• Journal of Digital Contents Society
• /
• v.7 no.1
• /
• pp.59-65
• /
• 2006

The development of web service area enables to integrate the various existing systems into web, which have been utilized to the several fields such as education business and companies. The e-learning could be an important teaching method for English education in that the learners prefer to use of the visual material in language learning. The students are provided with the motivation of learning for it is interesting to them. The purpose of this study is to research the problems so that web service can be organized efficiently for the education of English. In addition, this paper is to suggest an alternation of the direction for development of skills to solve the existing problems.

• Educational Technology International
• /
• v.19 no.1
• /
• pp.35-60
• /
• 2018

The purpose of this study was to analyze the types of lesson and its effectiveness with digital textbook. To address those goals, we had observed five classes of the primary school, which designated as a research pilot school for digital textbook. Based on the result of observation, 3 types of lesson with digital textbook were categorized: Teacher-directed lecture (type 1), Blended learning (type 2), and Flipped learning (type 3). Depending on the type of lesson was analyzed the positive and negative effectiveness by means of matrix analysis method. As a result, in Teacher-directed lecture (type 1), there was found out the participation of the lesson in atmosphere of stable and comfortable as positive experience, also digital textbook operating immature and boring as negative experience. In Blended learning (type 2), there was found out the fun by sharing the product and peer feedback, and flow by learning transfer as positive experience, also digital textbook operating immature and understanding the difference between assignments as negative experience. In Flipped learning (type 3), there was shown the positive attitude and ownership in the lesson as positive experience, also distracting and boring in the lesson when learner was excluded in participation as negative experience. Based on the results, we suggested some strategies for improving positive experience and protecting negative experience in the lesson with using digital textbook.

• Journal of the Korean School Mathematics Society
• /
• v.1 no.1
• /
• pp.139-149
• /
• 1998

The purpose of this study is to check out whether the method that students make problems and anouence them to both students and teacher in the next class influence on the students' intersts, attitudes, logical thinking ability and lerning achievement in mathematics. The following is the experimental design and procedure. First, the author divided students into two groups. One is the experimental group and the other is the control group. These two groups' students consist of the advanced level, the intermediate level and the elementary level according to the students' learning proficiency Second, the author used the different teaching method between the experimental group and the control group. The author gave the experimental group's students the learning assignment problems according to their three levels and made students present the problems to the instructor and classmates in the next class. On the other hand, the author gave the control group's students learning assignment problems according to their three levels, and made them only submit their assingment to the instructor. The results of this study are as follows : 1)The method of solving and presenting the self-made problems on the basis of the informations to solve the given preceding model learning problems according to students' levels made students' learning attitudes more positive even though the method couldn't enhance the students' interests in mathematics. 2)The method of solving and presenting the self-made problems was effective to improve the logical thinking ability for especially the intermediate level's students among the three levels. In addition, the intermediate level's students showed great positive changes in their improvements of the learning achievment. It is assumed that this result is caused by two major factors(reasons). One is students' confidence that they can solve the fundamental problems without difficulty. And the other is students' desire to solve the problems of the intermediate level or more advanced level.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.18 no.11
• /
• pp.564-572
• /
• 2017

This study explores lectures experienced by pre-service early childhood teachers at 'S' university who took the linked-courses in Early Childhood Education major, and examine its in-depth meaning. The 29 study participants demonstrated a mock class during the Early Childhood Teaching Method course and developed teaching materials for demonstration during the Early Childhood Teaching Material and Teaching Method course in the first semester of 2017. The researchers analyzed group-based learning journal, teaching portfolio and focus-group interview of pre-service early childhood teachers. The conclusions of this study are as follows. First, pre-service early childhood teachers found that the balanced linkage of two subjects enabled them to effectively concentrate on the course. Second, they were able to organize linked-knowledge by creating teaching materials and preparing for the course after learning from their mistakes. Third, the teachers became able to understand the importance of the experience of linked-courses in Early Childhood Education major. Fourth, they also got to understand the value of special bonds among group members. To summarize, this study suggests the necessity and importance of pre-service early childhood teachers' experience of linked-courses in Early Childhood Education major for their education course.

