• Proceedings of the Korean Information Science Society Conference
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• 1998.10c
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• pp.697-699
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• 1998

멀티미디어 교수/학습 자료들을 제작함에 있어서 학습자가 컴퓨터와의 상호작용을 통해 직접 학습과정에 참여할 수 있도록 하기 위하여 시나리오의 내용에 따라 각각의 멀티미디어 요소를 정의하고 화면에 배치하는 것은 물론 시간흐름에 따라 화면상에서 이루어지는 사용자와의 상호작용을 스토리보드에 손쉽게 표현할 수 있어야 한다. 이를 위하여 본 논문에서는 스토리보드 작성기를 개발함에 있어서, 화면상에서 이루어지는 학습자와 컴퓨터간의 상호작용을 스토리보드에 표현하기 위한 모델을 제안하고, 그에 따른 스토리보드 작성기의 주요 기능과 작업 화면들을 설명하고 있다.

• Annual Conference of KIPS
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• 2000.10a
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• pp.183-186
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• 2000

멀티미디어 컨텐츠는 다양한 매체적 속성으로 학습 흥미를 높일 뿐 아니라. 잠재적인 학습성취도를 중지시킬 것이라고 기대한다. 특히, 학습자들의 상호작용성이 두드러진 사이버 환경속에서 멀티미디어 매체의 기대효과는 상당히 크다. 본 논문에서는 새로운 형태의 교수-학습 매체로 등장한 웹 컨텐츠의 형태에 따른 학습자의 학습성취도를 분석하고, 학습자의 내재적 학습동기를 유발하는 요소를 고려한 새로운 학습 패러다임을 지원하는 웹 컨텐츠를 설계 및 구현한다.

• Proceedings of the Korean Information Science Society Conference
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• 2000.10b
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• pp.577-579
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• 2000

본 논문에서 제안하는 수학학습 시스템은 구성주의 원리에 입각하여 학습자 중심의 다양한 학습 방법을 통해 자발적이고 협동적인 학습이 가능하도록 설계하였다. 특히 XML 문서를 통해 수학과 교수학습 지도안의 표준을 지향하며 본 시스템을 통해 데이터가 공유될 수 있게 하였다. 본 시스템의 구성요소는 게임, 진단학습, Q/A, 그룹학습으로 구성되고 이들간의 상호 유기적인 관계를 구성하고 있다. 따라서, 본 시스템은 학습자가 스스로 학습할 수 있게 도와주는 다양한 학습방법에 의한 수학학습이 이루어질 수 있다.

• Journal of Convergence for Information Technology
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• v.9 no.2
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• pp.43-48
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• 2019

This study examines the problem of incorrect usage of grammatical terms that are quite common in English grammar teaching process and suggests ways to revise and improve the errors. Parts of speech and sentence elements are indispensable for any grammatical explanation. These grammatical terms are a core part of the grammar, but they are frequently used without being verified correctly and interchangeably with no distinction. These terms refer to different things, and when they are used interchangeably, they cause confusion in the establishment of grammar cognition. In result, there is a crucial need to discuss and improve the definitions of the grammatical terms defined in the English teaching process for proper improvement in effective English education.

• Journal of The Korean Association of Information Education
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• v.25 no.2
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• pp.317-325
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• 2021

In this paper, the degree of reflection of SW·AI elements and CT elements was investigated and analyzed for a total of 44 textbooks of Korean, social, moral, mathematics and science textbooks based on the 2015 revised curriculum. As a result of the analysis, most of the activities of data collection, data analysis, and data presentation, which are ICT elements, were not reflected, and algorithm and programming elements were not reflected among SW·AI content elements, and there were no abstraction, automation, and generalization elements among CT elements. Therefore, in order to effectively implement SW·AI convergence education in elementary school subjects, we will expand ICT utilization activities to SW·AI utilization activities. Training on the understanding of SW·AI convergence education and improvement of teaching and learning methods using SW·AI is needed for teachers. In addition, it is necessary to establish an information curriculum and secure separate class hours for substantial SW·AI education.

• The Journal of the Korea Contents Association
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• v.22 no.4
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• pp.479-487
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• 2022

This study divided video content of current representative YouTube channels on Chinese language education into internal and external elements for analysis. By examining these channels, this study found that they have various external and internal elements. In addition, YouTube classes also have certain distinct characteristics that are non-existent in traditional classroom or face-to-face classes, and show potential to serve as a new educational medium that can fill the gaps in existing classroom classes. However, a large number of these channels still have problems with their internal and external elements, which seem to require not only the effort and attention of the instructors creating the videos, but also considerable time and human and material resources.

