• Journal of The Korean Association For Science Education
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• v.24 no.3
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• pp.565-582
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• 2004

The purpose of this study was to explore the elements of teaching behavior and classify instructional types through the teacher's classroom observation in elementary school science classrooms. 18 elementary school teachers were selected at Seoul city and Kyungkido. The topic of lesson was 'How the weight of object is changed according to the shape to sink in the water'. Each class was recorded and analyzed that. The teaching behavior elements were used inductional analysis method. The instruction types were classified into instructional organization, teaching strategies in teaching-learning processes, the level of openness of inquiry at science classroom. The validity and reliability of the data were analyzed by 7 science educators. The results of the analysis of the teachers discourse showed that there are 23 types of teaching behavior elements. Used teaching behavior elements revealed the differences from each teacher. There were 7 types among the 12 types of class and the most common types of instruction were unsystematic, teacher-centered, and guided-inquiry. The result showed that guided inquiry type was found more than open inquiry type and teacher-centered instructional, content-centered instructional, superficial inquiry process showed characteristic.

• Journal of Engineering Education Research
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• v.13 no.3
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• pp.34-52
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• 2010

This study analyzed class condition using gender-sensitive teaching strategies in technical college and investigated the effects of instruction using gender-sensitive teaching strategies on the students' satisfaction and self-direction. The results of the analysis of classroom condition using gender-sensitive teaching strategies are as follows. In the almost questions, average of experimental group is higher than that of control group. The results of the effects of instruction using gender-sensitive teaching strategies are as follows. Instruction using gender-sensitive teaching strategies didn't affected students' satisfaction in the experimental group, but affected students' satisfaction in B1 experimental group. Meanwhile, instruction using gender-sensitive teaching strategies affected the learning strategic component, subcomponent of self-direction, all students and the self-direction total score of male students in the experimental group. Especially, the instruction affected the self-direction of all students and male students in the B1 experimental group.

• Journal of Korean Elementary Science Education
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• v.26 no.1
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• pp.49-62
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• 2007

The higher cognitive functions of the human brain including teaming are hypothesized to be selectively distributed across large-scale neural networks interconnected to the cortical and subcortical areas. Recently, advances in functional imaging have made it possible to visualize the brain areas activated by certain cognitive activities in vivo. Neural substrates for teaming and motivation have also begun to be revealed. Functional magnetic resonance imaging (fMRI) provides a non-invasive indirect mapping of cerebral activity, based on the blood- oxygen level dependent (BOLD) contrast which is based on the localized hemodynamic changes following neural activities in certain areas of the brain. The fMRI method is now becoming an essential tool used to define the neuro-functional mechanisms of higher brain functions such as memory, language, attention, learning, plasticity and emotion. Further research in the field of education will accelerate the verification of the effects on loaming or help in the selection of model teaching strategies. Thus, the purpose of this study was to review brain study methods using fMRI in science education. In conclusion, a number of possible strategies using fMRI for the study of elementary science education were suggested.

• School Mathematics
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• v.4 no.3
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• pp.331-346
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• 2002

This study has two purposes. One is to know that it is Possible to use portfolio in the elementary math class. The other is to make a useful method for using portfolio. We got the following conclusion through the study. Portfolio gave students an opportunity that they could review their mathematical thinking. But it couldn't work very well for the low-level students. They didn't pay attention to the class. So, careful prepa-ration and training were necessary for the portfolio material. And the portfolio material must be prepared by appropriate contents. Teacher had to do math class by considering students ability. The math class could be much better for motivation, teaching-learning activity impro-vement and communication tool by using portfolio material. There are several imple-mentation processes in preparation, execution and utilization of the class. 1) Preparation: Teacher must decide if it is appropriate for portfolio by analyzing the course and textbook and set a final goal. And then teacher has to select an appropriate item and make a schedule for the class. The portfolio material must contain valuable things from which students learn mathematics and use in their life. The student level, utilization purpose and contents are considered when one prepares portfolio material. 2) Execution: Students are supposed to understand about the portfolio very well. It is important for them to get the opportunity for reviewing through math class diary, their opinion, friends opinion and teachers opinion. 3) Utilization: Parents review ameliorates the communication among teacher, student and parents about learning activity.

