• Korean Journal of Child Studies
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• v.27 no.4
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• pp.1-16
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• 2006

This study investigated the effectiveness of the Developmentally Appropriate Instruction Model for Science(DAIM-S) on increasing scientific curiosity and problem solving in young children. Subjects were 60 5-year-old middle class children, randomly assigned to one of two groups: either the DAIM-S group or the direct instruction group. For 2 months, the children in both groups took part in 21 science activity sessions. Both before and after treatment, subjects were tested on curiosity and scientific problem solving. The DAIM-S group showed higher achievement than the direct instruction group in the acquisition of curiosity and scientific problem solving. From these results, the researchers suggest application of the DIAM-S to the science teaching of young children.

• The Journal of the Convergence on Culture Technology
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• v.8 no.1
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• pp.121-129
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• 2022

This study explored effective teaching-learning activities under the hybrid teaching model combining flipped learning, direct instruction, cooperative learning and distance learning. Subjects were 99 college students enrolled in 2 teacher preparation courses. Students evaluated effectiveness of 22 teaching-learning activities according to Likert scale at the end of the semester. As a result, all 22 teaching learning activities were considered effective more or less. They facilitated motivation, comprehension, participation, thinking, and led to mastery of the task. ② Activities scored low were 'questioning and answering at the beginning of online class', 'open book test'. ③ Hybrid teaching model was favored over traditional instruction. Open ended responses were consistent with the ones in the questionnaire. This research supports the notion that key teaching models to be combined for successful flipped learning in college setting are direct instruction and cooperative learning. Furthermore, effective and ineffective teaching strategies for flipped learning were found.

• Research in Mathematical Education
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• v.9 no.1 s.21
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• pp.1-9
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• 2005

This paper investigates instructional strategies with potential for improving students' achievement in word problem solving. This review compares and analyzes the direct instruction (DI) and cognitively guided instruction (CGI) research on K-3 word problem solving mathematics students in a demonstration of my position that teachers need to understand student mathematical thinking to enhance students' achievement in word problem solving. CGI provides a more appropriate instructional model than DI for teaching word problem solving. For example, student-centered, conceptual understanding, and children's informal or invented problem solving strategies communicating with each other mathematically, etc. Korean teachers and teacher educators need to consider implementing CGI teaching strategies.

• Journal of The Korean Association of Information Education
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• v.9 no.3
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• pp.397-406
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• 2005

The goal of this research is to prove the efficiency of direct instruction by developing and applying an ICT teaching and learning course for physical education based on a direct instruction model. The curriculum for physical education requires the instructors example and feedback, and sometimes classes may be difficult to conduct due to reasons such as weather conditions. Also, in actual learning, the application of a learning model is inadequate. In these cases, using an ICT teaching and learning course, experts can show examples instead. The learners are provided with individual and suitable feedback and can make it practical for them by slowing down motions, sectional motion learning, and repetitive learning. It can also enhance the sharing of the instructors teaching and learning methods. Therefore, this research recomposed the commonly used direct teaching and learning methods in physical education in order to make it suitable for ICT utilized lessons. It was recomposed in a procedural model and each level was explicated, and in order to materialize this, an ICT teaching and learning course was developed. This was then applied to a Fifth grade class, and its learning effects were analyzed.

• Journal of The Korean Association of Information Education
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• v.21 no.6
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• pp.657-664
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• 2017

This study investigates the effect of play-based software education instruction strategy for improving computational thinking as a method of software education. The play-based instruction strategy is a teaching-learning strategy in which the presented code is navigated through play, and the functions are revised and newly reconstructed. We designed an education program with the play-based instruction strategy and applied the program to elementary students. In order to verify the effectiveness of the research, we examined the competence of computing thinking concept and computing thinking practice. As a result, the computing thinking concept and computational thinking practice were that the proposed teaching-learning model is higher than the direct teaching method.

• School Mathematics
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• v.5 no.3
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• pp.361-384
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• 2003

The purpose of this study was to investigate students' problem solving process based on the model of IDEAL if they learn to solve word problems of simultaneous linear equations through structure-representation instruction. The problem solving model of IDEAL is followed by stages; identifying problems(I), defining problems(D), exploring alternative approaches(E), acting on a plan(A). 160 second-grade students of middle schools participated in a study was classified into those of (a) a control group receiving no explicit instruction of structure-representation in word problem solving, and (b) a group receiving structure-representation instruction followed by IDEAL. As a result of this study, a structure-representation instruction improved word-problem solving performance and the students taught by the structure-representation approach discriminate more sharply equivalent problem, isomorphic problem and similar problem than the students of a control group. Also, students of the group instructed by structure-representation approach have less errors in understanding contexts and using data, in transferring mathematical symbol from internal learning relation of word problem and in setting up an equation than the students of a control group. Especially, this study shows that the model of direct transformation and the model of structure-schema in students' problem solving process of I and D stages.

