• 한국가정과교육학회지
• /
• 제2권1호
• /
• pp.123-142
• /
• 1990

The aim of this study is to apply lesson design of high school home economics to model which consists of six steps of instructional procedure among various models for instructional design, Through thesis, central content of each step was written as follows; 1) At the step of establishment of terminal instructional objectives, educational objectives, terminal instructional objectives was analyzed and specific instructional objectives was extracted. 3) At the step of diagnosis of entering behavior, ability of prior learning and ability of preliminary learning were evaluated, which was used as establishing instructional strategy and doing individual guidance. 4)At the step of determining instructional strategy, instructional strategy should be extracted by considering instructional event which is adequate to content of instruction. Instructional strategy consists of five main factor, factors, those are, activity of introduction of instruction, presentation of content of instruction and information, participation of learner and learning activity, identification of learning result, and subsequent treatment after evaluation. 5)Specific activity at the step of selection and development of instructional media consists of reidentification of instructional objectives determination of learning type, drawing up instructional media analysis sheet, synthesis of selected media, and explanatory note of selected media. In order to increase efficiency of instruction at the step of determining instructional strategy, this step should be considered simultaneously. 6)The step of try-out and evaluation of instructional design should be efficient when designed instruction was inputted at class after evaluation of each step of instructional design.

• 컴퓨터교육학회논문지
• /
• 제12권2호
• /
• pp.47-59
• /
• 2009

초등학교 정보 교과서는 각 시 도 교육청과 민간 출판사에 의해 인정 교과서로 개발되며, 학교에서 선택하는 교과서에 따라 수업목표가 달라지기 때문에 인정 교과서의 수업목표를 분석하여 논의할 필요가 있다. 따라서 이 연구는 현재 사용되고 있는 다양한 초등학교 정보 교과서들의 수업목표를 분석하고, 이를 바탕으로 정보 교과의 수업목표 기준을 개발하는데 목적을 두고 수행되었다. 이를 위해 첫째, 수업목표 분석에 관한 선행 연구를 살펴보고, 분석의 준거를 마련하였다. 둘째, 인정 정보 교과서들의 수업목표를 분석하였다. 셋째, 델파이 방법을 사용하여 초등학교 정보 교과서의 수업목표 기준을 개발하였다. 연구에서 제안된 수업목표 기준은 향후 초등학교 정보 교육과정과 교과서 개발의 지표로 참고될 수 있으며, 양질의 정보 교과서 제작과 정보 교육의 정상화에 기여할 수 있을 것으로 기대된다.

• 한국멀티미디어학회논문지
• /
• 제20권6호
• /
• pp.935-949
• /
• 2017

The purpose of this study was to analyze the characteristics of virtual manipulatives apps that can be used to teach students struggling to learn mathematics. To achieve this goal, ten general characteristics of 23 virtual manipulatives apps were evaluated. The instructional, interface, and interactive design features of apps were also evaluated on five-point scale ratings of 18 items. In addition, SPSS frequency analysis and the correlation between each feature was analyzed. Frequently presented instructional contents among 23 virtual manipulatives apps were geometry, arithmetic operation, number concept and measurement. The frequently presented level of instructional contents was lower grade elementary school and kindergarten age. The frequently presented instructional type was the simulation. Regarding the design features, instructional design was rated as the highest (mean = 3.7); interactive design (mean = 3.6) and interface design (mean = 3.3) were also rated higher than neural. In addition, as the learning strategy was appropriately presented, it was evaluated that there was less screen linkage and content error.

• 지식경영연구
• /
• 제9권4호
• /
• pp.35-49
• /
• 2008

The purpose of the study is to develop and validate an instructional design model from the perspective of the knowledge creation. To serve the purpose, the researcher conducted 1) literature review to find causal relationship model among knowledge creation factors and to propose a hypothetical instructional design model, 2) data analysis with 50 senior level e-Learning instructional designers, and 3) testing the fitness of the proposed model and relevant causal-relational hypotheses. Results indicate; 1) the proposed model fit to the empirical evidence, 2) 6 hypotheses among 11 were validated. A typical instructional designer's personal competency was evidenced as the most powerful independent variable that predicted knowledge acquisition, knowledge sharing, and the application of the instructional models. However, the expected effect of instructional design models toward other dependent variable was not be found. In addition, further suggestions for the future research are addressed.

