• Title/Summary/Keyword: Teaching-Learning Materials

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The Mediating Effect of Learning Flow on Relationship between Presence, Learning Satisfaction and Academic Achievement in E-learning

  • Park, Ji-Hye;Lee, Young-Sun
    • Journal of the Korea Society of Computer and Information
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    • v.23 no.11
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    • pp.229-238
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    • 2018
  • The purpose of this study is to investigate the mediating effect of learners' learning flow in the effect of presence on academic achievement in web-based e-learning. For this purpose, this study analyzed the influencing relationship between the each factor based on the structural model with the learning flow as a mediator variable. Based on existing theoretical studies, learning satisfaction and academic achievement, which represent learning outcomes, are set as dependent variables, and teaching presence, cognitive presence, and social presence are set as independent variables. Data collected from a total of 256 e-learning learners were used in the analysis of this study. According to the results of the analysis, teaching presence, cognitive presence, and social presence were found to have a significant effect on academic achievement when a learning flow is a mediator variable. Concretely, teaching presence, cognitive presence, and social presence have a positive effect on the learning flow, while learning flow has a positive effect on learning satisfaction. On the other hand, learning flow has a negative effect on academic achievement. As a result of verifying the mediating effect of learning flow on the relationship between presence, learning satisfaction, and academic achievement, there was meditating effect in the aggregate. This study implies that in order to increase the level of learning satisfaction and academic achievement, it is necessary to make the teaching-learning design in the provision of contents and materials for e-learning so that the learner can feel the presence. The results of this study can be used as a basic data for seeking support and promotion strategies for enhancement of future learning flow and presence.

A Study on Mathematizing Teaching and Learning in Highschool Calculus (고등학교 미적분에서의 수학화 교수.학습에 관한 연구)

  • Cho, Wan-Young
    • School Mathematics
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    • v.8 no.4
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    • pp.417-439
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    • 2006
  • Many studies indicate the emerging crisis of education of calculus even though the emphasis of calculus have been widely recognized. In our classrooms, the education of calculus also has been faced with its bounds. Most instructions of calculus is too much emphasis on the algebraic approach, thus students solve mathematical problems without truly understanding the underlying concept. The purpose of this study is to develop mathematization teaching and learning materials and methods in caculus based on the mathematization teaching and learning theories by Freudenthal and the variability principles of conceptual learning by Dienes, In order to this purpose, first, we analyzed the high school mathematics II textbook of 7th curriculum in Korea. Second, we developed mathematization teaching and learning materials and methods in highschool calculus. Consequently, the following conclusions have been drawn: we have reorganized and reconstructed the context problem in calculus based on concepts of tangent line and instantaneous rate of change.

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The Influence of the Learning Materials for Compensating Learning Deficit on the Enhancement of Achievement in Mathematics (학습결손 보충을 위한 학습자료 개발ㆍ활용에 관한 연구)

  • 이병길
    • Journal of the Korean School Mathematics Society
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    • v.1 no.1
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    • pp.121-130
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    • 1998
  • The purpose of this study is to enhance the achievement in mathematics by developing compensatory learning materials and applying those to learning. The conclusions of this study are as follows. 1. Solving the learning tasks by cooperative learning guided instruction to learning by students from teaching by teacher, and it made learning effective and students cooperative in personal-relation 2. Learning materials for compensating learning deficit made students motivated and interested in mathematics, and active in learning. 3. By applying the learning materials for compensating prerequisite learning deficit, students could grasp learning contents and learning tasks, and their achievement could be enhanced. On the basis of problems which appeared in the progress of this study, the suggestions are as follows. 1, The necessity of mathematics in agricultural high schools should be recognized by students and various learning materials should be developed. 2. In cooperative learning, the roles of team-chiefs have a great influence on learning mood and problem-solving processes, they, therefore, must be directed beforehand so that they play the roles of leaders.

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Effect of teaching on reducing mathematics anxiety in university statistics class (대학 통계 수업에서 가르치기가 수학 불안 감소에 미치는 영향)

  • Lee, Young Lim
    • Journal of Digital Convergence
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    • v.19 no.3
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    • pp.99-108
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    • 2021
  • The benefits of teaching learning materials to others have been shown on learning achievement. Anxiety is one of the obstacles in learning and it has been shown that math anxiety is strongly associated with math achievement. Thus, the aim of this study was to investigate whether teaching others benefits math anxiety when university students learn statistics. 59 students who enrolled in statistics class participated and 30 students performed group assignment of teaching peer in a group and 29 students did not. Other than group assignments, the instructor, lectures, assignment of solving the problems, and exams were all the same. The results showed that the math anxiety of students who did group assignments of teaching was decreased at the end the semester. Increased math anxiety yielded negative attitudes toward learning statistics, resulting in poor learning performance. Furthermore, the relationship between math anxiety and the attitudes toward leaning statistics was moderated by teaching others. The results suggest that teaching others has an effect on reducing math anxiety and thus, possibly yield persistent learning gains.

A Study on Possibility of Practical Use of Cryptarithmetic Problems in Teaching and Learning of Mathematics (수학 교수.학습에서의 암호산술 문제의 활용 가능성에 관한 연구)

  • 박교식
    • School Mathematics
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    • v.2 no.2
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    • pp.333-355
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    • 2000
  • In this paper, possibility of practical use of cryptarithmetic problems in teaching and learning of mathematics is discussed. There might be seven cases to use them practically like followings: (1) Cryptarithmetic problems might be used for deepening the mathematical knowledges. (2) Cryptarithmetic problems might be used for fostering mathematical thinking abilities. (3) Cryptarithmetic problems might be used for fostering problem solving abilities. (4) Cryptarithmetic problems might be used as open ended problems. (5) Cryptarithmetic problems might be used as materials for personalized learning. (6) Cryptarithmetic problems might be used as materials for cooperative learning. (7) Cryptarithmetic problems might be used as materials for problems posing.

