• 보건교육건강증진학회지
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• 제2권1호
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• pp.113-121
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• 1984

How can the educator help learners to learn? The old way was to tell learners as much as possible, passing on the educator's knowledge. Now the educator acts as a helper. She will organise experiences which allow the learners to do health behaviors, she may utilize instructional materials, she may write downsome questions for a group of learners to discuss. In all these ways the teachers is helping learning. Some educators feel that they must do all the talking themselves. They feel that they are not really teaching the learners some new information, but this is quite wrong. In fact if a educatorgives a lecture and learners do not learn, then the educator is talking not teaching. So the devlopment of instructional materials is much needed to be a learner education. And the selection of materials may be very important for the level of maturity of the learners in interest, complexity of ideas, opportunity for self-identification, speed of learners' ability to observe and length of concentration. Author studied the several instructional materials which can be utilized in the field of dental health education and also studied their values, limitations and considerations when they are used. The learning activities are poster, puppet, model, mock-up, specimen, flannel board, chalk board, bulletin board, psychodrama, role play, field trip, exhibition, laboratory method.

• 한국과학교육학회지
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• 제31권3호
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• pp.440-454
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• 2011

This study proposes a new instructional strategy and corresponding materials designed from various alternative frameworks to help students understand evolution as a biologically acceptable theory. Biology teachers have normally taught the evolutionary mechanism by means of comparing Lamarckism with natural selection. In this study, a new instructional strategy in which the Lamarckian explanation is first excluded because Lamarckism is known to be subsumed in a learner's cognitive structure as a strong preconception of evolution is suggested for teaching evolution. After mutation theory is introduced, Darwinism including natural selection is explained separately during the next class hour. Corresponding instructional materials that aid student understanding of the evolutionary mechanism were developed using recently published articles on human genetic traits as scientific evolutionary evidence instead of the traditional evolutionary subject matter, giraffe neck. Evolutionary evidence from human genetic traits allows students to exclude anthropocentric thoughts effectively and raise concern for the phenomenon of evolution positively. The administered instructional strategy and materials in this research improved student conception, concern, and belief of evolution and it is believed that they helped students understand the evolutionary mechanism effectively.

• 대한공업교육학회지
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• 제43권1호
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• pp.94-113
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• 2018

본 연구의 목적은 2015 개정 중학교 교육과정 통신기술 영역에서 다양한 볼록렌즈를 사용한 'VR 글라스' 수업자료를 개발하는데 있다. 이 연구는 ADDIE 모형을 기반으로 개발하였다. 분석단계에서는 학습자 및 사회적 요구분석을 통해 수업자료 개발의 필요성을 확인하였고 2015 개정 교육과정 및 가상현실에 대한 문헌을 고찰하여 VR 글라스와 관련 있는 통신기술 영역을 확인하였다. VR 글라스와 관련 있는 통신기술 영역으로 정보의 통신과정을 선정하였다. 설계단계에서는 분석단계를 바탕으로 학습목표를 설정하고 교수전략 및 교수매체를 선정하였다. 개발단계에서 개발된 수업자료는 교수 학습지도안, 수업용 PPT, 모둠활동지, 개인별 포트폴리오 활동지, 다양한 볼록렌즈를 사용한 'VR 글라스'의 예시이다. 다양한 볼록렌즈를 사용하여 VR 글라스를 제작한 결과 볼록렌즈의 지름이 큰 경우 시야각이 더 확장되었으나 이를 수치화하기 어려웠다. 실행단계에서는 중학생들 대상으로 실제 수업에 적용하였으며 평가단계에서는 학습자 및 전문가 평가를 통해 수업자료를 개선하였다.

• 한국컴퓨터정보학회논문지
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• 제16권12호
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• pp.139-155
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• 2011

최근 몇 년 사이, 학부모는 물론 국가 차원에서 영재 교육에 대한 관심이 높아짐에 따라 영재 교육에 관한 많은 연구들이 발표되고 있다. 그러나, 그들 대부분의 초점이 개괄적이고 총론적인 관점에서 영재 교육 프로그램의 구축, 운영, 관리, 평가 등에 있고, 정작 교육 프로그램의 성패와 직결되는 구체적인 교수학습 주제를 다루는 연구는 극히 드물다. 오늘날 영재교육의 필요성이나 효율성이 재론되고 있는 원인 중의 하나는바로 영재 교육의 특수성들이 고려된 영역별 훌륭한 교육 시나리오의 빈곤에 있음을 부인할 수 없다. 따라서, 이 연구에서는 중등 정보과학 영재 사사 지도과정에서 적용되었던 탐구 내용을 소개함으로써 정보분야 영재교육을 위한 교수학습 자료 개발에 작은 보탬이 되고자한다. '컴퓨터과학에서 행렬의 필요성과 활용'이란 주제의 이 교수학습 자료는 중등 수학의 1차 연립방정식 풀이 과정을 기반으로 창의적 문제 발견 및 해결을 유도하도록 구성되었고, 수학과 컴퓨터 과학과의 긴밀한 연계성 및 선형대수학의 기초 개념 이해에도 유익하다.

