Contents Of Instruction Research Articles

2022 개정 음악과 교육과정 기반 초등 음악 교과서 국악 영역의 편성 방향 탐색

The purpose of this study is to compare and review the characteristics of the 2015 and 2022 revised music curriculum, analyze the contents of Korean traditional music instruction in eight elementary music textbooks in the 3rd and 6th grades reflecting the 2015 revised music curriculum, and propose a direction for writing Korean traditional music textbooks based on the 2022 revised music curriculum. The results of the study are summarized as follows. First, the content system of the 2015 revised music curriculum consisted of three areas: expression, appreciation, and daily life, and the expression area was mainly composed of singing, performing, and creative activities. Focusing on the explicit and independent form of Korean traditional music instruction in elementary music textbooks, it was classified and reviewed into factors such as the number of units(sanction songs) for each area, sub-areas according to the activity content, the number of programming pages, the time difference, and the organization rate. As a result, the contents of Korean traditional music instruction in 8 types of elementary music textbooks were, on average, linked to activities in 8 to 9 units(sanction songs) in the expression area and various sub-areas, a total of 16 to 20 pages, a total of 16 to 20 sessions, around 25%; linked activities in 2 to 3 units(sanction songs) in the appreciation area and various sub-areas, a total of 5 sessions, around 7%; linked activities in one unit(sanction songs) in the daily life area and several sub-areas, a total of 1 to 2 pages, a total of 1st sessions, less than 1 to 5%. On the other hand, it was found that within the same textbook, the organization rate by area showed a rather large variation by grade group. Second, the 2022 revised music curriculum was designed in three areas: performance, appreciation, and creation, unlike the previous curriculum. Accordingly, the direction of organizing the Korean traditional music instruction contents of elementary music textbooks to be developed in the future should be linked to the expansion of performance activities centered on differentiated singing and instrumental music, the presentation of continuous appreciation activities, and the implementation of reinforcement of differentiated and independent creative activities. In addition, based on explicit and independent units, the 2022 revised elementary music textbook Korean traditional music instruction content should be at least 27 sessions and at least 40% of the organization rate in all music textbooks. Specifically, six to eight units(sanctioned songs) in the performance(singular and instrumental music) area, a total of 15 sessions or more, 22% or more; two to three units in the appreciation area, a total of six sessions or more, 9% or more in the organization rate; two to three units in the creative area, a total of six sessions or more; a ratio of 3:1:1 in the three areas of performance, appreciation and creation; It is suggested that the organization rate be arranged in a balanced manner so that the deviation of the organization rate by area is not too large by grade group. However, it should be noted that the number of units(sanction songs) can be added or subtracted depending on the autonomy of the publisher's writers, and various activities such as body expression and play should be designed to be integrated with the main area's activities. The total organization rate increases further because the contents of Korean traditional music are integrated and organized through Western music, multicultural music, concerts, and unit arrangements.

Systematic versus informal application of culturally relevant pedagogy: Are performance outcomes different? A study of college students

In a field study, the effects on academic performance of two different applications of culturally relevant pedagogy (CRP) in the classroom were measured. As per the requirements of such pedagogy, both entailed modes and contents of instruction that attend to the specific cultural characteristics of the learners. However, in one condition (systematic CRP application), emphasis on culturally relevant contents extended to both instruction and assessment, whereas in another condition, they were largely confined to instruction (informal CRP application). Students of Middle Eastern descent who were enrolled in either a history or a critical thinking course were exposed to one of the two conditions. During the first half of the semester, midterm and assignment performance did not significantly differ. However, performance during the second half of the semester and attendance rates were higher for the systematic CRP condition. These findings suggest that emphasis on culturally relevant content encompassing both learning and assessment can be beneficial to academic performance but its fruits become tangible only with sustained exercise.

Using Films to Achieve Diversity Goals in Marketing Education

Visual communication, especially films, can be an effective way to teach complex topics. The use of films in business schools, however, has been limited even though demand for such content is increasing. This article takes a focused look at how educators can take advantage of films to teach diversity in business. Despite the importance of diversity in business and marketing education, there is not enough written materials such as case studies to teach it. Even when they do exist, written content may not be adequate in communicating the issues involved in diversity because of difficulties related to representing a given diversity group only using text. This article discusses how films can help overcome the limitations of text-only representation of a specific diversity group—intellectually disabled workers. The empirical study shows that film can be more effective than text in eliciting consumer responses such as emotions and a positive attitude to an identified disabled personality as well as to the employer brand. This article also provides practical steps that educators can take in gradually integrating visual materials such as film to their traditional method and contents of instruction when teaching diversity in business.