• International Journal of Advanced Culture Technology
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• v.5 no.2
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• pp.26-43
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• 2017

This study investigated the effects of TBL nursing education(for the care of congestive heart failure patients) on self identity and self efficacy among nursing students. A one-group, pre-post design was utilized with 28 nursing students as the participants. The scenario of TBL nursing education was created based on PBL, and consisted of four states(1) Present a problem, (2) Problem Follow-Up Steps,(3) Present the results including presentation, and(4) Problem Conclusion and after resolution. And then In-depth interviews were conducted with volunteers on program experiences. The data were analyzed using descriptive statistics, Pearson's correlation coefficients and paired t-tests and Giorgi phenomenology analysis method was performed. The TBL program was effective in self - efficacy and self - identity (p<0.01) increased significantly after the education intervention and The meaning of the TBL experience is four (meaning that the learners embarrassed TBL, aggressive learning attitude change, effective collaboration for problem solving in a free learning environment, university classes imagined in high school), and 67 sub-components appeared as an element. The TBL program is an effective teaching method for nursing education and it can be used as basic data for the development of nursing education based on this research.

• The Journal of the Korea Contents Association
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• v.8 no.11
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• pp.144-153
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• 2008

Edutainment as a new form of educational method is being combined with the education and entertainment, which has possibility of open education improving learning effect for students who are interested in entertaining and studying at the same time. Film education, one of edutainment, offers a new paradigm of alternative educational method using of education as well as playing Therefore, this study will discuss about the purpose and effective forms of film education that should have for edutainment goal. Furthermore, this study offers educational examples of film program which are used for teaching for students. This study mostly suggests diverse educational matter and focuses on researching film education efficacy.

• Journal of the Korean School Mathematics Society
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• v.17 no.2
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• pp.193-205
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• 2014

This study examined the effect of coaching based on private tutoring on students' learning ability and academic achievement in university mathematics education. Those in the coaching group showed statistical significance in academic achievement compared to those in the non-coaching group. In addition, the coaching was found to be more effective for those with poor academic performance or women than those with excellent academic performance or men respectively. Due to limitations on survey time and number of respondents, it is difficult to draw a general conclusion about the effect of coaching in university mathematics education. Still, it is significant that the study applies coaching as a method to teach students university mathematics for the first time and the results are in consistent with those of previous studies on other subjects.

• The Journal of the Korea Contents Association
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• v.15 no.11
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• pp.658-671
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• 2015

The present study explores the effect of blended action learning program on the improvement of the self-directed learning skills of university students. For this, students in the college of education at D University located in the capital area were selected to form 30 students of the experimental group and 30 of the control group. The average age of the subjects is 22.3. They are students in the $2^{nd}$ to $4^{th}$ year of university and the demographic background is relatively homogeneous. The experiment was conducted in the Sociology of Education class (a teacher training course). The self-directed learning skills were pre-tested at the beginning of the term. After that, the experimental group had the class with blended action learning program, and the control group had the class with action learning program. The post-test was carried out at the end of the term. For data analysis, ANCOVA was carried out to compare the scores on post-test of the two groups in consideration of the scores on the pre-test. The results show that first, for the improvement of self-directed learning skills of university students, blended action learning program is more effective than action learning program. Second, in the class for learners with lower degree of cognition and experience, blended action learning program was more effective than action learning program. Third, in terms of management of learning resources and utilization of learning strategies, both action learning program and blended action learning program were not effective. In summary, for improvement of the self-directed learning skills of university students, action learning program, which is a learning method focused on learner's participation and practice, is more effective than the traditional collective lecture among diverse teaching methods. Yet in consideration of the elementary level of university students in terms of intelligence and experience, active use of blended action learning program is required.

• Journal of Internet of Things and Convergence
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• v.5 no.2
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• pp.81-87
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• 2019

It is changing to the 4^th Industrial Revolution rapidly as the information age through the Internet is changing, and it is rapidly changing to the era of the IoT using all things. In education, with the change to the Internet of Things, interest in education for the 4th Industrial Revolution is increasing. It is necessary to change from NetPBL method using Internet to T-PBL using Triz. In this paper, we focus on the task-based learning (T-PBL) method using Triz and examine the necessity and importance of its use. We propose a teaching model using Triz as a tool for T-PBL. Triz is being used as a tool to solve problems in creative ways. We will design a model applying Triz to the blockchain system security class related to the IoT.

• Journal of the Korea Institute of Building Construction
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• v.14 no.6
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• pp.597-604
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• 2014

In order to match the paradigm shift of a construction company for obtaining competitive edge, it is necessary to introduce newly an innovative educational method in the architectural engineering domain. The objective of this study is to adopt team-based learning, whose effectiveness have been proven in other domains, and to examine its applicability in architectural engineering education. To verify its effectiveness, a questionnaire survey of 39 attendees was conducted at the end of a term. As a result of that, academic achievement of students was higher than that of previous teaching method. In the future, team-based learning adopted in more subjects of the architectural engineering will contribute to improve the academic achievement of students by extension, to raise up the competent practitioners.