• Educational Technology International
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• v.7 no.2
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• pp.23-44
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• 2006

As the educational paradigm has shifted from the traditional knowledge oriented instruction learning to the knowledge product oriented instructional learning, the development of student's creativity becomes one of the most important educational goals, because the ability that can produce the knowledge creatively is required in the digital information knowledge based society. The purpose of this study is to make a basic direction and strategy for the instructional design to develop an on and off line blended instructional design which will help a learning community to be a more collaborative and creative learning community. This research has investigated the concept and the characteristics of collaborative creativity and creative problem solving as the theoretical basis of the design. After that, on the basis of the theories connected with the collaborative creativity theory, the direction and the strategies for the development of collaborative creativity was designed. The design was applied into the real learning community and finally proved the effectiveness of the learning model for the development of the collaborative creativity by the quantitative evaluation.

• Educational Technology International
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• v.20 no.1
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• pp.25-55
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• 2019

The core purpose of the study is to develop and validate an ADDIE model based instructional model for English Language Teaching (ELT) in early childhood classroom in Bangladesh as an aid to teachers to reconstruct their knowledge and experience more strategically, and for them to design and implement their instruction more structurally. This study is developmental in nature which has been divided in five phases as follows. Phase I: Existing methods and instructional strategy review, Phase II: Instructional model development, Phase III: Delphi 1st round, Phase IV: Delphi 2nd round and Phase V: Model validation. After reviewing relevant literature and existing strategy in phase I, the 1st version of instructional model is made phase II. Next in phase III and phase IV, two rounds of Delphi have been conducted where experts related to different concerning areas of this study reviewed the 1st version and gradually the final version of the instructional model is made. Finally, the instructional model for English teachers of early childhood classroom in Bangladesh got validated by the same Delphi panelists in Phase V. In respect with each phases of ADDIE, the instructional model elaborates the 1) representative key points, 2) instructors' activities prescribed for the instructors, 3) supporting strategies. Both the conceptual and procedural models are included in this study for clearer identification of the whole process. Lastly the study provides some recommendations for instructors and practitioners on choosing the instructional model like doing prior need analysis, incorporating teacher training programs, training students, keeping on researching for finding effective teaching technique and tools and being open to changes etc. In addition, the study also acknowledges its limitations like not being able to consider the psychological factors due to time limitation. Finally, at the end the study points out the areas that welcome further research.

• Journal of Korean Elementary Science Education
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• v.19 no.1
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• pp.29-39
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• 2000

The purpose of this study was to investigate the effect of cooperative skill training on elementary school students' science achievement and self-esteem. Three different groups were used in this study. For the two treatment groups, cooperative loaming strategies were used and the one control group, traditional instruction was used. One of the treatment group was trained cooperative skills before the instruction. A total of 120 children sampled from 5th graders of a elementary school. All groups were taught about the change of the weather and structure of the plants. After the instruction a researcher made science achievement test and questionnaire of self-esteem were administered. The data analysis consisted of a 3(instructional strategies)×3(learning ability level) ANCOVA on the score of the achievement and self-esteem. The ANCOVA results revealed that there were significant main effect in the scores of achievement and also significant interaction effect between the instructional strategies and learning ability. The performance of high-level students in two treatment groups was higher than that of students in the control group, but the performance of high-level students with cooperative skill training was not higher than that of students without cooperative skill training. However, the performance of medium and low-level students with cooperative skill training was higher than that of students without cooperative skill training. The significant main effect was also found in the self-esteem but there were no significant interactions between the instructional strategies and learning ability. The academic self and social self of students with cooperative skill training was higher than that of students without cooperative skill training.

• Korean Journal of Family Social Work
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• no.54
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• pp.155-185
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• 2016

The purpose of this study was to determine types, causes and instructional methods of challenging behaviors perceived by mothers of young children with and without disabilities. Then it was also to determine influencing factors of mothers' socio-demographic variables and mothers' perceptions of types and causes of young children's challenging behaviors on using instructional methods perceived by the mothers. The subjects were 176 mothers of young children aged from two to six including 100 mothers of young children without disabilities and 76 mothers of young children with disabilities in Seoul and Gyeonggi Province. Results showed that first, there were significant differences in areas on internalized challenging behaviors and avoidance of social activities for the types of challenging behaviors. Second, on the cause of challenging behaviors, areas on children's behaviors and nature had significant differences between the groups. Third, on instructional method of challenging behaviors, there were significant differences on areas of establishing supportive environment and social and emotional strategies. Lastly, for the mothers of young children without disabilities, mothers' educational background and children's nature area as cause of challenging behaviors significantly affected instructional methods. For the mothers of young children with disabilities, family's income and others area as cause of challenging behaviors affected instructional methods. Developing practical application strategies were suggested based on the results. Research limitations and further research suggestions were also discussed.

