• Annual Conference of KIPS
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• 2001.04b
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• pp.1125-1128
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• 2001

교육이란 대부분 가르치고 배우는 사람간의 상호작용이며 또한 동료 학습자간의 상호작용에 기반을 두고 있다. 사이버 학습 환경하에서도 가르침과 배움은 교수-학습 매체에 의한 상호작용으로 이루어진다. 학습자는 교수자에 의한 직접적인 가르침이 아닌 교수자의 학습 컨텐츠와 여러 가지 상호작용적인 컨텐츠의 요소로 인해 교육이 이루어진다. 본 논문에서는 점차로 확산되고 있는 사이버 학습 환경하에서 이루어지는 교수-학습 컨텐츠의 개발에 대한 학습 질 관리를 위한 설계 방안에 대한 연구이다.

• Korean Architects
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• s.635
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• pp.24-29
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• 2022

월간 <건축사>가 지난 2월 15일 김경민 서울대 환경대학원(도시계획) 교수를 만났다. 서울대 지리학과를 졸업한 김경민 교수는 UC버클리에서 정보통신 석사학위를 받고 실리콘밸리에서 소프트웨어 엔지니어로 근무했다. 이후 하버드대에서 박사 학위를 취득하고 보스턴 상업용 부동산 리서치회사 PPR(Property & Portfolio Research) 선임연구원으로 재직하는 등 다양한 분야의 지식과 경험을 갖추고, 현재 서울대 환경대학원 도시계획전공 교수로 부동산 트렌드와 건축과 공간의 동인이 될 만한 요소들을 분석·발표하며 방송 출연, 도서 집필, 인터뷰 등을 통해 다양한 매체에서 활발히 활동하고 있다. 김경민 교수는 본지와의 인터뷰에서 도시의 장소성·역사성을 이어나가면서 도시의 미래를 구현할 수 있는 새로운 거버넌스 체계의 구축, 도시개발의 비전을 제시할 공공 디벨로퍼와 도시개발청의 필요성을 언급하고, 도시·건축의 변화를 위한 네거티브 시스템 도입을 제안했다. 또 단순히 설계뿐 아니라 인문·역사적 이해를 바탕으로 금융 분야에서도 전문성을 갖춘 도시계획 플랜을 세우는 게 중요하다고 설명했다.

• Journal of Educational Research in Mathematics
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• v.26 no.4
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• pp.683-700
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• 2016

The traditional teaching-learning in mathematics, which pursue only one correct answer, should be reexamined to cope with an age of uncertainty. In this research, Perry's epistemological development scheme was noticed as a theoretical approach to diagnose problems of dualistic mathematics lessons and to search solutions of the problems. And Design-Based Research method was adopted, We developed the epistemological development scheme through considering Perry's theory and related studies, scaffoldings and teaching-learning to enhance students' epistemological positions in mathematics. Based on these discussions we designed teaching experiment about operations with negative numbers, and analyzed its didactic implications.

• The Journal of Korean Association of Computer Education
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• v.21 no.6
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• pp.1-14
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• 2018

The purpose of this study was to identify the teachers' competency for the NCS-based microprocessor course in the 'electronic,' and analyzed the relative importance among vocational teachers' competencies. Findings were (1) the teaching competencies for the microprocessor course consists of 8 major factors and 22 sub-factors, and (2) the AHP gained the result of the relative importance of the teaching competencies. In conclusion, the programming was identified as the most critical competency, suggested a guidelines for Microprocessor course to use in vocational schools.

• Annual Conference of KIPS
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• 2009.04a
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• pp.1002-1005
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• 2009

정보 통신 기술의 발달은 전산화, 정보화, 지식 정보화 과정을 거쳐 현재 차세대 패더다임인 유비쿼터스화 단계에 이르렀다. 시간과 장소에 구애받지 않고 언제 어디서나 창의적이고 효율적인 학습자 중심의 교육환경을 제공할 수 있는 u-러닝 기술은 7차 교육과정 수행과 함께 필수적인 요소로 부각되고 있다. 최근 교육과정이 u-러닝 환경으로의 변화에 따라 교수 학습 체계 역시 변화가 예상된다. 그리고 ICT를 활용한 교수 학습 모형과 교과별 콘텐츠에 대한 개발이 활발한 이유도 현재 u-러닝이 적극 추진되면서 교육환경에 대한 새로운 요구와 필요성이 증대되고 있기 때문이다. 따라서 교육환경인 u-러닝 시대에 맞추어 교과목에 대한 교수-학습 모형 연구가 이루어 져야 할 것이다. 본 연구에서는 선행 연구된 학습모형을 비교, 분석하여 유비쿼터스와 u-러닝에 대한 특성과 기능, 유비쿼터스 컴퓨팅 기술에 대해 고찰한다. 그리고 기존 컴퓨터 교과 분석을 통하여 컴퓨터교과의 중요성과 교육방법 영역, 컴퓨터교과 교수-학습 모형에 대한 연구를 통해 u-러닝 환경에서의 컴퓨터 교육을 위한 프로젝트 기반 교수-학습 모형을 설계하고 구현한다.