• 한국가정과교육학회지
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• 제15권1호
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• pp.15-32
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• 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 .

• 한국산학기술학회논문지
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• 제16권9호
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• pp.5924-5930
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• 2015

본 연구에서는 먼저 유아용 교재 교구 평가인증이 필요한 이유에 대해 살펴보고 선행연구고찰을 통하여 평가인증에 관한 인식, 분류기준체계 마련의 필요성 그리고 평가인증시스템 구축의 필요성에 대해 살펴보았다. 그리고 선행연구에서 다루지 못했거나 또는 소홀하게 다루어진 과제와 전망에 대해 크게 인증평가대상과 인증평가항목 등 두 가지로 나누어서 살펴보았다. <인증평가대상>에서는 첫째, 3-5세 누리과정 교사용 지침서에 수록된 교재 교구에 한정해야할 것, 둘째, 학습지형태 교재 교구는 인준 평가 대상에서 제외할 것, 셋째, 투명한 유통경로를 확보한 회사의 교재 교구만을 평가인증 대상에 포함할 것, 넷째, 교사개별 주문용 템플릿을 평가대상에 포함할 것 등에 대해 살펴보았다. 한편 <인증평가항목>에서는 첫째, 교재 교구 관리의 용이성에 대한 평가항목, 둘째, 위생관리의 용이성 항목, 셋째, 수리와 보수 가능성에 관한 항목, 넷째, 지속가능발전지향성에 대한 항목 등을 평가준거에 포함해야할 필요성에 대해 논의하였다.

• 교육시설
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• 제6권4호
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• pp.34-41
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• 1999

• 한국수학교육학회지시리즈A:수학교육
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• 제58권3호
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• pp.459-481
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• 2019

본 연구는 실제 자료로 통계적 과정을 경험할 수 있는 교수 학습 자료를 개발하고 수업에 적용했을 때 나타나는 중학교 1학년생들의 통계적 사고를 단계별, 수업형태별로 비교분석하였다. 그 결과 통계적 사고와 수업 형태간의 연관성이 있으며 단계별, 수업 형태별 차이가 나타났다. 향후 통계교육을 위한 교수 학습 모델의 설계와 적용에 유용한 시사점을 제공하였다.

• Educational Technology International
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• 제11권2호
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• pp.77-103
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• 2010

The purpose of this study was to develop an instructional model using new technologies aiming to secure students' learnability and to enhance the public school values in the rural districts. The present study attempts to suggest a practical e-learning instructional and learning model named Group Dynamics- based Debate Instructional Model', which utilizes unique technology environment conditions in most. To develop the model, concepts of group dynamics and debate-based instructional models were reviewed. And in-service teachers in two public schools in a certain rural district were interviewed in order to collect and analyze their needs for a teaching and learning model with which they utilizes unique technology conditions as environment in most. Based on literature review and the need analysis, a group dynamics-based debate instructional model has been suggested in terms of conceptual model. And then expert assessment composing of five in-service teachers from the model schools was implemented twice in order to acquire the suggested model validation, followed by the model validation by a group of experts. Then a revised group dynamics-based debate instructional model has been finally suggested. The group dynamics-based debate instructional model is expected to build up members' affective connection in the process, to generate group value, or collective intelligence, and to establish positive discussion culture. Furthermore, beyond of just utilizing the existing materials, learners are encouraged to develop and collect their own materials and data such as expert's interview, or public news for their argument or refutation. In doing so, learners enhance their learnability as well as accountability, prompting self-directed learning, and establishing appropriate discussion culture resulting in positive learning outcomes.

• 한국실내디자인학회논문집
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• 제27호
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• pp.12-19
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• 2001

The purpose of this study is to develope instructional strategies and assessment model for distance learning in interior design education in Korea. Literature from various sources were examined to provide guidelines for instructional and technical strategies, communication system, and administrative process. Strategies and assessment model for transition to distance learning from goal setting to program evaluation were introduced. The results of this study indicated that distance learning in interior design education is optimized when applied in studio critique, portfolio production, and professional practice and with other traditional programs depending on the characteristics of the instructional materials. It is suggested for further studies that various distance learning programs based on instructional theories to be conducted and evaluated in different areas of interior design education for their maximum application as instructional tool.