• Journal of Gifted/Talented Education
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• v.13 no.1
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• pp.21-42
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• 2003

The Interdisciplinary-Multistrategic Science Education Program(IMSEP) is designed as an efficient program for the education of the gifted in science. An example of the contents is developed, which encompasses mathematics, physics, chemistry, astronomy, and biology. In the program, the complexity(interdisicplinarity) of scientific contents and instructional strategies used to deliver the scientific contents are designed to be correlated to each other in such a way that as the scientific contents gets more complex, the scientific skill to be taught by the instructional strategy becomes deeper. Through the careful balance between the scientific contents and the instructional strategies student's scientific knowledge and scientific skill will develop balanced and the effectiveness of science education will be maximized.

• Journal of The Korean Association of Information Education
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• v.3 no.1
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• pp.13-21
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• 1999

'Interactivity' is considered as a key factor of user-centered interactive instructional systems design in Web environments. To provide an optimal level of interactivity for learners is an ideal goal in instructional systems design(ISD) process. Based on the primary concern of interactive systems design which pursues how the power of interactivity can be utilized and put to work, several interactive design strategies in Web-based systems are recommended through this research.

• Hwankyungkyoyuk
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• v.17 no.1
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• pp.12-24
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• 2004

The purpose of this study was to analyze and compare Korean middle school-level environmental education(EE) textbooks. More specifically, these analyses and comparisons were designed to explore the extent to which environmental investigation skills were addressed in these EE textbooks (i.e., curriculum inclusion), as well as the manner in which these skills were to be taught and learned (i.e., instructional approaches). To analyze EE textbooks, the researchers developed a 'Curriculum Analysis Chart' that include six skill clusters and four instructional strategies. This analytic chart permitted the researchers to determine which skills were featured in selected textbooks, as well as which skill-oriented instructional strategies accompanied each of those skills. The chart was revised several times through pilot analyses. Using the final version of this chart, the researchers analyzed and then compared the three textbooks. This analysis indicated that the Korean middle school-level EE textbooks were designed to support conceptual learning and understanding of environment and environmental problems/issues (i.e., content-oriented), and were designed to support skill learning to a moderate degree. On the basis of textbooks analysis, the researchers offered several recommendations for future research, and for educational practices in EE.

• Journal of The Korean Association of Information Education
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• v.9 no.2
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• pp.197-208
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• 2005

For the wide spread of cyber education, it is important to understand the instructional characteristics of cyber education and its applications in the educational sites which help to cope with the practical needs and problems. This study was conducted to analyze the experience of cyber classes(working hours, tasks and evaluation, satisfaction level and instructional effectiveness, suggestions for cyber education) and use of instructional methodology (instructional activities, interaction frequencies, cooperative learning activities, instructional activities toward knowledge building). The data was collected from pre-service teachers(403) and in-service teachers(318) in June 2004. The results were that pre-service and in-service teachers all consider the satisfaction level and academic achievement level of cyber classes lower than that of FTF classes. Particularly the boring presentation of instructional materials and the inadequate instructional strategies for cyber classes were the biggest complains, and lack of interaction among peer groups and with instructors, lack of learning opportunity for cyber instructional strategies, limited group activities, lack of interaction with experts were followed. Limited types of evaluation also showed that cyber classes focus on results more than the process of students' academic achievement.

• East Asian mathematical journal
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• v.36 no.2
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• pp.229-251
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• 2020

Problem Based learning(PBL) is a teaching and learning method to increase mathematical ability and help achieving mathematical concepts and principles through problem solving using the learner's mathematical prerequisite knowledge. In addition, the recent instructional situations or environments have focused on the learner's self construction of his learning and its process. In spite of such a quite attention, it is not easy to apply and execute PBL program actually in class. Especially, there are some difficulties in actually applying and practicing PBL in the areas of mathematics education in not only secondary school but also in college. Its reason is that in order to conduct PBL instruction constantly in real or experimental class there is no more concrete and detailed instructional content during the consistent and long period. However, to whom is related to mathematics education including instructors called scaffolders, investigation and recognition on the degree of the learner's acquisition of mathematical thinking skills and strategies is an very important work. By the reason, in this study, the instructional content was to be explored and developed to be conducted during 15 weeks in one semester, which was based on Problem Based Learning environment by the subject of the theories relevant to mathematics education in the college of education.

• Journal of The Korean Association For Science Education
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• v.12 no.2
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• pp.1-18
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• 1992

The curriculum especially in Korea plays a crucial role in developing instructional materials. It serves as a criterion for selecting and organizing content of teaching materials. Therefore, the validity of a curriculum can be justified through testing effectiveness of an instructional material developed in accordance with the curriculum. This paper presents an instructional method and material developed based on the current tendency of educational thoughts that emphasize STS and students - centered teaching strategies in science education. The instructional material was organized around the concept and its subconcept of "nutrition" as presented in the high school biology textbooks now in use in the nation as well as in a few world-wide countries. It was also organized by the use of biological events and phenomena which high school students in rural areas can easily encounter through their everyday lives. The significant findings in this study are : ${\circ}$ The achievement levels in experimental groups were higher than one in controlled groups. ${\circ}$ The students as well as the teachers involved in this study showed positive attitude toward the instructional method developed in the process of this study. ${\circ}$ The greater part of the students among the controlled groups hoped that biology would be taught by this kind of teaching procedure and materials.