• The Journal of Korean Medicine Ophthalmology and Otolaryngology and Dermatology
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• v.23 no.1
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• pp.270-281
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• 2010

Objectives : The purpose of this study is to survey the needs of Oriental Medical students about the existing teaching methods and to investigate satisfaction of new teaching & learning method on the Oriental medical Ophthalmology & Otolaryngology Class. Methods : 1. The needs of Oriental medicine whole students(475 persons) were surveyed with questioning paper. 2. Oriental medical Ophthalmology & Otolaryngology were studied by new paradigm teaching method with 116 students(3rd grade, school of Oriental medicine). 3. The satisfaction of school lesson of Oriental medicine 3rd grade students(106 persons) were surveyed with questioning paper before & after applying new paradigm teaching method. Results : 1. 43% students did not know well the purpose of lessons. 2. 46.7% students answered the curriculum has a large quantity. Conclusions : 1. Students want to study with various teaching & learning methods on school lessons. 2. 72.6% students were replied the problem based learning is effective to make a diagnosis and treatment of patients in the future. 3. 58.5% students take a part positively in the conduct of Team based learning study. 4. Team based learning was effective to the interaction with professor and students.

• Journal of the Korea Society of Computer and Information
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• v.23 no.6
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• pp.15-21
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• 2018

The purpose of this study is to design a Content-based Korean Class model using Flipped learning for foreign students. The class model that presents on this paper will lead the language learning through content learning, also it will be enable the student more active and to have an initiative in the class. Prior to designing a Content-based Korean Class model using Flipped learning, the concepts and educational significance and characteristics of flip learning were reviewed through previous studies. Then, It emphasizes the necessity of teaching method adapting Flipped learning to Content-based teaching method in Korean language education. It also suggests standards and principles of composition in Contents-based teaching method using Flipped learning. After designing the instructional model based on the suggested standards and principles, it presents a course of instruction about how learning methods, contents and activities should be done step by step. The Content-based Korean class model using the Flipped learning will be an alternative approach to overcome the limitations of teacher-centered teaching methods and lecture-teaching methods which are the dominant of present classroom environment.

• Journal of National Security and Military Science
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• s.15
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• pp.87-116
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• 2018

This study is a study on applying the teaching-learning theory of education to military school education. For the purpose, the theories of constructivist, cognitive, and behavioral theories of teaching-learning theory are reviewed and applied to military school education. The application of teaching-learning theory to military school education suggested the application of constructivist, cognitive, and behavioral education methods to each core curriculum and OBC curriculum. In addition, Gagne's 9th instructional design model of teaching and learning theory was applied in school education design. Applying the teaching-learning theory of education to military, discussion of situation education is constructivist education method, L&T education is cognitive education method, mastery education is behavioral education method, teaching principle, applicable education method. Based on the teaching-learning theory presented in this study, it is expected that the design of military school education and the application of education method will achieve the goal of more effective military school education.

• Journal of Science Education
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• v.34 no.1
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• pp.23-32
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• 2010

The purpose of this study was to analyze the trend of domestic studies related to science teaching-learning methods. We reviewed articles published according to year, method, subjects and topic. The methods reported commonly in science education books were extracted. Experiment, cooperative learning, and discussion were methods which had been researched widely. Experimental study of them was utilized most. And next content analysis, survey, and case study were utilized much. The most object of experimental study was middle school students. These reviewed papers showed effects which were related to science achievement, attitude, inquiry ability and self-efficacy. As a result of this study we should research to apply and develop science teaching-learning methods variously. We ought to enlarge research direction to analyze context which applies science teaching-learning methods to educational field by qualitative study. We should try to study effects of teaching-learning methods longitudinally and latitudinally.

• The Journal of the Convergence on Culture Technology
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• v.8 no.5
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• pp.423-429
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• 2022

This study is a study on the perceptions of pre-primary early childhood teachers on teaching and learning methods for infants and toddlers in the early childhood teacher training process. This is a mixed study using word cloud analysis and qualitative case analysis on the subject, focusing on literature research and understanding of pre-primary early childhood teachers' 'teaching and learning methods for infants and toddlers'. The purpose of this study was to find out the meaning of a early childhood teacher through thoughts on teaching and learning methods for infants, difficulties, points to be learned, teaching competency to be good as a teacher, and experiences for teaching professionalism. Through the results of this study, it is expected to find a way to increase their sense of efficacy on teaching and learning methods when conducting classes for young children in the future, and to provide basic data for improving the quality of early childhood education.

