• Human Ecology Research
• /
• v.56 no.1
• /
• pp.33-54
• /
• 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.

• Journal of Korean Elementary Science Education
• /
• v.27 no.2
• /
• pp.189-200
• /
• 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
• /
• v.32 no.1
• /
• pp.1-32
• /
• 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.

• Journal of Engineering Education Research
• /
• v.17 no.2
• /
• pp.11-24
• /
• 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.

• Journal of the Korean School Mathematics Society
• /
• v.14 no.3
• /
• pp.241-263
• /
• 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.

• 대한공업교육학회지
• /
• v.31 no.2
• /
• pp.1-40
• /
• 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.

• Human Ecology Research
• /
• v.60 no.4
• /
• pp.565-576
• /
• 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.

• Journal of The Korean Association For Science Education
• /
• v.18 no.3
• /
• pp.337-345
• /
• 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.

• Journal of the Korean Institute of Educational Facilities
• /
• v.11 no.5
• /
• pp.24-34
• /
• 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.

• English Language & Literature Teaching
• /
• v.12 no.3
• /
• pp.1-24
• /
• 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.