• English Language & Literature Teaching
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• v.11 no.4
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• pp.365-389
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• 2005

The purpose of this study is to present the task model that is the most effective in English language methodology based on the investigation of task-based performance in Korean EFL classroom practice. The subjects were 538 high school students and 126 high school teachers, each of whom had common experiences using the materials of task-based activities for more than one year. To analyze the data, the program SPSS WIN 11.0 including frequency distribution and chi-square analysis was used. The results of the questionnaire analysis showed that both teachers and students had a comparatively high level of satisfaction in task rationale, but that they had some mixed responses in the fields of input data, settings, and activity types. To conclude, a few suggestions are made to provide some meaningful considerations for the EFL teachers and material developers: a) task goals and rationale that encourage the learner's positive motivation; b) authenticity of input data based on the real-world context; c) collaborative learning environment that enhances communicative interaction; d) proportional representation of the creative problem-solving activities related to discussions and decision-making processes; e) systematic introduction of integrated language skills. It also suggests that the multi-lateral task model, which has some positive assets compared to previous task models, be newly introduced and applied to the second language learning classrooms.

• Journal of The Korean Association For Science Education
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• v.14 no.3
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• pp.304-311
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• 1994

Four science concepts were selected from high school science textbook to investigate the differences in priorities of students knowledge activated during solving earth science problems in laboratory and earth science environmental contexts. Two items, one for laboratory context and the other for earth environmental context, were developed for earth selected concept The subjects were constituted of 192 students in 11th grade and 196 in 12th grade in one senior high school. Students' responses were categorized using graph models and analyzed in terms of 'Common Activated Knowledge'(CAK). and 'Specific Activated Knowledge'(SAK) across students' cognitive frames, grades, and sex. As contextual differences of the problems increased, context effects in priorities of CAK were reported in favor of laboratory context, on the contrary those of SAK in favor of earth environmental context. Context effects were reported across cognitive frames, especially students with laboratory cognitive frames showed more significant context effects than others. Lower graders and girls showed relatively large context effects. The results of this study showed that science concepts learned in a laboratory context are not easily transferred to earth environmental context. Therefore, special instructional strategies should be developed to overcome the context effect s according to activated knowledges with high priorities in laboratory and earth environmental context.

• The Journal of Korean Association of Computer Education
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• v.7 no.3
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• pp.91-99
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• 2004

Elementary school students have a great deal of interest in Internet games which provide integrated multimedia and so they become to know well the terminology used in network such as game server, Internet service, transfer time, etc. In addition, they are used to understand the technological phenomena occurring in internet. They, however, have difficulty understanding concepts and principles regarding the phenomena mentioned above because the educational contents in elementary school computer textbooks consist of only ICT education and its applications, i.e., tool-based technology. In this paper, we apply educational learning on network concepts which are the basis on the internet to classroom instruction by using problem oriented models. We conclude that the educational contents in elementary school computer education should be transferred to the area with principles and concepts.

• Journal of Engineering Education Research
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• v.19 no.2
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• pp.76-82
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• 2016

The purpose of this study is to identify core elements required of instruction consulting and to develop a systematic consulting procedure for successful Flipped Learning. The main contents of this study to achieve its purpose are as follows. First, core elements required of consulting are deduced by analyzing cases of instruction implemented with Flipped Learning. Second, consulting procedure is constructed based on core consulting elements of Flipped Learning. Based on the study results, the 3P process is suggested as the elements and procedure of instruction consulting for Flipped Learning. The 3P process has the following characteristics. The first stage Preparation involves guiding students to have an objective viewpoint about the lesson beginning with building a relationship with the instructor. Also, a lesson plan and source materials for lesson are selected and developed. The second stage Performance involves implementing lesson coaching oriented towards cooperative problem-solving to find better direction. The last stage Post-review involves introspection necessary for continuous quality improvement of lessons. The validity of the instruction consulting elements for Flipped Learning applied to deduce the aforementioned results has been verified after specialist review and field application.

