• Proceedings of the Korean Society of Computer Information Conference
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• 2016.07a
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• pp.39-40
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• 2016

본 연구는 온라인을 활용한 범교과적 글쓰기(WAC) 수업 방안을 연구한 것으로 크게 세 가지에 초점을 두어 진행하였다. 첫째, WAC 수업은 현재 교수자와 학습자 간의 일대일 상담으로 진행되고 있다. 온라인을 통해 WAC 수업이 운용된다면 교수자와 학습자 간의 시간과 에너지를 줄여서 탄력적으로 운용될 수 있다. 둘째, 오프라인 상에서 이루어진 WAC 수업은 소규모 강좌에서 이루어져 왔다. 그러나 온라인을 통해 WAC 수업이 진행된다면 대학에서 소규모가 아닌 중규모에서 도 WAC 수업이 가능하다. 셋째, WAC 수업이 원활하게 진행되기 위해서는 글쓰기 센터가 중심이 되어야 한다. 이를 통해 교수자와 학습자 간의 선진화된 WAC 프로그램이 개발될 것이다.

• 한국정보교육학회:학술대회논문집
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• 2004.08a
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• pp.102-110
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• 2004

현행 7차 교육과정에서는 정보통신기술을 재량활동 시간을 이용하여 필수적으로 36시간 이상의 수업을 하도록 전장하고 있다. 이에 각 시 도에서는 자체적으로 교재를 개발하고 그에 따른 교사용 지도서도 나와 있다. 그러나 컴퓨터 내용학에 관한 교수 모형은 타 교과에서 만들어진 것을 차용하거나 컴퓨터 교과에 무리하게 적용한 것이 대부분이라 하겠다. 또한 컴퓨터 내용학보다는 소프트웨어를 다루는 기능 위주의 교육 내용 편성이 대부분이라 내용학을 다루는 것은 극히 일부라 하겠다. 이에 본 연구는 컴퓨터 내용학의 교수 모형을 제시하여 초등학교에서의 컴퓨터 내용학을 가르치는데 도움이 되고자 한다. 또한 현재 응용 소프트웨어 활용에 연연하고 있는 재량 활동 시간의 정보통신교육보다는 앞으로 정규교과목으로 지정될 것을 전제로 컴퓨터 내용학을 중심으로 한 교수 모형을 제안하고자 한다.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.11
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• pp.6509-6517
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• 2014

This study examined the needs assessment of in-service education on teaching for school health teachers. The subjects of this study were 504 school health teachers, who were working in G-city and J-do. The data was collected from questionnaires of school health teacher's teaching from Nov. 9 to 23 2013. The data collected was analyzed by frequency analysis and a $x^2$-test. The conclusions were as follows. The first priority of the school health teacher's work is 'management of health problems' and the second is 'health education'. A difference was observed between the school levels (p< 0.01). The teaching methods mainly used on health care instruction were lecturing, discussion and practical training. The teaching materials of health care instruction mainly used were ppt, internet video, and textbooks. Most of health care teachers agreed to creativity education but they used creativity education less in practice. Most school health teachers want to in-service education on teaching and the contents of the course are creativity education or storytelling for new teaching.

• Journal of The Korean Association For Science Education
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• v.34 no.4
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• pp.349-357
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• 2014

The purpose of this study is to consider the implications of science experiment in class and to seek a direction for its improvement. For this purpose, Science textbooks, teachers' cognitions, and classroom activities have been analyzed to find out how many and what kind of levels of inquiry elements are included in those. In this study, 22 teachers have participated in the questionnaire to investigate their perception about experiment class, and the two instruction cases in two classes of 9th grade have also been analyzed. Results show that most of the textbooks have included questioning, evidence collecting, explanation of phenomena, and connection with existing scientific knowledge. But the elements of communication and justification have been few. Most levels of the inquiry are teacher-led. Although the teachers thought communication and justification are important, their classroom activities does not coalesce with their thoughts. The students mostly spend their time with connecting evidence, they hardly explain the phenomenon based on the proofs as the results of experiment, and the activities of connection with the existing scientific knowledge, and communication and justification.

• The Journal of Korean Academy of Sensory Integration
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• v.15 no.2
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• pp.80-92
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• 2017

Objective : The purpose of this study is to investigate the meaning of students' experience participating in the flipped learning based instruction in sensory integration, and to understand the demand and introspection of participants. Methods : This study used a phenomenological approach of qualitative study. The participants were 10 students in 3rd year of the occupational therapy program in K Univeristy. Data information was collected by one-to-one interview and analyzed through phenomenological research method. Results : Through the interview, 20 units of meaning, 8 central meanings, and 3 themes were drew. The information collected were analyzed into three themes; Learning Experiences in Online and Offline Courses, Request and Introspection of Learners on Flipped Learning. The result showed that online courses brought learners convenience and satisfaction with repeatable learning in every time and space the learner want. However, the learners appealed issues of communication and concentration due to the absence of face-to-face instruction by their instructor. For the offline courses, students showed interest in various practical classwork of sensory integration and changes in their attitude to actively engage in the practical classes. Conclusion : Flipped learning based instruction was effective for the sensory integration classes which require practice in terms of time securement and immersion in practice. The learners requested for adopting flipped learning based instruction to other subjects in occupational therapy curriculum, and introspected that they needed to actively engage in classes through the experience of flipped learning-based classes of sensory integration. The results of this study can be used as a basic resource when flipped learning classes are planned in occupational therapy education.

