초등사회과 학습 환경과 웹기반 학습모형

박기범 한국사회과교육연구학회 2006 사회과교육 Vol.45 No.1

A study on designing a web-based learning model for social studies learning environment Park Kee Burm(Seoul Gu San Elementary School) There are many researches about learning program or material development that take advantage of web. But, web-Based learning model design that focus on special quality of subject matter is not enough. Web-Based learning model design that do not consider special quality of subject matter results much problem. Web-Based learning models have various form according to an aspect of teaching and learning. Until a recent date, Web-Based learning programs or materials of various form is developed. But because of insufficient learning rules in web-based learning for social studies, quality or web-Based learning programs or materials are infinite variety. With these problem cognition, This studying extract essential elements for historical thinking in social studies and on the basis of essential elements, I design web-based learning model Historical thinking faculty has very important meaning in primary grade social studies history area. For historical thinking faculty studying, this research present various and rich Information, contextual thinking, dynamic interaction between studying constituent, patency and variety. Web-Based studying can support enough necessary elements to historical thinking faculty learning. Enough Information, dynamic interaction, acceptance and discussion process that have connection with historical thinking faculty learning can supported by Web-Based Learning. Also, we can understand an aspect that learner hardens or changes opinion in studying process through website structure design of portfolio. 웹을 활용한 학습 프로그램이나 자료 개발에 대한 연구는 많다. 그러나 교과교육의 특성을 고려한 웹기반 학습 모형의 핵심 요소 추출이나 모형 개발 연구는 충분치 않다. 교과교육과 웹기반 학습 환경의 접목에 있어, 교과 특성을 고려하지 않은 웹기반 학습 모형은 많은 문제점을 낳는다. 웹기반 학습은 강의식 수업이나 프로그램 학습 등 교수-학습의 양태에 따라 다양하게 설계될 수 있기 때문이다. 최근 들어 다양한 형태의 웹기반 학습 프로그램이나 자료가 개발되고 있으나, 모형 개발 원칙, 즉 사회과교육의 특성이나 영역별 목표에 대한 고찰을 통한 원리 도출의 미비로 웹기반 학습 프로그램이나 자료의 질은 천차만별이다. 본 연구는 이러한 문제 인식을 바탕으로, 초등사회과 교육의 역사영역에서 역사적 사고력 학습을 위한 웹기반 학습 모형의 핵심 요소를 추출해 보고, 이를 토대로 모형을 설계해 보았다. 초등사회과 역사영역에서 역사적 사고력은 매우 중요한 의미를 갖는다. 본 연구에서는 역사적 사고력 학습에 중요한 요소로 다양하고 풍부한 정보, 맥락적 사고, 학습 구성원간 역동적 상호 작용, 개방성과 다양성 등을 제시하였다. 학습환경 측면에서 웹기반 학습은 이러한 역사적 사고력 학습에 필요한 중요 요소들을 충분히 지원해줄 수 있다. 즉 웹기반 학습은 역사적 사고력 학습에서 학습 과제와 관련 있는 충분한 정보, 역동적 상호작용, 수용과 변론과정을 통한 개방성과 다양성의 환경을 지원해 줄 수 있다. 또한 우리는 학습 과정 속에서 학습자가 자신의 견해를 다져가거나 변화시키는 과정의 양태를 포트폴리오식 웹사이트 구조 설계를 통해 이해할 수 있다.

초등학교 과학과 환경교육을 위한 웹기반 학습의 적용

송판섭 ( Pan Seob Song ),남철우 ( Chul Woo Nam ),김정길 ( Jeong Kll Kim ),김석중 ( Seok Joong Kim ),한광래 ( Kwang Lae Han ),최도성 ( Do Sung Choi ),문병찬 ( Byoung Chan Moon ),조명철 ( Myung Cheol Cho ) 한국초등과학교육학회 2002 초등과학교육 Vol.21 No.2