小・中学校理科教科書におけるグラフの構成・解釈に関する指導の内容構成

小・中学校理科教科書におけるグラフの構成・解釈に関する指導の内容構成

Philosophical Disputations at the University of Tartu 1632-1710: Boundaries of a Discipline

The article focuses on the definitions and divisions of philosophical disciplines in the disputations presented at the University of Tartu during the first two periods of its existence: Academia Gustaviana (1632--1656) and Academia Gustavo-Carolina (1690--1710). The classifications of philosophy in Tartu are studied in the context of competing traditions of classifying knowledge and the spread of novel pedagogical methods in early modern Europe. These trends were also reflected in the university statutes that were directly borrowed from the University of Uppsala, the parent institution of the academy in Tartu. The article shows that a strong emphasis on Ramist methods of teaching in the 1632 constitution and a similar prominence given to Aristotelianism in the 1689 constitution affected, to some extent, the priorities given to certain disciplines in the faculties but did not always determine the division of responsibilities between professors nor the conceptual tools and contents of instruction.

´KEIner (-) ↓ DURFte (-) ´die HALle (-) mehr ver´LASsen;

This study is a part of media and speech science research about listening comprehension of language und speech in radio. It is also about description and assessment of radio sound design. The current state of research shows only a few examinations about radio reporting and no uniform definition of this area. It seems this lack of interest in radio speech hinders the correspondents in finding their role. The aim of this study is to analyse the speech currently used in radio reports. Besides analysing the occurrence of specific features of speech, criteria will be located, which characterize a report-specific pattern of speech. This analysis has an explorative character. The goal of the examination was always in the foreground: What are the characteristics of speech currently used in radio reports? Are there any report-specific patterns of speech which can be discovered through the analysis? The data include 82 reports of the “ARD-Programmaustausch” spoken by 60 authors. The authors are correspondents for public broadcasting in Germany. The correspondents hand over their reports (ready to broadcast) to the “Programmaustausch”. The reports were examined by an auditory-phonetical analysis. The radio speech of the analysed reports shows conspicuous results. The most important realisations of criterions regarding a pattern of speech are 'melody', 'stress', 'rhythm' and 'pause'. The results of this analysis should have effects on the contents of journalistic training and instruction

Formacja katechetów w aspekcie kanonicznym

The article first presents the need and necessity of the formation of catechists. Then it shows the issue of the subject responsible for the preparation of catechists. There is also a lengthy discussion of the character and contents of instruction offered to catechists, both in the basic and the ongoing formation. The last paragraph is devoted to schools for catechists.

The Road Not Taken—The Failure of Experimental Pedagogy at the Royaumont Seminar 1959

The Seminar held at Royaumont in 1959, by which the international movement for introducing “modern mathematics” in secondary schools was initiated, has badly been researched so far. Should one have expected that the Seminar, which became so decisive for reforming contents of instruction, would put empirical research on learning mathematics on its agenda? We unravel hitherto unknown documents and show that the preparations of the Seminar embraced in fact—besides focussing on curricular subjects—empirical research in mathematics education. It studies how this dimension was dealt with during the Seminar. It resulted in the failure of experimental approaches to curricular reforms.

Temperament Characteristics and Science Achievement: A longitudinal study of elementary students in Taiwan

Based on data collected from 211 elementary school children in central Taiwan over four years, the role of temperament in science achievement was examined with multivariate analysis of covariance (MANCOVA) with repeated measures design. The results revealed that the students’ science achievement is stable over time. The task orientation characteristics (i.e., distractibility, hyperactivity, and persistence) identified by previous research as important in mathematics and reading achievement are not consistent with the findings of this study that although the impacts of distractibility and persistence are significant, the simple effect of activity level on science achievement was not significant. However, the interaction effect of activity level and persistence is significant. Further break down analyses conducted to pursuit the interaction effect revealed that: (1) persistence has a consistent significant positive effects on all children over the years, except for the ones with high activity level (the upper 25th percentile); and (2) activity level has significant negative effects on high persistence (the upper 25th percentile) children only, and the interaction effect of activity level increases over time—the older the child the more significant the influence. Also, the tendency of approach/withdraw has significant impact on science achievement The educational implications of the findings include: (1) teachers of high activity students with high persistence may need to consider the match between children’s interests and contents of instruction; (2) a good match between children’s individual differences in distractibility, persistence, and approach need to be considered in contents, expectations, and interactions of the instruction.

