• Journal of Elementary Mathematics Education in Korea
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• v.1 no.1
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• pp.67-86
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• 1997

The purposes of this paper are to show problem-solving strategies and their typical problems to suggest specific ways to teach strategies to promote problem-solving abilities. (1) Problem-solving strategies can be divided into general strategies and specific strategies. General strategies refer to procedural teaching-learning activities based on Polya's 4 step problem-solving. Specific strategies refer to Lenchner's 12 problem solving strategies and their characteristics which are helpful to the substantial solution of specific problems. (2) Concerning to problem-solving strategies teaching, the followings are suggested. First, the sequence of strategy teaching should be from easy to difficult ones, from short to long ones. Second problems for strategy training should be simple and good enough to serve as examples of the strategies. Repetition with similar problems are needed. Third, analysis and comparison of various strategies, and extension and adaptation of the strategies to complicate problems are needed. Fourth, procedures of strategies teaching are the follows: Have students make their own strategies focused on the solution process; Have students solve the problems with expectation of the solving methods; Have students compare and reflect on their solving methods; And assess problem - solving processes.

• Journal of Korean Elementary Science Education
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• v.31 no.1
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• pp.109-124
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• 2012

Developing pedagogical content knowledge (PCK) has been emphasized for teacher's professionalism and it should be done from systematic teacher training courses. In this study, we investigated changes of elementary pre-service teachers' PCK of science teaching and motivational strategies before and after a training course. For the analysis of pre-service teachers' PCK, their lesson plans, surveys, and interviews were collected. According to the results, in the beginning of the semester, pre-service teachers in the experimental group usually used didactic or combination of didactic and inquiry teaching strategies and a few pre-service teachers used inquiry or discovery teaching strategies when making lesson plans. However, at the end of the semester many pre-service teachers used inquiry teaching strategies in their lessons which included activities of asking students' prior knowledge, conducing experiments, finding conclusion, and comparing teachers' explanations with students' explanations. Regarding motivational strategies, in the beginning of the semester they focused using activities to create student's emotional interest in science lesson but at the end they used other strategies to create positive atmosphere for learning, capture intellectual interest in science, and connect science to students' everyday lives. The changes in pre-service teachers' PCK in the experimental group was meaningful because there was less change in pre-service teachers' PCK in the control group. This study implies the need for effective professional development programs for developing pre-service teachers' PCK.

• The Journal of Korean Association of Computer Education
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• v.7 no.3
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• pp.1-14
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• 2004

The demand for learning programming anywhere at a low cost at any time is increasing. Accordingly, there have been a great number of web-based programming courses. Generally, teaching Web-based programming classes is very challenging. Thus effective methods for teaching these courses should be researched. Based on several years of experiences in teaching a Web-based programming course as well as the related literature, this paper presents its effective teaching strategies. First, some design strategies of its course contents for developing programming skills are proposed, considering the characteristics of programming courses as well as potential learners. Next, its effective assessment and class management strategies are proposed. Finally, we evaluate the results of student grades and operation of a Web-based programming course offered most recently using proposed strategies. They demonstrate that we can enhance learning effects of the course.

• English Language & Literature Teaching
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• v.9 no.spc
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• pp.185-208
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• 2003

The purpose of this paper is to examine some of the theories concerning socioaffective strategies, to analyze the dialogues of the students negotiating for meaning of a reading material and to suggest some implications of socioaffective strategies for teaching reading. The examination of the theories - the interaction hypothesis and the sociocultural theory - suggest that the use of socioaffective strategies facilitates more effective understanding of information that is to be found. distributed, and taken in among the participants. The discourse analyses of the students' interaction in a Korean college English reading class show ample evidence of the use of socioaffective strategies that helped them understand the meaning of a text. However, the analyses show that the strategies are mostly used to ask questions concerning the meaning of clauses. Only few analytical questions are raised for some structural and pragmatical features in the text which are crucial to the understanding of its meaning. Imbalance also exists in the types of the questions used by the participants. The analyses indicate that, instead of negotiating more interactively, the students tend to rely upon a more advanced student when they face difficult English sentences. Therefore as a conclusion this paper emphasizes the importance of teaching socioaffective strategies to help students to help themselves to become more cooperative, independent and analytical in reading English texts.

• Journal of Fisheries and Marine Sciences Education
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• v.29 no.2
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• pp.396-408
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• 2017

This study aims to analyze pre-service elementary teachers' oceanographic literacy, understanding of ocean environmental problems and opinions on teaching strategies for ocean topics. As survey participants, this study selected 126 pre-service elementary teachers. Firstly, as a result of testing their oceanographic literacy, this study found out that out of all the basic principles, 'Oceans Largely Unexplored' was highest in the mean score, followed by 'Human Connections', 'Ocean & Its Life Shape Earth', 'Habitability', 'Biodiversity', 'Weather & Climate' and 'Size of Ocean'. Besides, regarding environmental problems affecting all the aspects of ocean, they mentioned oil spills caused by vessel accidents, so called 'Oil Pollution', as the most serious marine environmental problem. Regarding environmental problems affecting coral reefs, they considered over-fishing as the most serious problem. Secondly, as a result of analyzing their opinions on effective teaching strategies for ocean-related topics in elementary science textbooks, this study found out that regarding topics about understanding the undersea topography in the chapter of the earth and moon, they proposed 'Making an Undersea Topographic Model with Sand' most as an effective teaching strategy. As an effective teaching strategy for the chapter of animals' lives, they proposed 'Classifying Animals with Marine Animal Cards' most. As an effective teaching strategy for the chapter of ground surface changes, they proposed 'Making and Simulating Seashore Topography' most.