• Journal of the Korean Chemical Society
• /
• v.64 no.2
• /
• pp.84-98
• /
• 2020

In this study, we analyzed the influences of lecture design using CoRe upon the professor's teaching professionalism in the aspects of pedagogical content knowledge (PCK). The participants are three professors from the college of science-engineering located in Chungcheong-do. After collecting their syllabi, we observed their lecture and conducted the orientation. Afterward, we collected the CoRes which they prepared before the lecture. Then we observed their lecture and conducted semi-structured interviews. This process was carried out twice. We analyzed their syllabi, CoRes, videotaped lectures, field notes, the teaching materials, and interview transcripts. The results revealed that professors not only clarified the learning objectives and the characteristics of students but also reflected them in the lecture. In addition, they established the teaching strategies according to the characteristics of contents in the unit. As they recognized the necessity of understanding students' achievement, they selected the assessment method and applied it in the lecture. In some cases, however, they lacked presenting learning objectives specifically and explained students' misconceptions without inducing new concepts. They also presented a shortage of considering students' prior knowledge. They lacked providing students with an opportunity to participate in lectures, and their assessment method was not effective. Based on the results, we discussed implications to improve teaching professionalism using CoRe.

• Journal of Elementary Mathematics Education in Korea
• /
• v.14 no.2
• /
• pp.287-314
• /
• 2010

The algorithm is a chain of mechanical procedures, capable of solving a problem. In modern mathematics educations, the teaching algorithm is performing an important role, even though contracted than in the past. The conspicuous characteristic of current elementary mathematics textbook's manner of manipulating multiplication algorithm is exceeding converge to 'standard algorithm.' But there are many algorithm other than standard algorithm in calculating multiplication, and this diversity is important with respect to didactical dimension. In this thesis, we have reconstructed the experimental learning and teaching plan of multiplication algorithm unit by making the best use of diversity of multiplication algorithm. It's core contents are as follows. Firstly, It handled various modified algorithms in addition to standard algorithm. Secondly, It did not order children to use standard algorithm exclusively, but encouraged children to select algorithm according to his interest. As stated above, we have performed teaching experiment which is ruled by new lesson design and analysed the effects of teaching experiment. Through this study, we obtained the following results and suggestions. Firstly, the experimental learning and teaching plan was effective on understanding of the place-value principle and the distributive law. The experimental group which was learned through various modified algorithm in addition to standard algorithm displayed higher degree of understanding than the control group. Secondly, as for computational ability, the experimental group did not show better achievement than the control group. It's cause is, in my guess, that we taught the children the various modified algorithm and allowed the children to select a algorithm by preference. The experimental group was more interested in diversity of algorithm and it's application itself than correct computation. Thirdly, the lattice method was not adopted in the majority of present mathematics school textbooks, but ranked high in the children's preference. I suggest that the mathematics school textbooks which will be developed henceforth should accept the lattice method.

• The Journal of the Korea Contents Association
• /
• v.22 no.5
• /
• pp.697-710
• /
• 2022

This study was conducted to prove the structural relation of how effective teaching methods in remote design courses affects learning participation and academic achievement. The data was acquired and analyzed with case study of design classes. The scale of remote practical classes, learning participation and academic achievement were measured and the data acquired were verified using SPSS and AMOS to prove the influence. The results are as follows. First, using the lecture method in remote classes appeared to have a negative effect on cognitive, emotional, and behavioral participation. Second, flipped learning had a positive effect on cognitive and emotional participation but no effect was found on behavioral participation. Third, PBL had a positive effect on all emotional, cognitive, and behavioral participation. Fourth, videos did not have any meaningful effect on cognitive and emotional participation but had a positive effect on behavioral participation. Fifth, only cognitive participation had a positive effect on academic achievement, but no relations were found between emotional and behavioral participation and academic achievement. These results suggest that it is needed combining actual classes with the PBL method and flipped learning and creating different programs.

