• School Mathematics
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• v.10 no.1
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• pp.1-22
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• 2008

The purpose of this study is to search the effective teaching-learning program by considering how affect on formation of linear function using Excel. This study was based on qualitative case study. The teaching experiment using Excel executed with five 8th graders' students for second research content. Teaching experiment was performed for two classes. Collecting the data was conducted via observations and interviews with students. The data include audio and video recording of the students' work, students' worksheets and detailed field notes. The conclusions drawn from teaching experiment are as follows: First, when students explored relevancy content of function in Excel environment, formation of concept of function was facilitated by experiencing operation of algebraic formulas, tables and graphs. We could infer that formation of concept was effected by conjecture activity and iterative process of feedback through Excel environment. Second, the students explored the changes very interestingly making algebraic formulas and presenting tables and graphs. The students were familiarized with observation on algebraic formulas, graphs and tables concurrently. Also, they tried to look for general rules through inductive observation. According to this study, we noticed that exploration teaming environment using Excel could supplement paper-and-pencil environment.

• The Journal of Korean Association of Computer Education
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• v.17 no.4
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• pp.45-57
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• 2014

Many studies on algorithm judging system which verifies the correctness and the time efficiency of your program have been underway recently, most of which are on an online judging system focused on programming contests. However this study is mainly about development and application of the judging system based on client-server. Especially, we designed to promote metacognition and motivation which are emphasized in CRESST model, and implemented the total system that consists of the problem, data set, validation program, and user service environments. We applied our system to elementary, middle, and high school students, and We noticed a significant difference of average score between the experimental and control group in posttest and concluded that the teaching method using our system gave the bigger positive effects on programming learning.

• 대한공업교육학회지
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• v.33 no.2
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• pp.154-169
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• 2008

The purpose of this study was to develop learning model turtle boat of teaching-learning materials in order for the students to enhance knowledge, skill and attitude and give interest in transportation technology, and also to recognize the legacy of Korean history. The model turtle boat was developed through three major phases; preparation, development and improvement. The main results of this study were as follows: First, the model turtle boat was developed for students to cultivate design, fabrication, process abilities, and also technological literacy by experimenting and fabricating for themselves. Second, the learning model turtle boat developed is equipped with the sail using natural energy, the linkage and screw applying a mechanical energy and solar cell using solar energy among driving energy. Third, in order to increase interest and attitude regarding a ship in transportation technology, the model turtle boat was developed for students to be able to operate with wireless transceiver on water. Fourth, the model turtle boat was developed to apply the teaching and learning materials for the classes of experiment and practice in primary and secondary schools.

• School Mathematics
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• v.18 no.4
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• pp.881-901
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• 2016

This study is about investigating students' recognition and expression on relationship of 'time, distance, speed' via teaching experiment. In this process, students showed not only a change in perception of the relationship of 'time, distance, speed' but also recognizing the average speed as a viewpoint of the slope of the line connecting the end points of the interval in the distance function as well as another way of perceiving average speed of a height of a rectangle. In this process, the study shows the scene of expanding the relation of 'distance = time ${\times}$ speed' to 'distance = time ${\times}$ average speed', and also the student who makes the continuous reasoning shows the possibility of constructing a new function that can explain the change of the primitive function by allocating the average rate of change to the interval. Although this study was conducted with a limited number of students, this study suggests some implications through the observation of relationship of 'time, distance, speed' the students'. We hope that these results will be the starting point for various studies for constructing the integral learning model in the future.

• School Mathematics
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• v.14 no.2
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• pp.191-212
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• 2012

In the field of arithmetic in mathematics education, there has been lack of fine-grained investigations addressing the relationship between students' construction of division knowledge with fractional quantities and their whole number division knowledge. This study, through the analysis of part of collected data from a year-long teaching experiment, presents a possible constructive itinerary as to how a student could modify her unit-segmenting scheme to deal with various fraction measurement division situations: 1) unit-segmenting scheme with a remainder, 2) fractional unit-segmenting scheme. Thus, this study provides a clue for curing a fragmentary approach to teaching whole number division and fraction division and preventing students' fragmentary understanding of the same arithmetical operation in different number systems.

• School Mathematics
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• v.8 no.3
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• pp.265-290
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• 2006

The purpose of this study is to search an effective teaching & learning program by examining how much does Excel affect on problem solving of linear function. This study was based on qualitative case study. Teaching experiment was performed for seven periods with five students in 8th graders. Pre and posts tests were attempted to analyze the changes of student's ability on problem solving of linear function. The analysis of tests were performed in category with correct process-object perspective, near process-object perspective, incorrect process-object perspective. According to this study, the subjects showed an improvement on problem solving perspective of linear function. This meant that lessons using Excel had influenced on the problem solving of linear function. We noticed that exploring the learning environment with Excel could supplement paper-and-pencil environment. We believed that Excel with an intuitive dynamic and explorative skills can play a role in scaffolding to support problem solving of linear function.