• Journal of English Language & Literature
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• v.54 no.2
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• pp.189-215
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• 2008

This study proposes using children's literature as a means of teaching and learning English as a foreign language and suggests practical strategies on the basis of transactional theory of reading suggested by Rosenblatt (1994, 1995). This study suggests three novels written for children or young adults: On My Honor (1986) by Marion Dane Bauer, The Giver (1993) by Lois Lowry and Hatchet (1987) by Gary Paulsen. These texts were selected because of their diverse topics, easy and comprehensible language, engaging stories, and authentic and rich expressions, making them effective materials for foreign language learners. This paper is organized as follows: First, it reviews research on teaching literature in English education and response-oriented language teaching to provide theoretical background of literature-based language teaching and learning. Second, it provides the background of the texts selected for the study. Third, it develops diverse, practical strategies for instructors who intend to use children's literature in EFL teaching. We expect to guide EFL instructors in adopting children's literature in their English class by connecting theory and practice and by providing diverse methods and strategies, and sample responses by EFL university students.

• International Journal of Computer Science & Network Security
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• v.22 no.5
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• pp.255-265
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• 2022

Educational programs for students with intellectual disabilities have undergone drastic changes in pursuit of the general curriculum. Accordingly, teachers in various fields, including mathematics, strive to find effective methods that enhance learning. The objective of this systematic review is to examine the field of teaching mathematics to students with intellectual disabilities to investigate relevant effective teaching strategies and required teaching skills. To achieve this goal, studies published during the period 2018-2021 were reviewed. Findings indicate the inclusion of nine studies that met the inclusion criteria out of 55 studies. The included studies found that the system of least prompts (SLP) in conjunction with feedback and error correction, and schema-based instruction are generally the most effective strategies in teaching mathematical skills to students with intellectual disabilities. Addition is the most targeted skill, followed by subtraction and algebra problem solving. The least targeted skills are multiplication, recognition of geometric shapes, calculating price after discount, rapid recognition of numbers, and rapid problem solving. The paper provides recommendations and suggests venues of future research.

• Journal of The Korean Association For Science Education
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• v.34 no.6
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• pp.559-569
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• 2014

In this case study, we investigated teaching strategies of science teacher's teaching in science museum. Two secondary science teachers who completed a teacher training course on teaching in science museums participated in this study. We conducted interviews about their perceptions on teaching in science museum and their teaching plans before teaching. Then, we observed and recorded their teaching practices in the science museum throughout one semester, and collected all of the teaching materials. The interviews were also conducted after every lessons and at the end of the semester. For the analysis of teaching strategies, we used a framework that was revised from the framework for museum practice (FMP). The analysis of results revealed that the teachers understood the significance of planning the activities in a series of pre-visit, during-visit, and post-visit, so that they structured their teaching as continuous activities, not as an one-time event. However, they showed differences in the extent of connecting the activities with the national science curriculum according to their teaching objectives. In addition, there were differences in strategies such as promoting social interaction, evoking students' curiosity and interest, providing students with choices and control, and inducing engagement and challenge depending on each teacher's perceptions and experiences on teaching in science museum. These results suggest that science teacher education for the professional development of teaching in science museum should systematically provide knowledge and experiences on teaching strategies based on appropriate perceptions on teaching in science museum.

• Journal of Korean Elementary Science Education
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• v.23 no.1
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• pp.50-60
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• 2004

The purpose of this study was to define teachers' learning motivation strategies and students' responses by analyzing science classes and interviews. The subjects were first grade and sixth grade teachers and students of an elementary school. The analysis tools are based on Keller's ARCS theory. The differences of teachers' motivation strategies were analyzed by grades and teachers' and students' backgrounds. The interviewers were composed of three teachers and three students of first grade, and three teachers and three students of sixth grade. The data were collected by recording of the classes using tape recorders, video cameras, and notebooks written by researchers. The results are as follows. First, teachers had their own styles of teaching strategies in their classes. Especially teachers' teaching backgrounds affected on the teachers' instructional strategies. The teachers who had long teaching experiences of lower grade students used to show a lot of attention strategies. While the teachers with long teaching experiences of higher grade students used to show few learning motivation strategies. Especially, sixth grade teachers used to show fewer confidence strategies than first grade teachers. Second, all of the teachers used to show few satisfaction strategies commonly in all the classes observed. Third, the students' recognition of the motivation strategies were not different according to their conceptions or activities of the classes. Commonly first grade students focused on the attention strategies, while sixth grade students focused on negative motivation strategies. Fourth, the teachers who believed that students need detail guidance and control recognized the needs of satisfaction strategies by students' autonomous activities after observing video tapes of other teachers' classes.

• Journal of Korean Elementary Science Education
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• v.24 no.5
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• pp.539-545
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• 2005

The purpose of this study was to investigate the effects of science teaching using ARCS strategies on elementary pupils' teaming motivation and academic achievement. For this purpose, 67 children of 2 classes in the 5th grade of an elementary school were involved, and each class was assigned to experimental and comparison group. The experimental group, consisting of 33 children, were applied with the teaching method using ARCS strategies, while the comparison group, 34 children, were applied with traditional-type teaching method. The instruction effects were analyzed through pre/post-test's results using the questionnaires of loaming motivation and academic achievement. The results of this study are summarized as follows. After science lessons, it was found that the teaching method using ARCS strategies was more effective in improving learners' motives of teaming science and academic achievements than traditional instructions. And the instruction using ARCS strategies was effective to the children who were in low and middle level in academic achievement compared to those in high level.