• Journal of the Korea Society of Computer and Information
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• v.23 no.4
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• pp.41-49
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• 2018

The purpose of this study is to investigate the effect of computer pointing game on the visual perception ability of children with severe intellectual disability. Based on a literature review, we developed a computer pointing game to improve visual perception ability, which consisted of three stages; catching a hamburger, catching a hamburger and a soda, and catching various foods. At each stage, different instructional models were applied by difficulty level of the contents. Experiments were performed among four children with severe intellectual disabilities for three weeks. They belonged to H public school in Kyeonggi, Korea. Their visual perceptions were quantitatively measured four times by utilizing the Korean Developmental Test of Visual Perception tool (K-DTVP-2). For qualitative evaluation, an observation assessment diary was written and analyzed. All four children at the fourth test showed better visual perception ability, compared with the ability at the first test. As a result of the analysis of the observation assessment, they were considered successful in their learning and ordinary life related to visual perception. It can be concluded that the computer pointing game may play a role in helping children with severe intellectual disabilities improve their visual perception ability.

• Journal of Korea Society of Digital Industry and Information Management
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• v.14 no.2
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• pp.69-78
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• 2018

When it comes to the value of modern education, teachers are required to perform the role of a helper to promote interaction between learners, the role of a manager to facilitate smooth learning, and the role of a guide who has expert knowledge in the learning contents. Therefore, this study investigated what kind of learner-centered teaching methods there are, which require teachers to perform the roles of helper, manager, and guide, and conducted a pedagogical research on coding education to explore class models for self-directed learning. Subsequently, a class model was proposed by applying the flipped learning and havruta learning to a coding class. In this study, the learner-centered education methods of flipped learning and havruta method were applied to constructing a coding class as a university general education course. The feature of this class is that it enables dynamic interaction between teachers and learners as well as active interaction between leaners in a classroom instruction. After applying the proposed method to the actual class and analyzing it, the students taught using suggested method were more positively assessed in learning interest than those taught using a traditional method. And that in academic achievement as well, suggested method was more effective.

• Fourth Industrial Review
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• v.2 no.2
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• pp.1-9
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• 2022

Purpose - The purpose is to present an efficient library-use education model in the form of flip learning, reflecting traditional teaching methods and gamification elements even in such non-face-to-face and face-to-face situations after COVID-19. Research design, data, and methodology - Research on library use education, research on ubiquitous environment and gamification instructional design, flip the learning, and gamification elements are classified, compared, and analyzed to present educational models for library education, COVID-19 Pandemic situation, and subsequent library use education. Result - We propose an e-learning content development strategy for flipped learning-based library education. First, benchmark and use the existing educational contents. Second, a user-friendly interface is configured so that learners can flexibly organize their learning contents. Third, it allows learners to experience it directly or indirectly in a virtual space. Conclusion - If the e-learning environment can be standardized to the level of schools or educational institutions, a good educational model that can be used not only in library user education but also in other fields will be possible.

• Educational Technology International
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• v.8 no.1
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• pp.57-69
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• 2007

The advantages of the Internet enable teachers in the world to break the communication barriers between their schools and collaborate with each other, giving them opportunities for richer educational practices than ever accomplished. I assume that collaborative learning like an international exchange naturally lead the students to acquire the knowledge to communicate with their peers using ICT skills. In this paper, two international exchange projects that have years of practice are reported, i.e., new types of collaborative education projects that the development of the Internet has enabled us to carry out. The international exchanges reported here have been possible because both students and teachers have effectively used the various functions of the Internet. To use English as a "common international communication language" is particularly important for the youth in Asia, and the students have come to realize the importance of English as a communication language through these projects. Also, since these practices are based on the infrastructure of the Internet, they have elucidated what kind of Internet use produces richer educational results .At the final stage of the exchanges, "joint presentation in English" is designed. Students communicate and collaborate over the network, and finally meet with each other and try to give a presentation as a product of their collaborative work. The files and scenes of their presentations are stored on the network and used as educational materials in Asia as well as models for the activities in the following years. We will report how to design international exchange education in this Internet age.

