• Journal of the Korea Convergence Society
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• v.12 no.1
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• pp.219-223
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• 2021

This study aims to present a non-face-to-face teaching methodology for the theory and practical lessons of design majors, especially for the arts and sports field. It was conducted to improve the existing teaching models after the non-face-to-face online lectures which began with COVID-19. Various existing smart learning methods such as online classes, interactive classes, and flip learning were reviewed, and a method to efficiently manage practical skills by supplementing the shortcomings of each study was suggested. 4 stages of teaching development - setting a teaching method, teaching progress, evaluation, and follow-up management-were designated and applied to the class of design majors. The result showed that it is effective in terms of teaching method and progress; however, the limitations of non-face-to-face classes were found in the stages of evaluation and follow-up management. Therefore, it is expected that further research on evaluation and follow-up management, such as specific practical instruction methods is required to improve completion.

• Culinary science and hospitality research
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• v.14 no.4
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• pp.14-26
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• 2008

The purpose of this study is to develop a communication model of teaching-learning at culinary practical learning class in school. Statistically, the organizational culture of culinary schools was influenced by the nature of hierarchical culture, task outcomes, and the conservative culture of organizations in companies. First, in basic skill class, teaching and learning methods are based on a teacher who leads students according to his plans and decisions. Second, in a higher skill course, teaching and learning methods are based on students who take an active part by injecting some fresh ideas into their class. Third, the model of three courses for culinary skill development has an effect on processing into a modeling-scaffolding-fading method by teaching and learning in school. It was ascertained that organizational culture directly or indirectly influenced organizational effectiveness and organizational culture in culinary schools. Moreover, it was found that organizational culture was the biggest influencing concept for communication effectiveness between teachers and students.

• Proceedings of the Korean Institute of Building Construction Conference
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• 2020.11a
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• pp.121-122
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• 2020

Universities that offer architectural engineering programs in Korea are making efforts to introduce innovation teaching methods to cultivate teamwork, creativity, flexibility of thought and practical skills needed for the Fourth Industrial Revolution. However, there is a lack of specific measures to support them. In this regard, this study investigated a method of application development for building construction courses applied with the innovation teaching methods. It mainly focused on 'improvement directions for existing learning management systems' and 'online learning support plans using the innovation teaching method' as research contents. It is expected that these improvement directions can be applied to the field of education through the development of mobile and web-based applications. In the follow-up research, the development of specific software for field application will be carried out.

• Human Ecology Research
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• v.56 no.3
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• pp.283-300
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• 2018

This study examined the effects of a practical problem based home economics instruction using multiple intelligences teaching and learning methods for the prevention school violence by high school students'. The contents of this study are as follow. 1) Develop the practical problem-based instruction using multiple intelligence and teaching and learning strategies for each protective factor both in teaching method aspects and learning content aspects during the 29-period of lesson plans. 2) Examine the effects of the instruction in the changes of pre- and post- impulsivity and aggression, self-esteem, empathy and attitudes to school violence after implementing home economics lesson plans. 3) Evaluate the instruction. The subjects of this study were 288 first grade students (124 male and 164 female students). The study utilizes a quasi-experimental pre-post design. The effect of the instruction by the paired t-test results showed that the aggression and impulsivity by the learners had been lowered; however, empathy and self-esteem increased; in addition, learners' attitudes toward school violence had changed positively. In conclusion, self-esteem in school as sub-variables of self-esteem increased; however, there was no statistically significant difference.

• East Asian mathematical journal
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• v.38 no.4
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• pp.497-516
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• 2022

In this study, we tried to devise a method to activate meta-affect in the aspect of supporting mathematics teaching and learning according to the need to find specific strategies and teaching and learning methods to activate learners' meta-affect in mathematics subjects, which are highly influenced by psychological factors. To this end, the definitional and conceptual elements of meta-affect which are the basis of this study, were identified from previous studies. Reflecting these factors, a teaching and learning model that activates meta-affect was devised, and a meta-affect activation strategy applied in the model was constructed. The mathematics teaching and learning model that activates meta-affect developed in this study was refined by verifying its suitability and convenience in the field through expert advice and application of actual mathematics classes. The developed model is meaningful in that it proposed a variety of practical teaching and learning methods that activate the meta-affect of learners in a mathematical learning situation.

