• Title, Summary, Keyword: interaction between a teacher and learners

Search Result 16, Processing Time 0.035 seconds

An Ethnographic Case Study on Interaction between a Teacher and Learners in Nature Experience Activity (자연체험활동에서 교사-학습자간의 상호작용에 관한 문화기술적 사례 연구)

  • Hwang, Se-Young;Kim, Jong-Uk
    • Hwankyungkyoyuk
    • /
    • v.16 no.1
    • /
    • pp.25-33
    • /
    • 2003
  • This study aimed to discern the educational meaning of nature experience activity in a nonformal educational program in Korea, focusing on the interaction between a teacher and learners. To achieve this objective, an ethnographic research method was employed using an environmental educational program for children in a nonformal setting. The results of study are as followings. Firstly, the teacher's belief-"young ecologist" shaped its own characteristics of the program. Secondly, the children had a understanding that they learn something about nature(e.g. learning by seeing, dlscovering, recollecting, and awakening). The analysis of teachers' ideas and learners' attitude toward nature experience shows that there exists a gap between the teachers' expectations and the actual ecological changes in the learners' ideas. However, the educational meaning of nature experience can be understood by the unique type of interaction between a teacher and learners. In conclusion, on the basis of this study, it is suggested that educators should be aware of the fact that nature experience can conttribute significantly to the education of children not just from the encounter with nature but also philosophically with regard to our connectedness with nature. Bringing nature into educational contexts can help children to take part in thoughtful perspectives of learning and to devise their own appropriate nature experience.

  • PDF

A Study on Method for Promoting Interaction in L2 Classroom Using Clickers (Clicker를 활용한 한국어 교실 상호 작용 증진 방안 연구)

  • Ryoo, Hye Jin
    • Journal of Korean language education
    • /
    • v.25 no.1
    • /
    • pp.53-82
    • /
    • 2014
  • This study aims to find the method to promote interaction in L2 classrooms. Active interaction between learner-to-learner and learner-to-teacher in L2 classroom plays an important role in language acquisition. In light of this, L2 classroom would benefit with the help of learning tools such as Clickers which helps learners to express their level of understanding during the process of learning itself. This is because the anonymity of Clickers allows learners to express their needs without the social risks associated with speaking up in the class. It allows for an evaluative feedback loop where both learners and teachers understand the level of progress of the learners, better enabling classrooms to adapt to the learners' needs. Eventually this tool promotes participation from learners, This is in turn, believed to be effective in fostering classroom interaction, allowing learning to take place in a more comfortable yet vibrant way. This study is finalized by presenting the result of an experiment conducted to verify the effectiveness of this approach when teaching pragmatic aspect of the Korean expressions with similar semantic functions. As a result of the research, the learning achievement of learners in the experimental group was found higher than the learners' in a control group. Analyzing the data collected from a questionnaire given to the learners, the study presented data suggesting that this approach increased the scope of interactivity in the classroom, thus enhancing more active participation among learners. This active participation in turn led to a marked improvement in their communicative abilities.

Effects of Participation Environmental UCC Making Program on Elementary School Students' Environmental Literacy (초등학생의 환경 UCC 제작 참여가 환경 소양에 미치는 영향)

  • Kim, Sin-Bae;Nam, Young-Sook
    • Hwankyungkyoyuk
    • /
    • v.22 no.2
    • /
    • pp.107-117
    • /
    • 2009
  • The purpose of this study is to find out the effects of participation environmental UCC(User Created Content) making program on elementary school students' environmental literacy. Through the questionnaires and the analysis of students' outcomes, the effects of environmental literacy in both quality and quantity was verified. By applying computer programs to make environmental UCC to elementary students, helped them increase their environmental knowledge, and got them to recognize the importance of the environment that surrounds them. Students can find a solution to solve environmental problem from their interaction between the environment and themselves. It could also improve students' ability to think positively. From this research, I hope we require to develop possible programs for various kinds of educational activities based on UCC ones, since we already verified the effects of computer programs to make environmental UCC. The programs to make environmental UCC with learners participated is a kind of good model to reflect the learner's need who is a educational user. Or it could be teaching materials to help meet learner's viewpoint. It can also offer learner-oriented and creative learning and which teachers and learners work together to make a good result and that they make a new wave, instead of being teacher-oriented, which teachers force learners to do something. We can have a feeling of achievement through this and we can expect to enhance both our professional ability as a environmental teacher and the quality of lesson.