• Fourth Industrial Review
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• v.4 no.1
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• pp.11-18
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• 2024

Purpose: The purpose of this study is to develop a geography class teaching and learning guide that enables learners to realistically explore the characteristics of the world's climate and geographical environment using digital tools. Research design, data and methodology: We review previous research on classes using goal-based scenario learning models, gamification, and digital tools, and explore tools that can be applied to world geography classes. Based on the exploration results, a goal-based scenario learning module is designed and a strategy for promoting educational gamification is established based on the ADDIE instructional design model. Results: The study comprises four sessions. Sessions 1-3 involve performance evaluations using a goal-based scenario learning module. Learners create game characters reflecting geographical characteristics, present results, and proceed with 3D modeling. In Session 4, a gamification class using Google Sites on the CoSpaces metaverse platform will be conducted. Conclusions: The study introduces a goal-based scenario learning model and a gamification class using digital tools to empower learners in exploring geographical diversity and its impact on lifestyles. Utilizing an accessible online platform, the study provides practical measures for integrating digital tools into geography education, addressing the current importance of digital technology in teaching.

• The Korean Journal of Food And Nutrition
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• v.19 no.2
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• pp.183-192
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• 2006

The purpose of this study was to investigate the performance of elementary school dietitians in terms of nutrition education in the northern portion of Gyeonggi province. Self-administered questionnaires were given to 50 dietitians who have worked in elementary schools with self-operation food service, and 35(70%) dietitians returned the questionnaires. The results are summarized as follows: no students took part in nutrition education as a regular course, but all dietitians performed nutrition education in passive ways, such as 'using home correspondence'(39.0%), 'bulletin board/poster'(22.0%), 'using the internet'(13.4%) and 'indirectly through a classroom teacher'(12.2%). Most respondents performed nutrition education 'one time/month'(66.0%) or 'one time/week'(20.0%). The respondents thought that suitable teaching times for nutrition education were 'during a related subject'(35.5%), 'during lunch time'(22.6%) rather than 'during an independent subject'(16.1%). Most of the dietitians(94.3%) did not perform nutrition counseling because of 'a lack of opportunity'(72.7%) and 'workload'(27.3%). Additionally 88.6% of respondents did not have the time of for nutrition counseling for parents because 'am not a teacher'(56.7%) and 'workload'(30,0%). Information sources for nutrition education were mainly 'internet'(71.4%) and 're-educationa1 materials'(17.1%). They possessed instructional materials in the forms of 'printed materials'(35.1 %), 'exhibition/bulletin board'(31.2%), and 'electrical materials'(33.8%), 'but did not have 'solid materials' such as food models and dolls. Generally they had mostly 'leaflets'(82.9%), 'bulletins'(68.6%), 'internet'(57.1%), and 'CDs'(57.1%). Preferences for instructional materials used were 'printed materials'(46.2%), 'exhibition/bulletin board'(36.5%), and 'electrical materials'(17.3%) 'Leaflets'(80.0%) were mainly used; 'CD'(17.1 %) use was low compared to the proportion possessing CDs. The topics frequently chosen by the subjects for nutrition education were 'table manners'(82.9%), 'basic concepts of food and nutrition'(80.0%), and 'proper food habits'(80.0%), but the topics helpful for practical use, such as 'how much do I eat'(20.0%) and 'nutrition labeling'(37.1%), were not included frequently. The respondents thought that 'eating only what they like'(60.0 %), 'intake of processed foods'(17.8%), and 'obesity'(17.8%) were the most common nutritional problems among elementary school children. They also thought that establishing a regular course for nutrition education was an effective way to cut down on these nutritional problems. In conclusion, nutrition education programs that are combined with effective instructional materials and practical topics should be developed. Additionally, it is recommended that dietitians act as teachers who participate in regular courses as soon as possible.