• 한국학교수학회논문집
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• 제21권3호
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• pp.287-301
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• 2018

개별지도가 수학 기초 학력이 부진한 학생들의 수학 학업성취도와 수학 태도에 미치는 영항을 조사하였다. 그 결과 개별지도 집단(실험집단)이 비교집단 보다 수학 학업성취(미분과 적분 내용) 및 수학에 대한 태도가 향상된 것으로 나타났다. 실험집단 내에서는 사전 수학 학업성취도와 사후 2차 수학 성취도간에 상관이 있는 것으로 나타났으며, 사후 수학에 대한 태도가 높은 학생일수록 사후 수학 학업성취도가 높게 나타났다. 비교집단 내에서는 사전 수학에 대한 태도와 사후 수학에 대한 태도 간의 상관이 있는 것을 나타났으며, 사후 수학에 대한 태도와 사후 수학 학업성취도 간에 상관이 있는 것으로 나타났다.

• 공학교육연구
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• 제19권3호
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• pp.23-34
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• 2016

Teaching orientations represent teachers' general way of conceptualizing their teaching. The orientations are regarded as a very important factor in developing teachers' pedagogical content knowledge because they often guide their instructional decisions such as the selection of contents and teaching strategies, the use of curricula materials, and the evaluation of learning. Thus, understanding teachers' orientations can provide meaningful suggestions to understand their instructional approaches and furthermore to enhance the quality of engineering education in college. The research question for this present study was what kinds of teaching orientations engineering professors possessed in teaching engineering courses and how the orientations were represented in their teaching. Six engineering professors, particularly interested in instructional approaches, participated in the research. The data sources included in-depth interviews with individual professors, classroom observations with field notes, and related documents. In results, four teaching orientations toward engineering courses were identified: 1) expert knowledge in engineering, 2) engineering practice, 3) social practice, and 4) interdisciplinary design. Individual professors had between one to three different teaching orientations. Even though the professors had similar orientations but their instructional strategies somewhat varied based on the disciplines.

• 한국초등수학교육학회지
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• 제1권1호
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• pp.1-16
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• 1997

문제해결력 신장을 위해서는 아동 개개인에게 문제 해결 전략을 체득시키고, 의도적인 문제 해결 과정과 개별적인 문제 해결 경험의 기회가 주어져야 한다. 개별화를 지향하는 학습 지도 방안을 구성하기 위하여 문제 해결 학습 활동 형태를 개별 학습 활동 형태, 집단 학습을 곁들인 개별 학습 활동 형태, 팀 티칭의 형태로 구분하였다. 이러한 학습 활동을 지원하기 위하여 문제해결 지도 중점별 교수 학습 활동 흐름을 구체화한 후 구체물이나 반구체물 조작 방법과 여러 가지 문제 해결 전략 및 문제 해결 과정을 개별 지도하는 수업을 실시하여 그 결과를 분석하였다.

• 대한공업교육학회지
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• 제30권1호
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• pp.19-36
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• 2005

The purpose of this study is to develop the Public Practice Center's teaching-learning model by applying blended learning strategies which is complementary to the expected problems such as expansion of the educational object and diversity of the curriculum to maximize the educational effect and to analyze activation types of the Practical Practice Center to expand the Public Practice Center's function and role by studying the document. Blended Learning Strategies are established in consideration of the following eight (8) factors ; learning environment, learning purpose, learning contents, learning time, learning place, learning type, learning media, type of interaction. It is redesigned and amended to the KEDI's individual confirmation instruction model for skill learning (1975) which is considered to be effective in the filed of education by applying features, educational contents of the Public Practice Center's teaching and merit of Blended Learning Strategies simultaneous. This model is composed of six (6) steps as shown below; 1. Understanding on the purpose and orientation 2. Observation for demonstration of fundamental skill 3. Ex on-line learning 4. Acquirement of element skill 5. Confirmation for acquirement of fundamental skill 6. After on-line learning. Further to this, this model is designed so that the above eight factors will be applied to the students effectively and the merit of e-learning and off-line practice will be mixed to the learner's expectation and satisfaction.

• 비교문화연구
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• 제19권
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• pp.339-358
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• 2010

This paper aims to propose teaching plans based on individual learner's experience and from a cross-cultural viewpoint by applying Currere as a method of Korean life-culture education. Current Korean culture education programs are not systematic, and are being executed without differentiation from language education. Thus, this study proposes Korean life-culture teaching plans based on the method of Currere. We suggested Currere teaching-learning stages and strategies for Korean language learners by adapting Pinar's and Jeong Seong-a's method of Currere. The Currere teaching-learning stages consisted of introduction, regression, progression, theme analysis, data analysis, group discussion, and integration. Although the method of Currere is implemented through autobiographic writing, this study added the strategies of 'personal experience telling' and 'schema utilization and background knowledge provision'. In order to enhance the applicability of Currere to Korean life-culture education, we suggested teaching plans for the theme of "How to dispose rubbish" as an example. We suggested detailed teaching plans that teachers can apply in the actual classroom. We expect that these teaching plans may be applied to actual classes so that Korean culture education may not be limited to the acquisition of knowledge, but be linked to their real life.

