• International Journal of Computer Science & Network Security
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• v.21 no.3
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• pp.76-82
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• 2021

An anthological analysis of known literature and historical sources is carried out in the work. It was found that the development of foreign language training of future professionals was influenced by a number of factors: socio-economic (focus on the needs of the labor market, integration into the international space, scientific and technological progress); educational (updating legal documents in the field of education, standardization of educational content, development of methods of professional development of a specialist). The historical period is analyzed and the following stages are determined: ideological (realization of ideological imperative in language and professional training of future specialists; educational-methodical (preparation according to unified curricula, reading and translation as a leading type of speech activity); integration (integration of foreign language teaching and multicultural education)), methodological (use of traditional verbal methods, standardized textbooks). Thus, the research conducted in the article indicates the periods (stages) of formation, functioning and development of foreign language education.

• Journal of English Language & Literature
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• v.55 no.5
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• pp.821-841
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• 2009

This paper explores the ways to reshape humanistic values of the curriculum of the English department of Korean universities. The English curricula are usually composed of three fields of literary studies, general education, and English proficiency, whose conventional humanistic values have been currently dwindling. As for literary studies, teaching literature still hovers over the canonical works of past decades, not allowing students to access the canon with their own ideas and ending up with authoritative monologues. The general education field leans toward edited texts rather than authentic ones, which ignores a genuine path of communication between the author and its readers. Subjects for English proficiency such as "TOEIC" tend to be taught online with no teacher's presence for the nominal purpose of optimizing economic efficiency in teaching. All these testify to the attenuation of humanistic values in the curriculum, which motivates us to suggest some ways to reshape the values. Authoritative monologue in teaching literature can be shifted to the open-ended conversation by using role-play methods as well as accepting extra-canonical works into the curriculum. Authentic texts for general education prove to be preferred by students with the successful result of our experiment. Lastly, it is teacher's presence in the class that helps get higher achievement of "TOEIC" than some online classes. As suggested above, open-ended conversation, wider communication between author and readers, and human presence of the class will help reshape humanistic values in the English curriculum.

• Journal of the Korean Institute of Educational Facilities
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• v.19 no.5
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• pp.37-43
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• 2012

Results of experiments conducted in university-based design studio suggests that Building information Modeling invites the adoption of a dramatically different design process, traditional design process and BIM-aided design process. Experiment method is used the actual experiment by students. In contrast to traditional design process rooted in successive refinement of abstractions and dependence on tacit knowledge, the studio BIM-aided design process depends on a complete and comprehensive date base and alterative solutions by complete analysis for helping choice of finial result. BIM viewed as provocateur of design education provides great potential for the critical analysis of how architectural design is taught. The results reflect new ways of teaching and addressing BIM methods and process in the design studio project.

• Journal of Fisheries and Marine Sciences Education
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• v.28 no.1
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• pp.300-314
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• 2016

The purpose of this study was to examine the effects of small-group discussion and panel discussion as teaching and learning methods on college students' competencies of communication, problem-solving and leadership in a general education course. Participants were 52 college students, and they participated in the 13-session lessons. The data from questionnaires collected before and/or after the experiment were analyzed using a paired t-test and percent. The results were as follows. First, each 'total' competency in communication, problem-solving and leadership was increased statistically significant after the experiment. Second, in subdomains of each key competency, 'directed communication' and 'understanding the perspective of others' in communication, and 'divergent thinking', 'decision-making' and 'assessment' subdomains in problem-solving, and all subdomains in leadership were increased statistically significant after the experiment. Based on the results and students' opinions about discussions, the education implications for small-group discussion and panel discussion were discussed.

• Journal of The Korean Association For Science Education
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• v.9 no.2
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• pp.13-27
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• 1989

A curriculum for teaching materials in Science Education was studied as a model for modified experiment on fundamental courses. Conscious effort can be made to desingn experiments that require minimum apparatus: that require low-cost equipment that can be made from cheap locally available materials. Computer-aided instruction programs at high school, freshman course level have been developed. The software package was consist of five programs: The program contains explanation and problems for the calculation of resonance energy, molecular structure, mole concept. Rutherford's experiment. thermodynamic processes. Special course equipment package explanation mole concept, Rutherford's experiment, thermodynamic processes. Special course were designed in Science Education with the understanding that to a certain extent science values would be covered in all of the modified experiments and program models.

• Journal of Korean Home Economics Education Association
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• v.22 no.2
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• pp.61-79
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• 2010

The purposes of this study were to develop lesson plans of library assisted practical problem-based teaching-learning for 'life and career planning' unit in high school Technology Home Economics Subject and to compare the learning effect of this lesson plan with that of practical problem-based teaching-learning in class. The change in student's perception about home economics subject was also compared after two types of teaching-learning process. The contents of the high school Technology Home Economics textbooks and curriculum guide book for the year of 2007 curriculum revision were analyzed. Based on these analysis 10 library assisted practical problem-based teaching-learning lesson plans on 'life and carrer planning' unit were developed. The high school students living in Gyeonggi province as an experimental group participated in library assisted practical problem-based teaching-learning. The control group of students who had same condition with the experimental group were taught by same lesson plans in class. After the experiment, the changes in attitudes toward life and career planning and in perception about Home Economics subject were analyzed using Analysis of Covariance. The more significant positive attitudes toward life and career planning were found in the experimental group of students compared with those of the control group of students. And compared with the control group of students, the experimental group of student perceived more positively about characteristics of Home Economics subject. Thus, the following conclusion was made that the library assisted practical problem-based teaching-learning could be one of the useful teaching-learning methods to improve attitude toward life and career planning and perception about Home Economics subject.