• Journal of the Korean Chemical Society
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• v.61 no.4
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• pp.197-203
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• 2017

The purpose of this study is to analyse the characteristics of domestic scientific inquiry related research topics and consequently provide fundamental data and suggestions from a teaching method point of view. The study subjects was collected from the initial issue to the february 2016 issue of academic journals and using the keyword that 'inquiry', 'scientific inquiry'. The framework of Professional factors of teaching practice was developed and used for selecting subjects of study. The selected study subjects were analyzed according to the framework. And Topics of study were categorized and analyzed. The topic was thoroughly debated between 2 science education experts and 4 doctorate candidates within a specialist workshop. Results show that scientific education environments, scientific inquiry evaluation and teaching ability was studied less than education process and textbook analysis, scientific inquiry designing and application. And The research on the topics indicated that most research is concentrated in specific areas. It is postulated that additional research into scientific education environments, scientific inquiry evaluation and teaching ability would further develop the teachers' teaching abilities and enable a more successful science lesson in the classroom.

• Journal of Korean Home Economics Education Association
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• v.23 no.2
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• pp.109-130
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• 2011

The purpose of this study was to examine the elements of green life education reflected in the Korean and Japanese secondary school Home Economics curricula. Although sustainable living at home has been emphasized as one of the main issues of Home Economics since the first curriculum period, green growth education has more reinforced in recent revised Home Economics Curricula of both countries. Thus the 2007 revised secondary school Home Economics Curriculum of Korea and 2008 revised middle school and 2009 revised high school Home Economics Curriculum of Japan were analyzed. The content analyses were done to examine the elements of green life education reflected in 'Characteristics and Objectives', 'Contents', and 'Teaching learning/Contents dealing Strategies' parts of the curriculum through two checking steps. The elements of green life education were included in all parts of the Home Economics Curricula of both countries except the 'Characteristics and Objectives' part of Japanese Curriculum. In both the Korean and Japanese Curricula, the element of green life was the most frequently and concretely reflected in the 'Contents' part, contrary to the 'Characteristics and Objectives' part where the element was the most rarely and abstractly reflected. The practical aspects of the green life education were more emphasized than the theoretical ones in both countries' curricula. The green life educational elements need to be included in all parts of Home Economics curriculum with concrete manner to ensure these elements to be reflected in Home Economics textbooks and to be actively implemented in classroom.

• School Mathematics
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• v.16 no.2
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• pp.387-407
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• 2014

Gender differences have been given major attention in mathematics education in the context of pursuing gender equity in instructional and learning environment. It had been traditional belief that male students would outperform female students in mathematics, especially in the areas as geometry. This belief has been given doubts by cumulated empirical evidences that gender differences are gradually diminishing or even reversing its direction as time goes on. In this study, gender differences in geometry were explored using TIMSS 8th grade mathematics data administered in TIMSS 2003, 2007, and 2011, based on a cognitive diagnostic modeling(CDM) approach. Among various CDM models, the Fusion model was employed. The Fusion model has advantages over other CDM models in that it provides more detailed information about gender differences at the attribute level as well as item level and more mathematically tractable. The findings of this study show that Attribute 3(Three-dimensional Geometric Shapes) revealed statistically significant gender differences favoring male students in TIMSS 2003 and 2007, but did not show significant differences in TIMSS 2011, which provides an additional empirical evidence supporting the recent observation that gender gap is narrowing. In addition to the general trends in gender differences in geometry, this study also provided affluent information such as gender differences in attribute mastery profiles and gender differences in relative contributions of each attribute in solving a particular item. Based on the findings of the CDM approach exploring gender differences, instructional implications in geometry education are discussed.

• Journal of Korean Home Economics Education Association
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• v.26 no.1
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• pp.1-16
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• 2014

The purpose of this research is to develop a theme-based integrated teaching/learning plan in clothing, food, and housing in home economics and to apply the developed process in classes for evaluation in order to identify the suitability in schools. The theme-based integrated teaching/learning plan developed on the basis of textbooks consist four sub-themes; choosing($1^{st}$ and $2^{nd)$ lessons), using($3^{rd}$ lesson), processing ($4^{th}$ lesson), and alternatives($5^{th}$ and $6^{th}$ lessons) under the main theme of 'green family life'. The results from 20 individual and group activities showed that the students actively solved the problems when the presented cases were related to their own lives or experiences. The opportunity to implement green life through activities motivated students' willingness to proceed in real life. However, it is vital to assist integrated thinking through various examples before beginning due to students with difficulties connecting the issue from one area to the other during the problem-focused activity. The students' ability to solve the activity workbook had been improved as the lessons continued. From the survey questions on the theme-based integrated lessons, all items associated with integration of clothing, foods, and housing were positively responded. Also, questions regarding general understanding, suitability and satisfaction on the teaching/learning process were marked positive. The conclusion could be that the integrated theme related to clothing, food, and housing in our life would be appropriate for green family life. The theme-based integrated teaching/learning plan is effective in understanding the occurrence of green family life in relation with clothing, food, and housing, identifying the practical ideas implementing green life in those areas, and improving the integrated ability to solve the green life related problems. However, this research has its weakness in generalizing the results due to its limited survey respondents and post-evaluation being the only assessment conducted.