• 한국과학교육학회지
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• 제21권2호
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• pp.357-384
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• 2001

본 논문에서는 통합과학교육에 관한 이론적 방향과 실제적 교수 학습방안을 연계성 있게 제시하여 과학교사들의 통합과학교육에 관한 이해를 도움과 동시에 통합과학 수업 보조자료를 개발하여 실제수업에 활용할 수 있도록 하였다. 이를 위해 공통과학 교과내용 중 통합 과학적 성격이 특히 강한 에너지 단원을 대상으로 통합과학 교수 학습 방안을 모색하였는데, 이것은 이전 논문에서 구성한 '통합과학교육의 방향별 에너지 교수 학습 전략' 을 바탕으로 하고 여기에 각 방향별 특징에 적합한 수업 모형을 적용한 것이다. 즉, 지식내용중심의 통합은 물리, 화학, 생물, 지구과학의 지식을 통합하기 위해서 '에너지의 여행' 을 주제로 선정하고 ' 개방된 발견학습' 수업모형을 적용하여 개념과 탐구관련 중심으로 모색하였다. 사회문제중심의 통합은 과학관련 사회문제를 해결하기 위하여 '에너지의 미래'를 주제로 선정하고 '발생학습' 수업모형을 적용하여 학습자의 인지과정을 중심으로 모색하였다. 개인흥미중심의 통합은 과학과 개인흥미의 통합을 위하여 '에너지의 변신' 을 주제로 선정하고 '프로젝트' 수업모형을 적용하여 학습자의 흥미나 관심분야를 중심으로 모색하였다. 이상과 같은 방향에 따른 통합과학 교수 학습 방안은 다음과 같은 순서에 의해 모색되었다. 먼저, 각 주제별로 다루어야할 통합과학적 교수 학습 내용을 구성하고, 이를 바탕으로 각각의 주제를 통합적으로 수업하기 위한 통합과학적 수업 절차를 설계하였다. 그리고 작성한 수업 절차에 따라 실제 통합과학 수업에서 적용할 수 있는 통합과학적 수업 지도안을 작성하였다. 이상의 연구는 21세기를 대비한 통합과학교육의 방향정립과 교재, 교사, 학생을 고려한 종합적인 통합과학교육 프로그램 개발에 활용될 수 있을 것으로 생각된다.

• 한국과학교육학회지
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• 제30권3호
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• pp.353-365
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• 2010

This study explored the accumulated personal practical knowledge of six experienced science teachers in teaching SSI. The guiding research questions were: 1) how did they develop their understanding of SSI and their goals for teaching SSI over many years, and 2) what are the practical issues that the teachers have experienced while addressing SSI in science classrooms. The data source included individual interviews with six science teachers. Each interview lasted 50-70 minutes long and was audio-taped. Data was analyzed based on the methods suggested by Miles and Huberman (1994). Results indicated that, although their motivations for teaching SSI were personal and different, two major categories emerged. One group of teachers was mainly motivated by SSI itself, and the other group was motivated by the teaching aspects that SSI brings. The SSI-oriented group was very sensitive to SSI as it occurs in contemporary society. The teaching-oriented group paid more attention to the educational benefits that addressing SSI could bring to students. Their motivations for teaching SSI influenced how they set up their purposes for teaching, and their purposes for teaching guided them to use appropriate teaching strategies to make their SSI teaching more effective. All of their practical concerns were also connected to their basic motivations for teaching SSI.

• 영어어문교육
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• 제11권1호
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• pp.37-55
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• 2005

This study examines the effects of two motivational orientations on the use of language learning strategies at overall, category, and specific-item levels. 184 students (males and females) from a Korean university responded to the following two questionnaires: the Motivational Orientation Questionnaire (MOQ) developed by the author and Oxford's Strategy Inventory for Language Learning (SILL). The results showed that both integratively- and instrumentally-oriented students were moderate strategy users overall. Integratively-oriented learners were found to use learning strategies more often and a broader spectrum of strategies than instrumentally-oriented learners. A noteworthy finding, however, is that strategy use was not motivation orientation-specific. In other words, the two motivational groups were found to share the similar patterns of strategy use. Independent samples t test results revealed that integratively-oriented students exhibited significantly greater use of overall strategy than instrumentally-oriented students. This phenomenon held true for the use of cognitive, metacognitive, and social categories. At the specific item levels, 13 of the total 50 individual strategies were shown to be employed significantly more often by integratively motivated learners than by their instrumentally motivated peers.

• 한국수학교육학회지시리즈A:수학교육
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• 제41권2호
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• pp.173-187
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• 2002

The purpose of this study through ethnographic inquiry is to describe how an elementary teacher teaches mathematics with understanding. The ways that teachers'beliefs affect instructional activities, what means understanding from the view of cognitive psychology, and ethnographic research tradition were reviewed to anchor theoretical background of this study. A third-grade teacher and his 45 students were selected in order to capture vivid and thick descriptions of the teaching and learning activities of mathematics. Three major sources of data, that is, participant-observation with video taping, formal and informal interviews with the teacher and his students, and a variety of official documents were collected. These data were analyzed through two phases: data analysis in the field and after the fieldwork. According to data analysis, ‘teaching mathematics with understanding’ was identified as the teachers central belief of teaching mathematics. In order to implement his belief in teaching practices, the teacher made use of three strategies: ⑴ valuing individual student's own way of understanding, ⑵ bring students' everyday experiences into mathematics classroom, and ⑶ lesson objectivies stated by students. It is suggested for future research that concrete and specific norms of mathematics classroom for the improvement of mathematics understanding are needed to be identified and that experienced and skillful teachers' practical knowledge should be incorporated with theories of teaching mathematics and necessarily paid more attention by mathematics educators.

• 공학교육연구
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• 제15권5호
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• pp.87-92
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• 2012

Independent study is a major ability of engineering students. In independent study training practice, we need to use different instructional strategies and responds to individual student needs and learning styles. The purpose of this paper is to demonstrate a four-step student independent study training mode we applied to teaching the Biomedical Engineering students in Dali University, China. We developed this teaching mode to fulfill the goals of the first years' undergraduates training and improve the students learning skills. The four-step teaching mode includes both in-class and out-of-class activities. The emphasis is on how to train students to get information from the reading materials, understand the concept, develop critical thinking and eventually become independent learner.