• Journal of Elementary Mathematics Education in Korea
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• v.14 no.3
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• pp.523-545
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• 2010

Mathematical communication has been emphasized not only as the process of learning mathematics but also as the objective of mathematics education. However, little studies have been conducted with regard to what to consider and how to implement in the actual classroom for promoting mathematical communication. Given this background, this paper implemented a mathematics instruction in each of 2nd, 4th, and 6th grade classrooms in which specific learning objectives were considered to promote discourse-based mathematical communication. It then analyzed the degree by which such learning objectives were achieved and the linguistic interactions between the teacher and students in each classroom. This paper finally provided issues and suggestions for effective discourse-based instruction in mathematics classroom by analyzing similarities and differences among the three classrooms.

• Proceedings of the Korean Society of Computer Information Conference
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• 2022.01a
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• pp.139-140
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• 2022

코로나 팬더믹의 장기화에 따른 비대면 환경에서 대면 수업의 실재감을 제공하는 다양한 교수·학습 방법에 대한 시도가 이루어지고 있다. 실제 수업 현장에서는 대면수업과 다른 환경에서 학습자의 수준과 특성에 맞는 수업 설계의 필요성 또한 대두되고 있다. 본 연구에서는 플립러닝을 기반으로 한 비대면 프로그래밍 수업에서 학업성취도에 따른 학습 참여 수준과 실재감의 차이를 분석하여, 맞춤형 학습역량 강화를 위한 교수 방안을 모색하는 데 그 목적이 있다. 강의 동영상 수업과 상호작용을 포함한 플립러닝 기반 실시간 수업을 혼합하여 수업한 후 설문을 통해 학업성취도에 따른 학습자들의 학습 참여 수준, 교수 실재감과 학습 실재감을 조사한 결과, 학업성취도 가장 높은 학습자일수록 학습 참여도 높고, 다음 수준의 학습자들이 교수 실재감과 학습 실재감은 가장 높은 것으로 조사·분석되었다. 이를 통해 학업성취도에 기반하여 학습자별 맞춤형 교수방안을 제시하였다.

• Journal of Korean Elementary Science Education
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• v.40 no.3
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• pp.311-325
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• 2021

Modern society demands a new science teacher image. Compared to other school ages, elementary school students are the time when the teacher's influence plays a large role and is the time when they first encounter science subjects. The role of science teachers is very important as the starting point for the initial image of science learning and attitudes toward science by elementary science teachers. Therefore, it is very important to correctly establish an image of an elementary science teacher. The purpose of this study is to analyze the images of science teachers that elementary school students prefer and avoid according to their class situation. To this end, 534 elementary school students were divided into five classes: class type, class material presentation method, subject instruction method, subject content explanation method, and class atmosphere, and the image of science teacher who prefers and avoids is described in an open format. Concepts presented by elementary school students were analyzed using Semantic network analysis. The conclusions of this study are as follows. First, the image of a science teacher preferred or avoided by elementary school students was determined according to how the science teacher did the class. Second, elementary school students prefer activity-oriented classes such as experimental classes, and there is a need for classes to be conducted in this manner. Lastly, small changes and efforts of teachers in teaching methods are needed so that changes to science classes preferred by elementary school students can be achieved.

• The Journal of Korean Association of Computer Education
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• v.18 no.6
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• pp.63-69
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• 2015

The Interaction is an important factor in classroom. Existing interaction analysis method has been analysed between teacher and students only language-centered. In this paper, we developed an ICT based interaction analysis system to analyse interaction of ICT including language-centered and analysed interaction of class through FIACS and ICT-FIACS. This system consists of ten kinds of classification items and analysis indexes. In order to comparative analyse between ICT-FIACS and FIACS, we analysed interaction of ICT in six grade classroom at elementary school. In result of analysis, ICT utilization index (63.62%), teachers of ICT utilization index (57.71%) and students of ICT utilization (42.29%) were analysed. Through this system, interaction of ICT can be analysed as well as language-centered interaction in ICT based Classroom.

• The Journal of the Korea Contents Association
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• v.15 no.2
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• pp.520-528
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• 2015

This study is intended to find out pre-service teachers' perceptions of effective teaching behaviors. 89 pre-service teachers observed teaching demonstrations of each other and rated the degree of importance of teaching behaviors and their own performance level. It was found that Class Operations received the highest score in both the importance and performance levels, followed by Lesson Organizations and Verbal Expressions. However, they considered Gesture and Clothing as well as Facial Expressions and Gaze less important. The results of t-tests showed that the differences between the importance and performance levels for all five areas were statistically significant. The results of importance-performance analysis indicated that Verbal Expressions, Eye Contacts, Time Control, and Emphasis on Important Contents are the factors which need to be improved for effective teaching.