The aims of this study are to develop web-based learning materials for science and environmental education of elementary school. The effect of environmental education was divided into eight to measure: the awareness of using web as environmental material, the ability to use web as environmental material, the awareness of environmental problems, the satisfaction for environmental education using web, the awareness of preserving local environment, self-leading ability to learn environment, the effect of using environment homepage, and the internalization of environmental awareness. This study obtained the following results; First, as a result of post-test, the average of the test group of web-based learning was 1.29 points higher than the control group having traditional learning in the awareness of using web as environmental material, showing a statistically significant difference. Second, as a result of post-test, the average of the test group of web-based learning was 2.80 points higher than the control group in the ability to use web as environmental material, showing a statistically significant difference. Third, as a result of post-test, the average of the test group of web-based learning was 1.10 points higher than the control group in the awareness of environmental problems, showing a statistically significant difference. Fourth, as a result of post-test, the average of the test group of web-based learning was 0.89 points higher than the control group in the satisfaction for environmental education using web, showing a statistically significant difference. Firth, as a result of post-test, the average of the test group of web-based learning was 1.70 points higher than the control group in the self-leading ability to learn environment, showing a statistically significant difference. Sixth, as a result of post-test, the average of the test group of web-based learning was 1.21 points higher than the control group in the effect of using environment homepage, showing a statistically significant difference. Finally, as a result of post-test, the average of the test group of web-based learning was 1.39 points higher than the control group in the internalization of environmental awareness, showing a statistically significant difference. Based on these results, it is assumed that the teaching method which applied web-based learning to science and environmental education in elementary school is a effective strategy for elementary science and environmental education.

ICT를 활용한 가정과 Web 기반 문제해결 학습환경의 개발

박미정,채정현 대한가정학회 2002 Family and Environment Research Vol.40 No.7

The objective of this study was to develop a Web based learning environment for Home Economics Education(HEE) using ICT (Information & Communication Technology). For the study, the following procedures were performed: 1) the review of literature, 2) development of learning environment and questionnaires based on Web for HEE using ICT. The Web based learning environment was investigated and designed, and evaluated by the users. The problems indicated through the evaluation were revised and complemented. In addition, 13 sets of learning questionnaires, which were verified using the same procedure as above, were developed to provide problem solving ability through the Web based learning environment. Learning environment based on the Web entitled "Together with the classroom of HEE" has a main menu, which is composed of rooms for HEE, students, teachers, various topics, recommendation sites, chatting, and e-mail. A room for HEE, in which learning activity mainly occurs by following the sequences of learning procedures, includes other sub-rooms for the guidance of learning, discussion, directories for reference, question and answer, submission of homework, evaluation, and an encyclopedia. Therefore, this study implicates: 1) achievement of learning environment using the ICT mainly made by students who solve problems closely related to daily life, 2) development of practical learning questionnaires fitted in the present state, 3) preparation for 7th curriculum. Finally, from this study, I suggested that further studies are needed to develop models for learning, interaction between students and teachers, and the learning materials under the Web based learning environment.

유아교사의 웹기반 학습에 대한 신념, 인터넷 자기효능감이 웹기반 전문성개발 동기에 미치는 영향

윤갑정 한국영유아교원교육학회 2013 유아교육학논집 Vol.17 No.2

본 연구는 유아교사의 웹기반 학습에 대한 신념, 인터넷 자기효능감이 웹기반 전문성개발 동기에 미치는 영향을 살펴보기 위한 것이었다. 이를 위해 대구경북지역에 근무하는 유아교사 232명을 대상으로 한 설문결과를 기초하여 기술적 통계분석, 상관분석, 중다회귀분석을 실시하였다. 그 결과 첫째, 유아교사의 웹기반 학습에 대한 신념, 인터넷 자기효능감 및 웹기반 전문성개발 동기는 보통 이상의 수준으로 나타났다. 둘째, 유아교사의 웹기반 학습에 대한 신념과 인터넷 자기효능감은 웹기반 전문성개발 동기와 정적상관이 있는 것으로 나타났다. 셋째, 유아교사의 웹기반 학습에 대한 신념과 인터넷 자기효능감이 웹기반 전문성개발 동기에 미치는 상대적 영향력은 하위변인에 따라 차이가 있었다. 그 중 유아교사의 웹기반 학습에 대한 행동적 신념과 맥락적 신념이 웹기반 전문성개발 동기에 가장 많은 영향을 주는 변인으로 나타났다. 이는 유아교사의 웹기반 전문성개발 동기에 웹기반 신념이 중요한 영향을 미친다는 것으로 유아교사의 웹기반 학습에 대한 긍정적인 신념을 촉진시킬 수 있는 방안모색이 요구됨을 시사하였다. This study examined the effects of belief about web-based learning and internet self-efficacy influencing motivation toward web-based professional development of early childhood teachers. The objects were 232 early childhood teachers who work in child care and education institutions. Data were analyzed by means of frequency analysis, correlation, and multiple regression for SPSS windows. The results were as follows:First, early childhood teachers had higher than average scores of belief about web-based learning, internet self-efficacy and motivation toward web-based professional development. Second, early childhood teachers' motivation toward web-based professional development was significantly related to belief about web-based learning and internet self-efficacy. Third, higher levels of belief about web-based learning and internet interaction self-efficacy predicted a high level of motivation toward web-based professional development of early childhood teachers. As well, higher levels of contextual and behavioral belief represented the most powerful effect on motivation toward web-based professional development of early childhood teachers. Thus, this study suggested the importance of belief of web-based learning to motivation toward web-based professional development and implicated ways to improve positive belief about web-based learning of early childhood teachers.

