• Journal of The Korean Association For Science Education
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• v.30 no.8
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• pp.1060-1074
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• 2010

In this study, we investigated teachers' experiences in teaching with the science museum as well as their confidence, their perceptions, educational needs, and their willingness to practice the instructions using science museum. A survey was administered to 225 elementary and secondary school teachers. The analyses of the results revealed that few teachers had training for the instructions using the science museum and not many teachers had experience in teaching with the science museum. Many teachers were also found to have low confidence in teaching with the science museum. Although the teachers had a relatively good understanding of the educational effects, nature and teaching strategies for the instructions using the science museum, they tended to apply the formal views on science teaching/learning to learning with the science museum. The levels of willingness to use the science museum in their instructions and educational needs of the instructions using the science museum were high. They wanted the information about practical aspects to use in the instructions using science museum most. Educational implications of these findings are discussed.

• Journal of Convergence for Information Technology
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• v.12 no.3
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• pp.193-203
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• 2022

The present study aims to investigate how general education EFL instructors who teach in a higher education institution in Korea perceive mixed-ability classes and the teaching strategies that they utilized to teach learners who have varying English proficiency levels and may have different instructional needs. Twenty instructors at a higher education institution in Korea who teach general education EFL courses participated in a questionnaire and three of the twenty instructors participated in follow-up interviews. The findings from the questionnaire and interviews showed that instructors' experiences teaching mixed-ability classes were positive. They offered clear guidelines for participation to help motivate learners and found that higher level students helped lower level students through group work. The instructors also felt that ESP could be a possibility in mixed-ability classes to meet the learners educational needs.

• School Mathematics
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• v.5 no.2
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• pp.167-189
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• 2003

Mental arithmetic has recently gained a higher profile in primary school mathematics. The study aims to reflect didactical background of mental arithmetic in number and operations curriculum for primary school mathematics. In order to attain these purposes, the present paper describes the meaning of mathematical literacy and didactical background of mental arithmetic on which have been laid emphasis in relation to mathematical literacy in many countries. Also it shows current suggestions for mental arithmetic instruction in Everyday Mathematics Project in USA, Numeracy Number Project in Great Britain, TAL project based on Realistic Mathematics Education in the Netherlands, and mathe 2000 project in German in order to gain practical ideas for teaching mental arithmetic. Furthermore, it discusses mental strategies of students and didactical models for improving mental arithmetic instruction based on the results of many researches. Under these theoretical foundations, it is analyzed how mental arithmetic is developed in our number and operations curriculum, focused on mental strategies and didactical models. Finally, implications for improving our mental arithmetic instruction are discussed.

• Journal of Gifted/Talented Education
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• v.19 no.1
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• pp.119-140
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• 2009

This paper examined its possibility and made its new definition by finding relevant bases in order to make a close inquiry into its Identity and direction at this point when cyber-based gifted education academy is established and operated again by its necessity And 4 models which can be used in special education for the gifted were developed making a link with special education for the gifted by collecting and re-classifying cyber educational methods developed by basic research as priority of the educational method which is considered to be the most urgent issue in practical cyber learning. It is a project-type cooperation education model, an information collection-type research education model, a community-type discussion education model, and a problem focus-type e-PBL education model. To apply developed leaching-learning models to reality, students at gifted education academy in Gyeonggi Cyber Gifted Province were imputed models in different ways respectively for 4 months. As a result of analysis and statistical data of activity level and satisfaction level of students who participated in learning activity, it appeared that high level of satisfaction and active activity level were induced compared to the previous method based on tasks. It is expected that this paper will provide the bases when each cyber-based gifted education academy plans operation plan later on, and it will provide proper methods when cyber guidance teachers plan class activities.

• Journal of The Korean Association For Science Education
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• v.39 no.3
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• pp.405-414
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• 2019

As a case study, we analyzed the professor's teaching professionalism in college of science-engineering based on pedagogical content knowledge. Two professors from the college of science-engineering located in Chungcheongbuk-do participated in this study. After collecting their syllabi, we observed their classes and conducted semi-structured interview before and after the classes. Analysis were conducted on their syllabi, taped videos, field notes and transcripts of the interview. As a result, both professors' orientation to teaching was not only related to learning subject matter knowledge, but also developing job competencies or communication skills. Their orientations were transformed according to the educational situation. After establishing the final learning goals, the professors organized weekly plan by listing the topics. However, they were unaware that the goals of each topic should be presented in detail in the class. Also, one of them presented a lack of understanding of the students' prior knowledge and showed low understanding of what aspects of the topics make students difficult to learn. In addition, the two professors applied various teaching strategies such as giving examples, questioning, and problem solving, but the degree of students' participation was not enough in the process of teaching. In the aspect of assessment, the professors had low understanding in students' achievement or feedback. Based on the results of the analysis, this study proposed methods and strategies for improving the teaching professionalism of science-engineering professors.

