• Journal of Fisheries and Marine Sciences Education
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• v.25 no.4
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• pp.937-957
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• 2013

This study was conducted for the purpose of developing the UCC project teaching and learning model based on the rationale which are applicable effectively in the field of university education. Firstly, we have designed the rationale based on the research of documents and preceding researches about teaching method models. Secondly, we have developed the UCC project teaching and learning model. the UCC project teaching and learning model based on the rationale was assessed by the professional formative evaluation group and tested in the field of university education in advance and thereafter. It was finally rectified and supplemented. Particularly, any corrections were to be made repeatedly in the stage of developing of the UCC project. And also, during the assessment and arrangement process, it was designed for the study participants to feel a sense of achievement as learners who combine knowledge and attitudes toward participants'subjects of the curriculum and professional vocational skills by performing the nursing science training scene which could happen in the field. Thirdly, the final version of the UCC project teaching and learning model was verified in its effectiveness by being applied in the field of the nursing science education in the $2^{nd}$ step. As a result, we noticed that learners diverse abilities were improved through systemic process and performing elements such as teaching plan which was needed for designing the UCC project in the field, making storyboard and skills for making video contents. We hope that the UCC project teaching and learning model in this study will be used by the students for designing, developing and utilizing educational UCCs which are necessary in industrial fields and it will contribute for training university students as professionals having the practical skills in the field.

• 한국정보교육학회:학술대회논문집
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• 2010.08a
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• pp.59-66
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• 2010

Opensource LMS Moodle consists of module of various forms and can mount learning materials of various forms. We can mount the number of contents on the Web in Moodle. In doing so, We can configure effective courses for teaching-learning activity. Moodle can reflect course design of a wide variety of teacher using a variety of learning resources and learning activities. The results of operating during 1 semester, all faculty or students were satisfied with course using Moodle. Class in the classroom is interactive systems of teacher and students, but class has one-way system in reality. E-learning can be used to complement this phenomenon. Moodle gives a free and powerful features in designing e-learning courses. In this reserch we made up course applying typical teaching-learning of design and model the process of Glaser. We analyed teaching - learning activity case of Understanding and Application of Information science course of 2010year 1 semester in Seoul national University of Education using LMS Moodle and pursued future expansion plan of Moodle.

• Journal of Korean Home Economics Education Association
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• v.18 no.2 s.40
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• pp.15-27
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• 2006

The purpose of this research was to develop and analyze the effects of ICT based teaching learning process plans for 'Designing My Home' unit of Technology Home Economics subject in High School. The seven housing contents were selected from 8 textbooks and 8 teaching resources at the analyses stage. A specific homepage(ieduhome.cafe.com) was built to utilize the eight ICT teaching learning process plan as well as many other resources at the planning & development stages. The number of 68 highschool students have participated for the application stage during September 4-26, 2003 and the same number have studied the same contents through regular teaching learning plans as a comparison group. Experimental groups have significantly more increased in the knowledge and understanding of the housing contents than have comparison groups. The same results occurred in the interests in Home Economics, Housing, and Internet utilized study. The Design reports were not statistically differed between two groups based on the objective evaluation criteria. The results of this study generally supported previous research and showed that the In teaching learning plans were more effective in various aspects than were the regular plans.

• Journal of Digital Convergence
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• v.9 no.3
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• pp.249-260
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• 2011

This study aimed to develop a problem-based learning model for mind study based on the insight into a general problem-based learning and contemplation of mind study. Focusing on the main stages commonly regarded important in precedent studies on problem-based learning process, the procedures were designed as follows: 1) choosing a text 2) setting a goal for learning 3) developing a problem 4) preparing a set of learning materials 5) developing an assessment tool 6) designing a plan for teaching and learning. The content and range of the stages were presented and how the main activities should be conducted was also discussed in a main body. These procedures were specified through examples of problem-based learning on the subject of 'mind'. It also suggested how to play a role of teacher as a guide or coach with presenting various examples of teacher talk and specific activities for learners to keep the intention of primary problem-based learning by performing a set of procedures.

• 대한공업교육학회지
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• v.38 no.2
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• pp.89-113
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• 2013

The study started from the point that learners should be basically equipped to quickly respond to changes in demand for future human resources efficiently and effectively, and an attitude to take part in learning voluntarily should thus be cultivated. To this end, the author applied the TAI model based on a module as a class strategy to solve problems related to several classes occurred in specialized high schools. This application of the TAI model was also motivated by the necessity for designing an appropriate teaching-learning method that encourages improvement of self-learning capacity, consistent learning motivation, and willingness rather than external factors. Through this work, the author aims to heighten the interest of learners and improve endurance in learning. The study results are as follows. First, the learning unit was structuralized as a module and then learning stages were proceeded with so that capacity to adapt to learning would improve. The achievement standard (learning goal) was structuralized in a module type by analyzing and reorganizing the textbook considering the link between the actual practice field and a curriculum based on subject characteristics. Through the process of module type learning stages, the student's capacity to ascertain characteristics of units and to adapt to learning both improved. Second, through application of a TAI model based on a module, Self-Directed Learning capacity and capacity to adapt to a new field improved. By applying the module, Self-Directed Learning could be accomplished more effectively than in the existing passive learning environment. By grafting cooperative learning of the TAI model, students had greater interest and achievement in classes, self-confidence and community consciousness, and an opportunity to broaden their thinking. In particular, improvement of self-confidence is effective in cultivating the capacity required in industrial society to transcend the learning of simple functions and knowledge, as well as the capacity to adapt to new environments. Third, by solving tasks focused on fields related to industrial sites, not only actual survey capacity but also additional capacity to identify and solve tasks through various experiences improved. Furthermore, it was helpful for students to have interest and motivation about their own life and learning to cultivate the qualities and capacity to adapt to the working world where new knowledge and technology rapidly change. Fourth, by applying a standard-based assessment system for technical subjects introduced in 2012 to model design for learning plans, clearer and more objective assessment criteria were arranged, and individual learning through instruction at each achievement level could be accomplished. This improved achievement level of individual learners was helpful in reaching achievement goals at specific levels by overcoming the disadvantages of cooperative learning in each group.