• Korean Journal of Health Education and Promotion
• /
• v.9 no.2
• /
• pp.103-120
• /
• 1992

The purpose of this study was designed for the model development of curriculum of school health education including learning-teaching method, through analysis of results compared between a regular schedule health instruction and irregular health education. And this study is an attempt to give fundamental information for establishing of school health subject as the concept and scope of the school health subject is still not recognized and accepted satisfactorily in Korea. The data were collected by questionnaire from middle school girls and were carried out from 1989 to 1991. The major results obtained from this study were as follows: A Analysis of the case of school health. instruction 1. The responses of students about health eaducation : The positive rate of answers on the 'Health education is very important subject' was 91.2%, and on the 'I can maintain well healthful life : int of selfcare' was 87.1%. 2. The condition on knowledge, attitude and practice about health education: Education group had higher scores than comparison group about all most of questions, especially sex-education and drug abuse prevention education. 3. All the case of disease early founded out during the health instruction were children disease such as bone-tumor, lymphoma, hydrocephalus, and leukemia. B. Model development of school health education 1. Component of the health education subject (1) Healthful Life → Personal Health (2) Physical anatomy and Prevention of disease → Community Health (3) Growth and Development(sex education) → Community Health (4) Environment and Health → Community Health (5) Previntion of drug abuse → Human Health (6) Safety life → Human Health 2. Leanning - teaching method of health instruction (1) A Model of leaning-teaching method : A regular circulating health instruction by the component health subject for 2 hours a month. (2) B Model of leaning-teaching method : A regular schedule health education for hour a week.

• Clinical Endoscopy
• /
• v.55 no.1
• /
• pp.113-121
• /
• 2022

Background/Aims: We have been developing artificial intelligence based polyp histology prediction (AIPHP) method to classify Narrow Band Imaging (NBI) magnifying colonoscopy images to predict the hyperplastic or neoplastic histology of polyps. Our aim was to analyze the accuracy of AIPHP and narrow-band imaging international colorectal endoscopic (NICE) classification based histology predictions and also to compare the results of the two methods. Methods: We studied 373 colorectal polyp samples taken by polypectomy from 279 patients. The documented NBI still images were analyzed by the AIPHP method and by the NICE classification parallel. The AIPHP software was created by machine learning method. The software measures five geometrical and color features on the endoscopic image. Results: The accuracy of AIPHP was 86.6% (323/373) in total of polyps. We compared the AIPHP accuracy results for diminutive and non-diminutive polyps (82.1% vs. 92.2%; p=0.0032). The accuracy of the hyperplastic histology prediction was significantly better by NICE compared to AIPHP method both in the diminutive polyps (n=207) (95.2% vs. 82.1%) (p<0.001) and also in all evaluated polyps (n=373) (97.1% vs. 86.6%) (p<0.001) Conclusions: Our artificial intelligence based polyp histology prediction software could predict histology with high accuracy only in the large size polyp subgroup.

• Proceedings of the Korea Contents Association Conference
• /
• 2019.05a
• /
• pp.471-472
• /
• 2019

많은 나양한 교수법들이 존재하지만 일반적으로 공학 교과목에서는 PBL교수법과 프로젝트 팀 교수법을 가장 많이 사용하고 있다. 본 논문에서는 2018년 2학기 공학 프로그래밍 교과목을 3개를 선정하여 PBL 교수법과 프로젝트팀 교수법을 적용하였고, 두 교수법의 학습만족도, 교육성장도, 학업성취도를 설문조사하여 학습효과를 분석하여 보았다. 그 결과는 저학년은 PBL법이, 고학년은 프로젝트 팀 교수법이 학습효과가 좋았다. 따라서 같은 프로그래밍 교육이지만 학년에 따라 교수법을 달리 선택할 필요가 있다.