from the "Topic-specific Strategies", while only a small part of the "Subject-specific Strategies" was being presented. Also, Science teacher's guide books in North Korea included only a few theoretical elements of science education in both the general outline and the particular sections of guidebooks. "Knowledge of Science Curriculum" was mainly composed of "Lesson Objectives" with some inclusion of "Vertical Articulation" and "Horizontal Articulation". "Knowledge of Assessment in Science" and "Knowledge of Students" accounted for a small portion compared to the science teacher's guidebooks in South Korea.

• Journal of the Korean Chemical Society
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• v.51 no.1
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• pp.82-92
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• 2007

This study investigated the influences of reciprocal peer tutoring strategy and field independencedependence in the instruction enhancing student questions by using weekly reports. Seventh graders (N=152) from a middle school were assigned to WR (weekly reports) and WR-RPT (weekly reports-reciprocal peer tutoring) groups. Students were taught about ‘three states of matter', ‘motion of molecules', and ‘change of states and thermal energy for eighteen class hours and wrote weekly reports six times for the period. The students in the WR-RPT group also conducted reciprocal peer tutoring with the questions of weekly reports which they wrote. The results revealed that the scores of the WR-RPT group were significantly higher than those of the WR group in a conception test regardless of students' field independence-dependence. The field dependent students in the WR-RPT group performed better in an achievement test than those in WR group, while there was no significant difference for the field independent stu dents between the two groups. Additionally, field independent students in each group scored significantly higher than field dependent students in the two tests. Many students, especially having more field independence in the WR-RPT group, perceived WR-RPT positively.

• Journal of Educational Research in Mathematics
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• v.25 no.4
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• pp.549-569
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• 2015

Reflecting on own beliefs about teaching and learning, developed during "the apprenticeship of observation", is a central task for pre-service years. This case study analysed a lesson observation course which could identify, challenge pre-service teachers' folk pedagogy about classroom communications and induce to change of beliefs about teaching and learning. Our analysis shows that targeting and refuting pre-service teachers' specific belief may be an effective strategy for teacher educators to foster new teaching practice.

• Journal of Educational Research in Mathematics
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• v.24 no.3
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• pp.311-331
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• 2014

For preservice teachers' instrumental-to-relational pedagogical content knowledge transformations, this research designed several didactical tasks based on Kinach's cognitive strategies. The researcher identified preservice teachers' understanding about what is a definition and how to teach it. By challenging their fixed ideas about definitions, the researcher could motivate them to embrace the new teaching approach which guides reinvention of definitions. The PCK development was not the simple process of filling their tabular rasa PCK with theories of mathematics education, but the dialectical process of identifying, challenging, changing and extending preservice teachers' existent PCK. This research will contribute to explore new directions of mathematics teachers' PCK development and the method of teacher education.

• Journal of the Korea Convergence Society
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• v.11 no.6
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• pp.349-357
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• 2020

This study explored the theoretical basis of the teaching competency of university professors in the future society represented by the Fourth Industrial Revolution through literature analysis and the researcher's council. To this end, this study first derived the implications for cultivating of teaching competency of university professors according to the social needs of future social universities. Next, according to the social needs of future social universities, the teaching competency required for university professors was presented. Finally, based on this theoretical argument, the concept of teaching competency of professors in the future society was defined and its sub-elements were presented. As a result of this study, the teaching competency frame of professors in the future society was proposed with 8 capabilities in 3 areas including 2 ability to respond to change, 2 ability to promote innovation, and 4 ability to instruct. Through the theoretical basis proposed in this study, it is hoped that the university professors' teaching competency development plan will be established to prepare for the instability of the uncertain future in the era of the fourth industrial revolution. In addition, it is expected that innovation and change strategies of each university will be established, and class innovation strategies will be established to meet the needs of students.

• Journal of Korean Home Economics Education Association
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• v.23 no.2
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• pp.37-54
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• 2011

The purpose of this study was to develop home economics(HE) teaching learning process plans by Gagne's instructional events using scaffolding of 'nutrition and meal of adolescents' unit according to the 2007 revised middle school HE curriculum. To achieve this purpose, the teaching learning process plans and worksheets using scaffolding according to Gagne's instructional event were developed for 5 periods, implemented to the 71 middle school students in Busan city, and evaluated by 21 home economics(HE) teachers and 71 middle school students. The content of the teaching learning process plans were composed of the subjects, 'impotance of nutrition and wellness', 'types of function of nutrients, 'Korean dietary reference intakes and characteristics of adolescent nutrition', 'nutrition problems, eating habits, and diet of adolescents', and 'future health and jobs'. HE teachers evaluated that the content of the teaching learning process plans were suitable to the middle school students, teacher's questions were accurate, and the teaching learning process plans were suitable, usable, and easy to implement in middle school HE class. The students who participated in the class were satisfied with the instruction by Gagne's events using scaffolding. They perceived that the contents and process of the instruction were understandable and interesting.