• Proceedings of the Korean Information Science Society Conference
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• 2005.07a
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• pp.91-93
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• 2005

교육에서 평가가 매우 중요하기 때문에, 인터넷과 정보통신 기술의 발달로 웹을 기반으로 하는 평가에 대한 연구들이 활발히 이루어지고 있으며, 또한 현재의 교육평가에서 강조되고 있는 수행평가를 지원하는 시스템 개발에 대한 연구들이 많이 이루어지고 있지만 이러한 연구들에서 제시하는 평가 시스템이나 수행평가 시스템은 학생들이 대부분의 시간을 보내는 현재의 교실에서 수업 시간에 사용하기는 힘들다. 따라서 본 연구에서는 현재의 교실에서 바로 사용이 가능하며, 수업 시간 중에 언제든지 수시로 사용할 수 있는 무선 수행평가 시스템을 설계하고 구현하였다. 본 연구의 시스템은 수업 과정에서 수시 평가를 통해 목표 달성을 위한 방법을 즉시 수정, 보완할 수 있도록 도울 것이며, 교사의 수행평가 업무를 수월하게 만들 것이고, 학습의 질을 향상시켜 공교육의 신뢰성을 증진시키는데 기여하게 될 것이다. 더 나아가 다양한 수업 활동에도 적용 가능하고, 교사와 학생, 학생과 학생들 간의 실시간 커뮤니티 도구로도 활용될 수 있을 것이다.

• Journal of the Korean Society of Clothing and Textiles
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• v.25 no.9
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• pp.1563-1570
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• 2001

이 연구의 목적은 중학교 의생활수업에 대한 창의적 문제해결 수업모형 적용에 있어 창의성 증진효과를 검증하는데 있다. 연구는 중학교 1학년 2개 학급의 남·녀 81명의 학생을 대상으로 하였으며, 가정과 의복의 재활용 단원 수업을 실험반과 비교반으로 나누어 동일한 교사에 의해 주당2시간씩 4회 실시하였다 실험반에는 창의적 문제 해결 수업모형이 적용되었으며, 비교반에는 전통적 수업이 적용되었다. 창의성검사는 한국창의성연구소의 창의성 검사지를 사용하였으며, 사전검사와 사후검사가 동일 검사지로 이루어졌다. 자료의 분석은 사전검사에서 두 학급간의 창의성에 의미있는 차이가 나타나, 두 학급간의 창의성의 차검증에서 사전검사의 영향력을 배제하기 위하여 ANCOVA분석을 실시하였다. 분석 결과 창의성의 유창성 , 융통성 , 독창성 세 개의 하위요인 점수와 이를 합산한 전체 창의성 점수에서 모두 창의적 문제해결 수업 모형을 적용한 실험반의 점수가 통계적으로 의미 있게 높은 것으로 나타났다 이러한 결과를 통하여 볼 때 창의적 문제해결 수업모형을 의생활 수업에 적용하였을 때 창의성이 증진된다고 할 수 있으며 , 중학교 뿐 아니라 고등학교 및 초등학교에서의 창의성 증진을 목표로 하는 의생활 수업에도 적용 가능할 것으로 보며 후속 연구의 수행을 제안하는 바이다.

• Journal of The Korean Association For Science Education
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• v.35 no.2
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• pp.247-258
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• 2015

Students are engaged in classroom learning, and classroom learning occurs not only through conversation but also through nonverbal behavior. In science classrooms especially, there are meaningful nonverbal behaviors such as practical activities like observation and measurement. But these behaviors have not been properly investigated by existing instruments that try to measure students' engagement. This study aims to develop a new instrument for analyzing students' behavioral engagement especially in science classrooms. The method of developing the instrument was structured along three steps. First, student behaviors have been classified into fourteen categories through literature review and a series of observation of elementary science classroom. Second, based on these, a framework for analyzing student behavioral engagement has been developed. With the framework, every student moment could be labeled as Participatory Speech or Participatory Silence or Non-Participatory Speech or Non-Participatory Silence. Third, an instrument to which the framework is applied has been developed by using Microsoft Excel. As a trial, two fourth-grade students in elementary science class were analyzed with this instrument. The results of the trial analysis shows that the longest period of a science lesson was occupied by Participatory Silence (63% and 72%). Among the participatory silence, 'listening' was the most common (51% and 42% of the trial lesson) and 'observing' which is a specific behavior to science was the fourth position (17% and 17% of the trial lesson). It is expected that the developed instrument could be used in improving our understanding of the patterns of student engagement in science classrooms.

• Journal of Digital Convergence
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• v.19 no.5
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• pp.57-67
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• 2021

This study explores what factors influence college students' synchronous online learning satisfaction and what advantages and disadvantages exist when it comes to taking synchronous online learning courses. In-depth interview results suggest that advantages of synchronous online learning are convenience (no need for travel, no limitation for study place), saving money, and no worry for contracting Corona 19. However, disadvantages of synchronous online learning are instability of online learning system, lack of interaction between learners and educators, difficulty of instant communication, low education quality, and unfairness of exams. This study found that college students taking synchronous online course think that synchronous online learning is more appropriate for theory-based course than practice-based courses in that theory-based courses are lecture-oriented while practice-based courses require interactivity between learners and educators. This study provides educators a baseline understanding on how college students think over synchronous online learning and how to enhance students' satisfaction with synchronous online learning.

• Journal of Digital Convergence
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• v.18 no.1
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• pp.93-102
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• 2020

The purpose of this study is to analyze the effects of high school students' disability and academic stress on the participation of integrated physical education class. The result of this study is to examine the correlation between disability, academic stress and integrated physical education. There were negative correlations between parent stress and self stress among the subvariables. There was a positive correlation with the integrated physical education commitment and all the sub variables were positive. There was a negative correlation between academic stress and integrated physical education involvement, and all sub variables were negative.We examined the differences in the general characteristics of how disability and academic stress affect active commitment in the integrated physical education class. You can do it.