효율적 교수학습을 위한 웹 기반 수행평가 시스템 설계 및 구현

권형규,이은정,Kwon, Hyung-Kyu,Lee, Eun-Jung 한국정보교육학회 2004 정보교육학회논문지 Vol.8 No.1

This research presents a performance assessment system of which the purpose is to increase the effectiveness of the instruction and learning through the on-the-job superintendent of the instructor, the self-directed learning of the learner, and the interaction between instructors and students. The presented performance assessment system applies the problem-based situated learning of the web-based performance assessment to the production, the execution, the assessment, and the transmission of the test. For the effective administration and learning in the school, we applies the Problem-Based Learning of constructivism and the web-based situated learning of the learning community to the system design. The production of the web-based performance assessment shows that the problem-based and self-directed learning of the assessment are achieved through the web-based automatic production of the performance assessment, and the contextual learning by case-based learning is performed by the production of the template of the performance assessment.

The Effects of Project based Action Learning in Web-based SMEs:ALPACO Case

권수라 한국데이터전략학회 2009 Journal of information technology applications & m Vol.16 No.3

How can action learning program promote organizational learning performance and especially project based team performance in Web-based small and medium-sized enterprises (SMEs)? This article discusses the association between project based team in action learning program and the performance of Web-based SME to be learning organization. In the case of ALPACO, action learning program that promote employee communication behavior, knowledge sharing, and organizational learning are found to be positively associated with the project based team performance and organizational learning. The results indicate that action learning program in SMEs indeed associated with greater knowledge sharing, learning communication skills and changing organizational culture. Learning organization can be, in turn, positively developed by project based team through action learning program for creating competitive advantage. Also, this study offers further support for the practical perspective on learning organization performance. The evidence from this case study suggests that the project team in action learning program play a significant role in team performance and the development of learning organization of the firm. Therefore, in the future, Web-based SMEs should consider making investments in action learning program that encourage project team’s effective management in decision making, knowledge sharing, and organizational learning.

The Effects of Project based Action Learning in Web-based SMEs : ALPACO Case

Kwon, Soo-Ra Korea Data Strategy Society 2009 Journal of information technology applications & m Vol.16 No.3

How can action learning program promote organizational learning performance and especially project based team performance in Web-based small and medium-sized enterprises (SMEs)? This article discusses the association between project based team in action learning program and the performance of Web-based SME to be learning organization. In the case of ALPACO, action learning program that promote employee communication behavior, knowledge sharing, and organizational learning are found to be positively associated with the project based team performance and organizational learning, The results indicate that action learning program in SMEs indeed associated with greater knowledge sharing, learning communication skills and changing organizational culture. Learning organization can be, in turn, positively developed by project based team through action learning program for creating competitive advantage, Also, this study offers further support for the practical perspective on learning organization performance. The evidence from this case study suggests that the project team in action learning program playa significant role in team performance and the development of learning organization of the firm. Therefore, in the future, Web-based SMEs should consider making investments in action learning program that encourage project team's effective management in decision making, knowledge sharing, and organizational learning.

