• Journal of Engineering Education Research
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• v.14 no.3
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• pp.25-30
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• 2011

This paper is being established in Sungkyunkwan University based on a new lecture, "Scientific and Technical Writing and Presentation". The course feature and core educational goal is mainly to focus on challenging students to be able to learn scientific engineering communication, recognizing problem and solving it which involve a basic process of formulating thinking and expression skills. Basically, Scientific and Technical Writing and Presentation lecture is a blended learning that will put students in various type of problem based learning (PBL) in order to distinctively build their problem solving skills and emphasizing self-leadership skills in their profession. Through group activity participants in this learning area will be exposed to more specific problems to ensure more individual participation and in the same time they will be able to actively review the objective of their own activity which are part of this course objectives.

• The KIPS Transactions:PartA
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• v.18A no.5
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• pp.165-176
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• 2011

In this paper, we show how a curriculum using LEGO MINDSTORMS NXT robot based ROBOTC for undergraduate students has been developed, and we analyze the educational effect of the curriculum. The curriculum is composed of basic knowledge learning, practice with basic robots, practice with advanced robots, and creative design and implementation of robots. During the three year period since 2009, educational achievement has been analyzed by surveys for 6 classes, 94 students. According to the analysis, the curriculum has highly motivated the students and made them to achieve effectively our educational and academic goals. Also, we observe that the curriculum helped the students to improve their creativity and the problem solving skill, and that the students were autonomously and deeply involved in the homework and the term projects, which made them be very cooperative. Finally, the intensive practice with ROBOTC programming is shown to help students to improve their programming ability of C language.

• Journal of the Korean Society for Library and Information Science
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• v.51 no.1
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• pp.29-47
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• 2017

The purpose of this study is to compare and analyze the inquiry tasks included in the elementary social studies with school library based instruction (SLBI) focused on the information literacy process and select teacher librarians' educational role under learning for social studies. For this purpose, national elementary curriculum of $4^{th}$, $5^{th}$ and $6^{th}$ social studies in the second term are analyzed. As results of analysis, the $4^{th}$ and $5^{th}$ students who take part in solving the inquiry tasks could compare and analyze illustrations, photographs and texts in their text books individually and present the results with speaking. The $6^{th}$ students could deal with their tasks using their experience, idea or information found from other resources and express the outcome orally according to the content of inquiry tasks. Therefore, teacher librarians could teach information literacy skills such as comparison, contrast, combination, distinction between opinions and facts, or prediction and inference of conclusion to the $4^{th}$ and $5^{th}$ elementary student. Teacher librarians can also participate in whole information literacy instruction for the $6^{th}$ students from building the solution strategies of tasks, collecting and using materials to completing and evaluating the results under the long term collaboration with the classroom teachers.

• Korean Journal of Cognitive Science
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• v.28 no.3
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• pp.149-171
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• 2017

In this research, based on the fact that spatial ability is important for the achievement in the STEM fields, and technological innovation, Purdue Spatial Visualization Test-Rotation has been used to investigate engineering freshmen's spatial ability and gender differences. Students who have taken advanced mathematics courses in high school(those who have taken type B math test in Korean SAT test) and students with general math courses(those who have taken type A in Korean SAT-Math test) are included in this study to find out the relationship between mathematics achievement and spatial ability. Finding out the strategies taken by students was another aim of this study. This strategic differences between high achievers and lower achievers, male and female students were analyzed from students' self report. Spatial ability test score was highest in the SAT-Math type B male students, decreased in the order of type A male students, type B female students, and lastly type A female students. There was no substantial difference between second and third groups. In each group, male students' average score was 8~10% higher than female students, which affirms 2015's results. The correlation between spatial ability and mathematics achievement was negligible in each group, but male students' math score and spatial ability score were higher than that of female students. This can be interpreted that there is some correlation between these two. Strategic choices can vary in the continuous spectrum with analytic method and holistic method at both ends. From students' self report, using Mann-Witney test, it turned out that there exists strategic differences between male and female students. Male students have a tendency to use holistic strategy more often than female students. I also found that the strategy choice did not vary greatly among all score groups. For the perfect score groups, both female and male students used holistic strategy most frequently. For low achieving groups, there is an evidence that these students overuse one method compared to average or high achieving groups, which turned out to be less effective. Based on these, I suggest that low achieving students need to have more chances to adopt efficient strategies and to practice challenging problems to improve their spatial abilities.

• School Mathematics
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• v.17 no.4
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• pp.633-652
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• 2015

The purpose of the present study is twofold: one is to understand secondary mathematics teachers' capacity to sort out given tasks based on Stein & Smith(1998)'s Cognitive Demands of Mathematical Task Framework; the second is to examine how the teachers assess the levels of cognitive demand indicated in students' reponses and how they modify the tasks to elicit the students' higher levels of cognitive activity. The analysis of 45 teachers' responses to the survey indicates that the teachers, in general, could select appropriate tasks for the given goal of the lessons but some made the decision merely by their appearances. Even though the teachers chose a particular level with different reasons amongst each other, most teachers could correctly evaluate the levels of cognitive demand of the students' responses. Finally, teachers could pose cognitively demanding tasks using various methods, but a number of them felt challenged in creating word problems that were realistic and aligned with curriculum.

