• Title/Summary/Keyword: 수업목표

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Analysis and Standard Development of Instructional Objectives for Informatics Subject in Elementary School (초등학교 정보 교과 수업목표 분석 및 기준 개발)

  • Jin, Young-Hak;Huh, Min;Jung, Bok-Moon;Kim, Yongsik
    • The Journal of Korean Association of Computer Education
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    • v.12 no.2
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    • pp.47-59
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    • 2009
  • Informatics textbooks for elementary school students have been developed by cities, provinces, and private publishers respectively, and instructional objectives differ depending on the textbook selected by each school. Therefore, discussion on the analysis of instructional objectives is highly needed. The purpose of this study is to develop standards of instructional objectives for Informatics textbooks in elementary school based on the analysis of instructional objectives. To do so, first, an analysis frame was made based on preceding studies for instructional objectives. Second, instructional objectives of current Informatics textbooks were analyzed. Finally, standards of instructional objectives were developed applying Delphi method. It is expected that the standards of instructional objectives suggested here will be referred to as a guideline for developing the curricula and textbooks for Informatics subject in elementary school and to contribute to the normalization of production for qualified textbooks and education in Informatics subject in the future.

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Analysis of Instructional Objectives in a Teaching-Learning Material for Gifted Elementary Students in Science by Bloom's Revised Taxonomy of Educational Objectives (Bloom의 신 교육목표 분류학에 의한 초등 과학 영재교육 자료의 수업목표 사례 분석)

  • Ha, So-Hyun;Kwack, Dae-Oh
    • Journal of Gifted/Talented Education
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    • v.18 no.3
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    • pp.591-612
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    • 2008
  • In order to investigate the composition and characteristics of instructional objectives in a teaching-learning material for gifted elementary students in science, 217 instructional objectives across 13 themes in 4 areas of 'energy','materials', 'life' and 'earth' were analyzed by Bloom's revised taxonomy of educational objectives. Four types of factual, conceptual, procedural and meta-cognitive knowledge in knowledge dimension were all comprised in the objectives. Conceptual knowledge was primary constituent of the objectives and the proportion of factual knowledge was the least. On the other hand, all 6 categories of 'remember', 'understand', 'apply', 'analyze', 'evaluate' and 'create' in cognitive process dimension were also comprised in the objectives. The category of 'understand' was primary constituent and that of 'remember' was the least one. While conceptual knowledge in knowledge dimension was primary constituent of the objectives in 'energy', 'materials' and 'earth' areas, procedural knowledge was the most objectives in 'life' area. The least type of knowledge was factual knowledge in all 4 areas. In cognitive process dimension, the category of 'understand' was primary constituent and that of 'remember' was the least one in all 4 areas. In conclusion, it was showed that the instructional objectives in the teaching-learning material reflected the characteristics of educational objectives for gifted students in science.

Study of Analysis about Learning Objectives of Informatics Textbooks in Middle School using Anderson's Taxonomy of Educational Objectives (Anderson의 교육목표분류법을 이용한 중학교 정보 교과서의 수업목표 분석에 관한 연구)

  • Choe, Hyun Jong
    • The Journal of Korean Association of Computer Education
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    • v.17 no.1
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    • pp.51-63
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    • 2014
  • Learning objectives is used to be a good guidance of a class evaluation and activity design for an effective teaching and learning activities in class. Anderson's taxonomy of Educational Objectives that was a revision of Bloom's taxonomy has presented in research field of other subject matters and used as a better guideline for analyzing learning objectives in textbook and achievement levels in test recently. This study has behaved some questionnaires for that Anderson's taxonomy is suitable for a guideline of stating learning objective in Informatics subject matter, and analyzed the learning objectives in 6 Informatics textbooks by Anderson's taxonomy. It has proposed that Anderson's taxonomy is satisfactory for expressing learning objective of Informatics subject matter in class and some dimensions, such as conceptual and procedural knowledge, understand, and apply, are much more used in learning objectives in 6 Informatics textbooks. This results will be a good case study in research about taxonomy of educational objectives and development of Informatics textbooks.

