사회과 역사 학습의 유형

이케노 노리오 역사교육학회 2016 역사교육논집 Vol.58 No.-

The aim of this paper is to clarify types and their functions of teaching history in social studies curriculum and to investigate and make out ideal type. Traditional research on social studies education divided generally two types of teaching history; teaching history based on chronology and teaching history based on issues. On the half of 1980’s the scene in Japan is changed differently. New types of teaching history as teaching social history are suggested, so we could not explain research on teaching history in the Japanese education according to traditional two types. We make out new diverse types of teaching and learning history. This paper is to arrange teaching and learning history on theory and practice of social studies education in Japan on thirty years from two viewpoints; 1) relationship between children and history on learning and 2) functions of history on learning. Combining two viewpoints this paper makes typology of teaching and learning history, finds out each type of teaching and learning history, inquiries the importance of each type on social studies education and consider the being of teaching and learning history on social studies education aimed to citizenship education. This paper suggests a typology constituted by criticism and breadth of learning and history, so that finds out six types and considers its importance on social studies education. Corroding this paper clarifies that it is good on more criticism and more breadth of history on each type of teaching and learning history. And what it became that 6 types included a judgment that the breadth of learning where criticism characteristics should be in should be wide became clear. This paper clarifies: on teaching and learning social studies, it is necessary of facts of the history and their interpretation, use, and these criticism (critical reception learning) as far as social studies education aimed for bringing up a citizen of democratic society, and the criticism to the wider history function answers the aim of real social studies education.

교수를 통한 학습법(learning-by-teaching)이 범주학습에 미치는 영향: 인출 정도에 따른 효과성 차이 검증

김윤덕,이희승 한국교육심리학회 2024 敎育心理硏究 Vol.38 No.1

Category learning is a fundamental component of learning in educational contexts. This study investigated the impact of learning-by-teaching in natural category learning and examined how the beneficial effects of teaching varied depending on the level of retrieval during teaching. Undergraduate students studied 10 different butterfly species and subsequently engaged in one of the following learning activities: restudying (control group), teaching hypothetical audiences with their notes (teaching with low retrieval; T-LR group), or teaching without any materials (teaching with high retrieval; T-HR group). After two days, participants took a categorization test in which they had to identify the butterfly species when given old (retention test) or new (transfer test) images. The results revealed that the T-HR group significantly outperformed both the control and T-LR groups, regardless of the test type. However, differences between the control and T-LR groups were not statistically significant. Our findings suggest that teaching can enhance learning of natural categories, particularly when students actively engage in retrieval during the teaching process. Educational Impact and Implications : This study posits learning-by-teaching as an effective learning strategy for natural category learning and provides a specific method for its application in educational contexts. Our results emphasize that the positive impact of teaching others is most pronounced when accompanied by retrieval practices. Educators should encourage students to engage actively in effortful retrieval during learning-by-teaching activities.

基于智能手机的汉语移动学习(M-learning)研究

李吉蓮(이길연) 동북아시아문화학회 2020 동북아 문화연구 Vol.1 No.64

With the development of technologies such as the Internet, big data, cloud computing, artificial intelligence, and mobile terminals, the combination of mobile learning and traditional Chinese teaching is a general trend. The application of mobile learning in Chinese teaching events extends the traditional teaching classroom, strengthens the teaching context of Chinese teaching, and ensures the modernity of Chinese classroom teaching. There are still many problems in the application of mobile learning to Chinese teaching. However, from the perspective of the development of mobile learning, mobile learning is undoubtedly an epochal trend in the development of Chinese teaching models. According to teaching practice, the classroom application of mobile learning software to assist Chinese teaching can enhance the interest, convenience, timeliness and interactivity of teaching. The mobile learning model makes the traditional Chinese classroom more personalized, and teaching is more conducive to individual development. Mobile learning can break the limitations of practice and space and effectively integrate students’ scattered time. The reasonable use of mobile phone software can effectively assist traditional classroom teaching, make up for the shortcomings of traditional classroom teaching, and help students improve their Chinese proficiency. Through teaching practice, there are still shortcomings in the classroom application of mobile learning mode. Mainly manifested in the rationality of smart phone software selection, practicality of application, student self-control ability and dependence on software. In this regard, the author puts forward several suggestions on the application of mobile learning models in Chinese teaching, which will play a role in inducing more systematic and perfect mobile learning in Chinese teaching in the future.

