• International Journal of Advanced Culture Technology
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• v.11 no.3
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• pp.106-112
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• 2023

This study proposes learner participatory activities for learner-centered college liberal arts classes. In addition, it analyzes learners' perceptions of and satisfaction with learner-centered classes and identifies the issues that must be considered when planning learner-centered activities for college liberal arts classes. The study used a learner-centered participatory activity in which participants created a 4-cut cartoon addressing a specific theme. An open-ended questionnaire was administered to identify learners' attitudes about and satisfaction with the learner-centered classes. It showed that most learners (87.5%) were highly satisfied with the 4-cut cartoon creation activities in the learner-centered participatory class. Learners identified the burden- free nature of the class activities, the fact that they improved their understanding of class content, and that they were fun (not boring) as the main reasons they found the class activities satisfying. In liberal arts English classes, more diverse participatory class activities should be developed to arouse interest and motivation of learners and encourage learners' participation.

• Hwankyungkyoyuk
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• v.13 no.2
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• pp.103-113
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• 2000

The 7th national curriculum for environmental education in elementary and secondary school focuses on consideration of learner's ability, learner's activities, and learner's region of everyday life. The contents of environmental education are scattered subjects in elementary schools and an independent subject as 'Environment'in middle school and 'Environment and Ecology'in high school of the second school. With upgrading of schools, the aims and activities of environmental learning move up from value-centered, through activity-oriented and to cognition-centered.

• Journal of Korean Elementary Science Education
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• v.37 no.3
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• pp.254-266
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• 2018

The aim of this study is to analyze STEAM lessons focused on the learner's learning. This study was conducted on 4th-graders in Y city, Kyung-gi province. The lessons were based on a joint teaching plan for students through the teacher learning community (TLC) with three teachers from the same school. Each of the three classes that conducted the class was selected and analyzed as the main center of observation by three students. The conclusions from this study are as follows: First, we identified that different levels of learners are learning in STEAM lessons through a learner-centered class analysis. Some students arrived on their own by taking the initiative in class, others by consulting with a group of friends, and others needed active teacher guidance to learn. Second, Depending on the level and characteristics of the students, some learning criteria were not reached. Some students need guidance at a glance level, and others need individually instructed or guided activities. Teachers need to keep an eye out for students and give them an appropriate level of guidance during class. In STEAM lessons, it appears that students of different levels and characteristics can immerse themselves in their own way, as well as the clear guidance of activity for their students.

• Journal for History of Mathematics
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• v.28 no.1
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• pp.45-62
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• 2015

This study assumes alternative character of the operation of mathematical club in middle school. The case that operated the voluntary mathematics club for one year was analyzed and the educational effect was considered. First, the examination instrument for choosing the members of mathematics club was developed and used. And, diverse teaching and learning materials for improving creativity and mathematical ability of the members were used. Second, the difference of learning result between the experiment group and control one who joined the activities of mathematics club was analyzed. Finally, mathematical club activity based on mathematics history appeared to be effective in improving academic achievement and mathematics exploration activity.

• Journal of Science Education
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• v.42 no.2
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• pp.106-119
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• 2018

The purposes of this study were to develop a learner activity-centered science class program, apply it to the fourth-grade elementary students, and analyze its effects on their attitude towards science, academic achievement, and concept sustainability. To this end, the content of the fourth-grade elementary subject related to 'volcanoes and earthquakes' was reorganized through 12 periods, and the class was divided into two groups. Then, general science class was applied to the comparative group, and the learner activity-centered science class program including writing, making, and expressing was applied to the experimental group. In order to compare the two groups regarding attitude towards science, academic achievement, and concept sustainability before and after the application, mind map data was collected and analyzed based on mind map grading criteria. As a result of the post-test, the two groups showed statistically significant differences in all the sub-factors of attitude towards science, that is, recognition, ability, value, and interest sustainability, especially in interest sustainability. As for academic achievement, as a result of the post-achievement test, the experimental group had higher average scores than the comparative group, and it also showed improved scores compared to the pre-achievement test results. In addition, as a result of the post-achievement test, both the two groups showed statistically significant results. In the concept sustainability test after the post-achievement test, the experimental group had higher average scores than the comparative group in the areas of center circle, branches, and expression, which were the evaluation criteria for the mind map analysis, and the two groups showed statistically significant differences in the areas of center circle and expression, except for branches. In conclusion, learner activity-centered science class turned out to be effective on students' attitude towards science, academic achievement, and concept sustainability. If the learner activity-centered science class program is actively introduced and used in actual educational sites, it is expected to contribute to improving related classes.

