• Journal of The Korean Association of Information Education
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• v.12 no.1
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• pp.9-22
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• 2008

The purpose of this research is to develop a prototype of the support system in order for team building associated with web-based project learning having applied Kolb's learning style. To accomplish this purpose, the following research tasks were performed. First, core idea in order to embody the system's value, key activities, tools that will support pertinent activities and the strategy so as to develop guidelines, etc. were devised and prepared. Second, a system was designed on the basis of structural model of teaching design, then after, interface was developed. The core factors in this system are inspection of learning style, organizing a team and team building. Above all, it is required to make learners know about learning environments, of which they are in favor, and also its distinctive features through inspection of learning style, and then focusing on learning style, a team should be organized insomuch as to accommodate a variety of learning styles as much as possible. For the purpose of team building, after learning style of each constituent member of the team has been made known, then the roles will be divided among the constituent members of the team so as to suit their individual characteristics referring to each of their learning styles that have been exposed. To verify the value of this system developed and efficiency thereof, a focus group interview was conducted. The focus group consisted of professionals, all from related fields. After the interview, the points required to make further improvements were elicited and taken care of by follow-up actions as needed. And having reflected such improvements made, the final system was developed. With this newly developed system, learners can get the results of inspection of learning style so quickly by performing inspection any time any where, and based on the results from such inspection, a team comprising dissimilar constituents who exhibit a variety of different propensities will be automatically organized. Thus, this system may be used not only for web-based project learning having unspecified persons elected as constituents, but in the offline space also.

• Journal of Korean Home Economics Education Association
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• v.18 no.4 s.42
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• pp.193-206
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• 2006

The national level curriculum revision is underway in Korea. A proposed model of family and consumer sciences curriculum was proposed for a public hearing, which was held in December 15, 2005. In the model curriculum, practical problem focused curriculum development approach is partially adopted. However, there is lack of understanding for the practical problem focused curriculum, therefore correct understanding of it is needed. This study tried to promote understanding of the nature of perennial practical problem that FCS deals with and of a conceptual framework of practical problem focused curriculum development. Seven competing topics related with practical problem focused curriculum are discussed for resolving misunderstandings and prejudice on it. From the discussion, it is concluded that practical problem focused curriculum is meeting the needs of students' present and future individual and family life.

• Journal of the Korean Chemical Society
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• v.64 no.6
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• pp.401-415
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• 2020

The purpose of this study was to investigate the factors that affect the maintenance of the effect of mentoring for beginning science teachers. Mentee teachers for this study were ten mentee teachers who took part in the collaborative mentoring from 2014 to 2018. For this study, the videos of the first and fifth classes submitted during the mentoring program, mentors and mentees' journals, the videos of the classes recorded in 2019, questionnaires about reflection on the mentoring program, and interview materials were collected and analyzed. The result of this study is as follows. First, the reflective thinking was sustained after the mentoring program, and this played a crucial role in maintaining the effects of the mentoring. The group that showed the improvement of RTOP score had reflective thinking and made reflective practice on their teaching. Most participants in the group created the classes of constructivism based on self-reflection on their classes. However, no positive changes in the classes occurred to mentee teachers who couldn't have reflective thinking. Second, reflective practices during the mentoring program exerted a strong influence on the teaching method of mentee teachers. The group of the improvement in RTOP score strived to apply student-centered model of instruction to their classes. It was showed that most mentee teachers in the group kept applying the student-centered model to their classes after the mentoring was completed. These results indicate reflective thinking and reflective practice are crucial factors to the effect of the mentoring and its maintenance.

• The Journal of the Convergence on Culture Technology
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• v.9 no.3
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• pp.471-480
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• 2023

The purpose of this study is to confirm the effect of recording online classes and real-time video classes on other behaviors, lecture satisfaction, and lecture flow in during the COVID-19 period. Data were collected and analysis using a structured questionnaire from May 20th to June 4th in 2021 for 550 nursing students in the D University. As a result of the study, it was found that there were more others behaviors in record online classes than in real-time online classes (t=-2.00, p=.046), lecture satisfaction(t=-1.54, p=.124) and lecture flow in real-time online classes it was higher in the record online classes (t=-.63, p=.529), but it was not statistically significant. However, the 2nd year students who participated in the two types of online classes showed statistically significantly higher lecture satisfaction (t=13.55, p=.000) and lecture flow(t=4.48, p=.004). And 4 th grade students of others behaviors was statistically significantly lower (t=4.68, p=.003). In the multiple regression analysis, the main factor affecting lecture flow was lecture satisfaction, and the explanatory power of the model was 55.1% in record online classes (F=128.49, p <.01), and in real-time classes 47.2%(F=77.24, p<.01). In the future, research should be conducted to confirm the difference between the two types of online classes of the same instructor and the difference in other things, lecture satisfaction, and class commitment that appear after applying learner-centered learning.