• 교육공학연구
• /
• 제33권1호
• /
• pp.105-135
• /
• 2017

이 연구는 수업코칭, 수업장학, 수업컨설팅의 공통적 속성과 차별적 속성을 밝힘으로써 각각의 수업개선 활동을 개념적으로 구분하고 용어 간 관계를 살펴보는데 목적이 있다. 수업 개선을 위한 지원 활동으로서 수업코칭, 수업장학, 수업컨설팅은 수업의 개선과 교사의 수업전문성 신장을 근본적 목적으로 한다는 점에서 공통의 속성을 갖는다. 그렇지만 각각의 영역은 사회적 흐름과 교육현장의 요구에 따라 변화하며 고유한 활동 체계를 만들어 냈다. 따라서 각 활동의 개념과 속성, 영역을 구분해보는 것은 의미가 있다. 구체적인 연구문제로는 첫째, 코칭, 장학, 컨설팅의 유래는 무엇인가?, 둘째, 기존 국내 연구에서 수업코칭, 수업장학, 수업컨설팅은 어떻게 정의되는가?, 셋째, 수업코칭, 수업장학, 수업컨설팅의 공통적 속성과 차별적 속성은 무엇인가? 로 설정하였다. 연구 목적 달성을 위해 문헌분석을 실시하였으며 먼저 코칭, 장학, 컨설팅의 개념적 유래와 사전적 의미를 각각 살펴보았다. 또한 수업코칭, 수업장학, 수업컨설팅과 관련하여 국내에서 이루어진 선행 연구를 살펴봄으로써, 연구자에 따라 각 개념을 어떻게 정의하고 있는지 정리하였다. 수업코칭, 수업장학, 수업컨설팅 개념 간 양자비교도 하였는데, 우선 수업코칭과 수업컨설팅의 행위의 대상, 문제해결 방식, 컨설턴트와 코치의 역할에서 차이를 보였다. 수업코칭과 수업장학의 구분은 참여주체 간 관계, 장학담당자와 코치의 요건, 문제의 정의와 해결과정을 기준으로 볼 때 가능하다. 수업컨설팅과 수업장학은 분석대상, 참여주체 간 관계, 문제 원인과 해결방안, 실행에서 차이를 보였다. 마지막으로 수업코칭, 수업장학, 수업컨설팅의 기존 정의를 분석하여 공통적 속성과 차별적 속성을 찾아내고, 세 개념 간 구분과 관계를 설명하였다. 결론에서는 수업컨설팅의 개념이 활동의 성격을 보다 잘 담아낼 수 있도록 재정의 될 필요가 있으며, 수업장학과 수업코칭 간의 관계를 재고해 보는 연구가 필요함을 제안하였다.

• 한국가정과교육학회지
• /
• 제15권1호
• /
• pp.15-32
• /
• 2003

This study examined teacher perception of the instructional method. activities and material in terms of class quality enhancement. Also this study established instructional method. activities and material application Per 7th Practical Arts Education Course guidance domain. and type identification of the instructional method and activities unique to the Practical arts curriculum. Conclusions : 1. Teachers consider the instructional method and material beneficial. However in the item relevant to application of diverse instructional methods Per specific teaching objective and educational content in the actual classroom. the highest percentage responding. ‘relatively yes’ (39.7%) . balanced out with those answering. ‘no’(37.7%) 2. In linking the instructional method and material to secondary school home economics education, teachers experienced difficulty in teaching only the clothing education domain . 3. In each guidance domain, lecture method, problem-solving learning. cooperative learning. home project learning and functional learning were surveyed for instructional method suitability. Notably, home project learning was identified as a significant instructional method. This result begs in-dept analysis as home project learning may be utilized as a tool to compensate for the absence of practical educational objective condition fulfillment and to substitute for teachers unable to Provide such functional guidance in class. 4. In each guidance domain. role-playing. debate/discussion. case study research, practical exercise and activity reporting were rated as essential teaching ㆍ learning activities. 5. In each guidance domain.‘VCR’, ‘CD-ROM’ and ‘Web media’ were identified as suitable instructional materials .