The Structure of the Book of Wisdom: Two Instructions (Chs. 1–5, 6–19) in Line with Old Testament Wisdom Tradition

The four criteria that guide this reading of the Book of Wisdom (Wis) — vocabulary, grammatical and syntactic texture, literary genre and meaning — are the same that along the years guided the author’s research on the OT wisdom literature, a corpus unfortunately almost totally ignored by interpreters of Wis, who instead analyze this book essentially from the point of view of Hellenism. The main genre of Wis is instruction, with an introduction (direct appeal and exhortation), followed by contents of the instruction. Sub-genres of the OT wisdom instruction are self-presentation of the instructor and antithesis wicked-just, or similar. On the basis of these criteria Wis. has two main sections, chs. 1-5 and 6-19, a proposal that differs from all the modern ones. The first section consist of: ch. 1, introduction; and chs. 2–5, contents of the first instruction, structured as follows: A) life on earth and life after death (2,1–3,9); B) wife and descendants (3,10–4,6); B1) long life (4,7–14a); A1) God’s final judgment (4,14b–5,23). The antitheses impious-righteous cross the first section. The second section consists of: chs. 6–9, introduction, with invitation (ch. 6), and self-presentation and the model experience of ‘Solomon’ (chs. 7–8,9); chs. 10–19, contents of the second instruction, structured as follows: A) ch. 10: a reflection on the activity of Wisdom in the history of humanity until the exodus from Egypt; B) chs. 11–12, linked to ch. 10: a reflection on the journey of the Israelites in the desert under the guidance first of Wisdom, then directly of God, with two antitheses Israelites-enemies (Egyptians and Canaanites); C) chs. 13–14, linked to ch. 12: a reflection on the foolishness of idolatry; C1) 15,1-13: two units of transition from the topic of idolatry (cf. C) to that of the antitheses between people of God-idolaters (cf. B); B1) 15,14–19,21: reflection on the foolishness of the Egyptians, the idolaters par excellence, on the plagues and the passage of the Red Sea, with seven antitheses Egyptians-Israelites; A1) 19,22: God has always benefited his people. In conclusion, Wis shows a strong compositional coherence and communicates a wonderful message on the dignity of the human being, a message that, although not fully perceived by scholars, reaches its fulfillment in Christ.

화법수업능력 개선을 위한 평가영역 및 내용요소 연구

The purpose of this study is to development of the evaluation standards for speech communication teaching. Speech communication teaching has some property, differ from other subject teaching, and demands the specific evaluation standards for itself. Because it reflect a characteristic of speaking-listening. In this study, we consider the properties of the structural elements of speech communication teaching in school education, which are instructor, learner and the contents of speech communication instruction. And we investigate the recognitions of teachers and students on speech communication teaching through doing the survey. If teacher put the contents of teaching into practice with the evaluation standards for speech communication teaching, the speech communication abilities of student can be efficiently improved. This study provides the evaluation standards, that make a improvement of the abilities of teacher in speech communication teaching.

Adapting the contents of computer-based instruction based on knowledge tests maintains effectiveness of nutrition education

Nutrition education of many medical students continues to be inadequate. Computer-based instruction in nutrition is a resource that introduces a new level of flexibility for instructors and students while maintaining a high level of educational quality. Previous evaluations have demonstrated the efficacy of our programs on nutrient physiology and the role of nutrition in the disease process, but some students complained about the time spent on content that they had covered in other courses. We wanted to explore the effectiveness of an abbreviated program version that bypassed topics that the students had mastered already. Multiple-choice questions were used to determine knowledge of 117 second-year medical students in each of the main knowledge areas covered by our Nutrition and Cancer instructional module. The students were then randomly assigned to complete either the full version or a shortened version adapted to their demonstrated knowledge. Four days later the same as well as new questions were used to compare knowledge gain between the 2 groups. The shorter time spent with the tailored version than with the full version (2.5 h versus <1.5 h) decreased learning efficacy to only a small extent. More tailored-version users than full-version users were interested in further computer-based instruction (59% versus 41%, P < 0.05), suggesting better acceptance. Our experience underscores the power of computer-based instruction to bring nutrition education to medical students. The newly developed adaptive features of the nutrition programs may also be helpful for practicing physicians to efficiently bridge knowledge gaps.