  • PDF

Design and Implementation of Web Based Map Learning System (웹 기반 지도 학습 시스템의 설계 및 구현)

  • Kim, Jeong-A;Goh, Byung-Oh
    • Journal of The Korean Association of Information Education
    • /
    • v.9 no.2
    • /
    • pp.231-241
    • /
    • 2005
  • There are two main purposes in learning map in the subject of social studies in understanding the map itself and growing the ability of construing connection and situation and reasoning by applying the map. However, the map learning leans to understanding the map itself in existing materials. Although there is an interaction between learners and the context, there is hardly any interaction between learners or between teachers. Therefore, this paper designs and implements the web-based map learning system using the constructivism to make the cooperative study possible through the interaction and to be able to teach the map learning based on learners. The characteristics of the system suggested in this paper are as below. First, learners study the basic factors of the map by themselves and enable them to give feedbacks after the evaluation. Also, it embodies to evaluate the context of study as a multiple question after studying the whole thing. Second, the participation is induced by bringing the interests of learners based on the web and the interaction between teacher and learner as well as between learners is strengthened by the bulletin board and chatting function. Third, the study of utilizing map is embodied by means of applying the study model of solving problems and suggesting useful tasks.

  • PDF

A Case Study on Slow Learners' Mathematization of Trigonometric Functions, Using GSP (GSP를 활용한 삼각함수에서 학습부진아의 수학화 과정에 관한 사례연구)

  • Moon, Hye-Ryung;Choi-Koh, Sang-Sook
    • The Mathematical Education
    • /
    • v.49 no.3
    • /
    • pp.353-373
    • /
    • 2010
  • This research was to help slow learners to be motivated and to make their outcome productive, using GSP based on the mathematization theory for learning mathematics, as a way of encouraging the learner-centered approach. With 2 of the second graders in a high school, who had not yet understood trigonometric functions in their first grade period, 7 units of lesson plans were designed for the research. The results showed that first, understanding real life contexts and analyzing properties by observation, and experiment using GSP, to build the concept of trigonometric functions could be a foothold on which learner's organization and outcome from a horizontal mathematization led to vertical mathematization. Despite the delay during the level-up-stage for a while, the learners could attain the vertical mathematization stage and moreover the applicative mathematization through effective use of GSP and the interaction between the learners or a teacher and the learners. Second, using GSP was a vertical tool of connecting horizontal mathematization with vertical mathematization in forming the concept of trigonometric functions and its meaning could be understood by their verbalizing and presenting the outcomes through their active performance. Using GSP is helpful for slow learners to overcome learning difficulties, based on the instructional materials designed by Realistic Mathematics Education.

A Study on the Analysis of Teachers' Questions in the Korean Classroom for Academic Purposes-Focusing on Problem-Based Instruction (학문 목적 교양 한국어 수업에서의 교사 질문 분석 연구 -문제 중심 수업을 중심으로-)

  • Kong, Harim
    • Journal of Korean language education
    • /
    • v.29 no.3
    • /
    • pp.1-24
    • /
    • 2018
  • The purpose of this study was to analyze teachers' questions in the actual general Korean classroom for academic purposes and identify types of questions. The results of the question analysis by type identified 713 teacher's questions in total: echoic questions made up 41% while epistemic questions were 19.3% and expended question turned out to make up 39.7%. 'Comprehension check questions' were 29%, which was a major part in the echoic question. 'Referential questions' were a major part in the epistemic question. Also, the research discovered that 'knowledge integration' questions held the largest majority in expended questions. Since the teacher-led lecture was often conducted in the problem-presentation stage, the percentage of Echoic question was high; and moreover, the problem-solving stage promoted to come up with more improved solutions of the problem. In the outcome and presentation stage, it was discovered that the questions aimed to check understanding of content in the subject and expand thoughts. Therefore, it is necessary to develop strategies for teacher's questions by phase and further conduct research on the interaction between learners and teacher's questions in the future.