액티브러닝의 효용에 관한 실증적 연구

임영규,배은숙,이경미,임삼조,박일우 한국교양교육학회 2017 교양교육연구 Vol.11 No.1

This study aims to investigate the impact of learners' characteristics and teaching-learning methods on the teaching-learning process and teaching-learning effect in survey. The active teaching-learning method is divided into three types of learning-centered instructional learning methods: Flipped Learning, Problem Based Learning, and Action Learning. The characteristics of learners are classified into three characteristics according to sex, grade, and series. The analysis data in this study are collected by electronic questionnaire using the web serve of the Korean Social Science Data Center in October, 2016. The methods of exploratory factor analysis and reliability test, ANOVA, and multiple regression analysis are applied to analyze the data. The results are as follows: First, learner characteristics show statistically significant difference in the preference of teaching-learning method and satisfaction of teaching-learning method. Second, type of teaching-learning method show statistically significant difference in recognition, preference, degree of difficulty, amount of learning, amount of knowledge acquisition, achievement degree of education goal, and satisfaction of teaching-learning method. Third, recognition, preference, and amount of learning in the teaching-learning process have a statistically significant effect on the teaching learning effect. However, the difficulty of the teaching-earning method is not statistically significant. 본 연구는 학습자중심 교수학습법으로 진행되는 수업을 수강하고 있는 대학생을 대상으로 교수학습법의 유형과 학습자의 특성에 따라 교수학습 과정과 교수학습 효과에 어떻게 차이가 있는가, 그리고 교수학습 과정이 교수학습 효과에 어떻게 영향을 미치는가 하는 연구문제에 따른 연구모형을 설정하고 이를 검정하고자 하였다. 여기서 교수학습법은 많은 학습자중심 교수학습법 방법들 중 플립러닝, 문제중심학습, 액션러닝의 3개 유형으로 구분하였고 학습자의 특성은 성별, 학년별, 계열별의 3개 특성으로 구분하였다. 본 연구에서 분석 자료는 2016년도 10월 한국 사회과학자료센터의 웹서브를 이용한 전자설문조사로 수집하였으며, 자료 분석은 SPSSWIN 23.0 한글판 이용한 측정도구에 대한 탐색적 요인분석 및 신뢰도 검정, 분산분석, 다중회귀분석을 실시하였다본 연구의 실증분석 결과를 다음과 같이 요약할 수 있다. 첫째, 학습자의 특성에 따른 교수학습 과정 및 교수학습 효과에 대한 분산분석 결과 교수학습법 선호도와 교수학습법에 대한 만족도에서 통계적으로 유의한 차이를 보였다. 둘째, 교수학습법에 따른 교수학습과정 및 교수학습 효과에 대한 분산분석 결과 인지도, 선호도, 난이도, 학습량, 지식습득량, 교육목표의 달성도, 만족도 모두 통계적으로 유의한 차이를 보였다. 셋째, 교수학습 과정과 교수학습 효과 간의 인과적 관련성을 알아보기 위한 회귀분석 결과 교수학습 과정의 교수학습법의 인지도, 선호도, 학습량이 각각 교수학습 효과에 통계적으로 유의한 영향을 미치는 반면, 교수학습법의 난이도는 통계적으로 유의한 영향을 미치지 않는다는 사실을 발견할 수 있었다.

