• The Mathematical Education
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• v.61 no.4
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• pp.521-537
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• 2022

The unprecedented COVID-19 pandemic has disrupted, interrupted, and changed the way we normally prepare our teacher candidates in teacher preparation programs. In this paper, we, two mathematics teacher educators (MTEs), reflect our own experiences in appropriating, transforming, reconstructing, and modifying our pedagogies of teacher education in making a transition from face-to-face to online environment during the COVID-19 pandemic. Using a collaborative self-study, we discussed issues, challenges, changes, opportunities, and innovations of teaching an elementary mathematics methods course in the online environment. Using a constant comparison method, we explored the following three themes: (1) using virtual manipulatives; (2) creating collaborative, interactive, and shared learning experiences for preservice teachers; and (3) making preservice teachers engaged in student thinking. These findings indicated that online teaching requires transformative knowledge for teacher educators. Transferring face-to-face to online is not a simple matter of putting the existing content to online; it should focus on pedagogical improvement in teaching mathematics rather than technology's sake or how it can be repurposed in a new online environment in a way that students' learning is optimized. The findings of this study provide implications for unpacking MTEs' technological pedagogical content knowledge (TPACK), creating collaborative learning experiences for preservice teachers, and designing a collaborative self-study between MTEs engaged in the community of professional learning.

• Journal of Science Education
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• v.35 no.2
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• pp.230-239
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• 2011

This study developed examination test tools for concepts of weather changes of middle school students, analyzed the hierarchy of concepts associated with weather changes by means of knowledge state analysis method, and examined the knowledge state and lesson effects of each individual learner. The hierarchy of the knowledge state of concepts of middle school students associated with weather changes followed the steps of 'humidity ${\rightarrow}$ air mass ${\rightarrow}$ cloud ${\rightarrow}$ precipitation ${\rightarrow}$ front ${\rightarrow}$ weather'. Cases were identified where the knowledge state of students that was thought to be similar to each other among the group of students who have scored almost the same points and thus were thought to have almost the same learning ability, have turned out different in the knowledge state from each other. Namely, the level of knowledge state structuralized differed, suggesting that differing prescriptions should be made according to the knowledge state of each student concerned. Analysis of the knowledge state of learners helps prepare learning prescriptions for each student and appraise prior learning. To examine effects of teaching-learning that has taken into consideration the hierarchy of knowledge state and concepts, lessons were conducted in comparison with the order in which syllabuses are presented in the textbooks, with the result that when knowledge state of learners have been taken into consideration, students made scores significantly higher (p < .05) than otherwise. This indicates that in introducing the unit of weather changes better teaching and learning can be achieved by reordering the contents of subject matters of the textbook by grasping the knowledge state of learners.

• Journal of Gifted/Talented Education
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• v.23 no.4
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• pp.567-592
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• 2013

The purpose of this study is to investigate effective teaching and learning method for teaching decision-making on Socio-Scientific-Issues(SSI) in science classroom. So we carried out new teaching and learning trial for decision-making about Global Warming issues. Our new trial focused on self-directed and cooperative learning in decision-making about SSI. And our participants were science gifted or science high-achieved students in middle school. We analysed students' written decision-making of the last process in our new trial. We can find our instruction made progress in informed decision-making, structure of argumentation, reflective thinking stage, using the scientific information and understanding of the nature of science. As a result, self-directed and cooperative learning in decision-making on SSI leads students to the meaningful decision-making scientifically.

• Journal of the Korean School Mathematics Society
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• v.24 no.1
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• pp.59-81
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• 2021

This study aimed to investigate how the learners' mathematics learning processes change with repeatedly reading mathematical text. As a way to teach and learn mathematics, we also wanted to examine the effect of repeated reading and to explore the implications for a more efficient teaching and learning strategy. To help us with this study, we mainly used eye tracking and heart rate (HR) measurement. There were four cycles in a cycle of repeated reading, and the number of repeated readings for all cycles was fixed to three times. Eight prospective mathematics teachers in the Department of Mathematics Education of a National University in South Korea participated. Data were analyzed in five aspects: (1) the total reading time per round, the total reading time per slide; (2) the change trends of total reading time per round and slide; (3) the order of slides read; (4) the change trends of HR per round. We found that most participants read in a similar pattern in the first reading, but the second and third reading patterns appeared more diverse for each learner. Also, the first reading required the most time regardless of the repeat cycle, and the time it took to repeatedly read afterward varied depending on the individual. Based on the findings of this study, the most primary conclusion is that self-directed mathematics learning by using repeated reading is effective regardless of cycle. In addition, we suggested four strategies to improve the efficiency of this teaching and learning method.