A study on the reflective teaching evaluation based on teacher knowledge in school mathematics (수학 교과에서의 교사 지식에 기초한 반성적 수업 평가에 관한 연구)

  • Hwang, Hye-Jeang
    • Journal of the Korean School Mathematics Society
    • /
    • v.14 no.2
    • /
    • pp.123-142
    • /
    • 2011
  • Recently, a number of researches acknowledge the importance of 'reflection' and 'reflective teacher education,' and they highlight the implication of 'reflection' on the teacher's profession or the teacher education. The reflective thought is interpreted as a subject that should be taught or a sort of strategy that a teacher should learn, while the aspect is excluded that reflection is the interaction between the innate knowledge and the practice. As a result, the reflective teacher education programs that increase the level of reflection are developed and practiced, and the reflection is accepted as a tool for increasing teacher professionalism. Reflective teaching is en essential and basic element for the development of teacher knowledge. In particular, such teacher knowledge might be being gradually expanded by a teacher's self-assessment on reflection on his own instruction. For this reason, this study develops an assessment framework on instruction which is comprized of teacher knowledge and instructional process. To accomplish this, in this study, teacher knowledge is considered as a whole practice knowledge combined by subject matter knowledge, understanding of learners, teaching and learning methods and assessment, and instructional environment. Also, success on instruction in mathematics class might depend on the acquisition of teacher knowledge, instructional planning, instructional execution, and furthermore reflection on instruction. Especially, this study emphasizes that 'reflection on instruction', the most important step of instruction be reflected and examined by the teacher himself.

  • PDF

A Distance Education System for Supporting Learners' Interaction (학습자 주도의 상호작용을 지원하는 원격 교육시스템)

  • Jang, Si-Woong;Jeon, Won-Bae
    • Proceedings of the Korean Institute of Information and Commucation Sciences Conference
    • /
    • /
    • pp.657-660
    • /
    • 2007
  • With progress of informationalization, education has been transformed from traditional uni-direction education to bi-directional and consumer-oriented education, which is performed by learner's self study and interactive education of multiple dimension between a learner and contents, between a learner and a teacher, and between a learner and a learner irrespective of space-time. According to this trend, a new education method has been required. Therefore, in this paper, we will propose real-time consumer-oriented distance education system of making interaction maximum using WBI. In this system, a learner can participate in an individual study case by multiple interaction with a learner's designing and plaining study, and also participate in group study case by way of discussion and conversation among participants.

  • PDF

Construction of the Scientific Effective Learning System on Web-Based Instruction (웹을 이용한 효과적인 과학학습체제의 구축 및 태도 변화 -중학교 지구과학 내용을 중심으로 -)

  • Choi, Young-Hee;Yoon, Ill-Hee
    • Journal of the Korean earth science society
    • /
    • v.21 no.3
    • /
    • pp.208-218
    • /
    • 2000
  • The popularization and the common use of internet are realizing these days thanks to the development of web. Using the web as a teaching instrument is the Web Based Instruction(WBI). WBI, along with constructivism, has a great influence on the present educational society. However, many problems were found in learners' using the numerous WBI programs in cyber space. Above all, the interaction between teachers and learners is not enough, and searching for the materials on web is not easy. It's very difficult for a teacher to design and construct a WBI program in school teaching. But It is not so difficult to design and construct a WBI program based on interaction. Therefore, if a teacher familiar to students in school makes a web page and provides a cyberspace, the students will interact very easily them in the cyberspace. They can use the e-mail, bulletin board or discuss and chat. The cyberspace will make up for the insufficient interaction in school life. But because this program needs all students have proper material condition, there will be another kind of estranged learners. Thus, this problem can be solved by the cheap-popular PC offering movement backed by the government, and other types of projects systematically.

  • PDF