대학 플립드러닝에서 학업적 자기효능감, 교수실재감, 인지된 학업성취도 간의 구조관계

한정선 ( Jungsun Hahn ),김진희 ( Jinhee Kim ) 한국교육정보미디어학회 2018 교육정보미디어연구 Vol.24 No.1

In response to recent social demands for competency-based learning, flipped learning in college education is becoming a popular innovative teaching method to enhance interaction with students, professors and colleagues. Though flipped learning is the teaching-learning model that converts traditional teaching method into learner-centered teaching method, there is lack of empirical research on the key factors of input and process influencing learning outcomes of flipped learning. Therefore, the effectiveness of flipped learning needs to be identified Integrally in terms of the inputs and processes. Thus, this study selected academic self-efficacy as an input variable and teaching presence as a process variable, and verified a structural relationship among academic self-efficacy, teaching presence, and perceived achievement in flipped learning in higher education. 218 undergraduates at a university in South Korea completed surveys. The findings showed the significant direct relationships between academic self-efficacy, teaching presence, and perceived achievement. In detail, academic self-efficacy positively influenced teaching presence, teaching presence positively affected perceived achievement, and academic self-efficacy. Furthermore, academic self-efficacy indirectly effected perceived achievement through teaching presence. These findings imply that academic self-efficacy should get ready in advance before flipped learning and teaching presence should be cultivated through a professor’s role of designing the course, lecturing the learning contents, and facilitating students' learning process. Based on these results, the author suggested the practical strategies for enhancing academic self-efficacy and teaching presence in flipped learning in higher education.

들뢰즈 철학에서 ‘배움’과 ‘가르침’의 의미와 관계 탐색

김재춘,배지현 한국교육학회 2012 敎育學硏究 Vol.50 No.3

This study aims to explore the meaning of learning and teaching expressed in G. Deleuze's philosophy. Deleuze uses the word of learning in his works「Proust and Signs」 and「Difference and Repetition」 and uses the word of teaching in his works 「Difference and Repetition」and「Cinema 2: Time-image」. First, Deleuze defines learning not only as an activity triggered by an encounter with signs but also as an activity of exploring into the world of ideas where every being is in a constant genesis. Deleuze’s learning, which is described as both an encounter with signs and exploration into ideas, includes a cycle of the following two stages: ① collapse of the existing understanding through an encounter with signs; ② genesis of a new understanding through an exploration into ideas. Deleuze’s learning implies the creation of a newness in the learner’s body and mind through an infinite repetition of difference. Second, Deleuze defines teaching as an activity of learning on the part of teacher with students. An activity of teaching can be well exemplified in his phrases such as "Do with me" rather than "Do as I show". In 「Cinema2: Time -image」, Deleuze also regards teaching as an activity of showing strangeness so that people can come out of their preexisting ways of feeling and thinking. After exploring a new meaning of learning and teaching in Deleuze's philosophy, the researcher drew three implications for education First, learning should be understood as an activity triggered inadvertently, not as an activity introduced intentionally or consciously by the teacher. Second, learning activities of the teacher with the student are to be emphasized in the context of teaching. Third, learning as an activity of creating a newness presupposes a special type of ‘learning-teaching relationship', where learning plays a key role, in even defining the meaning of teaching itself. 이 연구는 들뢰즈의 철학적 논의에 나타난 배움과 가르침의 의미를 탐색하기 위한 것이다. 들뢰즈는 「프루스트와 기호들」과「차이와 반복」에서 ‘배움’에 대해 종종 언급하고 있으며,「차이와 반복」과「시네마 2: 시간 이미지」에서는 ‘가르침’에 대해서도 언급하고 있다. 들뢰즈의 배움과 가르침에 대한 논의는 다음과 같다. 첫째, 들뢰즈는 배움을 한편으로는 ‘기호와의 우연한 마주침’에 의해 촉발되는 활동으로 정의하면서 다른 한편으로는 존재가 끊임없이 새롭게 발생되는 ‘이념의 세계에로 탐험’하는 행위로 정의한다. 들뢰즈의 배움은 기호와의 마주침과 이념에의 탐험이라는 두 요소/단계로 구성된 하나의 사이클의 성격을 지닌다고 볼 수도 있다. ① 기호와의 만남을 통해 기존에 현실화되었던 인식틀이 파괴되는 ‘와해’의 단계, ② 이념에의 탐험을 통해 새로운 인식틀이 발생되는 ‘생성’의 단계가 배움의 구조를 형성한다. 이 구조를 바탕으로 한 들뢰즈의 배움은 무한한 차이의 반복을 통해 학습자의 신체와 정신에 새로움이 계속해서 창조되는 것을 의미한다. 둘째, 들뢰즈는 가르침을 학생과 ‘함께’ 하는 교사 자신의 ‘배움’의 행위로 정의한다. 들뢰즈에게 있어 가르침의 행위는 “나처럼 해봐” 보다는 “나와 함께 해보자”로 표현될 수 있다.「시네마 2: 시간 이미지」에서 들뢰즈는 가르침을 기존의 감각·사유 방식으로부터 빠져나와 강도 높은 차이를 창조하도록 하는 활동으로 규정한다. 들뢰즈 철학에서 추출한 배움과 가르침의 의미로부터 우리는 다음과 같은 세 가지 교육적 함의를 끌어낼 수 있다. 첫째, 배움은 교사에 의해 이끌어지는 계획적·의도적 행위의 결과라기보다 우연한 계기에 의해 학습자에게 촉발되는 행위이다. 둘째, 가르침은 학습자와 함께하는 ‘교사의 배움의 활동’이기 때문에 학습자의 교육에 있어서 교사 자신의 배움 활동이 중요하다. 셋째, 새로움의 창조 행위인 배움은 특정한 형태의 배움과 가르침의 관계를 전제하는데, 이 관계에서는 배움이 가르침의 의미를 규정한다는 점에서 배움의 가치와 역할이 가르침의 그것보다 더 우선하고 중요하다고 볼 수 있다.

