• 영어어문교육
• /
• 제15권3호
• /
• pp.33-57
• /
• 2009

Taking the issues of inequity and power between NES and NNES teachers as a starting point, this qualitative study explores the way the widespread belief of the native speaker fallacy manifests itself in one NNES teacher's teaching life and is linked to the teacher's understanding of herself as an English teacher. Guided by critical applied linguistics (Pennycook, 2001) and using Bourdieu's (1991) theorization of symbolic violence, I conducted an instrumental case study (Stake, 1995) in an ESL writing class at a US university. I collected data through classroom observations and interviews over a nine-month period and analyzed the data using the constant comparison method (Glaser and Strauss, 1967). The findings illustrate the ways the dominant ideology of the native speaker fallacy works to maintain and reproduce the status quo unequal relation between NES and NNES teachers by making all parties involved believe in the artificial sociocultural arrangements that favor NES teachers as legitimate. The findings direct our attention to the importance of critical teacher education that will enable future TESOL professionals to engage in critical reflection on diverse issues and envision transformative change. The findings, in particular, point to the need for language support for NNES teachers in TESOL teacher education.

• 한국과학교육학회지
• /
• 제23권1호
• /
• pp.1-8
• /
• 2003

The purpose of present study was to develop teaching-learning materials based virtual reality technology(VRT), and to examine the effect of it on the knowledge achievement of biology. Authoring tool of virtual reality(VR) was 3D Webmaster made in Superscape Ltd., United Kingdom. Educational materials was developed for the structure and function of eye of life field in the 10th science. It was learner-directed and interactive educational material using the Web-based and desktop VR. The result showed a meaningful improvement on the achievement. Using 3D VR shows the potential of available education media in the next generation as science teaching-aided materials, which especially was efficient in the understanding and perception of abstract or difficult to direct experience learning contents.

• 한국수학교육학회지시리즈C:초등수학교육
• /
• 제10권1호
• /
• pp.15-28
• /
• 2007

From a social constructivists' perspective, knowledge is not transmitted by language but it is constructed by social interactions with others. That is, it is viewed in social constructivism that learning is a process in which knowledge is constructed by communicative interactions with more capable others. In this vein, a class might be analyzed and characterized in terms of interactional patterns of teacher-student and student-student in class. For this, a primary math class was selected and observed and it was analyzed by the Flanders category system to investigate the effects of the math teaching based on verbal interactions on the learning of math. The class was taught in a teacher-centered and direct way but in the class math knowledge was taught through univocal communications in the form of question-answer. The results of this study appeared to suggest that verbal interactional patterns should take place frequently in math teaching in the sequence of a teacher's questions$\to$students' extensive responses $\to$ positive feedback for the students' responses by the teacher $\to$ the acceptance of the students' responses $\to$ the teacher's explanation or students' questions. In other words, math might be taught more effectively through the verbal discourse patterns proposed in this study.

• 한국교육논총
• /
• 제39권1호
• /
• pp.15-38
• /
• 2018

본 연구의 목적은 어류 옆줄(측선)이 수온, 수압, 수류 및 음파 등을 측정한다고 알려진 것을 직접 실험을 통해 확인하여, 어류 옆줄의 물리적 자극을 감지함을 확인하였다. 어류 옆줄 감각기능 실험연구 후 어류 옆줄이 물리적 자극을 감지하는 우수성을 확인하기 위해 옆줄 조직을 확대 분석하였으며, 측공과 측공관의 형태를 3D프린터로 제작하여 옆줄 교구 제작을 실현하였다. 옆줄 교구를 수중에서 물리적 자극인 음파를 측정함으로써 증폭 효과를 확인하였고, 이를 통해 어류 옆줄이 생명공학적으로 우수한 감각기관임을 증명하였다.

• 의학교육논단
• /
• 제16권3호
• /
• pp.132-140
• /
• 2014

Higher education is under unprecedented pressure for quality improvement and cost containment/reduction due to global competition and ever-increasing tuition costs. These twin challenges require an unconventional approach, and massive open online courses (MOOCs) and flipped learning have recently emerged as two promising educational alternatives not only to address the current problems but also to direct the future of education. This paper discusses the rapidly changing environment for education, MOOCs, and flipped learning as learning alternatives, the relationship between MOOCs and flipped learning, and course redesign for the implementation of flipped learning. The case of Ulsan National Institute of Science and Technology (UNIST) is also discussed for benchmarking purposes since it has been pioneering an innovative educational methodology for teaching and learning IT-enabled active learning methods from its inception in 2009. It has redesigned almost 70 courses (20% of all the courses to offer) for flipped learning. The objectives of UNIST's educational experiment are three-fold: improving the quality of education for students, improving teaching productivity for the faculty, and containing/reducing education costs for the university.

• 한국수학교육학회지시리즈A:수학교육
• /
• 제40권2호
• /
• pp.317-333
• /
• 2001

The equations of figures given by rectangular coordinates are used to look into the properties of them, which are very restricted in examining them in the school mathematics. Therefore, it is quite natural to consider the figures in terms of parameters without restriction to coordinates and also, it is possible for the students to analyze them. Thus, the visualization of figures is important for students in mathematics education. In particular, the teaching-learning methods using computers make loose the difficulties of geometry education, and from the viewpoint that various abstract figures can be visualized and that can be obtained by means of this visualization the learning of figures can be accomplished through the direct experience or control. This study is intended to present concretely the aim and its utility to visualize figures represented as parameters with Mathematics. In this paper, we introduce a new teaching-learning method of figures represented by parameters using Mathematica so that the learners establish themselves their knowledge obtained through their search, investigation, supposition and they accomplish the positive transition to advanced learning. So the leasers extend their ability of sensuous intuition to their ability of logical reasoning through their logical intuition. Consequently they can develop the ability of thinking mathematically, so many natural phenomena and physical ones.

