• Title, Summary, Keyword: Instruction-learning planning

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Development and Effects of the Project-Based Learning Instruction Module Using ICT in Elementary School Science Classroom (초등 과학과 ICT 활용 프로젝트 기반 학습 수업 모듈 개발 및 적용)

  • Lee, Sang-Gyun;Lee, Yong-Seob;Kim, Sang-Dal;Choi, Sung-Bong;Kim, Sun-Sik
    • Journal of Korean Elementary Science Education
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    • v.27 no.2
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    • pp.189-200
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    • 2008
  • The purpose of this study is to find out the effects of learning that has applied instruction module utilizing ICT in project-based learning in elementary science classroom on improvement of the self-directed learning skills and the problem-solving skills. For this purpose, the project based learning instruction module utilizing ICT based was developed and conducted to 2 class consisting of 66 elementary students in the 6th grade to clarify the effects. As a result of the study, first, the instruction module utilizing ICT in project-based learning was effective in improving self-directed learning skills of students. As the subordinate effects of self-directed learning skills it showed improved effects in diagnosing desire to learn, setting goals, basic self-managing ability, selecting learning strategy, durability of practicing learning, making effort for result, and self-examination but it did not show improved effects in figuring out recognition of resources for Learning. Second, it was effective in improving the problem-solving skills of students. As the subordinate effects of problem-solving skills it showed improved effects in problem recognition, information gathering, analysis, thinking prior to dissemination, planning skill, and evaluation but it did not show effect on decision making, implementation & risk-taking and feedback.

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Systematic Development of Instruction for Family Life Planning of High School Curriculum for Technology and Home Economics Based on Backward Design (백워드 수업설계에 기초한 고등학교 「기술·가정」교과 '가족생활 설계' 영역의 체제적 수업개발)

  • Yoo, Se Jong;Lee, Yon Suk
    • Family and Environment Research
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    • v.56 no.1
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    • pp.33-54
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    • 2018
  • This study devised an instruction that applies the content factors of Family Life Planning to backward design by exploring the fundamental concepts of backward design and the structure of developing a systematic instruction. Furthermore, it was conducted to improve the developed instruction by examining its validity with the help of experts and to find the method of applying it to the curriculum. The lesson design of this study was as follows. 1) Making a unit outline, 2) Identifying the expected results (Shaping the objectives), 3) Deciding acceptable evidence (Planning evaluation), 4) Making a detailed blueprint for class tasks, 5) Planning learning experience, 6) Making a learning experience plan per time, 7) Checking the lesson design. Second, experts participated in this study for the internal validity test about the process of the systematic lesson development of Family Life Design based on a backward design. The results were shown to be valid because the average was 3.7 out of a perfect score 4 and the CVI of all was over 0.9. The result of the IRA was also score 1, meaning that most of the experts agreed on the results of the test. The details of the lesson design were clear at every stage and the tasks and the results of each stage were specific. This study included most of the necessary stages for a backward design.

The effect of the problem-based learning in the practical skill instruction of the heat treatment and the tensile strength test to improve the key competencies (문제중심학습에 의한 열처리와 인장시험 실기수업이 직업기초능력에 미치는 효과)

  • Kim, Ik-Su
    • 대한공업교육학회지
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    • v.32 no.1
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    • pp.1-32
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    • 2007
  • The purpose of this study was to verify that the practical skill instruction of the heat treatment and the tensile strength test using the problem-based learning is more effective than the traditional skill instruction in improving the key competencies. For the study, various literature researches were reviewed intensively about problem solving process, problem -based learning, and learning principals. The process of the practical skill instruction using the problem-based learning was composed with planning, executing, testing and evaluating. Based upon the conclusion of this study, the practical skill instruction using the problem-based learning was more effective than the traditional practical skill instruction of the heat treatment and the tensile strength test in improving the key competencies.

Teaching-Learning Model of Convergence Project Based on Team Teaching in Engineering Education (공학교육에서의 팀티칭기반 융합프로젝트중심 교수학습모형의 개발)

  • Park, Kyungsun
    • Journal of Engineering Education Research
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    • v.17 no.2
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    • pp.11-24
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    • 2014
  • The purpose of this study is to develop a teaching-learning model of convergence project based on team teaching. Based on development research methodology which explored a university case, the teaching-learning model was developed including three phases such as preparation, planning, and implementation & evaluation. The preparation phase has three steps as follows: to organize team teaching faculty; to develop convergence projects cooperated by industry and university; and to design instructions based on supporting convergence projects. The last step of preparation phase consists of five design activities of: (1) instructions and teaching contents; (2) communication channel among faculty members; (3) feedback system on students' performance; (4) tools to support learners' activity; and (5) evaluation system. The planning phase has two steps to analyze learners and to introduce and modify instruction and themes of convergence projects. The implementation & evaluation phase includes five steps as bellow: (1) to organize project teams and match teams with faculty members; (2) to do team building and assign duties to students of a team; (3) to provide instruction and consulting to teams; (4) to help teams to conduct projects through creative problem solving; and (5) to design mid-term/final presentation and evaluation. Lastly, the research implications and limitations were discussed for future studies.