• The Journal of Korean Association of Computer Education
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• v.12 no.5
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• pp.49-62
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• 2009

The Extra-Curriculum in The Air and Correspondence High School(ACHS), which play a role as an organization of lifelong learning, has not been operating properly for lack of appropriate circumstances and also educational research. So this research applied the Extra-Curriculum on-line contents to ACHS as an example to search for the effective operation solution in ACHS Extra-Curriculum, and derived the implications which are necessary to class operation. According to the implications which are obtained by the analysis of the application result, selected the five main areas in Blended-Learning which are necessary to the operation of ACHS Extra-Curriculum, and developed the direct instruction model by blending the teaching-learning method and strategy which is suitable for the ACHS Extra-Curriculum. Finally, based on these research results, this research developed the Blended-Learning Teaching Model for ACHS Extra-Curriculum by reflecting the peculiarity of ACHS student and characteristics of Extra-Curriculum contents.

• Education of Primary School Mathematics
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• v.26 no.3
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• pp.163-180
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• 2023

This study aimed to investigate the factors influencing the intentions of elementary school teachers to use artificial intelligence (AI) in mathematics lessons and to identify the essential prerequisites for the effective implementation of AI in mathematics education. To achieve this purpose, we examined the structural relationship between elementary school teachers' TPACK(Technological Pedagogical Content Knowledge) and the TAM(Technology Acceptance Model) using structural equation model. The findings of the study indicated that elementary school teachers' TPACK regarding the use of AI in mathematics instruction had a direct and significant impact on their perceived ease of use and perceived usefulness of AI. In other words, when teachers possessed a higher level of TPACK competency in utilizing AI in mathematics classes, they found it easier to incorporate AI technology and recognized it as a valuable tool to enhance students' mathematics learning experience. In addition, perceived ease of use and perceived usefulness directly influenced the attitudes of elementary school teachers towards the integration of AI in mathematics education. When teachers perceived AI as easy to use in their mathematics lessons, they were more likely to recognize its usefulness and develop a positive attitude towards its application in the classroom. Perceived ease of use, perceived usefulness, and attitude towards AI integration in mathematics classes had a direct impact on the intentions of elementary school teachers to use AI in their mathematics instruction. As teachers perceived AI as easy to use, valuable, and developed a positive attitude towards its incorporation, their intention to utilize AI in mathematics education increased. In conclusion, this study shed light on the factors influencing elementary school teachers' intentions to use AI in mathematics classes. It revealed that teachers' TPACK plays a crucial role in facilitating the integration of AI in mathematics education. Additionally, the study emphasized the significance of enhancing teachers' awareness of the advantages and convenience of using AI in mathematics instruction to foster positive attitudes and intentions towards its implementation. By understanding these factors, educational stakeholders can develop strategies to effectively promote the utilization of AI in mathematics education, ultimately enhancing students' learning outcomes.

• Journal of Creative Information Culture
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• v.5 no.3
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• pp.203-214
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• 2019

This study is to investigate the effects of multimedia education on the teaching method of safety education knowledge and safety education attitude of children based on the analysis, design, development, implementation and evaluation stages of ADDIE model. In order to verify the above research problem, the experiment was conducted with 52 children aged 5 years in A nursery school located in Busan, for about 3 week. The main results of this study were summarized as follows. Frist, multimedia-based instruction group showed higher safety education knowledge score than instruction group using direct teaching method, and statistically significant difference was found. Second, there was no statistically significant difference between the group using multimedia and the class using direct teaching method.

• Journal of the Korean Society of School Health
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• v.9 no.1
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• pp.31-41
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• 1996

School health promotion is related to reinforce on various roles of school health teachers including health instruction, health services, healthful school living. In this aspects, there would be necessory for qualified continous education proceed to activate roles of school health teachers. So the objectives of this study are first, to develop curriculum framework for inservice training of health school nurses, second, to descrive of curriculum objectives, third, to state of curriculum objectives and learning methods. There were used study methods as literature review, expert conferencing and workshop. Major results are as follows; 1. Curriculum framework for inservice training of health school nurses was constitute of major variables of health care model and direct services role of school health teacher such as health service, health instruction and healthful environment area. 2. The curriculum for health instruction were different from elementary school and middle school. 3. Time distribution for curriculum was composed of that health service is 12hours, health instruction is 96 hours and healthful environment is 12 hours. 4. The learning methods for inservice training were suggested to intensify positive attitude through the discussion and practical exercise. 5. The curriculum objectives were classified by total, area and a course of study and time summary table was suggested. In conclusion, the developed curriculum would be contribute to improve of practical ability for school health teachers. And to increase of inservice training effect, there should be operate in order to participate trainees activately and to be educate concurrently. Also, there are necessary for execute in series of the program such as standized text developing by course, evaluation index developing and instructor education etc.