• Proceedings of the Korean Institute of Building Construction Conference
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• 2021.05a
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• pp.87-88
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• 2021

Due to the effects of COVID-19 and the Fourth Industrial Revolution, construction engineering education has been required to change. As part of efforts to respond to changes, innovative teaching methods such as team-based learning have been introduced, but specific measures are still lacking. In this regard, this study proposed plans for building construction curriculum operation applied with team-based learning, building construction course operation applied with team-based learning, and building construction course grade evaluation applied with team-based learning. It is expected that the proposed operation plans can be used in educational settings where team-based learning is to be applied in a changing class environment.

• Journal of Elementary Mathematics Education in Korea
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• v.13 no.2
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• pp.163-192
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• 2009

Currently, our country operates gifted education only as a special curriculum, which results in many problems, e.g., there are few beneficiaries of gifted education, considerable time and effort are required to gifted students, and gifted students' educational needs are ignored during the operation of regular curriculum. In order to solve these problems, the present study formulates the following research questions, finding it advisable to conduct gifted education in elementary regular classrooms within the scope of the regular curriculum. A. To devise a teaching plan for the gifted students on mathematics in the elementary school regular classroom. B. To develop a learning program for the gifted students in the elementary school regular classroom. C. To apply an in-depth learning program to gifted students in mathematics and analyze the effectiveness of the program. In order to answer these questions, a teaching plan was provided for the gifted students in mathematics using a differentiating instruction type. This type was developed by researching literature reviews. Primarily, those on characteristics of gifted students in mathematics and teaching-learning models for gifted education. In order to instruct the gifted students on mathematics in the regular classrooms, an in-depth learning program was developed. The gifted students were selected through teachers' recommendation and an advanced placement test. Furthermore, the effectiveness of the gifted education in mathematics and the possibility of the differentiating teaching type in the regular classrooms were determined. The analysis was applied through an in-depth learning program of selected gifted students in mathematics. To this end, an in-depth learning program developed in the present study was applied to 6 gifted students in mathematics in one first grade class of D Elementary School located in Nowon-gu, Seoul through a 10-period instruction. Thereafter, learning outputs, math diaries, teacher's checklist, interviews, video tape recordings the instruction were collected and analyzed. Based on instruction research and data analysis stated above, the following results were obtained. First, it was possible to implement the gifted education in mathematics using a differentiating instruction type in the regular classrooms, without incurring any significant difficulty to the teachers, the gifted students, and the non-gifted students. Specifically, this instruction was effective for the gifted students in mathematics. Since the gifted students have self-directed learning capability, the teacher can teach lessons to the gifted students individually or in a group, while teaching lessons to the non-gifted students. The teacher can take time to check the learning state of the gifted students and advise them, while the non-gifted students are solving their problems. Second, an in-depth learning program connected with the regular curriculum, was developed for the gifted students, and greatly effective to their development of mathematical thinking skills and creativity. The in-depth learning program held the interest of the gifted students and stimulated their mathematical thinking. It led to the creative learning results, and positively changed their attitude toward mathematics. Third, the gifted students with the most favorable results who took both teacher's recommendation and advanced placement test were more self-directed capable and task committed. They also showed favorable results of the in-depth learning program. Based on the foregoing study results, the conclusions are as follows: First, gifted education using a differentiating instruction type can be conducted for gifted students on mathematics in the elementary regular classrooms. This type of instruction conforms to the characteristics of the gifted students in mathematics and is greatly effective. Since the gifted students in mathematics have self-directed learning capabilities and task-commitment, their mathematical thinking skills and creativity were enhanced during individual exploration and learning through an in-depth learning program in a differentiating instruction. Second, when a differentiating instruction type is implemented, beneficiaries of gifted education will be enhanced. Gifted students and their parents' satisfaction with what their children are learning at school will increase. Teachers will have a better understanding of gifted education. Third, an in-depth learning program for gifted students on mathematics in the regular classrooms, should conform with an instructing and learning model for gifted education. This program should include various and creative contents by deepening the regular curriculum. Fourth, if an in-depth learning program is applied to the gifted students on mathematics in the regular classrooms, it can enhance their gifted abilities, change their attitude toward mathematics positively, and increase their creativity.

