• Journal of Engineering Education Research
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• v.19 no.2
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• pp.76-82
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• 2016

The purpose of this study is to identify core elements required of instruction consulting and to develop a systematic consulting procedure for successful Flipped Learning. The main contents of this study to achieve its purpose are as follows. First, core elements required of consulting are deduced by analyzing cases of instruction implemented with Flipped Learning. Second, consulting procedure is constructed based on core consulting elements of Flipped Learning. Based on the study results, the 3P process is suggested as the elements and procedure of instruction consulting for Flipped Learning. The 3P process has the following characteristics. The first stage Preparation involves guiding students to have an objective viewpoint about the lesson beginning with building a relationship with the instructor. Also, a lesson plan and source materials for lesson are selected and developed. The second stage Performance involves implementing lesson coaching oriented towards cooperative problem-solving to find better direction. The last stage Post-review involves introspection necessary for continuous quality improvement of lessons. The validity of the instruction consulting elements for Flipped Learning applied to deduce the aforementioned results has been verified after specialist review and field application.

• Hwankyungkyoyuk
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• v.19 no.1 s.29
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• pp.64-79
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• 2006

This study was designed to make valuable suggestions for the development of environmental education(EE) teaching materials through teachers' and students' opinions. In the summer of 2005, an opinionnaire was sent to 1,749 secondary school EE teachers and 270 teachers of them answered. One hundred and six middle school students and 196 high school students in Kyunggi area were also participated in this survey. The opinionnaire in this study was based on the six standards, fairness and accuracy, depth, emphasis on skill building, action orientation, instructional soundness, and usability, developed by NAAEE(1998). Most teachers were totally dependent on textbooks in their teaching EE. They evaluated current EE textbooks most positively in the perspective of 'fairness and accuracy', whereas they evaluated them most negatively in the perspective of 'usability'. The problems of EE textbooks were differently recognized by teachers and students. The lack of contents stimulating students' interest was considered as the most serious problem of EE textbooks by students. Simultaneously, it was considered as the least serious problem of EE textbooks by teachers. Both EE teachers and students expect the future EE textbooks would consist of proper contents to reflect EE characteristics.

• Journal of The Korean Association For Science Education
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• v.18 no.2
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• pp.233-243
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• 1998

Many science educators concern about the problems of assessment using paper & pencil test. Performance assessment is believed to be a very promising alternatives to traditional assessment. Portfolio assessment, a kind of performance assessment, has many desirable characteristics to foster students' creativity and increase students' responsibility for their own learning. However few research study has been dealt with this assessment method and few teacher adopts this method in science class. The characteristics and structures of portfolio assessment were explored by reviewing related literatures. The appropriate portfolio assessment was designed based on the results of exploration. For our primary science class, general and specific objectives are needed, depending on the nature of the instructional topics. The children's evidences for portfolio may be limited in their forms because of insufficient learning materials and reproducing facilities in classrooms. Large portions of children's evidence should be collected during class hours to reduce burdens of children. The evaluation criteria may be holistic rather than analytical because of large class size. Portfolio assessment will bring about many changes in primary science classes. Students' have more responsibility in science learning. Teachers will focus major instructional objectives, and concern more about students' meaningful learning. Although portfolio assessment requires more work to teachers and children it could be applicable to our science classroom.

• Journal of The Korean Association of Information Education
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• v.22 no.4
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• pp.473-489
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• 2018

Computer and Information Literacy(CIL) is one of Key Competences in 21st century. Many countries, including Korea, have adopted related contents in their national curriculum for conducting software education. With this movement, many book-type instruction materials for software education have been developed in Korea. However, it is scarce to find researches that evaluate the instruction materials from the perspective of CIL. In this study, we selected 4 instruction materials which were distributed by government with 'SW centered society' web site as well as were developed to teach physical computing for elementary students. Also, we analyzed if they can foster students' CIL. First of all, the evaluation framework was developed based on 'The Manual for Authorized and Approved Textbook' and 'The 2018 ICILS(International Computer and Information Literacy Study) Assessment Framework'. Then, 12 school teachers who have professional insight of software education evaluated the 4 instruction materials with the framework. Averaging the score given by evaluators, we determined that which instruction materials were superior or not. Finally, we figured out the characteristics of superior and inferior instructional materials. Based on the results of this study, we suggested implications for developing instruction materials for physical computing education to build students' CIL.

• Journal of the Korean earth science society
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• v.24 no.6
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• pp.495-507
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• 2003

The purpose of this study was three-folded to suggest the Simplifying Conditions Method (SCM) as a means of task analysis and sequencing of instructional content, to develop teaching-learning materials by analyzing part of the geological time scale of the earth science and finally to analyze the effectiveness of this method. SCM began by simplifying a complex task into the basic components by eliminating various complexities, which produced a simple representative of the entire task. The next step was to relax conditions on the basic version one by one, thereby gradually introducing progressively more complex tasks to the students. This sequential strategy enabled students to understand the task holistically and to acquire authentic skills from very onset of the course. Moreover, Early mastery of skills enhances the effectiveness and efficiency of instruction. The result of this study revealed that instruction through SCM was more effective in developing students' self-directed learning characteristics and academic achievement than instruction through sequential task analysis methodology.