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Study on the ways of sharing the learning objectives presented by pre-service teachers in elementary mathematics classrooms (예비초등수학교사의 수업목표 공유 활동의 고찰)

  • Kwon, Sung-Yong
    • 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.

Analysis about Learning Objectives of Informatics Textbooks in High School using Anderson's and Fuller's Taxonomy of Educational Objectives (Anderson과 Fuller의 교육목표 분류법을 이용한 고등학교 정보 교과서의 수업 목표 분석)

  • Choe, Hyun-Jong
    • Journal of the Korea Society of Computer and Information
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    • v.19 no.9
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    • pp.185-196
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    • 2014
  • This study has analyzed the learning objectives in 6 Informatics textbooks that were published this year in the basis of 2009 revised curriculum using Anderson's taxonomy of Educational Objectives that was a revision of Bloom's taxonomy and Fuller's taxonomy that was presented for programming activities. Some dimensions of Anderson's taxonomy, such as conceptual and procedural knowledge, understand and apply in cognitive process are much more used in learning objectives in 6 Informatics textbooks. Interpreting and producing dimensions of taxonomy are well presented to balance in 6 Informatics textbooks by analysis of Fuller's taxonomy. This results will be a good case study in research about taxonomy of educational objectives and development of Informatics textbooks.

Instructional Strategy of Cooperative Learning Applied Peer Tutoring in the Practical Class of Technical High School (공업계 고등학교 실기 교육에서 동료지도법을 적용한 협동학습 수업 전략)

  • Son, JuMin;Kim, PanWook
    • 대한공업교육학회지
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    • v.31 no.1
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    • pp.23-45
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    • 2006
  • The purpose of this study is to develop a instructive strategy model of cooperative learning for practical class in technical high school. To achieve this purpose, this study has conducted related literature investigation and interviewed with professionals for reconstruction of practice contents. As a result, 15 steps instructional strategy model of cooperative learning was designed and this model based on traditional 4 steps model, Jigsaw and STAD model which have been verified as effect. To complete the final project, all the team members must cooperate themselves and tutor their peers with learning guides which are constructed as a modular system. This instructional strategy model which is correlated with modular instruction, peer tutoring and cooperative learning is expected to enhance students' school work of psychomotor domain as well as cognitive domain and affective domain.

An analysis of strand map for instructional objectives on the 7th curriculum in elementary and secondary biology (제 7차 교육과정의 초.중등 생물 수업 목표의 연계성 지도 분석)

  • Kim, Young-Shin;Kim, Hu-Ja;Sonn, Jong-Kyung;Jeng, Jae-Hoon
    • Journal of The Korean Association For Science Education
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    • v.29 no.6
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    • pp.693-711
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    • 2009
  • One of the most important objectives in science education is to develop students' science literacy. The purpose of this study is to analyze the relevance between biology instructional objectives in the 7th curriculum taught in elementary and secondary schools. For this study, 7 major parts in each grade were analyzed including cell, the form and function of plants, the form and function of animals, genetics, diversity, evolution, ecology, and environment. The strand map of instructional objectives is completed that represents the relation between the objectives. The summary of the results from this study is as follows. First, the concept about cells is not fully covered in lower grades including elementary schools. While the concept of energy metabolism is repeatedly covered, there is no concept of energy covered in learning the concept of energy metabolism in elementary schools. Second, the textbooks in elementary and middle schools have main concepts about the form and function of plants while those in high schools don't. The concept related to the part of the form and function of animals is repeatedly involved in the curriculum throughout the elementary, middle, and high schools. Third, the concepts such as genetics and evolution are involved in higher grades since these concepts are abstract ones. The part of genetics and evolution as well as diversity has no connection between grades in schools, so the development of "notion between" is necessary to relate these concepts with each other. Fourth, the 4 parts of diversity, ecology and environment, evolution, and the form and function of plants are covered in limited grade levels. The results of the relevance of gene in lesson goals will play an important rein as the primary material in developing the connection between textbooks in which lesson goals are closely related to each other throughout all grade levels in elementary, middle and high schools.