• Proceedings of the Korean Information Science Society Conference
• /
• 2002.04b
• /
• pp.688-690
• /
• 2002

최근 인터넷 교육은 실시간 자료처리 및 양방향 지도가 가능하여 과속 인터넷 서비스를 기반으로 한 e-Learning의 수요가 날로 증가하고 있고 그에 부응하여 많은 교육용 웹 애플리케이션이 만들어지고 있다. 하지만 길 애플리케이션의 중요성과 복잡성이 증가하는 반면에 체계적이지 못한 개발 프로세스와 스크래치 수준의 개발 환경에 의해 길 애플리케이션은 품질 저하와 생산성 저하를 가져오게 되었다. 따라서, 교육용 길 애플리케이션의 비효율적인 개발 방식의 개선을 위해 INI(Instruction navigation Implementation)모델을 제시함으로써 교육용 웹 애플리케피션 개발을 체계적으로 이끌고 모델을 통한 추적성을 제공함으로써 유지보수성의 지원이 가능하다. 또한, 학습자 개개인의 수준에 맞는 컨텐츠의 제공과 적절한 피드백으로 반복학습을 통한 교육의 질적 제고를 목표로 한다.

• Proceedings of The KACE
• /
• 2018.08a
• /
• pp.29-31
• /
• 2018

복잡다단한 현대사회의 문제들을 해결하기 위해 필요한 역량으로 컴퓨팅 사고력과 협력적 문제해결력을 들 수 있다. 이를 위해 초등학생을 위해 소프트웨어 교육은 이 두 가지 역량을 키워줄 수 있는 교육 내용과 방법을 제공하여야 한다. 본 연구에서는 게임 소프트웨어 개발이라는 소재를 가지고 학생들에게 게임의 기획자와 개발자의 역할을 부여해 추상화 및 자동화의 과정 속에서 일어나는 의사소통을 통해 협력적 문제해결력을 향상시킬 수 있는 교육 모델을 제안하고자 한다.

• Proceedings of The KACE
• /
• 2018.01a
• /
• pp.15-17
• /
• 2018

사회적인 요구와 어플리케이션에 대한 여러 긍정적인 교육 효과로 인해 어플리케이션 개발 교육을 위한 시도가 초 중등학교에서 이루어지고 있다. 블록형 어플리케이션 개발 도구가 개발되어 있지만 프로그래밍 환경과 운영체제의 국한, 기기 관리의 활용과 난이도의 문제로 초등학교 저 중학년 학생에게는 적합하지 않다. 따라서 본 연구에서는 초등학교 중학년 학생들의 프로그래밍 의사소통 능력을 향상시키기 위한 페이퍼 프로토타입 기반의 어플리케이션 개발 교육 모델을 제안하려 한다.

• Proceedings of the Korean Society of Computer Information Conference
• /
• 2016.01a
• /
• pp.327-328
• /
• 2016

프로그래밍 교육은 프로그래밍에 필요한 지식 교육부분과 문제해결능력과 연관된 프로그래밍 전략을 교육하는 부분이 함께 필요하다. 프로그램 작성 기술을 교육하는 과정은 단순한 지식 습득과정이 아니므로 수업과정에서 학습자 스스로 문제해결능력을 배양할 수 있는 유도과정이 필요하다. 이러한 특성의 프로그래밍 수업의 대표적인 수업방식은 실습방식으로, 실제 수업에서 학습자들의 서로 다른 수준을 고려하면서 실습수업을 효과적으로 운영하기에는 수업시간에 대한 제약이 많이 발생한다. 본 연구에서는 프로그래밍 교육에서 사전 프로그래밍 과제를 활용하여 주어진 학점과 시간 안에서 실습 중심의 학습 효과를 높일 수 있는 교수 학습 모델을 제시한다. 이를 통해 프로그래밍 언어 교육 과정에서 발생하는 제한된 실습수업 시간으로 인해 학습자 스스로가 문제해결능력을 배양할 수 있도록 유도하는 수업을 실시하는데 발생하는 어려움을 해결하여, 학습자가 문제해결능력을 향상시키고 좋은 프로그램 작성 기준에 적합한 프로그램 개발 능력을 배양하는 결과를 얻을 수 있었다.

• Proceedings of the Korea Contents Association Conference
• /
• 2018.05a
• /
• pp.531-532
• /
• 2018

본 연구의 목적은 인문학적 소양(liberal arts knowledge)과 연계한 무용교육의 전문적인 교수지식과 실행방법, 교육의 실천적 의미를 담는 무용교육 프로그램을 개발하는데 있다. PBL(Problem-Based Learning)을 적용한 역사콘텐츠와 문화재를 활용한 주제 중심의 무용교육 프로그램을 개발하였다. 그 결과 역사의 맥락을 접목한 12차시의 무용프로그램 개발, 내러티브 사고와 표현을 이끄는 교수 방법, 다양한 구성요소를 포함한 교육실행 모델을 제시할 수 있었다.