The Study on the Investigation of the Mathematics Teaching Evaluation Standards Focused on Teaching and Learning Methods and Assessment (수학 수업의 교사 지식에 관한 평가 요소 탐색 - 교수.학습 방법 및 평가를 중심으로 -)

  • Hwang, Hye-Jeang
    • Journal of the Korean School Mathematics Society
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    • v.14 no.3
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    • pp.241-263
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    • 2011
  • On the standards or elements of teaching evaluation, the Korea Institute of Curriculum and Evaluation(KICE) has carried out several research as follows : 1) establishment of observation elements for selecting examples of good mathematics instruction between 2001 and 2002, 2) development of the standards on teaching evaluation between 2004 and 2006, and 3) investigation on the elements of Pedagogical Content Knowledge including ‘teaching and learning methods and assesment' between 2007 and 2008. The purposes of development of mathematics teaching evaluation standards through those studies were to improve not only mathematics teachers' professionalism but also their own teaching methods or strategies. In this study, the standards were revised and modified by analyzing the results of those three studies (namely, evaluation standards) focused on the knowledge of 'teaching and learning methods and assessment'. For this purpose, seventh evaluation domains such as instruction involving instructional goal and content, instruction involving problem-solving activity, instruction involving learners' achievement level and attitude, instruction on communication skills, planning of assessment method and procedure, development on assessment tool, application on assessment result in class were new established. According to those seventh evaluation domains, elements on teaching evaluation focused on the knowledge of 'teaching and learning methods and assessment' were established.

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A model of the practical skill instruction of the special subject using the problem-based learning in the technical high schools (공업계 고등학교 전문교과의 문제중심학습에 의한 실기수업 모형)

  • Kim, Iksu;Moon, Daeyoung;Ryu, Changyol
    • 대한공업교육학회지
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    • v.31 no.2
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    • pp.1-40
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    • 2006
  • The purpose of this study was to development a model of the practical skill instruction of the special subject using the problem-based learning in the technical high schools For the study, various literature researches were reviewed intensively about problem solving process, problem -based learning, and learning principals. The process of the practical skill instruction using the problem-based learning was composed with planning, executing, testing and evaluating. In this practical skill instruction using the problem-based learning, the teacher serves as a coach or guide for students' learning. As a facilitator, the teacher challenges, questions, and stimulates the students in their thinking, problem solving and self-directed study. In this process, students represent problem by thinking aloud, assuming responsibility for their own learning, having self-directed study as well as doing cooperative study, and as a result, education changes move from teacher-centered to student-centered.

The Influences of Computer-Assisted Instruction Emphasizing the Particulate Nature of Matter and Problem-Solving Strategy on High School Students' Learning in Chemistry (물질의 입자성과 문제 해결 전략을 강조한 컴퓨터 보조 수업이 고등학생들의 화학 학습에 미치는 효과)

  • Noh, Tae-Hee;Kim, Chang-Min;Cha, Jeong-Ho;Jeon, Kyung-Moon
    • Journal of The Korean Association For Science Education
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    • v.18 no.3
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    • pp.337-345
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    • 1998
  • This study examined the influences of computer-assisted instruction(CAl) upon high school students' conceptual understanding, algorithmic problem solving ability, learning motivation, and attitudes toward chemistry instruction. CAl programs were designed to supply animated molecular motions for emphasizing the particulate dynamic nature of matter and immediate feedbacks according to students' response types at each stage of four stage problem-solving strategy(understanding, planning, solving, and reviewing). The CAl and control groups (2 classes) were selected from a girls high school in Seoul, and taught about gas law for four class hours. Data analysis indicated that the students at the CAl group scored significantly higher than those at the control group in the tests on conceptual understanding and algorithmic problem solving ability. In addition, the students at the CAl group performed significantly better in the tests on the learning motivation and attitudes toward chemistry instruction.

