• Title/Summary/Keyword: 수업목표 분석

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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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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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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.

Classifications of Instructional Objectives of Elementary Science based on Bloom's Revised Taxonomy of Educational Objectives (Bloom의 신 교육목표분류학에 기초한 초등학교 과학과 수업 목표 분석)

  • Kim, Young-Shin;Lee, Hae-Sook;Shin, Ae-Kyung
    • Journal of Korean Elementary Science Education
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    • v.26 no.5
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    • pp.570-579
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    • 2007
  • Instructional objectives clearly show what teachers should teach in the class and how they lead the class, focusing on a certain activity for their students in the class. Clear instructional objectives are a prerequisite for teachers to accomplish effectively their curriculum. The revised Bloom's taxonomy table of educational objectives has been introduced in 50 years since the publication of his original taxonomy table in 1956. Bloom's revised taxonomy table of educational objectives has two-dimensions, the "cognitive process" dimension and the "knowledge" dimension, and it classifies class objectives more elaborately and clearly. This study was designed to classify instructional objectives stated in elementary science guidebooks for teachers into Bloom's revised taxonomy table, and see how the objectives of elementary science classes were categorized by grade level and areas. In addition, this study examined how the objectives of elementary science classes by study area were classified into the new taxonomy table. This study classified 618 elementary science instructional objectives of third- to sixth-grade science guidebooks for teachers into Bloom's revised taxonomy table. The results showed that the objectives of elementary science classes emphasized disproportionately some of the knowledge and cognitive process dimensions. In the area of subjects while the percentages of factual knowledge were very high, those of meta-cognitive knowledge were low.

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The Analysis of Educational Objectives by Observation in the 3rd and 5th Grade Science Instruction (관찰에 의한 국민학교 3, 5학년 자연과 수업의 목표 분석)

  • Ko, Se-Hwan;Kim, Hyo-Nam
    • Journal of The Korean Association For Science Education
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    • v.11 no.1
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    • pp.51-57
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    • 1991
  • This study pursued to find out the degree to which educational objectives are pursued in the 3rd and 5th grade science instructional of an elementary school. Twenty science instruional hours are observed during two month from May to July, 1989. Klopfer's science educational objectives system is used as the tool of objective analysis. Questionnaires for the ideal proportions of the educational objectives are answered by the professors and elementary school teachers. The writers regarded those results as the ideal proportions of the educational objectives. Results from the analysis of the instruction are as follows : 1. Results from analysis of the instruction in the third grade are as follows : knowledge and comprehension (A. 0) objectives are found to be pursued. about 40%. scientific inquiry process(B. 0-E. 0) objectives, about 29%, application of scientific knowledge and methods(F. 0) objectives. about 10%, manual skills(G. 0) objectives, about 11%, scientific attitudes and interests(H. 0) objectives, about 10% and orientation(I. 0) objectives is not pursued. 2. Results from analysis of the instruction in the fifth grade are as follows: knowledge and comprehension(A. 0) objectives are found to be pursued. about 31%, scientific inquiry process (B. 0-E. 0) objectives. about 38%, application of scientific knowledge and methods (F. 0) objectives, about 13%, manual skills(G. 0) objectives, about 7%, scientific attitudes and interests(H. 0) objectives, about 10%. 3. Results from the ideal proportions are as follows : Knowledge and comprehension(A. 0) objectives, 20.5%, scientific inquiry process(B. 0-E. 0) objectives, 46.5%, application of scientific knowledge and methods(F. 0) objectives. 8%, manual skills(G. 0) objectives. 9.5%, scientific attitudes and interests (H. 0) objectives, 9% and orientation(I. 0) objectives, 6.5%. 4. "You ideality index" is 29 in the third grade and 23 in the fifth grade. Science instruction of the fifth grade can be interpreted to be nearer to the ideal instruction in terms of educational objectives.

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Analyses of Instructional Objectives of 'Wise Life' Based on Bloom's Revised Taxonomy of Educational Objectives (Bloom의 신 교육목표분류학에 따른 슬기로운 생활 교과의 수업 목표 분석)

  • Lee, Eun-Young;Shin, Myeong-Kyeong;Choi, Chui-Im
    • Journal of Korean Elementary Science Education
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    • v.31 no.1
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    • pp.1-12
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    • 2012
  • The purpose of this study was to explore instructional objectives of 'Wise Life' based on Bloom's Revised Taxonomy of Educational Objectives. It was to extend understanding the 7th and the revised Wise Life 2007 as well. The written objectives of two curriculum of Wise Life were divided into two, the 'knowledge' dimension and the 'cognitive process' dimension based on Bloom's Revised Taxonomy of Educational Objectives. Major activity subjects presented in the 7th and the revised Wise Life 2007 were dominantly the basic inquiry activity types. It was found from this research that the 'factual' knowledge of the 'knowledge' dimension and the 'understand' of the 'cognitive process' dimension took a large proportion of the revised Wise Life 2007 objectives. The 'meta-cognitive' knowledge was increased. 'Remember' of the 'cognitive process' dimension was decreased and the high level objectives as 'analyze' and 'create', in the 'cognitive process' dimension was increased from the 7th to the revised curriculum. The 'factual' knowledge, 'conceptual' knowledge and 'metacognitive' knowledge were engaged with 'understand' and the 'procedural' knowledge were engaged with 'apply'. The 'meta- cognitive' were engaged with 'create' is the 'procedural' knowledge in the revised Wise Life 2007. 'Remember' was decreased. 'Create' was increased in the basic inquiry activities. It was analysed in zero percent of 'Observing', 'Investigating and Presenting', and 'Making'.