• Journal of the Korea Institute of Building Construction
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• v.14 no.1
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• pp.29-36
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• 2014

To meet changing education needs due to globalization, interdisciplinary convergence, and ICT development, it is necessary for engineering disciplines to provide student-centered education. Not only do teaching methods using ICT reproduce teaching contents in a digital format, but they are also expected to be effective media for constructive student-centered learning whereby learners build knowledge themselves. The aim of this study was to develop a tool for safety education using virtual reality technology. To achieve the objectives, the author defined the requirements and constraints of the tool, and implemented a 3D educational tool in a virtual reality environment. A pilot test with 10 students showed positive results.

• Journal of Practical Engineering Education
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• v.15 no.1
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• pp.73-80
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• 2023

The advancement of online technology in the 21st century has increased online courses and web-based communication in higher education. This type of education is not limited by time or location and has made it possible to expand university campuses globally and broaden the reach of university education to the general public and students from other universities. Changes such as a decrease in the school-age population and a reorganization of the university structure have also created an opportunity to change the perception of online education. In this paper, we conducted surveys on K University students, high school seniors, and the general public to assess their satisfaction with online courses, identify areas that require massive online courses, and determine students' needs for the operation of massive online courses. The survey showed that K University students are generally satisfied with online courses. However, improvements are needed to ensure a smooth online course-taking environment, increase system uniformity, and enhance the overall online course environment. High school students have a strong preference for natural science and should be offered online courses in subjects such as mathematics and physics as prerequisites to prepare for their major classes. The general public prefers the humanities, which is evident in the purpose of the liberal arts lectures.

• Journal of Science Education
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• v.44 no.1
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• pp.92-111
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• 2020

The 2015 revised science curriculum and NGSS (Next Generation Science Standard) suggest computational thinking as an inquiry skill or competency. Particularly, concern in computational thinking has increased since the Ministry of Education has required software education since 2014. However, there is still insufficient discussion on how to integrate computational thinking in science education. Therefore, this study aims to prepare a way to integrate computational thinking elements into scientific inquiry by analyzing the related literature. In order to achieve this goal, we summarized various definitions of the elements of computational thinking and analyzed general problem solving process and scientific inquiry process to develop and suggest the model. We also considered integrated problem solving cases from the computer science field and summarized the elements of the Computational Thinking-Scientific Inquiry (CT-SI) model. We asked scientists to explain their research process based on the elements. Based on these explanations from the scientists, we developed 'Problem-finding' CT-SI model and 'Problem solving' CT-SI model. These two models were reviewed by scientists. 'Problem-finding' model is relevant for selecting information and analyzing problems in the theoretical research. 'Problem solving' is suitable for engineering problem solving process using a general research process and engineering design. In addition, two teachers evaluated whether these models could be used in the secondary school curriculum. The models we developed in this study linked with the scientific inquiry and this will help enhance the practices of 'collecting, analyzing and interpreting data,' 'use of mathematical thinking and computer' suggested in the 2015 revised curriculum.

• Journal of Industrial Convergence
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• v.21 no.3
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• pp.195-202
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• 2023

This study analyzes the results of a survey based on classes conducted in the field to understand the educational needs of learners, and reflects the elements necessary for SW education. In this study, various experimental elements according to learning motivation and learning achievement were constructed and designed through previous studies. As a survey applied to this study, experimental elements in three categories: Faculty Competences(FC), Learner Competences(LC), and Educational Conditions(EC) were analyzed by primary area and secondary major, respectively. As a result of analyzing CT-based SW education by area, the development of educational materials, understanding of lectures, and teaching methods showed high satisfaction, while communication with students, difficulty of lectures, and the number of students were relatively low. The results of the analysis by major were found to be more difficult and less interesting in the humanities than in the engineering field. In this study, Based on these statistical results proposes the need for non-major SW education to improve into an interesting curriculum for effective liberal arts education in the future in terms of enhancing learners' problem-solving skills.