• 한국수학교육학회지시리즈D:수학교육연구
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• 제25권1호
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• pp.1-20
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• 2022

Collaborative learning has been highlighted as an effective method of teachers' professional development in various studies. To disclose teachers' discourse threads in the process of collaborative learning for developing their knowledge, this paper adopted two methods including "content analysis" and "time-sequential analysis" of learning analytics. Such analyses were implemented for mining teachers' updated knowledge and the discourse threads in the discussion during collaborative learning. The materials for analysis involved two aspects: one was from the video-taped lesson observation reports written by teachers before and after discussing, and the other was from their discourses during the discussion process. The results proved that teachers' knowledge for teaching the centroid of a triangle was updated in the collaborative learning period, and also revealed the discourse threads of teachers' collaboration contained "requesting information or opinions", "building on ideas", and "providing evidence or reasoning", with the emphasis on "challenging ideas or re-focusing talk"

• 한국수학교육학회지시리즈D:수학교육연구
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• 제18권4호
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• pp.307-319
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• 2014

This research is a survey study on students' attitude toward a class employing small group discussion and presentation by the method of free-listing. Participants in this study were students who registered in the course of Mathematical Logics and Writing during 2011 and 2014. Senior students who took the course of theory of mathematics education previously usually registered the course. The class for this course used to be designed as a class adopting group discussion and presentation. Main theme of this research is not to demonstrate some theories or hypothesis on teaching and learning, but rather to inquire students' attitude toward a class employing the constituents first and then through analyzing the results of this study to find practical ideas and strategy for design and implementation of a class which brings cultivation of students' understanding, communication and moreover writing in mathematics. Since the survey was given in the $8^{th}$ week of this class, participants of this research could be expected to have more concrete idea for positive or negative aspects of the classes employing these constituents. We compared both research results of 2011 and 2014 to view any changes in students' attitude. Research results are follows. Students began to think that group discussions and presentation bring out better learning to them. Not to give students psychological burden of discussion and presentation, instructors need to provide comfortable atmosphere through arranging suitable grouping and enough time for discussion. Moreover, simple evaluations criteria for group discussions and presentation should be well structured and more concrete guides for them are required to make students to feel comfortable and to concentrate on the given subject for discussion.

• 대한화학회지
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• 제59권2호
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• pp.156-163
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• 2015

In Malaysia, the students' poor performance in mathematics and sciences needs immediate attention and remedies. In order to tackle this problem, an active learning environment that encourages students' question-asking capability must be molded. Transformation from traditional teacher-based approach to active-learning classroom is the key to develop question-asking capability. The classroom activity that the authors used in this study is based on the uncritical inference test to promote students' deeper thinking which encouraged students to verify facts that was previously learnt in classroom through group discussion activity. Three sets of uncritical inference test were developed and applied to Malaysian college course of basic organic chemistry. Students' answers to the impact of using uncritical inference test with a group discussion on learning and communication skills were positive.

• 한국과학교육학회지
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• 제20권2호
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• pp.250-261
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• 2000

본 연구에서는 토론 과정에서의 사회적 합의 형성을 강조한 개념 학습 전략(SCS)을 개발하여 성취도, 개념 이해도, 의사소통 불안, 과학 학습 환경에 대한인식, 소집단 토론에 대한 인식 등의 측면에서 인지 갈등 유발 전략(CCS) 및 전통적 수업과 그 효과를 비교하였다. 성취도 점수에서는 유의미한 차이가 없었으나, 의사소통 능력 하위 학생들의 경우, 전통적 수업 집단에 비해 CCS 집단의 점수가 유의미하게 높았다. 개념 검사에서는 SCS 집단의 교정 평균이 다른 집단들에 비하여 높은 경향이 있었고, 개념 학습전략은 의사소통 능력이 뛰어난 학생들에게 더 효과적이었다. 의사 소통 불안에서는 세 집단 간에 차이가 없었다. 과학 학습 환경에 대한 인식의 경우, 개인적 적합성 영역이나 학생간의 협상 영역에서는 집단간 차이가 없었으나, 참여도 영역에서는 SCS 집단의 점수가 높았다. 또한, SCS 집단 학생들이 소집단 토론에 대해 보다 긍정적으로 인식하고 있었다.

• 아동학회지
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• 제19권2호
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• pp.201-215
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• 1998

This study analyzed the contents of "Reading" textbooks for 1st-6th grades. The focus of the analysis was on philosophical thinking methods designed to help children to think for themselves. Following the analysis, methods were designed for the application of effective use of Philosophy in the elementary school curriculum. Analysis of works of children's literature in "reading" textbooks show patterns of logical, ethical and creative thinking. Therefore, "reading" textbooks can be used to help children to think philosophically. Five stages of discussion can be applied in the classroom; these are: establish the issues, outline the process of discussion, discuss the issues, evaluate and summarize the discussion, apply the learning to other subjects. Teachers can use philosophical thinking methods to improve the quality and quantity of instruction with various questions, having children express their opinions, interpreting their thoughts clearly, maintaining logical consistency, and evaluating the procedures and results of discussion. These methods can be used in the teaching-learning process in the elementary school to develop rich findings and meaningful communication.

