• Education of Primary School Mathematics
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• v.16 no.2
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• pp.147-162
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• 2013

This is an in-dept case study that extract the problems showing remarkable gender gap in 6th graders and analyze the difference between boys and girls in the process of problem solving. This study can be summarized as the following. First, according to the result of basic study, the parts are divided into measurement, probability and statistics and regularity. And then test problems and face-to-face talk contents are developed. Second, the distinct features between boys and girls, follow-up study and face-to-face talk. As a result, five characteristics of gender gap are selected. Through the results of this study, the improvement of teaching & learning development and evaluation considering gender is expected in the classrooms of elementary schools.

• Journal of The Korean Association of Information Education
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• v.24 no.5
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• pp.413-421
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• 2020

AI(Artificial intelligence) has brought many changes to our living in the Fourth Industrial Revolution. In our daily lives, we can easily access unmanned automatic systems using AI such as unmanned cameras and unmanned delivery boxes. Therefore, AI education has become an important part of daily life in the future. Currently, however, we have very few cases of AI education for young students, such as kindergarten and lower grades in elementary schools. Based on the software education curriculum of kindergarteners and lower graders previously studied, we presented the examples of AI-based teaching and learning activities and presented related AI-based computational thinking by each topic. However, in order for these teaching and learning activities to be applied to public education, it is necessary to secure sufficient class time, improve the educational environment, and actively support teaching activities.

• The Mathematical Education
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• v.52 no.3
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• pp.399-422
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• 2013

이 연구의 목적은 수학 교수 학습에서 수학에서의 기본과 창의성에 대한 한국 초등교사들의 인식에 대하여 분석해 보는 것이다. 모든 국가의 경제나 교육에 있어서 수학에서의 기본과 창의성을 강화하는 것이 가장 중요한 문제이다. 그 동안 수학에서의 기본과 창의성에 대한 한국 초등교사들의 인식에 대하여 연구한 사례는 거의 없었다. 이 연구를 위한 연구 방법으로 116명의 초등학교 교사들에게 설문지를 통하여 수학에 대한 기본 및 창의성에 대한 인식을 분석하였고, 개방형 질문을 사용하여 필요한 교사들을 대상으로 반구조적인 면담을 실시하였다. 교사들이 수학의 기본과 창의성에 대하여 중요한 것으로 강조를 하고 있으나 수학과의 교수 학습에서 학생들에게 이를 적절하게 강화시키는 데는 어려움을 가지고 있었다. 연구의 결과 교사들이 수학의 기본과 창의성에 대하여 교수 학습에서 학생들에게 이를 적절하게 지도하는 할 수 있도록 하기 위한 예비교사 및 현직교사들의 교육이 필요함을 지적하였다. 그리고 수학교육에서 학생들의 기본 및 창의성을 신장을 돕기 위하여 교사들에게 풍부한 자료의 제공이 필요함을 제안하였다.

• Journal of Korea Entertainment Industry Association
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• v.15 no.4
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• pp.217-227
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• 2021

The study aims to explore the rapidly changing university sports-related lecture environment from the perspective of professors and seek comprehensive and practical improvements in the online lecture environment for both professors and learners. In order to achieve the purpose of this study, six professors related to physical education at the university were selected as research participants, and in-depth interviews were used for about four months from September 2020 to December 2020. Examples of the problems, counterplans, and the improvement plans of professors who related to sports were shown as the results. First, the difficulties faced by professors have been divided into online and offline lecture problems, which are Internet and media possession, online lecture place amulet, professor-learner communication disorder, attendance verification and evaluation, COVID-19 infection, and face-to-face lecture place restriction since the outbreak of COVID-19. Second, professors' response to online and offline lecture problems was diversification of communication media, telecommuting, providing online learning videos, replacing and reinforcing practical classes, which were found to be somewhat lacking in government and school support systems. Finally, since the COVID-19 outbreak, Sports-related lecture's continuous problems and the professor's responses require the improvements such as government-level guidelines, university-level expansion of the venues for on- and off-line lecture, devising online lecture programs that enhance professor's convenience, and adjusting the number of participants for on- and off-line lecture.

• Journal of the Korea Convergence Society
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• v.12 no.2
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• pp.121-127
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• 2021

This study is to propose a communication strengthening teaching model using action learning for Spanish learners, and to verify its effectiveness through a case study of Spanish lessons. This study was conducted under the same conditions by dividing 91 students from September 1 to December 20, 2019 into experiment and control classes. As a result of the experiment, both classes improved their writing ability to some extent, but the learners in the experimental class applying action learning showed more meaningful results in terms of the content, expressions, fluency of the text, and the affective domain test also showed a significant difference. The development of this teaching model, which is necessary for learner-centered convergence activities, is expected to be of academic significance as it can be used for other foreign language class activities as well as improving Spanish communication.