웹 기반 지리과 교수-학습 자료의 개발

장의선,강창숙,김일기 한국사회과교육연구학회 2003 사회과교육 Vol.42 No.2

지금까지 인터넷을 활용하는 대부분의 지리교육 연구가 인터넷 환경인 웹 상의 정보를 지리과 교수-학습에 활용하는 정도에 그치는 경우가 많았으며, 대부분 교사 중심의 전통적인 교실 수업의 테두리 속에서 이루어져 왔다. 이들 연구들은 실제적인 교실 수업의 활용을 고려한다는 긍정적인 측면도 있지만, 인터넷이라는 새로운 매체가 가지고 있는 기능적인 특성을 고려하지 못했다는 비판이 이루어지고 있다. 이러한 문제의식에 기초하여, 웹의 특성과 지리 교육의 목적, 내용, 대상 등을 고려하여 웹 기반 지리과 교수-학습에 효과적인 모형을 탐색하고 실제를 개발했다.문제중심학습 모형과 자원중심학습 모형에 해당하는 웹 기반 지리과 교수-학습 실제 사례를 통해 각각의 특성을 살펴본 결과, 웹 기반 지리과 교수-학습이 보다 효과적인 과정으로 이루어지기 위해서는 상호작용 환경의 구축 필요성을 인식하였다. 이에 학습자간, 학습자-자료간, 학습자-교사간의 상호작용 환경을 중심으로 하는 모형을 개발하고 적용하였다. Development of Web-Based Geographical Teaching-Learning models Kang Chang-Sook, Jang Eui-Sun, Kim Il-Ki Korea National University of Education Use of the Internet is proliferating rapidly, with mounting speculation as to the practical applications for teaching in education, yet few published or evaluated case studies are available in geography education characteristics. The purpose of this study is to review about Web-Based Instruction(WBI) model and to develop WBI materials in geography, especially focused on Computer-Mediated Communication (CMC) technique and networking of the Internet. The results of this study are as follows. First, WBI application model suitable to geography are Problem-Based Learning(PBL) as the teaching plan model and Resource-Based Learning(RBL) as the learning information resources model. PBL with individual learning program and cooperative learning program which requires the learner to actively participate in solving given problems. RBL can be defined as a student centered learning mode in which the student learns from their own interaction with a wide range of databases found on the Web to solve problems. These models are commonly effective in improving the geographical thinking competence by WBI. Second, Learning purpose of students is achieved through the interaction and communication with others in the constructivist environment by Web. Also related research and studies show that CMC is the effective technique in improving learning achievement. Thus, the development of Web-Based geographical teaching-learning models has based on the CMC techniques such as learner-learner interaction, learner-content interaction, learner-instructor interaction. This materials established homepage for the geographical instruction board utilizing Web.

뇌성마비학생의 사고력 향상을 위한 웹 기반 탐구 학습 환경 개발 연구

이재욱 ( Lee Jae-uk ) 대구대학교 특수교육재활과학연구소 2021 특수교육재활과학연구 Vol.60 No.2

본 연구는 뇌성마비학생에게 적합한 웹 기반 탐구 학습 환경을 개발하는데 목적을 두고 있다. 이를 위한 구체적인 연구문제는 다음과 같다. 첫째, 뇌성마비학생을 위한 웹 기반 탐구 학습 환경을 어떻게 설계할 것인가? 둘째, 뇌성마비학생을 위한 웹 기반 탐구 학습 환경을 어떻게 구현할 것인가? 이를 위하여 전국의 지체장애학교 특수교육 교사 4명과 지체장애학교의 고등학교 과정에 재학 중인 뇌성마비학생 3명을 대상으로 웹 기반 탐구 학습 환경에 대한 요구 분석을 실시하고 교수설계 및 개발 과정에서 사용성 검사와 전문가 타당화 검토를 거쳐 웹 기반 탐구 학습 환경(https://wbi-thinking.org/)을 개발하였다. 본 연구의 웹 기반 탐구 학습 환경은 사용자 중심 설계가 적용되었고, 지각적 단서, 자동 음성 안내, 음성 인식 기능, 버튼 간의 넓은 간격, 스크롤 사용 최소화, 자동 화면 및 영상 전환, 보조공학기기 연동, 사고력 평가가 가능하며 반응형 웹 형태가 적용되어 뇌성마비학생들의 지각적, 읽기, 쓰기, 인지, 손 기능, 컴퓨터 접근성 등의 어려움을 보완하여, 뇌성마비학생들이 탐구 학습에 쉽게 접근하고 의미 있는 학습이 가능하도록 개발되었다. The purpose of this study is to develop a web-based inquiry learning environment suitable for students with cerebral palsy. Research questions selected to achieve the purpose of this study are as follows: First, how is a web-based inquiry learning environment for students with cerebral palsy designed? Second, how is a web-based inquiry learning environment for students with cerebral palsy implemented? To solve the above research questions, a web-based inquiry learning environment was developed through the following process. Four special education teachers at schools with physical disabilities across the country and three high school students with cerebral palsy from a special school were analyzed for the needs of a web-based inquiry learning environment. After usability tests and expert validation review, a web-based inquiry learning environment (https://wbi-thinking.org/) was developed. The web-based inquiry learning environment in this study was applied to user-centered design, erceptual clues, automatic voice guidance, voice recognition function, wide spacing between buttons, minimization of scroll use, automatic screen and image switching, linkage with assistive technology devices, thinking ability test. The web-based inquiry learning environment complemented the difficulties of students with cerebral palsy which were perception, reading, writing, cognition, hand function, and computer accessibility, so that students with cerebral palsy had easily access inquiry learning and learn meaningfully.

