• Journal of the Korean earth science society
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• v.29 no.2
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• pp.189-203
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• 2008

Microcomputer Based Laboratory (MBL), by offering accurate and effective data collection and real-time graphs, enables students to reduce experiment time and, thereby, have deeper discussions concerning experimental results. This helps to emphasis the essential aspect of scientific inquiry; the process communication. Therefore, this study examined secondary school earth science MBL lessons with regards to the five basic aspects of scientific inquiry: "Asking", "Evidencing", "Explaining", "Evaluating" and "Communicating". It then investigated the level of argumentative communication between the students and teachers and also among the students themselves. For this study, three classroom activities were observed and videotaped, and teaching materials, textbooks and students' notes were collected. The transcribed data were analyzed from the perspective of scientific inquiry level and argument frames. The results showed that the scientific inquiry levels of the three classes were similar, except for the "Communicating" aspect, which appeared in only one episode. "Asking" was carried out by the teacher and then students were directed to collect certain data in the "Evidencing" stage. Furthermore, students were given possible ways to use evidence to formulate explanations and connections through the "Explaining" and "Evaluating" stages. In the argumentation analysis, most argumentative communication was identified as being associated with a given procedure, rather than with any scientific phenomena. In only one episode, did "Communicating" relate directly to any scientific phenomena. It can be concluded, that although MEL places emphasis on communication for authentic scientific inquiry, the environment required for such inquiry and argumentative communication can not be easily created in the classroom. Therefore, in order for authentic inquiry to take place in the MBL classroom, teachers should provide students with the opportunity to develop meaningful argumentation and scaffolding abilities.

• 대한공업교육학회지
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• v.38 no.1
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• pp.29-48
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• 2013

The purpose of this research is to provide a desirable case of STEAM education utilizing 'Energy and Transportation Technology' unit on the subject of technology home economics. The middle school students learned with the integrated approach based on STEAM integrated education, and through production process they had the opportunity for application and expression in diverse forms. The results of this process to achieve the purpose are as follows. First, as the procedural model to develop STEAM program utilizing 'Energy and Transportation Technology' unit on the subject of technology home economics, the five stages: preparation, development, verification, practice, and evaluation, were presented. The preparation stage was composed of requirement analysis, the selection of program subject, and STEAM program curriculum analysis, the selection and organization of STEAM program lesson. The development stage was composed of the development of lesson plan, multimedia teaching materials, worksheet and worksheet answer key. In the verification stage, the verification of validity by experts was conducted, and in the practice stage, the developed program was applied to the middle school students in the educational field, and in the evaluation stage, based on the evaluations received from learners and teachers, it was revised and supplemented. Second, the STEAM program was developed into the program summary map, lesson plan, multimedia teaching materials, worksheet and worksheet answer, etc., and after the validity was secured through experts' verification, it was revised and supplemented and applied to actual classes. Third, the results of the learners' evaluation of the developed STEAM program showed that the degree of satisfaction with the program was high with the average score of the entire questions being 4.00 on a five-point scale. As the teachers also evaluated the developed STEAM program as very effective, the opinions of learners and teachers were collected and the program was finally improved and completed.

• Journal of The Korean Association For Science Education
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• v.30 no.1
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• pp.170-180
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• 2010

Among the various fields of Earth Science, especially in Astronomy, we often deal with the change of space-time in an abstract way. Thus, making use of 'Concept Sketches'-simplified sketches that represent the main features, principles, processes and interrelationships of the learning content by using some concise explanations, signs and terms could help the students efficiently learn the phenomena of Astronomy. This study's aim was to check its effects and analyze the results of the lessons that included concept sketches and a discussion about the field of Earth Science in high school. The control group took traditional lessons, while the experimental group did a small-group discussion that used the concept sketches. After the lesson, some students were chosen to answer a questionnaire and go through an in-depth interview. The result of the data shows that the small-group discussion lesson that used the concept sketches helped both the high-ranking and low-ranking students to build concepts and was able to attract students' attention. Moreover, the students produced long-term memories of the content learned through the class discussion, which allowed them to exchange their own thoughts and opinions with other students. Most of all, drawing pictures, a familiar activity, appealed to the students, so they took part in the class eagerly.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.6
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• pp.683-688
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• 2018

