Abstract
It is known that direct instruction is effective for acquisition of facts, rules, and action sequences, and indirect instruction is effective to foster thinking abilities, like concept, pattern, and abstractions. The purpose of this study was to examine the knowledge and its application of on the classifications of learning outcomes, use of direct and indirect instruction in elementary teachers, and relationships between teachers instructional approaches and view of knowledge using qualitative research technique. Subjects were 5 sampled from three elementary schools located in Busan. Materials for analysis were teachers lesson plans and videos on their instructional practices, interview results, questionnaire responses. The results of the study were discussed on the perspectives that teachers instructional approaches should be adapted according to the categories of learning outcomes. The results of this study is valuable in providing useful information on pre-teacher education and teacher-education.
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