• Journal of Engineering Education Research
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• v.18 no.6
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• pp.3-10
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• 2015

The purpose of this study was to analyze STEAM learning/teaching program that relates robots and to develop and redesign STEAM teaching/learning program with a robot for elementary and secondary schools. 'Learning with a robot' is considered as one of the best candidates for STEAM education. This article mainly concerns a robot that can be helpful to improve students' interests in learning science and mathematics in schools. As the results of the STEAM learning/teaching program analyzing, the program for elementary schools contained more contents of liberal arts and fine arts, and the program for secondary schools contained more contents of science, technology, and math. In the middle school program, context for learning, class activities of creative design and emotional touch, evaluation, and job and career information were evenly implemented. In the elementary and high school program, there were few information about robotics career. We extracted all robot utilizable subjects and units from school curriculums, and redesigned contents which can be applicable to regular classes for schools. As the result of this study, we conclude that 'learning with a robot' can encourage students' interests in STEM area.

• Journal of the Korean Chemical Society
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• v.53 no.6
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• pp.784-792
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• 2009

In this study, we investigated the unsuitable cases for the hierarchy of the curriculum in science 'teaching-learning lesson plan' which is on the web site of the each city's support center for teaching and learning and Seoul Science Park with a purpose of giving helpful data for science teachers at lessons. The investigation is limited to 'Three states of matter' unit for the 7th grade and the content elements used at analysis was the "state changes of matter", "molecule" and "molecular model". The case found for unsuitable case for the hierarchy of the curriculum was phase equilibrium, ice crystal theory, peculiar property of water, classification of solid, thermal energy and physical change at the "state changes of matter". While the "molecular model" showed molecular motion and density. On the other hand, no case was found at "molecule".

• Journal of the Korean School Mathematics Society
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• v.23 no.4
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• pp.427-448
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• 2020

The purpose of this study is to confirm the MKT(Mathematical Knowledge for Teaching) of the pre-service mathematics teachers on the normal distribution through the comparative analysis between the sub-elements of the MKT. In addition, it is to examine the factors that cause the difference of the subjects' MKT. To accomplish this, by the subject of 24 secondary pre-service mathematics teachers, in this study the test items of the MKT on the normal distribution were developed and data were collected and analyzed. As a result of the analysis of the MKT test sheet, the CCK(Common Content Knowledge) of the preparatory mathematics teacher was confirmed as a high score, whereas the SCK(Specialized Content Knowledge) and KCS(Knowledge of Content and Students) were confirmed as low scores. In addition, through these results, it could be confirmed that the difference in MKT of preparatory mathematicians occurred.

• Education of Primary School Mathematics
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• v.15 no.2
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• pp.77-89
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• 2012

Considerable efforts have been attempted to identify what makes high-quality mathematics instruction, including diversity and variability across different educational systems and cultural contexts. As the instructional elements related to effective mathematics teaching can be commonly applied to different content domains, they may be efficient in selecting such teaching. However, such elements may not reflect on the specific but essential features of each domain. This paper compared and contrasted two sets of measurement teaching practices, which were recognized as good instruction, in terms of how the key elements of measurement domain were implemented. As such this paper is expected to accumulate significant knowledge about elements of effective mathematics instruction that are specialized in a particular content domain of measurement. This paper suggests that domain-specific approach be considered in studying good mathematics teaching.

• Education of Primary School Mathematics
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• v.26 no.4
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• pp.237-255
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• 2023

At a time when the textbooks publishing system is changing from government-administered to certified, it is necessary to analyze textbooks published in both systems. This study analyzed one government textbook and three certified textbooks on quadrilaterals based on the instructional components that must be taught in the area of 2-D shapes. As a result of the analysis, it was found that concept exploration was implemented appropriately, but classification activities were not presented in some lessons. In Defining Concepts, the definition of the concept was presented appropriately, but there were differences depending on the textbooks. In addition, it was found that there was little activity in talking about the components of shapes or shapes. In applying concepts, more diverse activities were presented in certified textbooks than in government textbooks. Knowing relationships are rarely presented in textbooks due to its influence on the curriculum. Based on the results of this analysis of quadrilaterals, this study provides textbook writers with implications on what to further consider is dealing with quadrilaterals.