• Journal of The Korean Association For Science Education
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• v.17 no.3
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• pp.289-299
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• 1997

This study has been undertaken in the light of constructivist view of teacher education. Participant observation, unstructured interview and questionnaire were used to explore the process and the role of practicum in science teacher education. The subjects were 19 student teachers majoring in physics education; 8 had participated at boys junior high school, 11 at senior high school. The student teachers had very critical and negative perception on their school days' science lessons. They had expected to do 'better' in their practicum but there were only 3 to 5 opportunities of teaching under the umbrella of textbook. Explanation in the classroom and solving exercise problem were the main features of student teachers' lessons. Much of the lessons were similar when it is to same topic and the main reference for their lesson preparation was the textbook. The student teachers felt the design of teaching approach as the most difficult thing during their lesson preparation. They realized that teaching is harder than they thought and they should consider students' level and responses. Though they had become to have more positive perception on teaching job through their field experiences, their decision on job preference did not change. More than half did not want to be a teacher. The student teachers recognised the courses related with science education as the most useful to their teaching in practice among the program of college of education which they had taken. The experience of writing one lesson plan or teaching in front of their peers, designing a new demonstration equipment were recognised as valuable and helpful element of the courses. They proposed to reduce the amount of general education courses and to emphasize the courses relevant with science education and practicum. The limited opportunity of teaching in practicum was pointed out as problematic. Though the practicum was recognized as a 'good' experience to student teachers, it was confined by textbook and limited teaching opportunity. In conclusion, the practicum was not organized and implemented as a meaningful experience of science teaching and learning. There should be more structured studies on what kind of perceptions and experiences the student teachers had brought to the science teacher education program, how they interact with the elements of the program and how they affect to their science teaching. The structure and content of practicum also should be studied and developed so as to make practicum as a meaningful experience of science teaching and learning.

• Journal of the Korean School Mathematics Society
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• v.23 no.1
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• pp.159-177
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• 2020

Education researchers have been continuously interested in the teacher's ability to design lessons and conducted various studies in order to improve the teacher's professionalism in determining the quality of school instruction. So, this study explored the change of instructional design through the lesson reflection of pre-service mathematics teachers who participated in practicum settings. As a result, in the lesson plan prepared by pre-service mathematics teachers, the motivation to induce learning in the introduction stage, to present the learning contents in the development stage, and to reconstruct the formative evaluation of the closing stage was the highest rate. And the categories of the reconstructed contents appeared intensively in terms of curriculum contents and teaching and learning methods. This result can be attributed to the lack of experience in designing and performing lessons by pre-service mathematics teachers, so it suggests that the opportunity to design and conduct classes that take into account the practical aspects of education should be provided in the preparation process for pre-service mathematics teachers.

• Journal of Educational Research in Mathematics
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• v.8 no.1
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• pp.59-71
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• 1998

Recently, most classrooms in Korea are fully equipped with multimedia environments such as a powerful pentium pc, a 43″large sized TV, and so on through the third renovation of classroom environments. However, there is not much software teachers can use directly in their teaching. Even with existing software such as GSP, and Mathematica, it turns out that it doesn####t fit well in a large number of students in classrooms and with all written in English. The study is to analyze the characteristics of problem-solving process and to develop a computer program which integrates the instruction of problem solving into a regular math program in areas of quadratic functions and ellipses. Problem Solving in this study included two sessions: 1) Learning of basic facts, concepts, and principles; 2) problem solving with problem contexts. In the former, the program was constructed based on the definitions of concepts so that students can explore, conjecture, and discover such mathematical ideas as basic facts, concepts, and principles. In the latter, the Polya#s 4 phases of problem-solving process contributed to designing of the program. In understanding of a problem, the program enhanced students#### understanding with multiple, dynamic representations of the problem using visualization. The strategies used in making a plan were collecting data, using pictures, inductive, and deductive reasoning, and creative reasoning to develop abstract thinking. In carrying out the plan, students can solve the problem according to their strategies they planned in the previous phase. In looking back, the program is very useful to provide students an opportunity to reflect problem-solving process, generalize their solution and create a new in-depth problem. This program was well matched with the dynamic and oscillation Polya#s problem-solving process. Moreover, students can facilitate their motivation to solve a problem with dynamic, multiple representations of the problem and become a powerful problem solve with confidence within an interactive computer environment. As a follow-up study, it is recommended to research the effect of the program in classrooms.