• 보건세계
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• v.41 no.4 s.452
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• pp.12-15
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• 1994

• The Journal of Korean Association of Computer Education
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• v.11 no.3
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• pp.1-11
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• 2008

All learners have to improve problem-solving abilities based on the principles of Computer Science and Computational Concepts as well as enhance their information technology fluency for living in the 21st century. However, there are no clear answers for fundamental questions such as 'What is Computer Science?' or 'What is the nature of Informatics education?'. Informatics education is threatened by the terminological confusion and misleading external images of Computer Science or Informatics education. Therefore, in this study, we closely reviewed perspectives on the nature and necessity of Informatics education and suggested a perspective to improve Informatics education. First, we examined how the definition of Computer Science has changed and pointed out that the Computer Science curriculum has operated differently from country to country because of the different viewpoints about Computer Science. Moreover, we presented evidence to assert that Informatics education should be considered as an independent science subject that is for all students. Finally, we suggested essential elements to insist that Informatics is a discipline to improve computational thinking. Essential elements consisted of 'Representations', 'Processes', 'Machines', 'Relationships' and 'Construction'. We suggested that the concept of Informatics should be extended based on these five elements.

• 대학교육
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• s.85
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• pp.64-71
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• 1997

인간과 문화 전반을 지향하는 인문학-교양교육에 의해 뒷받침되지 않는 단순한 지식, 즉 전문학이란 '빵을 위한 학문'일 뿐, 그것은 '전문 바보'를 낳지 않으면 우리 사회를 더욱더 '욕망의 체계'로 몰고 갈 것이다. 여기서 전문학이란 무엇이고, 인문학-교양교육이란 무엇이며 그리고 대학의 본질이란 무엇인가를 재검토할 필요성이 강하게 대두되는 것이다.

• Journal of Korean Library and Information Science Society
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• v.33 no.1
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• pp.57-76
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• 2002

User education in academic libraries can be traced back to the beginning of the education for librarianship in late 19th century. Since then, perspectives in library user education and the perceptions of researchers and practitioners have changed due to new technologies. Recent literature in this field illustrates wide variety of concerns and issues of user education in academic libraries. This paper attempts to highlight such issues and perceptions regrading the subject. It suggests that some fundamental features of LIS education require attention. Suggestions are outlined along with the strong recommendations in terms of the importance of critical thinking and reading, user education as a tool of library promotion, and the politics of academic library user education.

• Proceedings of the KGS Conference
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• 2003.11a
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• pp.222-226
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• 2003

본 연구는 지리교육에서 이루어지는 지역에 대한 학습 내용을 구성하기 위한 연구이다. 본 연구의 출발점은 우리나라 교육과정에 따라 진행되는, 지역에 대한 학습이 가지는 문제점과 지역에 대한 개념 형성과정에 작용하는 학생들의 지역 인식 특징에 대한 관심이었다. 학생들의 지역에 대해 인식 조사 과정에서 중간적 수준의 지역을 설정할 필요성을 발견하였다. 따라서 본 연구에서 제안하는 지역에 대한 학습의 틀은 지역의 본질적 특성을 바탕으로 교육의 주체인 학생과 교사의 인식이 반영된 내용으로 구성되었다. (중략)

• Communications of Mathematical Education
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• v.11
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• pp.279-290
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• 2001

교사와 학생사이의 수학적 활동의 대표적인 매개체가 수학 문제이다. 그러나, 수학 교육 분야에서 객관화된 연구 대상으로서 수학 문제에 대한 개념 규정, 수학 문제의 분류, 수학 문제의 구조 등에 관한 심도있는 연구는 드물다. 본 연구에서는 객관적인 대상으로서의 수학 문제 자체에 대한 분석적 고찰을 통해, 수학 문제에 대한 개념 규정, 수학 문제의 특성들, 그리고 수학 문제의 구조에 대한 본질을 규명할 것이다.

• Journal of Korea Game Society
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• v.15 no.3
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• pp.87-96
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• 2015

Fun and happiness are the intrinsic values of the human beings. Game is one of the most efficient tools which satisfies those intrinsic values. Approaches and methods combining game and education to provide the enjoyable education environments have been increasing. As use of gamification in corporate and school education environments for human resources is increasing, significant voices of concern on the limitations and side effects of combining game and education are continuously increasing. The purpose of this paper is to energize the use of gamification in education environments by clarifying the limitations and side effects of gamification and seeking ways to overcome those factors. This paper summarizes an observational research on the limitations and side effects of gamification in education environments, and provides the interviewees' opinions on gamified classes.

• Journal of the Korean Institute of Educational Facilities
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• v.19 no.5
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• pp.58-65
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• 2012

• Education of Primary School Mathematics
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• v.22 no.1
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• pp.49-64
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• 2019

The purpose of the study was to examine the current status of prospective elementary school teachers' mathematical beliefs. 339 future elementary school teachers majoring in mathematics education from 4 universities participated in the study. The questionnaire used in the TEDS-M(Tatto et al., 2008) was translated into Korean for the purpose of the study. The researchers analyzed the pre-service elementary teachers' beliefs about the nature of mathematics and about mathematics learning. Also, the results of the survey was analyzed by various aspects. To determine differences between the groups, one-way analysis of variance was used. To check the relationship between beliefs about the nature of mathematics and about the mathematics learning, correlation analysis was used. The results of the study revealed that the pre-service elementary teachers tends to believe that the nature of mathematics as 'process of inquiry' rather than 'rules and procedures' which is a view that mathematics as ready-made knowledge. In addition, the pre-service elementary teachers tend to consider 'active learning' as desirable aspects in mathematics teaching-learning practice, while 'teacher's direction' was not. We found that there were statistically significant correlation between 'process of inquiry' and 'active learning' and between 'rules and procedures' and 'teacher direction'. On the basis of these results, more extensive and multifaced research on mathematical beliefs should be needed to design curriculum and plan lessons for future teachers.

• Korean Journal of Comparative Education
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• v.27 no.1
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• pp.97-121
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• 2017

The claim that the quality assurance measures towards teacher education institutions tend to be deviated from its original purposes has been raised among international scholars, especially in those countries where prospective teachers are oversupplied. This study aims to analyze the characteristics of evaluation systems of teacher's colleges in South Korea and China from a comparative perspective. Based on six areas such as evaluation authority, purposes, cycle, criteria, methods, result utilization, we describe current practices to draw similarities and differences of the two systems. The analyses revealed remarkable similarities despite the slight differences. First, the evaluation was deviated from the quality assurance and support of the teacher's colleges. Second, the evaluation focused on supervision of the institutions and control of quantitative aspects of teacher's colleges instead of quality assurance. Based on the findings, we suggested some policy recommendations to recover the original purposes and functions of teacher education institutional evaluations in South Korea and China.