사회과 역사 학습의 유형

이케노노리오 ( Norio Ikeno ) 역사교육학회 2016 역사교육논집 Vol.58 No.-

The aim of this paper is to clarify types and their functions of teaching history in social studies curriculum and to investigate and make out ideal type. Traditional research on social studies education divided generally two types of teaching history; teaching history based on chronology and teaching history based on issues. On the half of 1980``s the scene in Japan is changed differently. New types of teaching history as teaching social history are suggested, so we could not explain research on teaching history in the Japanese education according to traditional two types. We make out new diverse types of teaching and learning history. This paper is to arrange teaching and learning history on theory and practice of social studies education in Japan on thirty years from two viewpoints; 1) relationship between children and history on learning and 2) functions of history on learning. Combining two viewpoints this paper makes typology of teaching and learning history, finds out each type of teaching and learning history, inquiries the importance of each type on social studies education and consider the being of teaching and learning history on social studies education aimed to citizenship education. This paper suggests a typology constituted by criticism and breadth of learning and history, so that finds out six types and considers its importance on social studies education. Corroding this paper clarifies that it is good on more criticism and more breadth of history on each type of teaching and learning history. And what it became that 6 types included a judgment that the breadth of learning where criticism characteristics should be in should be wide became clear. This paper clarifies: on teaching and learning social studies, it is necessary of facts of the history and their interpretation, use, and these criticism (critical reception learning) as far as social studies education aimed for bringing up a citizen of democratic society, and the criticism to the wider history function answers the aim of real social studies education.

인공지능과 과학 교과의 체계적인 융합을 위한 교수 학습 모형 개발

이주영,김귀훈,강성주 학습자중심교과교육학회 2023 학습자중심교과교육연구 Vol.23 No.22

Objectives The purpose of this study is to develop a teaching-learning model that is the basis for designing and implementing teaching-learning for the systematic convergence of artificial intelligence and science subjects. Methods Richey and Klein (2007)'s design and development research method was applied to develop a teaching-learning model for learning that combines science and artificial intelligence modeling and to review its validity. Implications were drawn through comparison and analysis of modeling, a common learning element of the subject, and a teaching and learning model was developed based on this. The teaching-learning model was revised and supplemented several times by reflecting expert review opinions. Results In the teaching-learning model, learning is performed on K (knowledge), M (modeling), and B (personality) elements. Through the implementation of the teaching-learning model, an integrated teaching-learning design considering the characteristics of science and artificial intelligence subjects is possible. Because it was developed by reflecting the implications of in-depth comparison and analysis of science and artificial intelligence modeling, effective modeling learning can be executed. Modeling learning applied with the teaching-learning model can be used as a support strategy to solve the difficulties of existing science modeling teaching-learning. First, through teaching and learning to which converged modeling is applied, learners can participate in the entire modeling process relatively easily and conveniently, providing an opportunity to change the perception that the modeling process is difficult. Second, the use of artificial intelligence models and modeling results will be a specific support strategy that can support learners' thinking expression and hypothesis generation, which are pointed out as the biggest difficulty for learners in the process of model construction. Conclusions This study provides teaching-learning procedures, activities, detailed strategies, and examples necessary for teaching-learning situations for the effective design and implementation of science and artificial intelligence convergence education. Because of this, it is possible to clearly reveal how science and artificial intelligence convergence education can actually be done in the field. In addition, it is expected that it will be able to present a blueprint that can overlook the entire process of class design and execution for science and artificial intelligence convergence education.

