• 한국과학교육학회지
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• 제5권2호
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• pp.139-145
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• 1985

This study was undertaken to analyze the research trends on science education in Korea. In this study the analysis for of trends of researches on science education, nine areas such as historical change of science Education, Processes of science learning science curriculum, science instruction, teaching-learning materials and equipment for science education, valuation on science education, survey on Korean science education, policy and management of science education, and natural science, were chosen for the analysir. All science education. thesis and dissertations in Korea, papers of science education published by the science center of the Seoul National University and the papers of the Journal of the Korean Association of Res Search in science Education were analyzed. The findings of this study are as follows: 1. Seventy percentile of science educational thesis and dissertations are on natural science areas. 2. About 14% of all papers being sampled is in science curriculum research category. There are few research studies on historical changes of science education, and teaching-learning materials and equipments for science education.

• 대한수학교육학회지:학교수학
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• 제11권3호
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• pp.431-462
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• 2009

본 연구에서는 지수의 역으로 정의되는 로그를 학습한 학생들을 대상으로 로그 개념과 성질에 대한 오류를 조사하고, 학생들 스스로 오류를 교정할 수 있도록 역사 발생적 수학 학습 지도 원리에 따른 교수-학습 모듈(module)을 개발하여 수행평가로 적용하고 그 교수학적 효과를 분석하였다. 교수-학습 모듈은 로그에 대한 수학적 분석, 역사발생적 과정에 대한 분석, 학생들의 오류에 대한 심리학적 분석을 바탕으로 로그의 정의와 기본 성질 단원을 중심으로 개발하였다. 교수-학습 모듈의 교수학적 효과는 로그의 뜻과 성질에 대한 사전 사후 지필 평가 결과의 정답률과 오류 발생률을 비교 분석하였다. 구체적으로 유의수준 .05에서 단일표본에 대한 t-검정 결과, 교수-학습 모듈을 적용한 수행평가가 짧은 시간동안 이루어졌음에도 효과가 있는 것으로 나타났다. 그리고 로그의 뜻과 성질 단원에서 나타난 5가지 오류 유형인 '기호나 용어, 개념에 대한 이해 부족으로 인한 오류(E1)', '정리나 성질에 대한 불완전한 이해로 인한 오류(E2)'와 '선행 지식의 부족으로 인한 오류(E3)', '계산 실수로 인한 오류(E4)', '풀이 과정의 중단으로 인한 오류(E5)' 중 교수-학습 모듈을 적용한 결과, E2와 E1 오류가 크게 개선되었다.

• 컴퓨터교육학회논문지
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• 제9권4호
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• pp.25-34
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• 2006

초중등 학교교육에 e-러닝 체제가 도입되고 있지만, 정규교육과정에의 도입이 어려운 형편이다. 또한, 프로젝트 학습을 정규교육과정에서 현실적으로 적용하기에는 시수 부족이나 교과 접근에 대한 어려움을 초래하고 있다. 본 연구에서는 이와 같은 문제점을 해결하기 위해 블랜디드 기반의 프로젝트 학습 진략을 수립하고 적용, 분석하였다, 이를 위해 블랜디드 학습 및 정보통신기술 기반 프로젝트학습의 개념에 대한 이론적 탐구를 하였다. 또한, 통합 교과기반 학습 주제를 선정하고 5단계 블랜디드 프로젝트 교수학습 전략을 구체화하였다. 구체화 전략은 토론, 역할 분담, 대안 평가 진략이었으며 온클래스-온라인, 온클래스-오프라인, 오프클래스 온라인의 유형으로 수업을 진행하였다. 적용 결과 학생들은 짧은 기간으로 인하여 아쉬움을 나타냈지만, 전체적으로 프로젝트 수업 효과에 긍정적인 반응을 나타냈다. 이에, 본 연구는 e-러닝을 정규학교교육에서 실천할 수 있는 가능성을 제시하였으며, 디지털 기반의 학습자 중심 수업의 방향을 제시할 수 있었다.

• 컴퓨터교육학회논문지
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• 제9권2호
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• pp.47-55
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• 2006

효과적인 데이터베이스 수업방법을 모색하기 위하여 상황학습 이론을 교수 학습에 적용하여 효과를 분석하여 보았다. 이를 위해 관련 선행연구를 분석하고 데이터베이스 핵심 내용을 블룸의 교육목표 분류 기준에 의해 분석하였다. 그리고 데이터베이스 교육 내용을 기본 지식 단계와 기능 및 확장지식 단계로 분류하는 전략을 제시하였다. 이와 같은 연구를 바탕으로 실험, 통제 집단을 선정하였으며 데이터베이스 교수학습 효과의 기준을 지식 및 기술과 태도영역으로 설정하였다. 그리고 실제 교육과정을 구성하여 교수학습을 전개하여 다음과 같은 결과를 도출하였다. 적용결과는 상황학습을 적용하여 데이터베이스 교육을 받은 학습 집단이 DB개념, DB 조작, DB테이블 작성에 대해 높은 성취도를 나타내었으며 기능 중심의 데이터베이스 교육을 받은 학습 집단보다 긍정적 태도를 나타냈다. 또한, 향후에는 데이터베이스 및 컴퓨터과학 영역에 대하여 상황학습 이외의 다양한 교수학습 방법을 적용, 분석해야 할 것이다.

