• Journal of Korean Elementary Science Education
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• v.43 no.1
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• pp.136-147
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• 2024

It has recently be emphasized in science education that lessons that can develop "scientific participation and action" should be implemented to scientifically recognize various problems and respond to them as well as risks that occur in real life. This study aims to analyze the characteristics of scientific participation and action lessons as perceived by the preservice primary school teachers. To do that, the researchers collected and analyzed the lesson plans designed by the preservice teachers based on the achievement standard related to noise for grades 3-4 in 2022 revised science curriculum. Focusing on the stages of "problem recognition," "data collection and analysis," and "implementation and sharing," the results identity the four main characteristics as problem-solving activity, inquiry activity, investigative activity, and activity that encourages practical actions. The two or three features were found to be combinated in a lesson depending on its context. In some cases, only one feature was seen in a lesson. Based on the results, educational implications were discussed in terms of the teaching and learning methods and teacher education for implementing scientific participation and action.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2008.05a
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• pp.454-457
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• 2008

교육에서 평가는 교육의 효과를 분석하고 개선하기 위해서는 학생, 교사, 교육 환경에 대한 평가가 이루어져야 한다. 학생에 대한 평가는 학습 과정에서 학생의 참여 행위가 평가되어야 한다. 기존의 교육 방법에서는 학생의 참여도에 대한 공정한 정보를 취득하기가 어려웠다. 그러나 u-learning에서는 이러한 정보들을 그전의 교육 방법에 비해 쉽게 공정한 참여도 정보를 얻을 수 있기 때문에 평가도 공정하게 할 수 있는 환경이 갖추었다 할 수 있다. 본 연구에서는 u-learning 환경에서의 학습자들의 학습 행위에 대한 평가를 하는 방법을 u-learning 시스템 모델과 함께 제안한다.

• The Journal of the Convergence on Culture Technology
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• v.9 no.4
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• pp.1-11
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• 2023

The purpose of this study is to develop a discussion-centered teaching and learning model for nurturing creative and convergence talents. Regarding the research method, a draft model on discussion-centered teaching and learning was devised, and the model was completed through expert validation. The final draft was revised and supplemented by verifying how valid the model was when applied in class by using the derived final draft. Compared with the draft on discussion-centered teaching and learning model, the final model focused on text-reading emphasis, methods of questioning, and question generation strategies, excluding jigsaw discussions. The discussion-centered teaching and learning model developed in this study is expected to help instructors foster creative and convergence talents. Three suggestions have been provided to effectively apply this model to the field. First, an attitude of listening and respect is required during a discussion. Second, a plan should be considered on how to induce active participation of learners participating in the discussion. Third, the importance of managing discussion time was emphasized.

• Proceedings of the Korean Information Science Society Conference
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• 2006.10a
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• pp.124-129
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• 2006

정보 통신 기술의 발달로 컴퓨터를 활용한 교육 영역이 계속 발전해 나가고 있고, 교수-학습에 도움을 주기 위한 많은 코스웨어 들이 개발되어 사용되고 있다. 기존의 코스웨어는 수업시간에 이미 배운 내용을 단순 반복하거나 형성 평가 형식의 예제를 풀어보는 유형으로, 학습자는 미리 계획된 커리큘럼과 프로그램에 수동적으로 반응하게 되어 코스웨어에서도 교수 중심의 학습이 이루어 지는 것을 극복하기 위해 본 연구에서는 학습자가 능동적으로 학습 과정에 참여하여 학습자 중심의 교육이 이루어 질 수 있고 텍스트가 아닌 프로그래밍 언어나 아이콘화 된 메뉴를 이용해 쉽게 접근이 가능하며 실제 상황과 유사하게 학습환경을 제공하고 수행결과를 확인해 학습의 효과를 극대화 시킬 수 있는 응용 프로그램 인터페이스(Application Program Interface) 기반의 시뮬레이션형 코스웨어를 설계해보고자 한다.

• The Journal of Korean Association of Computer Education
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• v.22 no.1
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• pp.31-46
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• 2019

The purpose of this study is to analyze the self-directed learning types of software education learners and to characterize them according to each type. To do this, 429 middle school students participating in online software education at K university were surveyed and a latent class analysis to analyze self-directed learning types was conducted. As a result, the self-directed learning types of the software education learners were classified into 'highest level of self-directed learning type (class 1)', 'self learning style recognition type (class 2)', 'self learning style preference type (class 3)', and 'lack of self-directed learning type(class 4)'. Also, the level of software learning achievement according to self-directed learning type of software education learners was found to be the highest at 'highest level of self-directed learning type (class 1)' and lowest at 'self learning style preference type (class 3)'. Based on these results, we suggested the strategic implications for software education.