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The Study on the Investigation of the Evaluation Standards for Mathematics Teaching Focused on Teacher's Knowledge (수학 수업에서 요구되는 교사 지식에 대한 평가 기준 재탐색)

  • Hwang, Hye-Jeang
    • Communications of Mathematical Education
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    • v.26 no.1
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    • pp.109-135
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    • 2012
  • On the standards or elements of teaching evaluation, the Korea Institute of Curriculum and Evaluation(KICE) has carried out the following research such as : 1) development of the standards on teaching evaluation between 2004 and 2006, and 2) investigation on the elements of Teacher Knowledge. The purposes of development of evaluation standards for mathematics teaching through those studies were to improve not only mathematics teachers' professionalism but also their own teaching methods or strategies. In this study, the standards were revised and modified by analyzing the results of those studies focused on the knowledge of subject matter knowledge, knowledge of learners' understanding, teaching and learning methods and assessments, and teaching contexts. For this purpose, the part of subject matter knowledge was consisted of four evaluation domains such as the knowledge of curriculum reconstruction, knowledge of mathematical contents, methodological knowledge, mathematical value. The part of Learners' unders tanding included the evaluation domains such as students' intellectual and achievement level, students' misconception in math, students' motivation on learning, students' attitude on mathematics learning, and students' learning strategies. The part of teaching methods and evaluation was consisted of seventh evaluation domains such as instruction involving instructional goal and content, instruction involving problem-solving activity, instruction involving learners' achievement level and attitude, instruction on communication skills, planning of assessment method and procedure, development on assessment tool, application on assessment result in class were new established. Also, the part of teaching context was consisted of four evaluation domains such as application of instructional tools and materials, commercial manipulatives, environment of classroom including distribution and control of class group, atmosphere of classroom, management of teaching contexts including management of student. According to those evaluation domains of each teacher knowledge, elements on teaching evaluation focused on the teacher's knowledge were established using the instructional evaluation framework, which is developed in this study, including the four areas of obtaining, planning, acting, and reflecting.

The Beliefs about Language Learning of Korean College Students and Their Teachers of English

  • Kim, Kyung-Ja
    • English Language & Literature Teaching
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    • v.12 no.3
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    • pp.1-24
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    • 2006
  • This study investigated differences in beliefs about English learning of 286 EFL college students and 52 English teachers in Korea. Data was collected using Horwitz's Beliefs About Language Learning Inventory and compared between students and teachers in beliefs. To address the research questions, the data were analyzed through descriptive statistics including frequencies, factor analysis, MANOVA, ANOVA, t-test, and reliability coefficients. The results showed four factors in student beliefs: Difficulty of learning English, nature of learning English, importance of correctness in learning English, and motivation and perceived importance of learning English. Clear differences were found in students and teachers' beliefs in English learning aptitude and importance of translation, error correction, and grammar rules. A few belief differences were also identified between Koreans and native-speaking English teachers related to the importance of vocabulary learning, pronunciation, and cultural knowledge. The findings of the study indicated that background variables such as gender and major field of study have an effect on student beliefs about L2 learning. The present study also provided pedagogical considerations to reduce mismatch between students and teachers beliefs and to improve the L2 planning and instruction.

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A Study on the Planning Characteristics of Contemporary Japanese Elementary Schools (일본 초등학교 교사동 내외부의 영역별 계획 특성에 관한 연구 -1990년대 이후 최근 사례를 중심으로)

  • Lee, Jeong-Woo
    • Journal of the Korean Institute of Educational Facilities
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    • v.11 no.5
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    • pp.24-34
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    • 2004
  • The purpose of this study is to analyze the planning characteristics of contemporary Japanese elementary schools. Fifteen schools, that have new planning trends or design ideas have been selected and analyzed. The planning characteristics of schools identified by plan analyses are summarized as follows. First, space programs of schools are diverse, especially in support facilities, gymnasiums and auditoriums. These spaces can be used by community members. So it is assumed that needs of communities are reflected in space programs of schools. Second, various types of unit learning spaces consisting of multipurpose spaces and classrooms embodied in case schools tell the differentiation in the structure of unit learning spaces. Third, grouped with gymnasiums or auditoriums, special instructional spaces constitute community zones where school facilities are open to public. Fourth, replacing the monotonous circulation systems by corridors, multipurpose hall-type space organization systems make surrounding spaces more activated and complex and the multipurpose hall itself becomes the central part of schools. Finally, outdoor spaces are designed to have convenient access and approach zones to school precincts are linked with city street.