• The Journal of the Korea Contents Association
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• v.21 no.2
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• pp.362-373
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• 2021

This study sought to explore the enhancement of the introduction of teaching and learning methods for Problem Based Learning (PBL) and the evaluation factors to evaluate them effectively through an understanding lecture in Cultural Content Planning. It was intended to incorporate a practical zero-volume education methodology of problem-oriented learning and sufficient leading learning to reflect storytelling in the entire process of completing a cultural content with culture, cultural content, and content planning. To this end, the role of teaching methods should be faithful to ensure that teamwork and cooperation can be done organically according to the educational field, practice and situation. Students who take classes were asked to meet demand, reflect it through surveys, apply real-world problems, and acquire the entire course. Learners had to cooperate with each other until planning cultural content and completing the results through classes, and they evaluated themselves and colleagues in teamwork until the last result was completed from creative ideas. The results were shared together and the students were able to investigate the necessary PBL evaluation factors for themselves, and the prior research and survey on the method of PBL evaluation was conducted to derive the factors of understanding of cultural content planning. The derived assessment elements were able to identify priorities between the assessment elements using basic statistics, word cloud analysis, and AHP analysis. The components of the assessment derived were communication skills, basic knowledge, reasoning process, expertise, and evaluation techniques. Through this article, I was able to lead the understanding of cultural content planning to problem-oriented learning classes and encourage students to be familiar and smooth.

• Journal of Industrial Convergence
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• v.17 no.4
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• pp.103-115
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• 2019

Background: This study was conducted to identify the experiences of nursing students students who participated in jigsaw cooperative learning in medical terminology classes. Methods: Data were collected through in-depth individual interviews and analyzed using the Colaizzi phenomenological analysis methodology. Results: Six categories emerged through experiences of jigsaw cooperative learning of nursing students. The specific categories are 'two contrasting emotions that exist under consciousness', 'progression towards self-directed learning', 'resurrection of community spirit', 'facing the growing self', 'realistic limits', and 'co-operation that has risen above consciousness'. Conclusion: Jigsaw cooperative learning enhances nursing students' self-directed learning and community consciousness. It is a very useful teaching and learning method that encourages growth through community spirit and cooperation. In the future, we propose a study using jigsaw-cooperative learning in various classes.

• The Journal of the Institute of Internet, Broadcasting and Communication
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• v.24 no.2
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• pp.79-86
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• 2024

In this paper, we propose a virtual learning platform based on various interactions that occur during real class activities, rather than the existing content delivery-oriented learning metaverse platform. In this study, we provide a learning environment that combines AI and a virtual environment to solve problems by talking to real-time AI. Also, we applied G-learning techinques to improve class immersion. The Virtual Edu platform developed through this study provides an effective learning experience combining self-directed learning, simulation of interest through games, and PBL teaching method. And we propose a new educational method that improves student participation learning effectiveness. Experiment, we test performance on learninng activity based on real-time video classroom. As a result, it was found that the class progressing stably.

• Journal of The Korean Society of Integrative Medicine
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• v.9 no.2
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• pp.53-61
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• 2021