• Journal of Digital Convergence
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• v.19 no.4
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• pp.49-55
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• 2021

This study analyzed the relationship between the characteristics of learners and the achievement level according to the language they learn in programming education for non-major students. The learner's characteristics were set as mastery goal, situaltional interest, cognitive engagement, and self-efficacy for performance, and path analysis was conducted to understand the relationship between the language used and the learning achievement. Situaltional interest and cognitive engagement were found to have an effect on self-efficacy for performace, and self-efficacy for performance had an effect on academic achievement. At this time, the type of programming language to be studied showed a moderating effect on learning achievement. Based on the results of this study, it is suggested that appropriate instruction is needed for each language used in programming lessons for software non-majors.

• Journal of Korean Elementary Science Education
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• v.41 no.1
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• pp.30-43
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• 2022

In this study, elementary students' science communication competence was investigated based on the grammatical features expressed in their language-use in classroom discourse and science writings. The classes were designed to integrate the evidence-based reasoning framework and traditional learning cycle and were conducted on fifth graders in an elementary school. Eight elementary students' discourse data and writings were analyzed using lexico-grammatical resource analysis, which examined the discourse text's content and logical relations. The results revealed that the student language used in analyzing data, interpreting evidence, or constructing explanations did not precisely conform to the grammatical features in science language use. However, they provided examples of grammatical metaphors by nominalizing observed events in the classroom discourses and those of causal relations in their writings. Thus, elementary students can use science language grammatically from science language-use experiences through listening to a teacher's instructional discourses or recognizing the grammatical structures of science texts in workbooks. The opportunities in which elementary students experience the language-use model in science learning need to be offered to understand the appropriate language use in the epistemic context of evidence-based reasoning and learn literacy skills in science.

• Journal of the Korea Society of Computer and Information
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• v.17 no.8
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• pp.189-201
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• 2012

The purpose of this study is to develop an effective teaching model for the "Problem solving methods and procedures" section in the revised academic high school informatics curriculum, verify its effectiveness, make the subject more effective and appealing to teachers as well as students. The model includes a middle school level informatics curriculum for the students who have yet to learn the section. This development follows the ADDIE model, and the Python programming language is adopted for the model. Using the model, classes were conducted with two groups: high school computer club students and undergraduate students majoring in computer education. Of the undergraduate students 75% responded positively to the model. This model was applied in the actual high school classroom teaching for 23 class-hours in the spring semester 2012. The Pearson correlation coefficient that verifies the correspondence between the PSI score and the informatics midterm exam grade is .247, which reflects a weak positive correlation. The result of the study showed that the developed teaching model is an effective tool in educating students about the "problem solving methods and procedures". The model is to be a cornerstone of teaching/learning plans for informatics at academic high school as well as training materials for pre-service teachers.

• 한국정보교육학회:학술대회논문집
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• 2006.01a
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• pp.115-120
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• 2006

제 7차 교육과정부터 규칙성 영역의 학습이 도입되고 중요하게 다뤄지고 있지만, 학생들이 규칙성을 찾거나 도형 패턴을 나타내는 데 어려움을 겪고 있기 때문에, 본 논문에서는 규칙성을 LOGO 프로그래밍 언어를 통해 학습하고 그 효과를 분석하였다. 수학적 패턴의 유형은 생성방식에 따라서 (1) 반복패턴, (2) 대칭패턴, (3) 증가패턴, (4) 회전패턴, (5) 혼합패턴의 다섯 가지이다. 논 논문에서는 규칙성 영역에 대한 LOGO 수업의 효과를 분석하기 위해서, 각각 패턴에 대하여 평가 문항을 만든 후 수업전과 LOGO를 통한 수업 후에 평가를 실시하여 분석하였다. 사전평가 M 4.74에서 LOGO 수업을 실시 한 후에 평가에서 M 5.22로 LOGO 수업의 효과가 유의미(p<.05, p=0.016)하게 나타났다. 특히, 도형패턴에서 높은 향상도를 나타냈다.

• Proceedings of The KACE
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• 2018.08a
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• pp.45-48
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• 2018

본 연구는 H대학에서 비전공자 대상 교양필수 SW 교육과정을 프로그래밍 중심으로 개편한 2015년 이후 3개년도와 이전 3개 년도의 수업만족도에서 차이가 나는가에 대해 비교분석하여 개편 후 비전공자 대상 SW교육과정의 효과성을 파악하고자 한다. H대학은 2015년 교양 SW교육과정을 프로그래밍 중심으로 개편하였다. 개편 전후 수업 만족도의 변화가 있었는가? 라는 연구문제를 기반으로 분석한 결과, 개편 후 3년간 수업만족도는 개편 전 3년보다 높게 나타났으며, 1학기보다는 2학기 교과목들의 수업만족도 편차가 더 크게 나타났다. 1학기 만족도는 유의수준 10%에서 차이가 있는 것으로 나타났으며, 2학기 만족도는 유의수준 5%에서 차이가 있는 것으로 나타났다. 이것은 개편 후 다양한 프로그래밍 언어 중 선택할 수 있도록 교과과정을 제공한 것이 원인인 것으로 파악된다.