• The Journal of Korean Institute for Practical Engineering Education
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• v.4 no.2
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• pp.53-59
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• 2012

This article reviews the current issues of engineering education: engineering creativity, R&D 3.0 and Education 3.0 and comfirms need of refining quality of engineering education through learner-centered hybrid project learning. this article suggests the Global engineering project(GEP) program as an ideal hybrid project learning model that develop student's creativity and convergence capability. GEP program is learnner-centered interdisciplinary program that whole processes are managed by interdisciplinary students team aiming to global engineers who are globally competent and locally relevant so that they can function effectively in any country by local activity in developing country. The program consist of four main parts: 1)pre activity, 2)local activity from abroad, 3)design and producing prototype and 4)participating in the design contest or academic conference with the products. As a result, students' global competence, teamwork skill and capability of creative problem solving are remarkably improved.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.12
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• pp.780-788
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• 2019

This study is intended to analyze flipped classroom learning activities, which have recently been spotlighted as a learner-centered teaching method in universities, from the perspective of cultural and historical activity theory. A survey and some participation observations were conducted with one professor and the students who participated in Educational Methods and Technology courses at A university. The components of the flipped classroom learning activities were analyzed based on the model of the activity system, and contradictions that appeared in the interactions between components were analyzed. Four implications were proposed for a more advanced flipped classroom learning activity system: the professor's and the learners' true identity recognition and role performance, strengthening the organic link between online and offline activities, support for alleviating the burden of teaching and learning preparation, and readjusting the system to support its smooth operation.

• Journal of The Korean Association of Information Education
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• v.3 no.1
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• pp.125-133
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• 1999

This paper is to provide a provision, in the system of virtual studying on the base of web, that can be used when learners(student) don't feel interesting anymore in the situation of unit studying and wanders in virtual space. No doubt, It's possible to provoke learner's interesting with providing such as fine multi-media, graph, and animation. But This study propose a method for learner who is apt to tired of studying although activity program is developing.

• Communications of Mathematical Education
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• v.29 no.3
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• pp.313-330
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• 2015

The classification is an important activity that is directly related to concept formation. Thus it will need to be made meaningful learning to classification through learner-centered teaching. But we doubts weather teaching and learning to the classification are reflected in the constructivist philosophy of 'learner-centered' well or not. The purpose of this study was to analyze critically the content of elementary textbooks and guidebook for teachers relating to the classification of angles and triangles in terms of constructivism. As a result, there is a problem in the classification of angles that are not provided a reasonable chance to set criteria by agreement of the communities. There is a problem in the classification of triangles that has the characteristics of radical development in terms of diversity. In addition, response of students was predicted like anyone who already acquired knowledge. And it has the shortcomings that the opportunity to have a choice and a discussion to hierarchical and partition classification are not provided. The followings are proposed based on such features; faithful reflection of 'Learner-centered' principle, careful prediction of student response, teaching that focus on process than results.

• Communications of Mathematical Education
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• v.20 no.2 s.26
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• pp.179-205
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• 2006

The 7th curriculum sets a basic direction based on learner centered teaching. To this end, the curriculum puts a focus on activity centered classes using teaching tools. In reality, however, elementary school teachers find using the teaching tools in their classes difficult, although there are various studies going on to improve the practical use of the teaching tools in the classroom. In this paper, we present an effective approach to utilize those prior studies on using the teaching tools in classes for 4th, 5th and 6th graders.