• 영어어문교육
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• 제9권spc호
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• pp.1-17
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• 2003

This paper aims to propose that Problem-Based Learning (PBL) is a method that can help meet the conditions in language learning and instruction. PBL was first used in medical education, where learners engaged in problem-solving activities that reflect the demands of real-life professional practice, thus promoting critical thinking in the content domain. The paper proposes that by applying PBL in language learning and creating situations in which learners work collaboratively on problems, the learners benefit in two respects: (i) they have the opportunity to practise the kind of thinking skills and problem-solving strategies needed in real life, and (ii) they engage in purposeful language activity with others through discussion and negotiation. The paper first provides a theoretical rationale far the use of PBL in language learning and suggests attendant changes in the role of a language instructor in a PBL context. The paper then presents an outline of the stages and components needed in designing an online PBL Unit far use in an undergraduate language class.

• 대한수학교육학회지:수학교육학연구
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• 제12권1호
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• pp.1-16
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• 2002

The 7th Curriculum emphasizes that in mathematics classes, mathematical concepts be understood and mathematical problems be solved through student's own exploratory activities including the use of data, manipulatives, andtechnological devices. Following the main idea of the Seventh Mathematics Curriculum, this paper dealt with instructional methods applied suitably and effectively in mathematics classes, and focused on the 'exploratory learning in groups' method in mathematics education. For this purpose, this paper reviewed and summarized theories related to general pedagogy and of mathematics education. Based on the results, it investigated appropriate instructional methods in mathematics education. In particular, this paper focused on studying the exploratory learning method while investigating its properties and understand- ing the relationship between the 'exploratory learning in groups' method and the discussion-centered method. Finally, in order to show the usefulness of the exploratory learning method, this paper developed an example of a teaching module using the exploratory learning method in addition to discussion and lecture-centered methods by the use of manipulatives. The main goal of the module was to make students understand the principle of multiplication of integers.

• 한국콘텐츠학회논문지
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• 제20권1호
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• pp.117-126
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• 2020

이 연구는 온라인 토론활동에 대한 학습분석 기반 대시보드 유형이 학습자들의 그룹토론에 미치는 영향을 탐색하기 위해 수행되었다. 대학생 51명을 대상으로 참여도와 상호작용 대시보드를 제공한 집단과 토론주제와 메시지유형 대시보드를 제공한 집단으로 나누어 실험연구를 실시하였다. 먼저 온라인 토론활동에 영향을 미칠 수 있는 컴퓨터 쓰기에 대한 태도, 자기성찰 동기 수준에 대한 사전검사를 실시하였다. 이후 온라인 그룹토론 3회를 실시하였고, 참여도와 상호작용 데이터는 온라인 토론 시스템을 통해 자동으로 수집하였으며, 사후검사를 통해 학습성과 데이터를 수집하였다. 연구 결과 토론주제와 메시지유형 대시보드를 제공 받은 집단 B의 참여도 수준(M=47.56, SD=2.37)이 참여도와 상호작용 대시보드를 제공받은 집단 A의 참여도 수준(M=38.13, SD=2.21) 보다 유의하게 높은 것으로 나타났다. 반면 대시보드 유형이 상호작용과 학습성과에는 영향을 주지 않은 것으로 나타났다. 연구 결과를 종합해 볼 때 참여도와 상호작용에 대한 정보만 제공받은 집단보다 토론내용에 대한 질적 정보가 포함된 토론주제와 메시지유형 대시보드를 제공받은 집단이 토론에 대한 동기부여를 통해 참여도가 높게 나타난 것으로 해석할 수 있다. 이 연구에서는 학습자 특성변인을 고려하지 않고 대시보드 유형에 따른 효과만 검증하고자 하였는데, 선행연구에 의하면, 학습자 특성이 대시보드 활용에 영향을 줄 수 있으므로 추후 연구에서는 학습자 특성에 따른 대시보드 효과에 관한 연구를 수행할 것을 제안한다.

• 한국수학교육학회지시리즈A:수학교육
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• 제60권4호
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• pp.493-508
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• 2021

본 연구는 중학생이 인식한 학습자 중심 수학수업이 수학자기효능감과 수업참여에 미치는 영향을 분석하였다. 그 결과, 토의토론학습은 수업참여에 직접적인 영향을 미치지는 않았지만 수학자기효능감을 매개하여 간접적인 정적 영향을 미쳤으며, 자기주도학습과 협동학습은 수업참여에 직접적인 영향과 수학자기효능감을 매개하여 간접적인 정적 영향을 미쳤다. 또한 성취 상·하위집단 간 토의토론학습이 수학자기효능감에 미치는 효과, 자기주도학습이 수학자기효능감에 미치는 효과, 그리고 수학자기효능감이 수업참여에 미치는 효과에 있어서 유의한 차이가 나타났다. 이는 학습자 중심 수학수업을 위한 학습의 조력자로서 수학교사의 역할에 의미 있는 시사점을 제시한다.

• 공학교육연구
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• 제22권5호
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• pp.29-36
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• 2019

Here we analyze a case of redesigned course named "Prospect of Nuclear Engineering" as an example of student-entered education which came to the fore of university education innovation. This course was reformed from lecture-based to student-centered class by changing the context as follows: Stimulating students by addressing various problems or episodes behind scientific and mathematical concepts in the history; Offering experimental project to perceive the importance of differential equations; Exploring the research status and issues of nuclear engineering and the ways of attacking them by discipline; Discussing the public acceptance of nuclear power plants. Small group activities using 'small group discussion' and 'peer-learning' have been applied in this course to enhance students' critical and creative ability. In the survey, students rated highly in the fact that they could actively interact with the peers and that they could think for themselves through 'small group discussion' and 'peer-learning' which is not just the way of conveying knowledge.