• Educational Technology International
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• 제11권1호
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• pp.27-46
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• 2010

The purpose of this paper is to apply the newly developed SICAT teaching and learning model to the actual scene of teaching and learning and draw a point of discussion for utilizing teaching and learning model, by uncovering the satisfaction of students and the inhibiting/facilitating elements when using the model. SICAT(Scientific Inquiry and Creative Activity with Technology; from here on SICAT), a teaching and learning model custom-built for engineering education, was developed, as more and more people paid attention to the demand for creative engineers. It was developed from the basis of PBL(Problem Based Learning), includes three sub-types which can be applied to the actual theory, design, and experimentation fields within engineering education. The three sub-types, which are ARDA(Analysis-Reasoning Activity & Discussion-Argumentation Activity), CoCD (Collaboration Activity & Capstone Design Activity), and ReSh(Reflection Activity & Sharing Activity), respectively support deductive and argumentation activities, creative design and collaboration activities, and retrospection and sharing activities. However, no research has been conducted to investigate whether or not there are inhibiting or facilitating elements in the application procedure, or what the rate of satisfaction for students is, when applying the SICAT model, which was newly developed to innovate existing engineering education, to the actual site of teaching and learning. Therefore, this research applied three types of SICAT teaching and learning models to the theory, design, and experimentation classes at the department of materials science and engineering at Hanyang University for eight weeks. After application, the students, teachers and tutors were surveyed and interviewed, and then the results analyzed in order to uncover inhibiting/facilitating elements and the rate of satisfaction. The satisfaction rate of students from the SICAT teaching and learning model was 3.78(in a perfect score of 5: The A type-3.65, The C type-3.80, The R type-3.90), and inhibiting/facilitating elements were drawn from the aspects of learning activities, support system. In conclusion, they can be contributed for implications of SICAT teaching and learning model universal use at engineering education in University.

• 한국문헌정보학회지
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• 제44권1호
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• pp.29-51
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• 2010

지식정보사회에서는 창의적이고 자주적인 사람을 요구한다. 본 논문에서는 구성주의 교수-학습이 학습자의 자주적 학습능력을 향상시킨다고 보아 자주적 학습을 지원하기 위한 학교도서관의 구성주의적 교수-학습 매체센터로서의 운영방안을 제시하였다. 구성주의를 바탕으로 한 자주적 학습은 학교도서관이 교수-학습 매체센터로 운영될 때 가능하며 다양한 학습자료와 직접적인 상호작용이 클수록 창의적이고 자주적 능력이 향상된다고 판단된다.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제12권3호
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• pp.167-177
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• 2008

The students' beliefs about mathematics teaching-learning come from the social activities in mathematics classrooms; and the mathematics classroom culture to a large extent decides the social activities in mathematics classrooms. So, the students' beliefs about mathematics teaching-learning are decided indirectly by the mathematics classroom culture mainly. The students' beliefs about mathematics teaching-learning react to the social activities in mathematics classrooms, and the social activities in mathematics classrooms react to the mathematics classroom culture. Therefore, the students' beliefs about mathematics teaching-learning react indirectly to the mathematics classroom culture. So, the relationships between the students' beliefs about mathematics teaching-learning and the mathematics classroom culture are dialectic, and the social activities in mathematics classrooms are the medium. In addition, the relationships have some inspirations to the current mathematics curriculum reform in the mainland China.

• 한국컴퓨터정보학회논문지
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• 제22권11호
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• pp.125-133
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• 2017

Recently, as the programming education has become essential in school, discussion of how to teach programming has been important. This study performed a meta-analysis of the effect size depending on the teaching and learning method for the programming education. 78 research data selected from 45 papers were analyzed from cognitive and affective aspects according to dependent variables. The analysis from the cognitive aspect showed that there was no statistically significant difference in the effect size depending on whether or not the teaching and learning method was specified in the research paper. Meta-analysis of the research data where the teaching and learning method was designated displayed significances in CPS, PBL and Storytelling. Unlike the cognitive aspect, the analysis from the affective aspect showed that the effect size of the research data without the specified teaching and learning method was larger than those with specified teaching and learning method with a statistical significance. Meta-analysis of the data according to the teaching and learning method displayed no statistical significance. Based upon these research results, this study suggested implications for the effective programming education.

• 한국초등과학교육학회지:초등과학교육
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• 제30권4호
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• pp.562-573
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• 2011

The purpose of this study was to examine the effects of teaching-learning programs from the perspective of brain-based learning science. Four units in 5th grade elementary science programs of the Revised 2007 National Curriculum were selected as contents to study. As the brain-based learning science analysis method, equations of the brain compatibleness index (BCI) and contribution degree on the brain compatibleness index (BCICRE) were applied to them. This study showed that there were qualitative and quantitative differences among the analyzed teaching-learning programs through the unit and curriculum. The results showed that hands-on activities like experiments or open inquiry activities improved their evaluation of the teaching-learning programs. From the analyzing, teachers can judge whether each teaching-learning program made considered the brain of the learners. Furthermore, this study can provide useful information to consult of various science teaching-learning programs brain-based learning.