웹 2.0과 웹 기반 한국어 교육의 전망

박재현 ( Jae Hyun Park ),이아름 ( Ah Reum Lee ) 민족어문학회 2014 어문논집 Vol.- No.72

본 연구의 목적은 컴퓨터를 제2언어 수업에 활용하기 시작한 시기부터 웹 2.0이 학습 도구로 활용되고 있는 현재에 이르기까지 통시적 관점에서 교육 환경의 변화와 제2언어 교육 사이의 관계를 고찰하고, 한국어 학습 사이트를 통해 웹 환경의 발달이 한국어 교육에서 어떻게 구현되어 왔는지 살펴보는 것이다. 그리고 이를 바탕으로 웹 기반 한국어 교육을 전망하고자 한다. 1990년대까지 컴퓨터는 제2언어 교육에서 보조 도구로 활용되다가 웹이 개발되면서 학습자와 웹을 연결하는 매개적 역할을 하게 되었다. 그리고 기존에 컴퓨터가 담당했던 언어 학습의 보조적 역할은 웹이 이어받게 되었는데, 학습자 간 상호작용의 장을 마련하여 실제적인 언어 사용을 가능하게 했다는 점에서 컴퓨터가 수행했던 보조적 역할과 현재 웹이 담당하는 보조적 역할은 차이가 있다. 초기 한국어 학습 사이트들은 웹 1.0 도구들을 활용하였으며, 점차 웹 1.0 환경을 기반으로 하되 웹 2.0 기술을 일부 활용하는 양상으로 변화하였다. 최근의 학습 사이트는 웹 2.0 기술을 언어 학습의 도구로 활용하여 학습자들의 목표 언어사용과 활발한 상호작용을 촉진하고 있다. 이처럼 웹 2.0 환경은 실제적인 언어 사용과 상호작용적인 측면에서 제2언어 교육에도 큰 의미가 있는데, 웹 기반 환경을 제2언어 학습에 효과적으로 활용하기 위해서 본고는 다음과 같이 제언하였다. (1) 실제적 사용 단계 이전에 형태적·의미적 연습이 이루어질 수 있도록 웹 1.0 환경에서 제공하였던 전통적인 학습 콘텐츠를 포함할 필요가 있다. (2) 웹상에서 이루어지는 상호작용이 단순한 사회적 상호작용에서 그치지 않고, 교육적 가치를 가질 수 있도록 하여야 한다. 이를 위하여 웹 기반 문제중심학습을 활용할 수 있다. (3) 학습 사이트는 다양한 유형의 상호작용이 기술적으로 구현될 수 있는 플랫폼을 기반으로 하여야 하며, 이는 사이트 설계 단계에서부터 고려되어야 한다. This paper aims to investigate the relationship between changes in the educational environment and second language acquisition in the diachronic perspective, since the time began using a computer in second language teaching until now that Web 2.0 is being used as a learning tool and examine how the development of the web environment came in the Korean language instruction through the Korean language learning sites. And based on this, we present a view of a web-based Korean language instruction. The computer was used as a secondary tool for second language learning until the 1990s, while web has been developed it served a mediating role linking learners and the web. And the role of language learning assistant who is in charge of the existing computer has been taken over the web. However, by providing the place of the interaction between the students was to enable the actual language used is that, where a computer to perform an auxiliary role and the role of the current web in charge adjuvant is different. Early Korean learning sites have been utilizing Web 1.0 tools, were gradually transformed into taking advantage of Web 2.0 technologies partially, but is based on the Web 1.0 environment. Recent learning sites facilitate target language use and active interaction of learners by utilizing web 2.0 technology as a tool for second language acquisition. In order to take advantage of Web 2.0 environment in the aspects of practical language use and interaction for second language acquisition, this paper presents the following suggestions: (1) step prior to the practical use morphology, so semantic practice may be made it is necessary to include a traditional learning content provided by the Web 1.0 environment. (2) not only with a simple social interaction is made on the web, to be to have the educational value. It is possible to take advantage of problem-based learning on web. (3) Learning sites shall be based on a platform that the various types of interactions can be implemented in a technically, this is to be considered from the site design.