In the 21stcentury, teachers must welcome new technology to ensure the best learning in virtual classrooms, aside from the physical classroom. Google Classroom provides a vital chance to promote blended learning and professional development. The purpose of this study is to specify the procedures in problem design when employing blended problem-based learning (BPBL) and to design problems for learning the contents of the subject. The design of problems is crucial for effective BPBL. The underlying theory of BPBL is that learning is most effectively initiated and facilitated by posing and solving real-life problems that interest the learner, because working on such problems makes learning meaningful and motivates students. Ineffective problem-based learning (PBL) could affect students when acquiring sufficient domain knowledge, activating appropriate prior knowledge, and properly directing their own learning. The procedures for designing good problems are composed of the selection of educational content, figuring out the learner's characteristics, finding problems, setting up roles and situations, and writing down problems. Using these procedures, we designed five integration problems covering the contents of management subjects. Planned management subjects based on BPBL in a Mongolian university focuses on the process of designing problems.

• Journal of The Korean Association of Information Education
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• v.13 no.1
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• pp.1-8
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• 2009

This study proposes to develop an ICT teaching learning material for physical education based on the inquiry learning model, and to verify its efficiency by applying that material. Departing from the conventional simple applications of ICT, this paper studies ICT applications based on a 'learning model' with specific teaching-learning processes and methods in order to achieve the greatest effect for the final learning objective. This study reconstructed an inquiry-teaching-learning model for track and field and gymnastics lessons to fit ICT teaching-learning material, defined at each level with a process model; and developed a feasible curriculum. The developed material was applied to the 5th grade lessons. The result of this application indicated increased efficiency in the teaching-learning objectives, inducing interest in learning as well as in other technical or functional aspects.

• Journal of the Korean School Mathematics Society
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• v.24 no.2
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• pp.217-241
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• 2021

The purpose of this study is to qualitatively examine the effects of graphics representation of trigonometry modelling concerning question generating and idea sharing. The experimental setting(Experiment Group) was one class (N=26) at a public high school. The modelling process was designed as a process-oriented conceptualization divided into three steps i.e., (1) game with idea sharing and question generating, (2) graphic representation, and (3) symbolization in the mathematical applied tasks related to trigonometry function. The result indicates that Graphic Representation with Game Activity increases the opportunity of question generating and idea sharing during experimental work. Also, the results show that the introduction of computer graphics enhances the teaching of mathematical quantity in highschool classrooms.

• Journal of The Korean Association of Information Education
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• v.18 no.1
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• pp.57-64
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• 2014

This study aims to suggest lesson plans and evaluation methods for primary pre-service teachers by reviewing the concept of computational thinking(CT) skills and its sub components. To pursue this goal, a literature review has been conducted in regards to CT and the effectiveness of programming courses. In addition, the Scratch educational programming functions were analyzed yielding six CT elements(data representation, problem decomposition, abstraction, algorithm & procedures, parallelization, simulation). With these six elements, one semester lesson plans for 15 weeks that represent the connections with six CT elements were designed. Based on the PECT(Progression of Early Computational Thinking) model and the CT framework a rubric to evaluate learners' proficiency levels(basic, developing, proficient) revealed in their final projects was developed as well. Upon a follow-up empirical study, the lesson plans and the rubric suggested in the current study are expected to be utilized in teachers' colleges.

• Proceedings of the Korean Operations and Management Science Society Conference
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• 1997.10a
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• pp.68-70
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• 1997