• The Journal of Korean Academic Society of Nursing Education
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• v.26 no.1
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• pp.25-35
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• 2020

Purpose: The purpose of this study was to investigate the effects of lessons based on flipped on nursing students' critical thinking disposition, academic achievement, and academic self-efficacy. Methods: The study design was a mixed methods paradigm. Participants were 82 nursing students (experimental group=41, control group=41) for the quantitative study, and nine nursing students for the qualitative study. A flipped learning lesson and lecture were provided in a class titled Critical Thinking and Nursing Processes to compare the effects of the flipped learning lesson. Quantitative data were analyzed with a chi-square test and an independent t-test. Qualitative data were analyzed by means of content analysis. Results: The critical thinking disposition (t=-5.90, p=.004) of the experimental group with flipped learning increased significantly, but their academic achievement (t=0.38, p=.078) and academic self-efficacy (t=-0.24, p=.053) did not show any significant change. From the content analysis after the flipped learning lesson, four categories and 13 sub-categories were derived. Conclusion: The results of this study showed that flipped learning is an effective teaching-learning method for improving nursing students' critical thinking disposition. Therefore, it will be necessary to consider teaching-learning management strategies for applying flipped learning in the nursing education field.

• Journal of the Korean Chemical Society
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• v.48 no.3
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• pp.291-299
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• 2004

The purpose of this study is to investigate views of high school students' learning of chemistry as one aspect of conceptual ecology. The results of this study will help us expand our understanding of conceptual change as it is used to evaluate learners. I made use of an interpretative research design based on principles of naturalistic inquiry. The participants in this study were six sophomore students. The picture of a chemistry class we draw from analyzing data is a play on stage with little interaction. Students accept passive and difficult-to-modify views of the learner roles that they should play in the chemistry classroom. Students identified chemistry classes as conservative places. 'Transmission' seems to remain the persistent and dominant classroom cultural dynamic for both the teaching and learning of chemistry. Students should understand about learning processes, and how to play, monitor, evaluate and regulate them. Students should experience the plausibility and fruitfulness of learning chemistry, and it will help students to feel a "love of learning chemistry." As students change their views of learning chemistry, it will help to improve their learning and to experience conceptual change in chemistry learning.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2013.10a
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• pp.637-638
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• 2013

The digitalized new paradigm change the various teaching media. This means that user search the selective lecture, and molt the one-way knowledge transmit method. Also user demand usability e-Learning contents and communication feedback. This paper propose the method of effective learning method and its upcoming method.

• Journal of Korean Home Economics Education Association
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• v.5 no.1
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• pp.113-120
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• 1993

This study in order to seek for a more effective teaching method, I am to propose a measure that the career education material for female middle school students a program produced already could be applicable on the class and to understand the efficiency by examining practically it to the student. The research method was to make up a questionnaire and gaze two kinds of educational effect. The procedure was that, after surveying the general features in order to help them known their consciousness on the career education Researcher practiced common theorectical teaching on comparative class and moduling teaching on comparative class through making a guiding data. Then Researcher analysed the changing o consciousness on career, knowledge on kinds and numbers of jobs, and the results and rate of interest in the teaching with persentage and t-test. The results are as followed; First, on the consciousness on career, both group showed little change on their wishful job between before and after teaching. On the purpose to get a job, consciousness on work and job, and fixed idea of job on gender, there were some changes, but both groups had few defferences in the changing rate. Second on the consciousness on work and job experimental group recognized the variety of job more than comparative group and wrote more hind of job. Third on the evaluating result, the record of experimental group was higher. Fourth, on the rate of interesting in learning the rate of experimental group was higher. As observed the class applied by the module of female career education is effective, since experimental group showed more consciousness on work and job, evaluation of record after teaching and the rat of interesting in learning, through there was no difference in the consciousness of the career.