• Education of Primary School Mathematics
• /
• v.20 no.3
• /
• pp.205-224
• /
• 2017

A model method has been known as the main characteristic of Singaporean elementary mathematics textbooks. However, little research has been conducted on how the model method is employed in the textbooks. In this study, we extracted contents related to the model method in the Singaporean elementary mathematics curriculum and then analyzed the characteristics of the model method applied to the textbooks. Specifically, this study investigated the units and lessons where the model method was employed, and explored how it was addressed for what purpose according to the numbers and operations. The results of this study showed that the model method was applied to the units and lessons related to operations and word problems, starting from whole numbers through fractions to decimals. The model method was systematically applied to addition, subtraction, multiplication, and division tailored by the grade levels. It was also explicitly applied to all stages of the problem solving process. Based on these results, this study described the implications of using a main model in the textbooks to demonstrate the structure of the given problem consistently and systematically.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.22 no.5
• /
• pp.108-117
• /
• 2021

The educational approach using Capstone Design is gradually expanding with the change in social and educational paradigms. Course development utilizing the Capstone Design in models in the department of fashion can create a positive effect in that it enhances the practical capabilities of the fashion model and expands the perspective of various fields related to fashion shows. This study proved the educational efficacy by applying the Capstone Design to the model work presentation course and investigating the implications of the design from the instructor's perspective. The research methods used to guide this course utilizing the Capstone Design were theatrical research and model development research. This study showed that learners' satisfaction for this course combined with Capstone Design was very high, and students were very satisfied with the progress of the class. The instructor's point of view in progressing this course showed the need for education from an in-depth and convergence perspective related to fashion, improvement of temporal and spatial utilization of space, concerns about establishing connections with experts and various industries, and expanding the scope of education through continuous exchanges and cooperation with industry.

• Journal of The Korean Association of Information Education
• /
• v.19 no.2
• /
• pp.167-174
• /
• 2015

A recent increase of interests on the influence of 3D printing and low prices of 3D printers makes a high possibility of 3D printer adoption as a educational equipment in public education settings. The Ministry of Science, ICT and Future Planning and Ministry of Trade, Industry and Energy proposed '3D printing industry development strategies', and had pilot schools to include understanding of 3D printing concepts and practices in the primary, secondary and high schools' curriculum. However, even if 3D printers were provided in educational settings, the research on educational content and methods to properly react to this change is very limited. Therefore, this study reviewed various 3D modeling software because a modeling skill is a prerequisite skill to use 3D printers, and proposed a creative design spiral based teaching content that can be incorporated in elementary school contexts.

• The Journal of Korean Institute for Practical Engineering Education
• /
• v.4 no.1
• /
• pp.165-172
• /
• 2012

For practical education, many practices using various practical equipments have to be provided to students. In this study, the application of learning curve to represent student's learning process in a practical education using a equipment was studied. Learning curve model was originally developed in production management and based on human performance in human factors aspects. In this study, the application of learning curve model was studied on the eye tracking system, which is used to evaluate the usability of a product in design area. As a case study for its applicability, practical education for eye tracking system was provided to three students and then task completion times were measured for hardware system setup and gaze image recording. Learning curves were estimated for two tasks and then task completion times were predicted using the learning curves. Through ANOVA(analysis of variance) and correlation analysis, the applicability of learning curve to practical education was analysed. As the result, learning curve could be effectively applied to practical eduacation using equipment.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
• /
• v.9 no.4
• /
• pp.1-10
• /
• 2019

This study investigates maker pedagogy as learning method with graduate students. The exemplary maker pedagogy instructional model in this study is intended to enhance student's research competence. This study examines how the teacher designs and implements maker pedagogy instructional model, and what students have experienced in conduction research project. students provide evidence that they have improved their competence to raise research questions, to make use of research methodology. Their learning experience depends on whether they are heterogeneously grouped or homogeneously grouped in terms of intellectual ability, research experience, etc. Additionally, students suggest that the teacher needs to administrate the learning process regularly, to build up an interdisciplinary network to provide students knowledge and methodologies needed for conducting research, and to create learning environment where each student is possibly enriched with individual accountability and responsibility on each own learning process. In conclusion, this study provides several suggestions for more valuable maker pedagogy instructional models in graduate class.