• Journal of East Asia Management
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• 제4권2호
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• pp.39-62
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• 2023

Online and offline mixed teaching mode has become an important way to promote the connotative development of higher education. Under the background that offline teaching has become mature, in order to further promote the development of online education, and promote the implementation of the mixed teaching mode, to mix and to provide basis for the construction of the mixed teaching mode, this study takes the online learning effect as the evaluation basis, adopts the online questionnaire survey to conduct statistical analysis of the online learning behavior of 2213 college students, and discusses the differentiation phenomenon of online learning groups from the micro, meso and macro perspectives. It is found that there are significant differences in the online learning effect of college students in terms of the type of learning platform, whether the school implements the online offline mixed teaching mode, education background, grade (bachelor's degree), and region. Colleges and universities should strengthen the promotion of online and offline mixed teaching mode; The online learning platform should improve the platform function and strengthen the functional differentiation design of learning resources for students. Education departments pay attention to the learning effect of online learners in different regions, and bridge the gap in regional education.

• 한방안이비인후피부과학회지
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• 제23권2호
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• pp.163-173
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• 2010

Objectives : The purpose of this study is to survey the needs of oriental medical students about the existing teaching methods and to investigate satisfaction of student-oriented teaching & learning method on the oriental medical ophthalmology & otolaryngology class. Methods : 1. Oriental medical ophthalmology & otolaryngology were studied by student-oriented teaching method with 36 persons( 4th grade, school of Oriental medicine). 2. The satisfaction of school lesson was surveyed with questioning paper before & after applying student-oriented teaching & learning method. Results : 1. 88.9% students replied that the general teaching method is a lecture at school of oriental medicine. 2. They replied that Problem based learning(36.1%) & Team based learning(22.2%) are more effective teaching methods than lecture(19.4)%). 3. 66.6% students replied about the necessity of improvement of major subject's teaching method. Conclusions : 1. The interest & understanding degree were improved compare with other class by lecture. 2. It was positive about the interaction with professor and students(64.8%). 3. It was positive about the diagnosis and treatment of patients in the future(64.7%). 4. It was negative about the present national examination(67.6%). 5. Meditation was helpful at classwork(64.7%).

• 한국가정과교육학회지
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• 제33권4호
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• pp.119-137
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• 2021

본 연구는 청소년의 바람직한 식생활 형성을 위해 온·오프라인을 연계할 수 있는 '블렌디드 러닝'의 수업 방식을 활용하여 중학교 기술·가정① '청소년기 영양과 식행동' 단원으로 교수·학습과정안을 개발하는데 목적이 있다. 본 연구에서 개발된 교수·학습과정안은 한국교육과정평가원의 '분석-설계-개발-평가 및 수정'모형을 적용하였다. 블렌디드 러닝에 적합한 교과서 내용을 분석하고, 차시별 주제, 교수전략, 매체 및 평가도구를 선정하여 교수·학습과정안을 설계하였으며 이를 활용하여 교수·학습과정안, 활동지, 평가도구를 개발하였다. 또한, 개발된 교수·학습과정안은 전문가 검증을 받아 수정·보완하였다. 본 연구의 결과를 살펴보면, 블렌디드 러닝을 적용한 '청소년기 영양과 식행동' 단원의 교수·학습과정안은 현시점에 부합성이 있는 것으로 나타났으며 블렌디드 러닝을 적용한 온라인 수업에서는 학생들이 모둠 및 발표 활동을 제시하여 학습자들의 참여도 및 흥미가 저하되지 않도록 구성되었다. 그리고 개발된 교수·학습과정안은 수업 의도에 맞게 패들렛, 띵커벨과 같은 원격수업 도구를 사용하여 온라인 환경에서도 원활하게 수업이 진행되도록 개발되었음을 확인하였다. 본 연구에서 개발된 블렌디드 러닝을 활용한 교수·학습과정안이 온라인 수업에서 청소년기인 학생들의 올바른 식생활을 실천할 수 있는 수업으로 활용될 수 있고, 더불어 다양한 수업환경을 띠는 블렌디드 러닝 수업에서도 효과적으로 활용될 수 있기를 기대한다.

• 한국과학교육학회지
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• 제24권1호
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• pp.171-182
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• 2004

The purpose of this study is to analyze lesson plans from third to sixth grades of science and to find out teaching strategies in respects of learning functions provided by preservice elementary teachers in education university. On the whole, to control students' learning process preservice teachers used more shared-regulation strategy than strong teacher-regulation one. Teaching activities for regulative learning function were most used in strategy of strong teacher-regulation, and in strategy of shared-regulation those for cognitive learning functions were most used. But teaching activities for affective learning functions were used a little considered in both teaching strategies. In introduction step of instruction, affective and regulative learning functions were more instructed by strong teacher-regulation strategy and cognitive learning functions were more instructed by shared-regulation strategy. The affective, cognitive, and regulative learning functions were largely planned by shared-regulation teaching strategy in development. The regulative learning functions were planned by strong teacher-regulation strategy than by shared-regulation strategy and affective learning functions were considered a little bit in consolidation. There was a tendency that strong teacherregulation strategy was increased in lessons for fifth and sixth grade.

• 한국초등과학교육학회지:초등과학교육
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• 제23권4호
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• pp.326-331
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• 2004

In this study, the relationships among self-directed learning ability, science teaching efficacy beliefs (personal science teaching efficacy and science teaching outcome expectation), life satisfaction, job satisfaction, and other background variables of elementary school teachers were investigated. A survey was administered to 234 teachers from 25 elementary schools in Jeonju. It was found that self-directed learning ability of the teachers was significantly correlated with their personal science teaching efficacy, science teaching outcome expectation, life satisfaction, job satisfaction, and age. A stepwise multiple regression analysis revealed that personal science teaching efficacy, life satisfaction, science teaching outcome expectation, and age were the significant predictors on their self-directed learning ability.