• New Physics: Sae Mulli
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• v.68 no.12
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• pp.1338-1346
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• 2018

The purpose of this study is to analyze the curriculum of a university-affiliated science gifted education center based on the core competencies and to suggest a direction for improving the education at the gifted education center. For this purpose, we set the 12 core competencies as follows: 6 cognitive competencies such as knowledge, creativity, scientific thinking ability, inquiry ability, problem solving ability and fusion ability, and 6 non-cognitive competencies such as task commitment, self-directed learning ability, motivation reinforcement and challenge, communication skills, collaboration ability and leadership. The curricula of the science gifted education centers reflect all the competencies, but some competencies are only potentially included in the contents of the programs. In this study, we present examples of education programs by each competences and suggest additional descriptions for the development of gifted education centers.

• 대한공업교육학회지
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• v.40 no.2
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• pp.175-195
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• 2015

This study is aimed at exploring the educational meaning of cooperative hands-on activity in the technology subject from the perspective of a student who is an education consumer. For this purpose, this study selected 12 first year student of a middle school located at G City of Gyeonggi-do Province as research participants through purposeful sampling, and conducted an in-depth interview and group discussion based on stimulated recall questionary techniques. This study utilized area analysis, classification analysis and component analysis as a data analysis method, and secured the verity of the research through the examination between research participants and triangulation. As a result of this research work, it was found that the cooperative hands-on class in the technology subject had the meaning of 'Space between a burden and excitement about the technical making', 'Clue and ignition point of technological problem solving', and 'Self-discovery through Technical capability'. To be more concrete, 'Space between a burden and excitement about the technical making' means that students, whose usual school record is excellent, felt great psychological burdens of performance assessment, but their pre-experience and interest in 'Making' induced them to feel exhilaration of hands-on activity. 'Clue and ignition point of technological problem solving' means that students get to make much of the understanding & formation of the relationship with teammates in the process of resolving an unfamiliar hands-on activity task and to have the continuous problem-solving ability. 'Self-discovery through Technical capability' means that students get to realize the importance of learning experience of one's own making through hands-on activity learning, which could be the opportunity to meet the operant demands of the inner side. This study hopes that such results could be utilized as the basic data needed for designing the hands-on activity education in the technology subject more meaningfully and systematically for the time to come.

• Journal of Korea Technology Innovation Society
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• v.21 no.1
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• pp.130-150
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• 2018

Technology valuation refers to the act, procedures, or techniques in evaluating certain technology and its value for commercialization. For this purpose, deadlines and process plans are established based on valuation goals such as technology transfer, investment and financing, investment in kind, and strategy establishment. The technology valuation process involves analyzing and evaluating technology performance, rights, marketability, and business value technology, as well as calculating the monetary value of technology modules based on the results. Analysis and evaluation of each module is performed by a team of experts having knowledge of specific technology. Valuation of technologies is conducted as independent projects by project managers (PM) who integrate and manage modules; they must have expertise in systematic performance of task support and management to ensure objectivity and reliability. Furthermore, the valuation team comprises expert stakeholders having knowledge about each module due to the nature of technology valuation. For smooth knowledge sharing in technology and valuation procedures, communication skills and roles of PMs supporting and managing the valuation are important. Primarily, PMs must resolve conflicts between evaluators participating in different tasks, evaluators and evaluatees, and technology holders and receivers. This study examines technology valuation for four conflicts occurring frequently among stakeholders providing valuation support to PMs, and seeks resolutions. The conflicts and resolutions discussed in this study may lead to more specialized roles of PMs in technology valuation and project management, as well as systemized valuation support and management plans.

• Education of Primary School Mathematics
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• v.20 no.2
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• pp.163-175
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• 2017

The purpose of the study is to identify the effect of length and right angle indication on the understanding of the concept of the figure when presenting the task of classifying the plane figures. we recorded thirty three 4th grade students' performance with eye-tracking technologies and analyzed the correct answer rate and gaze duration. The findings from the study were as follows. First, correctness rate increased and Gaze duration decreased by marking length in isosceles triangle and equilateral triangle. Second, correctness rate increased and Gaze duration decreased by marking right angle in acute angle triangle and obtuse triangle. Based on these results, it is necessary to focus on measuring the understanding of the concept of the figure rather than measuring the students' ability to measure by expressing the length and angle when presenting the task of classifying the plane figures.

• Journal of The Korean Association of Information Education
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• v.4 no.1
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• pp.83-97
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• 2000

The utilization of Information and Communication Technology(ICT) has become increasingly important in educational endeavors. The purpose of this paper is to analyze the current status of the utilization of ICT in elementary schools and to investigate problems and tasks to be solved for the effective use of ICT. Concerning the first purpose, a survey was conducted in February 2000, and the results are reported in this paper. For the second purpose, hindering factors are analyzed in relation to hardware, software, teacher training, curriculum, and administrative and financial support. Undoubtedly, ICT has been playing an important role in education. The effectiveness of this role largely depends upon how ICT is utilized in educational setting. Thus educators should carefully consider all aspects of the implementation of ICT, and devote efforts to solve problems occurring in the process of the implementation.