• 의학교육논단
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• 제11권1호
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• pp.35-43
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• 2009

Learning strategies are defined as behaviors and thoughts that a learner engages in during learning and that are intended to influence the learner's encoding process. Today, demands for teaching how to learn increase, because there is a lot of complex material which is delivered to students. But learning strategies shouldn't be identified as tricks of students for achieving high scores in exams. Cognitive researchers and theorists assume that learning strategies are related to two types of learning processing, which are described as 'surface learning' and 'deep learning'. In addition learning strategies are associated with learning motivation. Students with 'meaning orientation' who struggle for deep learning, are intrinsically motivated, whereas students with 'reproduction orientation' or 'achieving orientation' are extrinsically motivated. Therefore, to foster active learning and intrinsic motivation of students, it isn't enough to just teach how to learn. Changes of curriculum and assessment methods, that stimulate deep learning and curiosity of students are needed with educators and learners working cooperatively.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제22권1호
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• pp.35-46
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• 2019

This study examines how open-ended tasks can be implemented with the support of redefined learning goals and teaching practices from a student-centered perspective. In order to apply open-ended tasks, learning goals should be adopted by individual student's cognitive levels in the classroom context rather than by designated goals from curriculum. Equitable opportunities to share children's mathematical ideas are also attainable through flexible management of lesson-time. Eventually, students can foster their meta-cognition in the process of abstraction of what they've learned through discussions facilitated by teachers. A pedagogical implication for professional development is that teachers need to improve additional teaching practices such as how to tailor tasks relevant to their classroom context and how to set norms for students to appreciate peer's mathematical ideas in the discussions.

• 대한수학교육학회지:수학교육학연구
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• 제11권1호
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• pp.67-87
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• 2001

Variable concept plays a crucial role in understanding not only algebra itself but also school mathematics which is algebra-oriented. It solves as an essential means in applying mathematics to the real world because il enables us to describe varying phenomena in the real world. In this study, we examined some matters related to the learning of variable concept in school mathematics. In Particular, we discussed on the teaching of variable concept in the [7-first] stage of the 7th Mathematics Curriculum. We analysed the textbooks in the [7-first] stage and attempted to explain concretely the contents and teaching methods of variable concept which be taught in school mathematics. After reconsidering the practices on variable concept teaching, we pointed out the problems of formalistic teaching method and then proposed the direction in which variable concept teaching should go.

• 한국과학교육학회지
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• 제5권2호
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• pp.81-88
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• 1985

The purpose of the study was to establish a new view of textbook which may contribute to the abolishment of the instruction mainly based on the only textbook and to the promotion of creativities of students. We first reviewed science textbooks and related teaching-learning materials of foreign countries with emphasis on the relationship among textbook and teaching-learning materials and practical use of them. In western countries the roles of traditional textbook has been changed. That is, various kinds of materials such as reading book, work-book, worksheet, experimental guidebook, filmstrips are used to raise effect of instruction besides of traditional type of textbook. Secondary, we identified the problems related to the science textbook-view of textbook, textbook contents, practical use of textbook-through opinion survey administered to principals akd teachers of elementary schools. The results of the survey are as follows; Concerning the view of textbook, most teachers did not recognize textbook as an absolute materials. They thought that textbook contents could be taught reorganized according to their judgements. On the contrary, teachers responded to the question of whether or not they follow contents of textbook as they are presented in it were approximately 30%. Further, more than 75% of them have seldom used instructional materials except textbooks. In order to revise the problems of our present textbook as stated above, a new view of textbook should be established. We, above all, established 4 basic premises for searching a new view of textbook. 1) Textbook should not be considered as the only material but as being at the center of various teaching -learning materials. 2) The importance of textbook should be illustrated Among Curriculum, textbook and related teaching-learning materials, instruction and evaluation. 3. Textbook contents should not be regarded as definitely fixed or absolute ones. 4. Human being can understand environment more fully by commanding his swnsory organ multilaterally. Under these premises we disscussed about curriculum and textbook, textbook, and instruction, akd evaluation method.

• 영어어문교육
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• 제11권4호
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• pp.335-363
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• 2005

One of the most important features in the 7th National Curriculum of English is the introduction of the middle school multi-purpose English classes. Despite the importance of the classes, there doesn't seem to be enough studies of developing learning materials for them. The purpose of the current study is, therefore, to develop English learning materials for the multi-purpose English classes based on the Task-Based Learning framework. To do so, various tasks were collected and adapted for the classes, and different teaching techniques suitable for the tasks were designed. It is hoped that this research will help teachers prepare for teaching materials for the classes, and students recognize their interests in English and to improve their English abilities.

• 의학교육논단
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• 제22권2호
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• pp.77-84
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• 2020

This study introduces cognitive constructivism in reference to its emergence in the development of medical education. The main concepts of cognitive constructivism as they relate to knowledge construction and the learner's process were described, and cognitive constructivism as a learning theory was examined in its capacity to help interpret the phenomenon of medical education. Piaget's theory of cognitive constructivism and Ausubel's meaningful learning theory were applied in an attempt to explore the role of students and educators, curriculum, and teaching and learning in medical education from a cognitive constructivist perspective. When faced with new information, learners compare it with the existing schema to understand, and in order to resolve conflicts caused by inconsistencies in the information, learners incorporate assimilation and accommodation to help maintain equilibration. Therefore, instructors must meaningfully connect new content to the learner's existing schema and make endless efforts to satisfy learners' intellectual curiosity. The basic premises of medical education content is a suitable subject of meaningful learning. A learner who already possesses well-structured knowledge is likely to experience meaningful learning and a richer intellectual experience. Therefore, it is necessary to organize the curriculum strategically and elaborately so that learners can have an improved and effective learning experience.