• International Journal of Computer Science & Network Security
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• v.22 no.1
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• pp.105-112
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• 2022

The development and spread of IT-technologies has raised interest in teaching programming pupils. The article deals with problems related to programming and ways to overcome them. The importance of programming skills is emphasized, as this process promotes the formation of algorithmic thinking of pupils. The authors determined the level of pupils' interest to programing learning depending on the age. The analysis has showed that the natural interest of younger pupils in programming is decreasing over the years and in the most productive period of its study is minimized. It is revealed that senior school pupils are characterized by low level of interest in the study of programming; lack of motivation; the presence of psychological blocks on their own abilities in the context of programming; law level of computer science understanding. To overcome these problems, we conducted the second stage of the experiment, which was based on a change in the approach to programing learning, which involved pupils of non-specialized classes of senior school (experimental group). During the study of programming, special attention was paid to the motivational and psychological component, as well as the use of game technologies and teamwork of pupils. The results of the pedagogical experiment on studying the effectiveness of teaching programming for pupils of nonspecialized classes are presented. Improvement of the results provided the use of social and cognitive motives; application of verbal and non-verbal, external and internal means; communicative attacks; stimulation and psychological setting; game techniques, independent work and reflection, teamwork. The positive effect of the implemented methods is shown by the results verified by the methods of mathematical statistics in the experimental and control groups of pupils.

• The Journal of Korean Association of Computer Education
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• v.5 no.1
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• pp.1-16
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• 2002

The development of information and communications technologies(ICT) is changing school education, which is a center of teaching/lession process. Information and communications technologies can not guarantee quality education appropriate for knowledge & information society. Interactions between ICT and educational environment, change in the role of teachers, and shift in teaching strategies for educational contents and learning method would be required. This paper has studied the relationship between school education and ICT, change in the role of teachers, and a direction in teaching strategies to take advantage of ICT in school education. For this purpose, it has endeavored to offer an ideal ICT environment by researching both some cases in the foreign countries and the seventh educational process in Korea. In conclusion, this study recommends the followings; First, interactive environment between school and ICT is necessary to make education appropriate to knowledge-information society; Secondly, in the structutive teaching/learing process based upon ICT classroom, teachers should not be the old role player, such as knowledge transfer and learning manager any longer; instead, they should stimulate more social and conversational thinking, and integrate ICT into teaching process; Thirdly, teaching strategies need to change for the purpose of promoting evaluative thinking productive thinking creative thinking.

• Korean Journal of Child Studies
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• v.36 no.4
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• pp.49-69
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• 2015

This study is mainly concerned with researching the perception and the actual conditions of the body education in the kindergarten. For the purpose of this study, the research was carried out using 150 early childhood teachers located in Pusan. Data were collected from survey and interview with early childhood teachers June 2014 to March 2015. Interview proceeded total 5 sessions by study participant and that was required about 1 hours. Questionnaire extracts basis category that analyzes literatures and researches related to body systematically and arranged question category and contents according to investigator's study objective. The results of the study were, first, There is need for deterritorialization and reterritorialization in perception of the teachers of the children's body. second, we need learning and teaching based on children body in teaching and learning activities. It begins with perception change of teacher. And these activity in the classroom are required accordingly. Third, the method for reducing the gap between teacher's perception of body and teaching activities have to be provided.

• The Journal of Korean Association of Computer Education
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• v.15 no.2
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• pp.29-36
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• 2012

This thesis focuses on developing the appropriate model for teaching Internet ethics based on problem-based learning. In the new learning model, participation of students such as discussion and writing methods is considered important. The research applied the new method at class and analyzed the change in Internet ethics. The result of research shows that internet ethics of learner improved in the voluntariness, respect, participation, responsibility area. Especially, the voluntariness and responsibility areas showed statistically meaningful improvement.