A Study on the Contents of Instruction in a Course on Ball Games in Physical Education

A Study on the Contents of Instruction in a Course on Ball Games in Physical Education

The Construction of the Contents of the Vocational Choice Instruction at Lower Secondary Schools in the Federal Republic of Germany : Focusing on the Contents of the Textbooks of &quot;Arbeitslehre&quot; in 1990s

The Construction of the Contents of the Vocational Choice Instruction at Lower Secondary Schools in the Federal Republic of Germany : Focusing on the Contents of the Textbooks of &quot;Arbeitslehre&quot; in 1990s

Bilden av judar och judendomen i gymnasiets religionsundervisning i Finland

In Finland the majority of the people speak Finnish as their mother tongue, while there is a minority of about 6 % of Swedish-speaking inhabitants. The curricula of the Swedish-speaking schools are identical to those of the Finnish-speaking ones. This investigation concerns the contents of the confessional Lutheran religious instruction at the gymnasium (upper school) with respect to Jews and Judaism. The most difficult sections about Judaism after biblical times concern the question of the Jewish state and the situation in the Middle East. The instruction given at the gymnasium in religion to a great extent follows the textbooks. If this is correct, the standard of the teaching about the Jews and Judaism can be said to be rather high despite the fact that the textbooks contain small inadequacies.

The effect of sequence of instruction on students' cognitive preferences and recall in the context of a problem-oriented method of teaching

This experiment investigated two possible sequences in which biochemical theory and the clinical applications of such theory can be presented to pre-clinical medical students. The dependent variables were the students' cognitive preferences and their ability to recall the contents of the instruction. Seventy-two students were randomly allocated to either a Theory-to-application or an Application-to-theory condition. The results indicated that the Application-to-theory sequence of instruction produced a significantly greater preference for being taught the specific facts of pre-clinical medical science, as opposed to being taught about the clinical applications. However, this was achieved at the expense of a significantly reduced ability to actually recall the theory which was taught.

The Humanities and Their Uses: Proper Claims and Expectations

If the proper study of mankind is man, it is proper to ask who and what is the man to be studied and what is the proper way to study him. As to proper claims and expectations, to raise the query is to suggest that some customary claims and expectations may not be defensible. I shall try to show that such suspicions are well founded. If my remarks about the humanities lack erudition, it is in part because I have little to add to the vast volume of scholarly literature and partly because my interest in the field has been stimulated and sustained primarily by three educational anomalies. The first is that the contents of instruction may function long after they can no longer be recalled as learned. The second is the alternation of neglect and guilt manifested by university faculties with respect to general education. The third is the subtle difference in our expectations from business and trades people, on the one hand, and from the professions (especially the well-established or the learned ones), on the other.

ブラッシング指導におけるモチベーションの効果について

The important role of plaque control has been recognized recently. The goal of plaque control is based on a continuous activity by patient himself. It is a main point that dentist gives them propelling power to lead them to the activity; that is “Motivation”. And how to motivate the patient is a great subject.There are many clinical reports of motivation, however it was very hard to find corroborative studies concerning estimation of the effect of motivation for plaque control. H. M. Goldman emphasized the importance of motivation in 1940, and stated that initial preparation combined with tooth brushing is essential to the all patients with periodontal disease. We believe that motivation to all dental patients is indispensable to control plaque thoroughly.The purpose of this experiment is to make clear the effect of motivation in tooth brushing instruction. The patirnts were separated to three groups as follows; 1) Brushing instruction without motivation 2) Motivation with brushing instruction 3) Control. The amount of plaque accumulation was measured before and after the experimental period. To standardize the contents of motivation and tooth brushing instruction for individual patients, a home made cassette tape was prepared and presented on closed circuit TV. Any personal chair side instruction was not given during experimental period. Plaque was stained using liquid of Plak-Lite and was evaluated by U. S. Navy Plaque Index (Modified).

The importance of introducing different painting materials and techniques in the 5th-6th forms of secondary schools

The training of creative abilities is the principal task of youth communist education. At the drawing lessons this problem has been solved mainly through the contents of instruction in conformity with the traditional rules of academic drawing. Up to now little attention was paid to the use of various painting materials and techniques in the process of training. The use of different painting materials and techniques at the drawing lessons effects pupils’ mental and physical qualities, broadens their outlook, develops their creative abilities, artistic taste and habits of drawing. Thus it is advisable to introduce water-colours, Indian ink, lead, stamping, drawing and other techniques at the drawing lessons in secondary school. After the acquaintance with various painting materials and techniques the pupils’ perception of folk and Professional art, of the synthesis of form and contents deepens.