• Journal of Korea Multimedia Society
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• v.12 no.12
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• pp.1796-1808
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• 2009

Elementary school students have a little awareness of privacy protection since they do not have many opportunities for systematic education on information and communication ethics. Hence, they are likely to expose their own information to others and sometimes bring on a lot of misuses by using others' information. In this paper, we provide an idea for teaching and learning methods which the elementary school students acquire privacy protection and management methods and raise their practical capabilities. We develop a role play teaching and learning model in connection with various Information and Communication Technology (ICT) activities and establish the instruction plans. Moreover, we apply them to the actual classes at grade five and six of the elementary school students respectively, and finally analyze the results. The proposed teaching and learning method shows that the students participated in a series of learning activities have higher learning effects on awareness of privacy protection than those learned with the conventional methods.

• Journal of The Korean Association For Science Education
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• v.32 no.9
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• pp.1427-1442
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• 2012

This study tracked the changes of preservice biology teachers' pedagogical knowledge along with science teaching efficacy throughout sequentially developed science methods course I and II over two consecutive semesters. Two courses, science methods course I and II, aimed these preservice teachers to discuss the notion of science teaching with teaching and learning theories, to learn science instructional models, to design lessons utilizing science instructional models, and to eventually implement microteaching. The preservice teachers were mainly engaged in cooperative instructional planning activities through science methods course I, and engaged in cooperative microteaching activities through the science methods course II. This study revealed that preservice teachers successfully developed pedagogical knowledge and science teaching efficacy after two science methods courses. The science methods course I where cooperative instructional planning activities occurred helped the preservice teachers to improve pedagogical knowledge but not science teaching efficacy. Based on their pedagogical knowledge development, then, these preservice teachers increased science teaching efficacy belief after completion of the science methods course II.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.23 no.3
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• pp.292-299
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• 2016

Purpose: The purpose of this study was to provide a basis for improvement and enhancement of nursing education by investigating learning outcomes that apply to fundamentals of nursing and teaching methods used in classes. Methods: Data were collected from 111 professors of fundamentals of nursing who responded to the self-report questionnaire. Data were analyzed using chi-square test. Results: For learning outcomes in fundamentals of nursing the most frequent number of outcomes was two (35.2%), or three (32.4%). For learning outcomes in fundamentals of nursing practicum, the most frequent number of outcomes was two (32.4%), or three (31.6%). In fundamental nursing classes, teaching methods used most frequently were lectures (98.2%) and videos (60.4%), and in practice classes, demonstration (98.2) and open laboratory (90.9%). Constructivist teaching methods that were utilized in fundamental nursing were team-based learning (19.8%) and case-based learning (19.8%), and for practice classes, objective structured clinical examination (29.7%). In the cross analysis, 28.8% of the nursing professor used the constructivist teaching methods in fundamental nursing and in practice classes. Conclusion: There is a need to continue to improve teaching methods for new nurse-educators and professors and to discuss learning outcomes of fundamental nursing.

• Journal of Elementary Mathematics Education in Korea
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• v.1 no.1
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• pp.17-32
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• 1997

Open education is carried out and studied in both phases of theory and practice in Korean elementary schools in these days. 1 introduced three open teaching and learning methods which we can use practically in elementary school mathematics education. They are the teaching and learning by open-end-approach, From problems to problems and Problem posing. First, I illustrate each meaning of three teaching and learning methods. Next, I presented the concrete plans of each teaching and learning method, and exhibited some examples of students' own works.

• Journal of Engineering Education Research
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• v.13 no.6
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• pp.14-23
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• 2010

Whether the engineering department of universities employs ideal usage of e-learning or not needs to be investigated as many engineering departments diversify the use of the e-learning elements for educational purpose. Applying the teaching and learning methods and characteristics would lead to better strategies which are applied to development of contents and deployment of the e-learning courses. This study examines the characteristics and approaches of the usage of e-learning elements used by some instructors who use multimedia contents in offline teaching and learning environment. The results of this study shows that the e-learning elements assist the face-to-face course and the interactions are manifested in the classroom rather than in online setting. Lecture, hands-on-practice, simulation, and PBL(Problem-based learning) are turned out to be the major teaching and learning methods. This study signifies the need for use of various teaching and learning methods by the instructors and provision of PBL environment.