2022 개정 한문과 교육과정 ‘교수․학습’의 주요 내용 분석 연구

김진봉,김동규,심의식,정효영 한국한문교육학회 2024 한문교육논집 Vol.63 No.-

This study analyzed the ‘teaching and learning’ content of the 2022 revised Chinese character curriculum. The 2022 revised Chinese character curriculum has developed the following subjects: ‘Middle School Chinese Characters’, ‘High School Chinese Characters’, ‘Reading Classical Chinese Characters’, and ‘Language Life and Chinese Characters’. ‘Reading Chinese Classics’ and ‘Language Life and Chinese Characters’ are new subjects, so teaching and learning-related contents needed to be described in accordance with the characteristics of the subjects. In the 2022 revised Chinese characters curriculum, unlike the 2015 revised Chinese characters curriculum, ‘teaching and learning’ are presented in an integrated manner to make the content easier to understand. According to the document system of the 2022 revised Chinese language curriculum, it was reviewed by dividing it into ‘direction of teaching and learning’ and ‘teaching and learning method’. In ‘Direction of Teaching and Learning’, we attempted to describe the characteristics of general Chinese characters in accordance with the ‘Teaching and Learning Statement Guidelines’. In-depth learning guidance plan for capacity building, learner-tailored classes and self-directed learning guidance plan, guidance plan considering the digital education environment, guidance plan when operating a career-linked semester, guidance plan on cross-curricular learning topics, etc. in line with the characteristics of the Department of Chinese Characters. I wanted to make a statement. ‘Teaching and learning methods’ were developed based on the teaching and learning methods of the 2015 revised Chinese character curriculum and research results on Chinese character teaching and learning methods. It was designed to be a ‘comprehensive statement’ according to the ‘direction of teaching and learning.’ The addition of the clause ‘for example’ was intended to be helpful to teachers in the field. However, there is a limitation in that there is no clear standard for dividing teaching and learning methods in middle and high schools. Subsequent research will be needed on this.

탐구 기반 모의 수업 실연이 예비 교사들의 과학적 자기 효능감, 과학 내재 동기에 미치는 영향

이현동 한국초등과학교육학회 2023 초등과학교육 Vol.42 No.4

The purpose of this investigation is to: (1) to derive an improvement factor for inquiry-based simulated teaching-learning in pre-service teacher training programs, and pre-service teachers practice simulated teaching that reflect the improvement factor, (2) to analyze the difference in science intrinsic motivation according to science self-efficacy and inquiry-based simulated teaching-learning experience. To achieve these goals, we recruited five elementary and secondary teachers as experts to help us develop an improvement factor based on expert interviews. Subsequently, third-year pre-service teachers of a university of education participated in our analysis of differences in science intrinsic motivation, according to their level of science self-efficacy and experience with inquiry-based simulated teaching-learning. Our methodology involved applying the analytic hierarchy process to expert interviews to derive improvement factor for inquiry-based simulated teaching-learning, followed by a twoway ANOVA to identify significant differences in science intrinsic motivation between groups with varying levels of science self-efficacy. We also conducted post-analysis through MANOVA statements. The results of our study indicate that inquiry-based simulated teaching-learning can be improved through activities that foster digital literacy, ecological literacy, democratic citizenship, and scientific inquiry skills. Moreover, small group activities and student-centered teaching-learning approaches were found to be effective in developing core competencies and promoting science achievements. Specifically, pre-service teachers prepared a teaching-learning course plan and inquiry-based simulated teaching-learning in seventh-grade in the Earth and Space subject area. Pre-service teachers’ science intrinsic motivation analyze significant differences in all levels of science self-efficacy before and after simulated teaching-learning and significant difference in the interaction effect between simulated teachinglearning and scientific self-efficacy. Particularly, group with low scientific self-efficacy, the difference in science intrinsic motivation according to simulated teaching-learning was most significant. Teachers’ scientific self-efficacy and intrinsic motivation are needed to improve science achievement and affective domains of students in class. Therefore, this study contributes to suggest inquiry-based simulated teaching-learning reflecting school practices from the pre-service teacher curriculum.