• Communications of Mathematical Education
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• v.32 no.3
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• pp.341-362
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• 2018

The purpose of this study is to develop a STEAM education model on the basis of mathematics curriculum using real life context, and to analyze the effect of the class based on developed model to make applicable pedagogical discussion. For this purpose, STEAM class materials that can be used in terms of recognition, connection, extension, and application of mathematical concepts, principles and laws are considered, taking into consideration the ways in which real life contexts and mathematical learning could be harmonized. As a results of using these materials, it was empirically confirmed that students' cognitive thinking and affective aspects abilities were improved. The STEAM instruction centered on the mathematics curriculum and the mathematics class based on the data developed in this study have a unique identity compared to the conventional general mathematics teaching methods using the textbooks. And it is pursuing the future class model which could present desirable creativity and personality education. The result of this study would provide preliminary data and meaningful implications to the researchers for next curriculum and concomitant instructional materials as well as the mathematics teachers.

• Journal of the Korea Society of Computer and Information
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• v.29 no.8
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• pp.223-230
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• 2024

The purposes of this study is to find out how to use Generative AI by class stage and class model so that classes can be planned using various Generative AI in elementary and secondary education. To this end, contents of using Generative AI according to general instructional stages and instructional models by school level and subject were developed, and revised and supplemented through review by 13 field experts. As for the method of using Generative AI by class stage, general class stages were divided into three stages: 'class preparation', 'in class', and 'class arrangement', and the subject of using Generative AI at each stage, the contents of using it, and the types of Generative AI that can be used are summarized. As a method of using Generative AI according to the class model, eight class contents were developed based on teaching and learning models according to the characteristics of each school level and subject. In order to expand the use of Generative AI in elementary and secondary classes, it is necessary to develop more diverse class contents by school level and subject and distribute them in the field. It is also necessary to develop educational materials on matters to consider when using Generative AI in class.

• Journal of Korean Home Economics Education Association
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• v.18 no.3 s.41
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• pp.41-60
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• 2006

The system of teaching culinary practice needs drastic modification to catch up with dietary life and education curriculum changes. To reflect such changes, it is necessary to instill a strong will and interest as well as educational environment improvement in teachers. In this sense, this study researched the teachers' stages of concerns, levels of use, innovation configuration, and intervention demands, based on the CBAM(Concerns Based Adoption Method) developed by Hord et. al. For the survey, 500 questionnaires sent by mail and 187 were analyzed by SPSS/win 10.0 program. The results are summarized as follows. 1) The teachers stages of concerns on culinary practice is assessed to be in the lowest level of perceptual stage, which indicates a state of indifference. 2) In terms of the levels of use, routine use was the highest, followed by refinement use, integrated use, research use, and reinvent use in descending order. Mechanical use posted the lowest level. Even though the stages of concern showed the beginning stage, the Level of use was relatively high. 3) About the innovation configuration, approximately 30% of the teachers were not accomodate the culinary practice referred to the 7th National Education Curriculum. 4) According to the intervention demands on culinary practice education, it was found that teachers generally wanted more interventions in every component. Among the intervention components, the highest demand was on the support for facility. Demand on the financing is the second highest. Teachers in the level of routine use demanded more information and materials supply and individual encouragement, but teachers in the level of preparation needed study opportunity for training on operation skills more.