• Journal of the Korean Society of Earth Science Education
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• v.9 no.3
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• pp.341-351
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• 2016

The purpose of this study is to investigate the effects of pre-service teachers of elementary school who take courses in 'Science and Textbook Research' on science teaching efficacy and science knowledge after experimental treatment. For this purpose, this study was aimed at intensive course four classes (118 students) enrolled in the 'Science and Textbook Research' course and experimented from the beginning of September to the end of November. The experiment was about teaching textbooks and teaching methods for one semester, and the pre- service teachers of elementary school made the demonstration of science cooperation classes by group. The results and analysis of the study were analyzed by the corresponding sample test in before and after the group test. The conclusion of the study is as follows. First, after taking this class the pre - service teachers of elementary school were effective in science teaching efficacy. Second, after taking this course, pre-service teachers of elementary school were effective in acquiring science knowledge. Third, it was seemed to positive effect on Perception of pre-service teachers of elementary school in Demonstration classes. Pre-service teachers of elementary school have created science course plan by analyzing the tasks according to the principles of instructional design, and they found that they had the right mind and confidence in the lesson.

• The Mathematical Education
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• v.42 no.2
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• pp.203-218
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• 2003

The purpose of this study is to see what the essential characteristics are in teaching probability and statistics among various mathematical fields. we also tried to connect the study of probability and statistics education with what is needed for a science be synthetic to have its own identity as a unique research field. Since we searched for the future direction of the pedagogic study in the probability and statistics we first selected papers on probability and statistics published in (Series A), the Journal of Korea Society of Mathematical Education, and establish the following research questions. What kinds of characteristics can be found when papers on probability and statistics published in (Series A) are classified into low categories; contents of probability and statistics education, research method of the mathematics education, methods of teaming and teaching, and finally measurements and evaluation\ulcorner We classified papers into two kinds. One is related to the educational contents, consisting of the methods of learning and teaching, and of the measurement and evaluation. The other is reined to the methods of research, which is not a part of the educational curriculum but is essential for establishing the identity of mathematics education. According to the periods, papers on the curricular contents in 1960s were influenced by the New Mathematics, and papers on the curricular contents in 1980s were influenced by 'back to basic'. In 1990s, papers on methods of learning and teaching, and measurement md evaluation were increasing in number. Besides, (series A) from the Journal of Korea Society of Mathematical Education covers contents, methods of Loaming and teaching, and measurement and evaluation. And when I examined the papers on the contents of textbook of a junior high school related to the probability and statistics education and on methods of learning and teaching, 1 found that those papers occupy 1.84% in . When it comes to the methods of loaming and teaching, most of studies in (series A) are about application of concrete implement like experiment and practical application of computer programs, Through this study, I found that over-all and more active researches on probability and statistics are required and that the studies about methods of loaming and teaching must be made in diverse directions. It is needed that how students recognize probability and statistics, connection, communication and representation in probability and statistics context, too. (series A) does not have papers on methods of study. Mathematics pedagogy is a mixture of various studies - mathematical psychology, mathematical philosophy, the history of mathematics and Mathematics. So If there doesn't exist a proper method of study adequate in the situation for the mathematics education the issue of mathematics pedagogy might be taken its own place by that of other studies'. We must search for the unique method of study fur mathematics education so that mathematics pedagogy has its own identity as a study. The study concerning this aspect is needed.

• Journal of the Korea Convergence Society
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• v.12 no.3
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• pp.107-114
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• 2021

The purpose of this study is to investigate whether there is a difference in the effect of learning flow and teaching presence according to the lecturer's appearance and students' behavioral patterns in video learning. For this experiment, 183 freshmen from Xingtai University in China were selected as subjects. After being classified according to DISC, students were assigned to study the lecture videos with the appearance of the lecturer and the video without the appearance of the lecturer. After testing the level of their learning flow and teaching presence, the differences between groups were analyzed. According to the results of the analysis, the learning flow and teaching presence of groups who learned the videos in which the lecturer appeared were significantly higher than the groups who learned the videos without the appearance of the lecturer. Second, the effects of whether the lecturer appears or not according to DISC on learning flow were significant. However, the effects of DISC, and the interactive effect of DISC and the lecturer appearance were found to have no significant interactive effect on learning flow. Third, the effects of whether the lecturer appears or not according to DISC on teaching presence were significant, and the effects of DISC on teaching presence were not significant, but the interactive effect of lecturer appearance and DISC was significant. These findings suggest that lecture videos with the appearance of the lecturer generally have better effect. In particular, in order to enhance teaching presence, it is effective to decide whether the lecturer appears or not by considering its interactive effects with learners' DISC.

• Journal of Engineering Education Research
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• v.13 no.5
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• pp.55-60
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• 2010

Chemistry laboratory class was produced for senior high school freshmen with the cooperation of university staffs, high school teachers and the university students. Although the students who will take the lab class are senior high school freshmen, we decided to prepare four experiments that are simple and have highly visible reactions or transformation. That is, 1) Water purification, 2) Surface modification, 3) Briggs-Rauscher reaction, and 4) Polymer synthesis and characterization. After the safety guideline and experiment instructions by the faculty staffs, two teaching assistants (TAs) supervised each experiment. Since taking a direct part in it will provide stronger impact than only being one who is just watching the experiment, all experiments contained some process that the high school students must handle the reagents, tools or the equipment, by themselves. Although, the operation performed by the students was limited to a series of simple actions, the various unique phenomena presented by the experiments impressed the students. The lab class was fruitful not only for high school students, but also good for university students. The lab class provided good opportunity for them to improve the abilities to teach and guide someone.