• Journal of Elementary Mathematics Education in Korea
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• v.1 no.1
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• pp.17-32
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• 1997

Open education is carried out and studied in both phases of theory and practice in Korean elementary schools in these days. 1 introduced three open teaching and learning methods which we can use practically in elementary school mathematics education. They are the teaching and learning by open-end-approach, From problems to problems and Problem posing. First, I illustrate each meaning of three teaching and learning methods. Next, I presented the concrete plans of each teaching and learning method, and exhibited some examples of students' own works.

• Journal of Engineering Education Research
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• v.2 no.1
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• pp.3-9
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• 1999

This study investigated the improved teaching methods which can enhance the learning effects of students in engineering education and provide students with practical abilities of field works. As the results of applying student-oriented teaching methods to students who take the course of hydraulic and pneumatic control in the department of mechanical design engineering of Dongyang technical college, student-oriented teaching method Is more effective than professor-oriented teaching methods in the aspects of motivation of learning, cultivation of imagination and creativity, and ability of solving problems. In order to successfully execute student-oriented teaching method, integrated lecture of both theory and experimental practice has been carried out in the classroom equipped with experimental facilities, and after acquiring sufficient experience through experimental practices, students looked into theoretical backgrounds based on the experimental results during the process solving the subjects which a professor suggested. The subjects should be suggested with the contents for accomplishing the goal of learning, and it is very important for a professor to play the role of helping students solve the problems by themselves, which results in improving practical ability of field works. At the end of every class, a professor has students fill up the questionnaire about the level of learning achievement, questions, and teaching method, and applying the surveying results to the next class can bring out improving the extents of students' participation of classes and concerns about the course. Since the engineering education requires a practical ability of field works, imagination, and creativity in every course, it is desirable to introduce student-oriented teaching method rather than professor-oriented teaching method.

• The Journal of Korean Institute for Practical Engineering Education
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• v.4 no.1
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• pp.51-56
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• 2012

This paper present a teaching method of 21C University Education Paradigm after survey the earlier several effective teaching methods. We discuss the efficient pre-teaching, also we propose several teaching methods for really teaching. And we discuss the efficient ending of teaching. They are as following. : lesson configuration, good usage for first time of teaching, pleasant face-to-face talk, teaching techniques check list, question method, caution item when the teaching ending, etc. Also, we propose the method of ending techniques for teaching ending time. The proposed teaching method is the most efficiency in case of using selective the above mentioned several efficient teaching method.

• PNF and Movement
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• v.17 no.2
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• pp.223-236
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• 2019

Purpose: This research was to develop a module for problem-based learning(PBL) and to enhance the problem-solving abilities of physical therapy students in a neurological physical therapy course and to evaluate the effects of the module using quantitative and qualitative data. Methods: The PBL module was applied to 55 third-year physical therapy students who participated in a neurological physical therapy course at S university in Seoul. Anonymous self-report questionnaires and reflection journals were collected, and the data were analyzed. Results: The results of the analysis showed that the academic achievements of the students who participated in the first PBL class improved compared to the academic achievements of the students who had participated in the same class in the previous semester. Second, the students who participated in the PBL class evaluated the PBL as a very effective learning method for developing clinical practical ability. Third, the students of the PBL class showed increased cooperation and communication abilities between team members. Conclusion: The results of this study indicated that, if PBL class case studies and various types of teaching and learning methods appropriate for theoretical and practical fields are continuously studied, then it is expected that teaching models will be developed that can develop flexibility and creativity among preliminary physical therapists in a rapidly changing medical environment.

• Journal of Korean Home Economics Education Association
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• v.15 no.1
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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 .