• Journal of the Korea Convergence Society
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• v.10 no.12
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• pp.453-463
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• 2019

The purpose of study was the non-equivalent control group pretest-posttest design to test the effect of self-directed nursing practice based peer-tutoring of same sophomore, on the level of confidence, performance and self-efficacy of core nursing skills in nursing students. The subjects were 68 nursing students in K City from May 1^th to June 12^th in 2019. The participants were shared into the peer tutoring practice group (experimental group, n=34) and the lecturer guided practice group (control group, n=34). The results of study, the experimental group scored significantly higher on the foley catheterization performance (t=11.60, p<.001), confidence (t=4.123, p<.001) and wearing protection equipment performance (t=5.91, p<.001), confidence (t=4.24, p<.001) and enema performance (t=2.82, p=.008), confidence (t=2.09, p=.044) and self-efficacy (t=4.52, p<.001) than control group. Therefore, the results justified that self-directed nursing practice based peer-tutoring could be effective in improving the performance, confidence and self-efficacy of core nursing skills in nursing students. Based on this, I suggest the study that examines the effects of peer-tutoring by applying it to various majors.

• Journal of The Korean Association For Science Education
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• v.40 no.4
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• pp.399-413
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• 2020

In this study, we analyzed science teachers' NOS-PCK in Science Inquiry Experiment lessons. Four science teachers in charge of Science Inquiry Experiment in high schools located in the Seoul metropolitan area participated in the study. NOS Lessons were observed, all of the teaching-learning materials were collected, and semi-structured interviews were conducted. All the collected data were analyzed according to five factors of NOS-PCK. As a result of the study, their understanding and consideration of the curriculum related to NOS were insufficient in some cases. They thought that given inquiry activities or textbook composition was not effective for NOS teaching so that they actively reconstructed the curriculum. In terms of teaching strategies, their lessons were close to explicit approaches. However reflective approaches were generally lacking. They were neglected in evaluating NOS for reasons that views of NOS are individually subjective or that NOS is not an area of cognitive learning. They guessed the state of students by relying on their own experiences rather than based on evaluation results. They recognized a specific aspect of values of NOS learning. And intention to teach NOS played an important role throughout their classes. Based on the above results, we discuss some ways to improve the professionalism of science teachers for NOS teaching.

• The Journal of the Korea Contents Association
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• v.15 no.6
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• pp.616-631
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• 2015

This study proposes a mobile Augmented Reality (AR)-based "word card" learning tool for children aged 3 to 5. First, this study suggests a learning structure to improve motivation and immersion of learning, Secondly, it designs and implements the user interface applying the proposed learning structure. Also, it designs a content management tool supporting the production of the content so that instructors can easily manage the contents for various learners. This study is conducted by four steps - reference research, design of "word card" learning content for the learner, design of content management tool for the instructor and the effectiveness verification of the proposed content. The proposed content was designed based on an education content architecture for enhancement of immersion and motivation to study. Moreover, it includes an 'AR content management tool for instructor' designed to easily update AR education content. The class for six children aged 3 to 5 was given to validate the enhancement of immersion to study. Experiment results showed that the proposed content enhanced the study immersion and that special interaction design for early children was necessary.

• Journal of the Korean Society of Earth Science Education
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• v.9 no.3
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• pp.341-351
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• 2016

The purpose of this study is to investigate the effects of pre-service teachers of elementary school who take courses in 'Science and Textbook Research' on science teaching efficacy and science knowledge after experimental treatment. For this purpose, this study was aimed at intensive course four classes (118 students) enrolled in the 'Science and Textbook Research' course and experimented from the beginning of September to the end of November. The experiment was about teaching textbooks and teaching methods for one semester, and the pre- service teachers of elementary school made the demonstration of science cooperation classes by group. The results and analysis of the study were analyzed by the corresponding sample test in before and after the group test. The conclusion of the study is as follows. First, after taking this class the pre - service teachers of elementary school were effective in science teaching efficacy. Second, after taking this course, pre-service teachers of elementary school were effective in acquiring science knowledge. Third, it was seemed to positive effect on Perception of pre-service teachers of elementary school in Demonstration classes. Pre-service teachers of elementary school have created science course plan by analyzing the tasks according to the principles of instructional design, and they found that they had the right mind and confidence in the lesson.