• Journal of Digital Contents Society
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• v.9 no.3
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• pp.499-507
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• 2008

This paper aims at studying the new SCORM based e-Learning system and self-course design method. To construct this aims, we have researched the merits, shortcomings and characteristics of the previous LMS(Learning Management System) and we have researched the merits, shortcomings and characteristics of SCORM(Sharable Content Object Reference Model). SCORM was suggested ADL (Advanced Distributed Learning) to elevate the reusability of learning contents. Also we have researched the related researches of SCORM, SCORM based LMS and case studies. This paper suggests the level based self learning and course design and the system based on SCORM. This system has elevated the effectiveness and satisfaction of the learners.

• Journal of The Korean Association For Science Education
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• v.31 no.4
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• pp.641-662
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• 2011

In this study, explicit Teaching and Learning strategy for middle school students were developed to improve basic science process skills. After applying these strategy in an actual class, the effects of Teaching and Learning strategy and change of students were analyzed. Explicit Teaching and Learning strategy to improve basic science process skills are developed based on analyzing preceding research. The use of application criteria for class of basic science process skills combined with explicit Teaching and Learning strategy, it is sought for the explicit instructional procedures of said skills. After analyzing the class in which explicit Teaching and Learning strategy were demonstrated, students reported that they were able to comprehend basic science process skills more effectively through the stages of explicit explaining and independent practice. The showing demonstration stage was heavily emphasized by the teacher in this class. Analysis of students' understanding degree about basic science process skills, most of them show positive outcome. Another analysis of ripple effect on daily life and other subjects, it is found that students could have the attitude to make use of science process skills for themselves. Through the result of study, it is found that explicit Teaching and Learning strategy that are developed from this study are an effective way to comprehension students' basic science process skills. Thus, continued study is needed to develop and spread explicit Teaching and Learning strategy of science process skills to be applicable in actual classes in secondary schools.

• Communications of the Korean Institute of Information Scientists and Engineers
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• v.17 no.9
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• pp.12-18
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• 1999

• Child Health Nursing Research
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• v.19 no.3
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• pp.168-176
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• 2013

Purpose: This study was conducted to examine the effects of case-based learning on the coping ability of daycare center teachers in emergency situations. In the study knowledge of emergency treatment methods, attitude, intention and ability to perform CPR between were examined in an experimental group (daycare center teachers who participated in the small groups discussing case studies and comparing them with their own experience) and a control group. Methods: The study was designed using a nonequivalent control group pretest-posttest design. Sixty-four teachers were recruited from 40 child daycare centers in S city located in J province. Thirty-three teachers were assigned to experimental group and participated in the case-based small group learning. The data were analyzed using the SPSS 18.0 program to perform ${\chi}^2$-test, Pearson correlation coefficients and t-test. Results: The experimental group showed significantly higher posttest scores in knowledge, attitude, intention, and performance ability than those of the control group. Conclusion: The study results indicate that case-based small group learning on coping ability in emergency situation is effective in increasing knowledge, attitude, intention, and performance ability for daycare center teachers.

• Journal of The Korean Association For Science Education
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• v.43 no.6
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• pp.563-572
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• 2023

This study aimed to analyze cases of online class design by pre-service science teachers to identify the teaching strategies employed for online classes. For this purpose, the real-time online class lesson plans of 12 pre-service science teachers, who had experienced education utilizing online teaching tools for a semester, were collected and analyzed. The pre-service science teachers considered all the elements that were essential in traditional face-to-face class designs, including prerequisites, statements of learning objectives, stimulating motivation, teaching and learning methods, wrapping up, teacher-student interaction, and assessment. They devised teaching strategies that could overcome the limitations of online teaching and were not feasible in face-to-face classes for each element. Additionally, they were considering new instructional strategies tailored to the online teaching environment, such as creating a conducive environment for using online teaching tools and strategies related to checking the online teaching environment. However, for statements of learning objectives, stimulating motivation, and wrapping up, most of the pre-service science teachers predominantly utilized teaching strategies from traditional face-to-face classes, especially those involving the presentation of visual materials through online tools. Student-centered approaches were rarely implemented in stimulating motivation or wrapping up. These findings imply that one semester of exposure to the utilization of online teaching tools may be insufficient in teacher education. Thus, there is a need for a continuous and expanded educational program on the utilization of online teaching tools as part of pre-service teacher education.