• Journal of the Korea Society of Computer and Information
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• v.29 no.8
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• pp.223-230
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• 2024

The purposes of this study is to find out how to use Generative AI by class stage and class model so that classes can be planned using various Generative AI in elementary and secondary education. To this end, contents of using Generative AI according to general instructional stages and instructional models by school level and subject were developed, and revised and supplemented through review by 13 field experts. As for the method of using Generative AI by class stage, general class stages were divided into three stages: 'class preparation', 'in class', and 'class arrangement', and the subject of using Generative AI at each stage, the contents of using it, and the types of Generative AI that can be used are summarized. As a method of using Generative AI according to the class model, eight class contents were developed based on teaching and learning models according to the characteristics of each school level and subject. In order to expand the use of Generative AI in elementary and secondary classes, it is necessary to develop more diverse class contents by school level and subject and distribute them in the field. It is also necessary to develop educational materials on matters to consider when using Generative AI in class.

• Journal of The Korean Association For Science Education
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• v.23 no.2
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• pp.144-154
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• 2003

This study investigated the common features of the best practices in the science classroom, which is the core of school education. The underlying assumption of this research is that the fulfillment of school education is possible with substantial instruction of school curricular areas. The substantial learning of any curricular area depends on each classroom lesson. Data from classroom observations in-depth interviews with teachers and a group of students, a collection of instructional materials were used to extract common characteristics of best practices implemented by 10 exemplary secondary-school science teachers. Common features of best science practices were analyzed in terms of (1)reorganization of science content, (2)pedagogical skills, (3)evaluation, and (4)teachers' efforts for professional development. Results indicated that exemplary science teachers adapted curriculum and textbook content according to students' level and learning context, were able to use a variety of instructional methods and strategies, provided cooperative and intellectually challenging learning environment, and improved their instruction based on assessment results. Also, these exemplary teachers not only improved their own classroom practices, but also participated actively in various professional community of science teachers to share their practical knowledge with their colleagues. They took an active role in teachers' in-service education.

• Journal of The Korean Association For Science Education
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• v.32 no.2
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• pp.372-387
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• 2012

This study aims to identify unique small group norms and their influence on the process of constructing a scientific model. We developed instructional materials for the construction of a model of blood flow in the heart and conducted research on eighth-grade students from one middle school. We randomly selected 10 small groups, and videotaped and recorded their dialogues and behaviors. The data was categorized according to the types of interaction and then analyzed to investigate the characteristics of group norms and models in one or two representative groups for each type. The results show that the types of interaction, the quality of the group models, and the group norms were different in each group. Even though one teacher guided students through the same task in the inquiry context, each group revealed different patterns of discourse and behavior, which were based on norms of cognitive responsibility, the need for justification, participation, and membership. With the exception of one group, there was little cognitive responsibility and justification for students' opinions. Ultimately, these norms influenced the model construction of small groups. A group that forms norms to encourage the active participation and justify members' opinions with cognitive responsibility was encouraged to do inferential thinking and construct a group model close to the target model. This study has instructional implications for the establishment of a classroom environment that facilitates learning through small group activities.

• Communications of Mathematical Education
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• v.36 no.1
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• pp.107-138
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• 2022

This study is a study that developed class materials that can apply Process-Focused Assessment to classes by paying attention to feedback using teacher learning community programs centered on teachers belonging to the same school in the field. In particular, this study was conducted with the aim of developing class materials applicable to actual classes. At this time, We thought about how to provide appropriate feedback when applying course-based evaluation in school field classes. It was conducted according to the procedure of data development research by Lee & Ahn(2021). As for the procedure of data development itself, an evaluation plan was established by establishing a strategy to reconstruct achievement standards and confirm understanding based on curriculum analysis. Next, an evaluation task, a scoring standard table, and a preliminary feedback preparation table were developed. In addition, based on these development materials, a learning guidance plan that can predict scenes when applying actual classes was developed as a result. This study has value as a practical study that can contribute to providing a link between theory and field schools. It is also meaningful in that it considered how the teacher would grasp when to provide feedback in performing rocess-Focused Assessment. Likewise, in providing feedback by teachers, it is meaningful in that it reflects in the data development how to prepare in advance and take classes according to the characteristics of the subject. Finally, it seems that the possibility of field application can be improved in that the results of the 4th class developed in this study are presented in a form applicable to the class directly in the field.

• Journal of Korean society of Dental Hygiene
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• v.12 no.1
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• pp.225-233
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• 2012

Objectives : This thesis aims to provide basic materials for exploring trends and operational strategy of the cyber training. To achieve study purpose, it analyzed the satisfaction of trainees in regard to the education of field training course of Cyber Oral Health Promotion Program, established and operated between 2007 and 2009. Methods : This study conducted questionnaire surveys after the completion of training to utilize the satisfaction level of 989 respondents among 1,310 employees of public institutions who completed the field training course of Cyber Oral Health Promotion Program. Results : Respondents showed satisfaction on the training course throughout three years in terms of satisfaction of instructional methods (screen characteristics, educational techniques, and so on) according to educational contents, the connection and realization of online education and service satisfaction, necessary for learning in association with educational guidance, offered to learners by a tutor and rapidity in questions and answers. A majority of respondents in all years answered that they participated in training program voluntarily for self-development and improvement in work ability, and they thought that the completion of course would be helpful to their current work and future work. In addition, cyber training program was primarily conducted in the working place by 72.5%, and the most difficult thing in cyber training was to combine work and learning by 60.6%. Conclusions : As shown in the results above, workers in public institutions were satisfied with cyber job training and it was evaluated that cyber job training would be helpful to performing their actual work. Therefore, it is needed to collect and evaluate more diverse requirements of trainees with regard to cyber job training, and the development and operation of job training program that reflects these results sufficiently is required.