• Proceedings of the Korean Society of Computer Information Conference
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• 2022.01a
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• pp.181-182
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• 2022

본 연구의 목적은 성인학습자 교과과정 '융합형' 교수법을 통해 학습자 특성에 맞는 수업방법을 적용하고 개선방안을 모색하고자 하였다. 본 연구의 교수법을 효율적으로 달성하기 위해 4차에 걸쳐 진행되었다. 1차 '융합형' 교수법 적용 탐색, 2차 교수법 적용 지도법 논의, 3차 교수법 적용 및 보완, 4차 학습자 만족도 조사 및 분석 체계로 이루어졌으며, '융합형' 교수법 적용으로 아동(보육) 관련 교과목, 청소년 관련 교과목 위주의 공통 융합지도(하브루타 교수법, PBL 교수법)가 담당교수 별로 이루어졌다. 연구결과 첫째, '융합형 교수법'의 이론적 근거를 마련하여야 한다. 둘째, 현장연계 교과목 수업에 연계(아동, 청소년) 관련 기관과의 협력이 필요하다. 셋째, 학습자 전체가 참여할 수 있는 (토론회, 공청회) 등 프로그램 개발이 필요하다. 넷째, 다양한 자료, 기술, 기법을 통해 학습자의 동기유발이 필요하다.

• Journal of Engineering Education Research
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• v.18 no.1
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• pp.61-73
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• 2015

The purpose of this study is to suggest some direction to support learning of students in college of engineering. It results from the assumption that engineering education accreditation should come with assessment of the educational process. To analyze the learning process, this study analyzed 5 categories - involvement in and out of instruction, faculty-student interaction, teaching-learning outcomes, and the system of student support. The Research method was questionnaire, and T-test and hierarchical linear model were used. The major findings are as follows. Major-level of satisfaction in teaching-learning and optional-level of satisfaction in teaching-learning are good. But the degree of self-directed learning activities and student-faculty interaction is low, and writing attitude and learning outcomes are not good. Student-faculty interaction, high-order thinking activities and active involvement have a good influence on learning outcomes. So this study suggests to enhance active involvement in instruction, high-order thinking activities, writing skills, and interaction with faculty for the improvement of quality of higher education.

• Journal of the Korea Convergence Society
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• v.10 no.7
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• pp.39-45
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• 2019

The aim of this research is to find out how convergent operation of the learning coaching and compensation system affects the academic self-efficiency and learning performance of university students. In the second semester, a compensation system was prepared based on learning coaching and learning outcomes, made a notice in advance, and conducted a survey before and after operation to measure the academic self-efficacy. In addition, the MLST-II Learning Strategy Diagnosis Examination was conducted on G university students to diagnose the learning tendency. As a result, although G University students felt a reluctance by coaching the learning community and expected negative results during the course of participation in the learning community due to low motivation and low expectation of results, they showed a significant improvement in academic self-efficiency and learning outcomes. Therefore, even students with negative learning tendency will need to consider how to operate these programs in the educational field, as the expert's learning coaching and compensation systems produce positive results for students' academic self-efficiency and learning outcomes rather than leaving them to autonomy.

• Journal of The Korean Association For Science Education
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• v.35 no.2
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• pp.333-342
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• 2015

This study analyzes the verbal interaction patterns used in a social network activity analysis that appeared in a science inquiry activity of 31 small groups of science-gifted students consisting of 5 members each. The results of this study are as follows: The interaction patterns showed eight types. The most prevalent interaction pattern, type 1, is triangle-shaped, interacting with 3 members out of 5 without a central member. Type 2 is wye form, interacting with 4 members and with one alienated member. Type 3 is diamond-shaped, interacting with 4 members. Type 4 is ray form, interacting with 5 around a central member. Type 5 has an alienated member and interacts with 4 members around the central member. Type 6 is triangle-branched, 4 members linked to the central member. Type 7 is wye form linked all around the central member. Type 8 is wye form with a more complex link than type 7. These can be classified in two. One is the participation-type where the rest of the 4 members are linked to the central member. The other is the alienation-type where a member/members is/are alienated without a central member. The participation-type appeared in 9 groups (29%), type 4, type 6, type 7, and type 8. The alienation-type showed in 22 groups (71%), type 1, type 2, type 3, and type 5. On the basis of this study, we propose that the best number of members in a group is three. It helps prevent a free-riding effect or isolation of members. Also, we deem it more fruitful if there is a member playing a central role in a group.

• Annual Conference of KIPS
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• 2002.11c
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• pp.1953-1956
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• 2002

웹 기반 컨텐츠는 사용자가 원하는 시간과 장소에서 학습자 스스로 수준별 학습이 가능하며 능동적으로 학습에 참여할 수 있다는 장점으로 현재 많은 분야에서 다양한 방법으로 웹 컨텐츠를 개발하여 학습에 활용하고 있다. 본 논문에서는 웹 기반 멀티미디어 교육 컨텐츠 개발 전략으로 사용자의 이벤트에 반응하는 대화형 웹 교육 컨텐츠의 개발 과정을 설계하였다.