Purpose : The purpose of this study is to explore the effectiveness of online blended learning(asynchronous online learning class 1+synchronous online learning class 2) method and discuss the applicability of online blended learning. In this study, we will analyze the differences in class satisfaction and academic achievement between asynchronous online learning and online blended learning classes, and discuss the strengths, weaknesses, and satisfactions of online blended learning. Methods : The subjects of this study were 39 of the occupational therapy students who took the 'child development' course. Asynchronous online learning class was applied for 1-6 weeks and online blended learning was applied for 9~14 weeks. The online blended learning class consisted of 1 hours synchronous online learning and 2 hours asynchronous online learning. For the asynchronous online learning, the screen recording program of OBS Studio was used, and for the synchronous online learning, the Zoom program was used. The results of course evaluation and academic achievement of students according to the type of lecture were compared, and a survey was conducted on the satisfaction of online blended learning. Results : The results of this study are as follows. First, satisfaction(A class: t=-4.19, p=.001, B class: t=-7.94, p=.00) with online blended learning classes was significantly higher than asynchronous online learning. Second, when applying online blended learning class, academic achievement(t=-10.58, p=.00) was significantly higher. Third, the online blended learning class showed the highest satisfaction in improving the interest in the subject, and it was found to be helpful in online class management, professor-student interaction, and class content understanding. Conclusion : We have found that online blended learning can compensate for the shortcomings of online lectures and increase the quality of the lectures and the satisfaction of students. The application of online blended learning should be supplemented according to the characteristics of each class, and I hope that blended online teaching methods can be developed based on new ideas in the future.

• The Journal of Korean Philosophical History
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• no.56
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• pp.209-238
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• 2018

The purpose of this research is to analyze characteristics of the method of education or learning reflected in the teacher-student relationship in On Haeng Lok By Toe-gye and explore their relevance to modern education. By writing various works and conversing with his students, Toe-gye devoted himself in the education of the traditional Confucian principles. Specially, he taught his students based on two Confucian educative principles, namely Shim Deuk(心得) and Goong Haeng(躬行). Judging from this, Toe-gye can be seen as someone who tries to fulfill the role of teacher as dictated in the educative principles of the Confucianism. In Confucianism, teacher is responsible for forming a well-rounded view on life in student, rather than simply transmitting knowledge. As such, the teacher was supposed to find a harmonious way to create something new based on what was inherited from the past generation and try to do his best in learning new things himself and teaching his students. These Toe-gye managed to do successfully, earning his students' trust and respect. Being moved and inspired by their teacher, the students continued their intellectual pursuit. This relationship between Toe-gye and his students can be analyzed from the perspective of education method and discussed in terms of cognitive learning and adult learning. In terms of cognitive learning, the education method reflected in the relationship is similar to potential learning, insight learning, and imitation learning. In terms of adult learning, it is similar to self-directed learning and communicative learning.!

• Journal of Korean Elementary Science Education
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• v.37 no.4
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• pp.402-415
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• 2018

This study aims to inquire into the U. S. elementary school teachers' storylines for science teaching methods, scientific knowledge and interactions with students. As research subjects, two American elementary school teachers, named Christina and Melissa, were selected. As test tools, this study adopted Storyline Test and semi-structured interviews. Firstly, in regard to the science teaching method, Christina evaluated that she gradually improved her science teaching skills up to positive 6 points, starting from 2 points in the first year of teaching career, while Melissa sustained a stable state with 5 points in the 9th year of teaching career, starting from 1 point in the first year of teaching career. It was found that both the teachers had more confidence in their science teaching methods by participating in various training programs. Secondly, Christina evaluated her scientific knowledge in the first year of teaching career as 4 points, but evaluated her present scientific knowledge as stable as 6 points since she started studying teaching materials actively, discussing with other teachers and having more ability of application through science class integrated with other school subjects, in the 7th year of her teaching career. On the other hand, Melissa evaluated her scientific knowledge in the first year of teaching career as 1 point since she did not exactly know what to teach elementary school students, but in the 6th year of teaching career, she sustained a stable state with points through joint-activities with other teachers. It was found that chances to research with other teachers had important effect on both the teachers' confidence in scientific knowledge. Thirdly, in regard to interactions with students in science class, Christina said that she did not have any interaction with students when instructing inquiry activities in the first year of teaching career, but since the 10th year of her teaching career, she had sustained a stable state with 6 points through active interaction with students, by leading learning projects and science competitive exhibitions, etc. On the other hand, Melissa evaluated her interaction with students in the first year of teaching career as 1 point because her class was reading-oriented, but since the 9th year of teaching career, she had sustained a stable state with 6 points so far, by developing inquiry activity strategies to improve interaction with students. Overall, it was found that inquiry activities played a central role in improving both the teachers' interaction with students.