• 정보교육학회논문지
• /
• 제21권1호
• /
• pp.151-160
• /
• 2017

본 연구는 대학교 ICT 활용 실태를 분석하고, ICT 활용 관련 변수들간의 관계 및 교수방법과 ICT 활용과의 관련성을 분석하였다. 연구대상은 교육대학교 교수들 중 198명을 무선표집하여 설문조사를 실시하였다. 분석 결과 여성 교수들과 60대 남성 교수들의 컴퓨터 능력 향상을 위한 지원이 필요하고, 경력이 적은 교수들에게 ICT 활용을 위한 지원 프로그램이 필요한 것으로 나타났다. 교수들이 사용하는 교수방법은 직접 교수방법과 토론 중심 교수방법이 가장 많았으며 ICT 활용을 잘 아는 교수들이 토론 형태의 교수방법을 더 많이 활용하고 있었다. 앞으로 교수들은 교수-학습에 활용하기 위한 컴퓨터가 점점 더 어려워질 것으로 예상하고 있었으며, ICT 활용 교육에서 다른 교수들과 협력적인 수업이 보완되어야 하고 효과적인 교수-학습을 위하여 컴퓨터를 학습해야 할 필요성을 느끼고 있는 것으로 나타났다.

• 컴퓨터교육학회논문지
• /
• 제7권5호
• /
• pp.33-43
• /
• 2004

원격교육에서는 교수(敎授, teaching)와 학습(學習, learning)이 컴퓨터와 인터넷을 통해서 이루어지기 때문에 교수자(敎授者)와 학습자(學習者)가 만족할 수 있는 교수-학습방법이 제공되어야 한다. 그러나 기존의 WBI 시스템은 저비용으로 개발이 용이한 텍스트위주의 원격교육용 교재 개발에 치중하고 있다. 의상디자인 교과는 이론교육 뿐만 아니라 직접 실습해보며 익히는 실기교육이 필수적으로 요구된다. 이러한 실기교육을 위해서는 일반적인 텍스트 위주의 교수-학습이론이나 방법은 물론 디자인 전 과정에서 교수자와의 상호작용을 통한 피드백이 이루어지는 교수-학습 방법이 필요하다. 본 연구는 실기교과의 교수-학습방법이 효과적으로 내재된 웹기반 의상디자인 원격 교육시스템을 설계, 제안하고, 패션일러스트레이션 교과목을 중심으로 구현된 사례 시스템을 제시하였다. 또한 선별된 실험집단의 평가를 통하여 학습 효과를 규명하고 의상디자인 교육의 원격교육 가능성과 유용성을 확인하였다.

• 가정∙방문간호학회지
• /
• 제23권2호
• /
• pp.147-154
• /
• 2016

Purpose: This study aimed to develop and apply simulation-based education, and to verify the effects of this type of education on nursing students' presence in education, systems thinking, and proactivity in problem solving. Method: Subjects were 69 senior college students recruited through convenient sampling. This study used a one-group pre-posttest quasi-experimental design. A structured survey was administered a week before and after provision of the simulation-based education once a week for 4 weeks. Data were analyzed using descriptive statistics and t-tests. Results: Teaching presence increased after the educational intervention; instructional design and organization, and aspect of direct facilitation subscales improved. Learning presence increased after the educational intervention; although cognitive presence did not change, emotional presence increased. With regard to emotional presence, perception and expression of one's emotional status increased, although emotional management did not change. Moreover, systems thinking increased. Among the subscales, team learning showed an increase after the educational intervention. However, there was no significant difference in proactivity in problem solving, although it showed an increase after the educational intervention. Conclusion: Based on the aforementioned study results, there is need to establish educational environments for qualitative teaching and learning presence, and devise strategies to increase learning effects with various teaching methods and type of content.

• 한국보육지원학회지
• /
• 제9권5호
• /
• pp.79-107
• /
• 2013

본 연구는 미국의 예비 유아교사를 대상으로 문화다양성 경험, 문화다양성 신념 및 문화반응적 교수효능감간의 구조적 관계를 분석하고 문화다양성 신념의 매개효과를 확인하며, 그러한 관계가 교사교육의 단계에 따라 차이가 있는지를 분석하는데 연구목적을 두었다. 연구대상은 미국 남서부 5개 대학의 K학년 교사 양성과정에 재학 중인 예비 유아교사 273명이었다. 문화다양성 경험은 Schroeder(2008), 문화다양성 신념은 Pohan과 Aguilar(2001), 문화반응적 교수효능감은 Siwatu(2007)의 연구에서 사용된 일부 문항들로써 측정되었다. 구조방정식모형분석을 한 결과, 직접효과로서 문화다양성 경험이 많을수록, 직업 신념 수준이 높을수록 문화반응적 교수효능감이 높아지고, 긍정적인 문화다양성의 경험이 많을수록 개인 신념의 수준이 높아지며, 개인 신념의 수준이 높을수록 직업 신념의 수준이 높아지는 것으로 나타났다. 또한 문화다양성 경험은 개인 신념을 매개로 직업 신념에 간접 영향을 주는 것으로 나타났다. 다중집단분석 결과, 교사교육 단계에 따라서는 직업 신념과 교수효능감간 경로계수가 유의한 차이를 보였다. 이러한 결과를 바탕으로 예비 유아교사를 위한 교사교육에서의 방안들을 제언하였다.