• 한국과학교육학회지
• /
• 제14권2호
• /
• pp.184-191
• /
• 1994

In this study, a part of high school science instructional materials is evaluated by Instructional Quality Profile(IQP) based on the Merrill's Component Display Theory(CDT). The CDT is based on the Gagne assumption of different conditions of learning for different outcomes. The IQP enables the user to check both the consistency and adequacy of existing cognitive instruction. The IQP can be used to predict student performance, and also to design and develop new insturctional materials. The instructional components are classified according to 5 task levels; An Use-Generalities on Newly Encountered Examples(UGeg), A Remember-Paraphrased -Generalities (RpG), A Remember-Verbatim-Generalities (RvG), A Remember-Paraphrased -Examples (Rpeg), A Remember-Verbatim-Examples(Rveg). And the instructional presentations are classified according to 4 levels: Explain Generalities(EG), Explain examples(Eeg), Inquiry Generalities(IG), Inquiry examples(Ieg). The instructional presentations are determined by instructional components of a related test item, and indexes of the presentation adequacy are calculated by the instructional presentations. The indexes of this study(0.17 - 0.44) were very low and it indicates that the instructional presentations were not adequate to the instructional components of the related text item.

• 수산해양교육연구
• /
• 제20권2호
• /
• pp.184-200
• /
• 2008

The purpose of this paper is to develop instructional activity support model for capstone design in order for improving creative engineering education. To do this, having extracted the core idea of capstone design, and elicited core learning activity process, and grasped core supportive factors according to each core learning activity process that elicited, an improved instructional design model for capstone design was then developed through formative evaluation with respect to the draft of the instructional system development model for capstone design. As to major research methods, case analysis, requirements analysis through interview, and formative evaluation by experts were employed, and then research studies were undertaken. The formative evaluation by experts was carried out for two hours in 2007, and the experts participated in the evaluation consisted of total 6 persons: two specialists of capstone design contents, two professionals in field works, and two expert instructional designers in education engineering. Interview results had been reflected in this research when developing final instructional design model for capstone design. The core learning activity process of the final instructional design model for caption design, which developed in this research, comprises following stages: (1) Team building $\rightarrow$ (2) Integrated meeting between industry and academy $\rightarrow$ (3) Analysis of tasks $\rightarrow$ (4) Clarification of tasks $\rightarrow$(5) Seeking solutions for issues $\rightarrow$ (6) Eliciting priority of solutions $\rightarrow$ (7) Designing solutions and construction $\rightarrow$ (8) Exhibiting outcomes and presentation $\rightarrow$(9) Gaining comprehensive insights Also, in the core learning activity process, supportive factors that support implementation of each step were presented having been categorized into facilitator (teacher, and professionals in field works), learner and tool, etc.

• 공학교육연구
• /
• 제15권6호
• /
• pp.9-18
• /
• 2012

The purposes of this article are to analyze the conditions of using instructional strategies and using gender sensitive instructional strategies at engineering classes of K University. Qualitative analysis methods were adapted. To achieve the purposes, 35 hours of engineering classes from 11 professors from 9th to 20th of November 2009 were videotaped and analyzed. The research findings were discussed by the checklists for general and gender sensitive the instructional strategies which were recommended for the managing the better classes. Students are influenced by professors not only knowledge and skills but also values and attitudes. Professors who take gender sensitive instructional strategies are expected to give good influence the women students.

• 한국가정과교육학회지
• /
• 제13권1호
• /
• pp.25-37
• /
• 2001

This study is based on education reforms related to strengthening information education in curriculums. This study develops and presents ' General Economics'Model Utilizing ICT(Information Communication & Technology) in Home Economics'which could be used as a concrete guidance and direction in teaching and learning Economics education in schools. To do so, this study reviews the necessity of adopting ICT in Home Economics instructional activities and it also reviews and analyzes previous studies of how ICT contribute to instructional activities. Such analysis was used as a theoretical basis for the Instructional Model. The Tool of ICT is a useful instructional strategy because it allows the learners'self-lead learning and Performance Assessment. Therefore the 'General Instructional Model Utilizing ICT'interprets the role of ICT tools to adequate class activities in each step of instruction which includes the conventional steps of introduction. development review and evaluation. It also develops and presents Lesson Plan that can be adopted in school education and thereby shows the possibility of practical application of the theory. This study has limits in that the Instructional Model and Lesson Plan are theoretical in nature. Therefore, in future studies it is desirable to critically review the Instructional Model an Lesson Plan and prove their applicability in real classes and the real learning effects.