• 인삼약초
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• v.3 no.6 s.10
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• pp.82-85
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• 2005

'인삼 할아버지' 군민의장 수상/ 금산 인삼약초시장에 체험형 프로그램/ 파주개성인삼 '원년' 선포한다/ 증평 인삼축제 14일 개막/ 최홍만, 산삼 먹고 본야스키와 결전 준비/ 대전기상청, 금산인삼용 정보 제공/ 금산군, 금산인삼약령시장 상징물 선정/ 풍기인삼축제 관광열차 운행/ 인삼에 백내장 예방 물질 서울대 안과 이진학 교수팀 사포닌 성분 안약 개발 중/ 농진청 '생명농업 엑스포' 개최/

• Proceedings of the Korean Information Science Society Conference
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• 1999.10b
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• pp.679-681
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• 1999

최근 웹의 폭발적인 성장으로 인하여 웹을 교육의 매개체로 활용하려는 노력이 활성화되고 있다. 그러나 현재 대부분의 웹 기반 교육 시스템들은 대체로 수동적이며, 정적인 하이퍼텍스트 위주이기 때문에, 학습상황을 수시로 점검할 수 있는 상호작용기능이 부족하고, 특정 학습자의 학습결과에 따른 동적인 학습환경의 제시가 어렵다. 일반적으로 웹기반 교육시스템은 다양한 지식계층의 사람들에게 노출되어 있기 때문에 보다 상세한 학습전략이 요구되며, 따라서 최근에는 기존의 지능형 교수시스템(Intelligent Tutoring System: ITS)에서 연구된 풍부한 기술들을 웹 환경에 도입함으로서 보다 지능적이며 적응력 있는 시스템개발에 관한 연구가 활성화되고 있다. 본 연구에서는 이러한 웹 기반 교육시스템에서의 문제점들을 해소하기 위한 한가지 방안으로 ITS의 동적 교수계획기법을 웹 기반 시스템에 도입한다. 문제영역으로 C 프로그래밍 언어 학습을 선정하여 이를 웹 기반 교수시스템으로 설계하고 구현하였다. 또한 기존 시스템들의 서버 집중형 구조에서 탈피하여 CORBA를 이용한 분산기반구조로 시스템 개발에 접근하였다.

• Journal of the Korean School Mathematics Society
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• v.10 no.3
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• pp.385-400
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• 2007

This study pilot tested a researcher-designed instrument based on National Council of Teachers of Mathematics' problem solving standard and middle school teachers' beliefs about teaching problem solving. One hundred twenty four teachers' responses were analyzed. The instrument was validated and found to be reliable. The study found that females and males have significantly different beliefs about teaching problem solving. Age of the teacher did not appear to affect the teaching of problem solving.

• Proceedings of the Korea Information Processing Society Conference
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• 2005.05a
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• pp.1001-1004
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• 2005

인터넷을 통한 정보화의 영향으로 교육 방법에도 큰 변화를 가져왔다. 교수자와 학습자간 오프라인으로 이루어졌던 교육이 온라인상에서 이루어지게 되었고, 양질의 원격 교육을 실천하려는 노력 과정에서 LMS(Learning Management System)는 많은 발전을 하게 되었다[3]. 하지만 잘 개발된 LMS 라 할 지라도 온라인 교육에서는 오프라인 교육과 같이 교수자와 학습자의 직접적인 커뮤니케이션을 통한 상호 의견 수렴이 어렵다[4]. 따라서 본 논문에서는 LMS 기능에 확장성과 이식성을 갖는 설문 시스템을 추가 함으로써 교수자와 학습자간의 원활한 커뮤니케이션을 지원하고자 한다. 또한 강의 점검, 교수전략 수립, 연구, 정책수립 및 사업추진을 위한 각종 조사에 활용하고자 한다. 본 논문의 설문 조사 시스템은 오픈 소스로 전국 대학 및 교육기관을 대상으로 무상 배포 중이며 그 활용을 검증 중이다[5].

• Proceedings of the Korea Information Processing Society Conference
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• 2015.10a
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• pp.2-5
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• 2015

본 연구에서는 프로그램을 전혀 해보지 않았고, 게임에는 관심 있는 초등학교 저학년을 대상으로 EPL 도구로서 스크래치를 이용한 SW교육의 교수 학습 모형을 개발하였다. 5단계 10차시로 분류하여 각 단계별 학습목표를 설정하고 교수 학습 목표를 결정하였다. 학습목표에 맞게 각 단계별 수업이 이루어지면 목표에 도달할 수 있도록 반복수업, 흥미 있는 수업, 이해도가 증가할 수 있도록 단계별 수업으로 구성하였다. 또한 SW교육 교수 학습 모형에서 각 차시별 목표를 설정하고 단계별 교수 학습 전략을 제공하여 목표에 도달할 수 있도록 유도하였다. 본 연구를 통해 초등학교 저학년에게 SW교육이 가능한지, 어느 정도 수준의 교육으로 이루어져야 하는 지, EPL 도구로서의 스크래치의 활용성은 어느 정도인지 등을 알아보고 SW교육에 수업자료로 활용하고자 한다.