• Human Ecology Research
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• 제56권1호
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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.

• 한국초등과학교육학회지:초등과학교육
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• 제27권2호
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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.

• 대한공업교육학회지
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• 제32권1호
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• pp.1-32
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• 2007

본 연구에서는 문제중심학습에 의한 수업을 공업계 고등학교 열처리와 인장시험 실기수업에 적용하여 직업기초능력에 미치는 효과를 검증하고자 첫째, 공업계 고등학교의 실기수업에 적용할 수 있는 문제중심학습에 의한 수업 모형을 구안 적용하였다. 둘째, 직업기초능력에 관한 국내 외 관련 문헌을 분석 고찰하여 이를 근거로 공업계고등학교에 적용할 수 있는 직업기초능력 검사를 실시하였다. 연구결과 첫째, 문제중심학습에 의한 실기수업은 학생들이 실생활의 비 구조화된 문제를 중심으로 이것을 해결하는 과정에서 학습이 이루어지도록 하는 수업형태로 본 연구에서는 문제해결 과정, 즉 계획, 실행, 평가의 과정을 거쳐 학생이 문제를 해결해 가는 과정에서 학습이 이루어지도록 하는 학습자 중심의 수업을 실시하였다. 둘째, 문제중심학습에 의한 실기수업에서 학생들의 직업기초능력은 전반적으로 향상되었으며, 이 중에서도 문제해결 및 발표능력을 향상시키는데 매우 효과적이었다.

• 공학교육연구
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• 제17권2호
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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.

• 한국학교수학회논문집
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• 제14권3호
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• pp.241-263
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• 2011

학교 교육의 내실화 및 교사의 수업 전문성을 높이기 위한 노력의 일환으로 최근에 이르기까지 국가 수준의 차원에서 좋은 수업 선정 및 사례에 관한 연구, 수업평가 시행을 위한 기준 개발에 관한 연구, 그리고 교사 지식에 관한 특징 규명 및 이를 통한 수업 컨설팅에 관한 연구 등이 교과별로 꾸준히 시행되어 왔다. 이의 궁극적 목적은 교사 지식의 중요성을 인식하여 이 부문의 계발을 통해 교사의 전문성을 신장시키고 자 함이다. 이의 실천적 방안의 하나로, 교사 자신 및 동료 교사의 수업평가는 매우 중요한 역할을 할 것이며, 이에 관한 평가기준 개발 및 관련 연구는 의미 있는 일이라 하겠다. 이에 따라, 본 연구에서는 수학 수업 및 평가에서의 교사 지식에 관한 여러 선행 연구를 바탕으로, 교사의 교수 학습 방법 및 평가에 관한 지식에 초점을 두어 이 에 적합한 수업평가의 요소를 탐색하고자 하였다.

• 대한공업교육학회지
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• 제31권2호
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• pp.1-40
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• 2006

본 연구는 급변하는 사회와 산업 현장의 요구에 부응할 수 있는 공업계 고등학교 전문교과 수업의 새로운 접근을 위하여 공업계 고등학교 전문교과의 문제중심학습에 의한 실기수업모형을 개발하여 일, 학습, 삶이 상호연관 되는 질 높은 실기 수업을 적용하는데 도움이 되고자 하였다. 본 연구에서는 공업계 고등학교에 적합한 문제중심학습에 의한 실기수업 모형을 개발하기 위해 첫째, 공업계 고등학교의 실기수업에 적합한 문제해결 과정에 관한 국내 외 관련 문헌을 분석 고찰하고 둘째, 문제중심학습에 관한 국내 외 관련 문헌을 분석 고찰하여 이를 근거로 공업계고등학교에 적용할 수 있는 문제중심학습에 의한 실기수업 모형을 구안하였다. 연구결과 첫째, 문제중심학습에 의한 실기수업은 학생들이 실생활의 비 구조화된 문제를 중심으로 이것을 해결하는 과정에서 학습이 이루어지도록 하는 수업 형태로 본 연구에서는 문제해결 과정, 즉 계획, 실행, 평가의 과정을 거쳐 학생이 문제를 해결해 가는 과정에서 학습이 이루어지도록 하는 학습자 중심의 수업 형태를 의미한다. 둘째, 문제중심학습에 의한 실기수업에서 교사는 문제의 설계, 문제해결을 촉진하는 질문과 언어적 개입이 요구되며, 힌트와 조력을 하는 코치 역할과 Think Aloud을 이용한 문제해결 과정에 대한 인지적 모델링 역할이 요구된다. 셋째, 공업계 고등학교에서 문제 중심 학습에 의한 실기수업은 학습동기 유발 및 자기 주도적 학습과 협동적 학습이 일어나도록 해야 한다.

• Human Ecology Research
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• 제60권4호
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• pp.565-576
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• 2022

The purpose of this study is to identify the effect of Home Economics Instruction applying Flipped and Problem-Based Learning (FPBL) on Korean middle-school students' metacognition skill. The study uses a pre-post design test of the same group. There were 151 participants (77 male and 74 female) who were middle-school students in the third grade. Two hours of classes on 'Food Selection and Storage' were given per week for three weeks - a total of six hours. Analysis using the t-test revealed a statistically significant difference between the pre-test and the post-test, supporting the conclusion that participating in the class improved the metacognition, food selection, and storage behavior scores of the middle-school students. All area scores and overall averages of metacognitive sub-elements such as planning, monitoring, regulation, and evaluation also improved after taking FPBL classes. From the results of this study, Home Economics Instruction applying FPBL is an effective teaching method for improving middle-school students' metacognition.

• 한국과학교육학회지
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• 제18권3호
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• pp.337-345
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• 1998

본 연구에서는 CAl가 고등학생들의 개념 이해도, 수리문제 해결능력, 학습 동기, 그리고 화학에 대한 태도에 미치는 효과를 조사하였다. CAl 프로그램은 물질의 동적인 입자성을 강조하기 위해 애니메이션을 사용하여 분자 운동을 제시하였고, 이해-계획-풀이-검토의 4단계 문제 해결 전략에 대하여 학습자의 반응 유형에 따라 각 단체별로 즉각적인 피드백을 주도록 구성하였다. 서울시에 소재한 여자 고등학교 두 반을 선택하여 기체 법칙에 대하여 4차시 동안 CAl와 전통적 수업을 실시하였다. 분석 결과 화학 개념 검사, 화학 수리문제 해결능력 검사에서 CAl 집단 학생들의 검사 점수가 통제 집단에 비해 유의미하게 높았다. 또한, CAl 집단 학생들의 학습 동기 및 화학 수업에 대한 태도가 통제 집단 학생들에 비해 유의미하게 향상되었다.

• 교육시설
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• 제11권5호
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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.

• 영어어문교육
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• 제12권3호
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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.