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Development and application of teaching - learning materials for mathematically gifted students by using Fermat Point - ('페르마 점'을 활용한 중학교 수학 영재 교수·학습 자료 개발 및 적용)

  • Yoon, Joon-Ho;Yun, Jong-Gug
    • Communications of Mathematical Education
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    • v.30 no.3
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    • pp.335-351
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    • 2016
  • The purpose of this study is to develop Project-Based Teaching-Learning materials for mathematically gifted students using a Fermat Point and apply the developed educational materials to practical classes, analyze, revise and correct them in order to make the materials be used in the field. I reached the conclusions as follows. First, Fermat Point is a good learning materials for mathematically gifted students. Second, when the students first meet the challenge of solving a problem, they observed, analyzed and speculated it with their prior knowledge. Third, students thought deductively and analogically in the process of drawing a conclusion based on observation. Fourth, students thought critically in the process of refuting the speculation. From the result of this study, the following suggestions can be supported. First, it is necessary to develop Teaching-Learning materials sustainedly for mathematically gifted students. Second, there needs a valuation criteria to analyze how learning materials were contributed to increase the mathematical ability. Third, there needs a follow up study about what characteristics of gifted students appeared.

Developing Teaching and Learning Materials for the Gifted Students Based upon a Creative Output Related to Catalan Number (`카탈란수의 탐구`에 관련된 창의적 산출물 중심의 수학영재 교수-학습 자료의 개발)

  • Lee, Sang-Keun;Chung, Ki-Young
    • Communications of Mathematical Education
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    • v.21 no.1 s.29
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    • pp.65-79
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    • 2007
  • In this paper we study various aspects of Catalan number with its focus on creative output. As a result we we develop teaching and learning materials for the gifted students which can lead to creative output at the middle school level.

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The Effect of Web-based Multimedia Contents for a Course of Physical Examination and Health Assessment (웹기반 건강사정 멀티미디어 컨텐츠의 학습효과)

  • O Pok-Ja;Kim Il-Ok;Shin Sung-Rae;Jung Hoe-Kyung
    • Journal of Korean Academy of Nursing
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    • v.35 no.5
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    • pp.810-816
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    • 2005
  • Purpose: This study was to test the effectiveness of Web-based multimedia contents for Physical Examination and Health Assessment on learning achievement. Method: Multimedia contents based on Jung's teaching and learning structure model were used to enhance learning achievement. Learning achievement was measured by the knowledge of Physical Examination and Health Assessment. The participants of this study were students in a BSN and RN-BSN program in a university located in Seoul. 59 students in the experimental group received lectures using web-based multimedia contents and 75 students in the control group received regular lectures. Results: The mean score of the degree of educational achievement in the experimental group(mean=31.09) was significantly higher than in the control group(mean=25.55)(t=-3.883, p=.000). Conclusion: These web-based multimedia contents were found to maximizethe effectiveness of the teaching process when used as a teaching aid, and yet kept the strength of a face to face teaching learning method. This program is recommended as part of a main text, vital teaching aid or cyber lecture materials in nursing schools and in health care educational institutions.

A Study on the Development and Effect of the Teaching and Learning Plan for the Dress Part in Home Economics by the Application of the Values Clarification Theory - Centering The Business High School - (가치명료화 이론을 적용한 가정과 옷차림 단원 교수 - 학습 과정안 개발 및 효과 - 상업계고등학교를 중심으로 -)

  • 김소라;이혜자
    • Journal of Korean Home Economics Education Association
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    • v.14 no.2
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    • pp.79-95
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    • 2002
  • The Purposes of this study are first to develop the teaching and learning plan for the dress part in high school's Home Economics by the application of the values clarification theory then to apply it to the classroom activities. and lastly to analyze its effects. We developed the master plan for teaching and learning, and developed the 12 hour sub plans including 7 activities and learning materials. The effects of the teaching are as followings: First, When the self-esteem was compared with the whole classes, there was no difference between the twos, but a boy and a girl who were observed as not making a value-oriented life marked higher score in answering the self-esteem. Second. It was found that values clarification theory made student's degree of participation and interest higher and helped them to choose their dresses in the real life.

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Exploring the possibility of using ChatGPT and Stable Diffusion as a tool to recommend picture materials for teaching and learning

  • Soo-Hwan Lee;Ki-Sang Song
    • Journal of the Korea Society of Computer and Information
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    • v.28 no.4
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    • pp.209-216
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    • 2023
  • In this paper, artificial intelligence agents ChatGPT and Stable Diffusion were used to explore the possibility of educational use by implementing a program to recommend picture materials for teaching and learning according to the class topic entered by teachers. The average time spent recommending all picture materials is about 6 minutes. In general, pictures related to keywords were recommended, and the letters in the recommended pictures could only know the intention to represent the letters, and the letters could not be recognized and the meaning could not be known. However, further research seems to be needed on the fact that the type or content of the recommended picture depends entirely on the response of ChatGPT and that it is not possible to accurately recommend the picture for all keywords. In addition, it was concluded that it is true that the recommended picture is related to the keyword, but the evaluation of whether it has educational value is the subject of discussion that should be left to the judgment of human teachers.