• Cartoon and Animation Studies
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• s.36
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• pp.237-257
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• 2014

This study is the process of performing the interdisciplinary fusion study between multiple fields by identifying the status on the previous artistic education considering the brain scientific mechanism of image creativity and brain-based learning principles. In recent years, producing the educational methods of each field as the fusion study activities are emerging as the trend and thanks to such, the results of brain-based educational fusion studies are being presented for each field. It includes artistic fields such as music, art and dance. In other words, the perspective is that by understanding the operating principles of the brain while creativity and learning is taking place, when applying various principles that can develop the corresponding functions as a teaching method, it can effectively increase the artistic performance ability and creativity. Since the animation drawing should be able to intuitively recognize the elements of movement and produce the communication with the target beyond the delineative perspective of simply drawing the objects to look the same, it requires the development of systematic educational method including the methods of communication, elements of higher cognitive senses as well as the cognitive perspective of form implementation. Therefore, this study proposes a literature study results on the artistic education applied with brain-based principles in order to design the educational model considering the professional characteristics of animation drawing. Therefore, the overseas and domestic trends of the cases of brain-based artistic education were extracted and analyzed. In addition, the cases of artistic education studies applied with brain-based principles and study results from cases of drawing related education were analyzed. According to the analyzed results, the brain-based learning related to the drawing has shown a common effect of promoting the creativity and changes of positive emotion related to the observation, concentration and image expression through the training of the right brain. In addition, there was a case of overseas educational application through the brain wave training where the timing ability and artistic expression have shown an enhancement effect through the HRV training, SMR, Beta 1 and neuro feedback training that strengthens the alpha/seta wave and it was proposing that slow brain wave neuro feedback training contributes significantly in overcoming the stress and enhancing the creative artistic performance ability. The meaning of this study result is significant in the fact that it was the case that have shown the successful application of neuro feedback training in the environment of artistic live education beyond the range of laboratory but the use of the machine was shown to have limitations for being applied to the teaching methods so its significance can be found in providing the analytical foundation for applying and designing the brain-based learning principles for future animation drawing teaching methods.

• Journal of The Korean Association For Science Education
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• v.40 no.6
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• pp.657-670
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• 2020

The knowledge-information-processing competency is the most essential competency in a knowledge-information-based society and is the most fundamental competency in the new problem-solving ability. Data-driven science inquiry, which emphasizes how to find and solve problems using vast amounts of data and information, is a way to cultivate the problem-solving ability in a knowledge-information-based society. Therefore, this study aims to develop a teaching-learning model and strategy for data-driven science inquiry and to verify the validity of the model in terms of knowledge information processing competency. This study is developmental research. Based on literature, the initial model and strategy were developed, and the final model and teaching strategy were completed by securing external validity through on-site application and internal validity through expert advice. The development principle of the inquiry model is the literature study on science inquiry, data science, and a statistical problem-solving model based on resource-based learning theory, which is known to be effective for the knowledge-information-processing competency and critical thinking. This model is titled "Exploratory Scientific Data Analysis" The model consisted of selecting tools, collecting and analyzing data, finding problems and exploring problems. The teaching strategy is composed of seven principles necessary for each stage of the model, and is divided into instructional strategies and guidelines for environment composition. The development of the ESDA inquiry model and teaching strategy is not easy to generalize to the whole school level because the sample was not large, and research was qualitative. While this study has a limitation that a quantitative study over large number of students could not be carried out, it has significance that practical model and strategy was developed by approaching the knowledge-information-processing competency with respect of science inquiry.

• Journal of Educational Research in Mathematics
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• v.24 no.3
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• pp.333-357
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• 2014

This study resulted from a study regarding creative STEAM System based upon an experiment with the center of gravity. The results of the study are constructed by a fusion of mathematics and physics, showing that they are the same as mathematical calculations. Also, students can find that center of gravity of an object is in equilibrium on a metal rod when the center of gravity exactly is placed on the rod. The fact that an experimental results are correspond to calculations can maximize the effectiveness of teaching. And also this study has the following effectiveness. First, the exact construction and calculations arouses good competition among students. Second, this experiment can give students a motivation for study and increase their thinking in classes because the theoretical background of center of gravity experiment is basically attributed to math and science classes in school. This study includes three different types of center-of-gravity experiments. One is a simple type of experiment in which center of gravity exists inside of an object. Another is a complicated one in which the center of gravity is also inside of an object. However, the third type is an experiment in where the center of gravity is outside of an object. Therefore, it gives students an opportunity to discuss how to confirm equilibrium on a metal rod when the object has its center of gravity outside. Having discussions in class will allow students to have a critical way of thinking. In addition, searching for a way to solve a problem will increase creativity of students as well. And the last type is finding the center of gravity of a big acrylic panel where multiple objects are on the panel. According to the survey and interview conducted by students who participated in this program, teaching based on creative STEAM system helps students to get a better understanding and more fast acquisition of knowledge. We can expect that a well-planned creative STEAM system through a continuous study will be both effective and efficient in educating critical and creative students.