본 연구의 목적은 정보산업의 발달로 급변하고 있는 교육환경하에서 인트라넷(intranet)을 활용한 경영모의게임(Business Simulation Game)의 활용방안을 제시하고, 이러한 수업이 갖는 장점 및 수업효과에 미치는 영향을 조사하였다. 즉, 학생들이 팀을 이루어 게임을 하는데 있어 남녀별, 직장경험별, MBTI의 특성 별, 팀 구성원의 수의 차이에 따른 게임 성과 및 수업효과와의 상호관계를 실증적으로 비교, 연구하여, 궁극적으로는 한국교육실정에 맞는 인트라넷을 이용한 경영 모의 게임의 개발을 그 목적으로 하고 있다. 근래에 정보 및 통신기술의 발전과 인터넷 사용의 보편화로 여러 가지 학문 분야에서 정보화 및 국제화가 많이 이루어져왔다. 특히 인터넷과 관련된 여러 가지 기술(technology)들을 적극적으로 통합, 활용하고자 하는 인트라넷(intranet)의 발전은 정보기술의 여러 학문 분야에서의 활용가능성을 더욱 높이고 있는 실정이다. 그러나 이러한 인터넷, 정보 및 통신기술의 교육현장에서의 활용 방안에 대한 많은 연구들은 실질적으로 그 이론적 배경 및 효과에 대한 깊은 연구없이 종래의 교육방법에 대한 대안 또는 보조 역할로서의 가능성만 제시하고 있는 형편이다. 따라서 본 연구는 첫째, 경영모의게임과 정보통신기술의 활용을 위한 학술진흥방안의 하나로서 인트라넷을 이용한 경영모의게임 과목의 구축및 수행에 관한 구체적인 절차를 제시한다. 즉 경영모의게임 구성은 어떤 모듈들이 어떻게 인터넷상에서 사용되었으며, 도한 게임의 운영은 어떻게 하는것이 바람직한가 등에 관한 연구이다. 둘째, 성별, 직장경험별, MBTI 특성별, 팀의 크기별로 게임성과 및 수업효과에 관한 실증적 연구를 함으로써, 게임 이론의 경영마인드 형성 및 정보화에서 예견 될수 있는 여러 가지 문제점 및 가능성을 지적하여, 한국문화 및 현실에 맞는 정보화를 이용한 경영모의게임 교육방안을 제시한다. 셋째, 본 연구는 의사결정지원 시스템(DSS), 전문가 시스템(ES), 전자우편(E-mail)등과 같은 정보기술의 교육현장에서의 활용방안 및 그 교육적 효과도 점검하였으며, 마지막으로 본 연구는 당면현실로 다가온 정보화 및 세계화의 기업환경에서 예견되는 몰입(committment)의 약화에 대한 치유방안으로서, 정보화된 경영모의게임의 기업 교육훈련 시스템(Business Training System)으로의 발전 가능성을 제시한다 하겠다.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.7
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• pp.66-72
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• 2020

In order to cultivate talented people with national economic influence in the rapidly changing 21st- century modern society, STEM(Science Technology Engineering Mathematics) education has been emphasized in advanced countries such as America and England. In South Korea, STEAM(Science Technology Engineering Arts Mathematics) education is emphasized by adding Arts. The objective of STEAM education is to strengthen the interest and motivation of learners, to focus on experience, exploration, experimentation, to solve convergent thinking and real-life problems, rather than cramming method of teaching and memorization. This study identifiesan instructional design for converged English, the world's official language, and science which is found in nearly all disciplines. With the development of the 4th industrial revolution based on the PBL model, learners participate in their lessons voluntarily for problem-solving skills. The instructional design based on the ADDIE model consists of 5 procedures: Analysis, Design, Development, Implementation, and Evaluation. The goal of fostering talented people with national economic influence is also important, and the teacher in education must recognize the importance of STEAM education and an appropriate instructional design should be studied constantly.

• The Journal of the Korea Contents Association
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• v.13 no.9
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• pp.467-475
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• 2013

Micro-teaching is one of instructional methods to improve teaching skills whereby teachers present short sessions and receive feedbacks on their performance. In this research, we developed the web based micro-teaching system for more efficient and effective teacher training by placing videotaped session and peer feedbacks near rather than far from each other on the screen. We analyzed previous studies related to the micro-teaching system, and interviewed pre-service teachers to find some suggestions. Based on this analysis, we drew design principles and developed web based micro-teaching system, which helps teachers to plan instructional strategies, to reflect teaching skills, and to participate in peer assessment. We hope that the system will be useful to not only teacher training but also other fields such as presentation or interview skills.