• Journal of The Korean Association of Information Education
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• v.16 no.3
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• pp.373-382
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• 2012

Of computing skills in the field of multi-media, particularly augmented reality technology contents may provide realistic learning experiences with 3D pictures through the learners' manipulation activities. However, the marker systems in the existing studies were not well developed as to maintain the students' interest and concentration. In this study, we have designed the first lesson ("Earth and Moon") of 5th graders' science with augmented reality combined system so that we could deal with manipulation activities of the relationship between augmented objects, From the experimental study, using combined augmented reality contents made a significant difference in their learning achievement and motivation. Thus augmented reality combined system can be utilized for a variety of topics to maintain students' learning motivation.

• Journal of the Korean Society for Library and Information Science
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• v.57 no.3
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• pp.5-26
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• 2023

Curriculum is essential for primary and secondary education. The development of the 2022 revised curriculum, which is Korea's national level curriculum has been completed. Nevertheless, the library and information life, which are curriculums for information literacy instruction remain in the structure of the 2009 curriculum. In this study, I analyze the structure and contents of the curriculum for information utilization education in Pennsylvania, USA, identify trends in information literacy instruction, and present the direction of revision of library and information life. The Pennsylvania curriculum for information literacy instruction has an overall structure consisting of long-term transfer goals, big ideas(inquire, include, collaborate, curate, explore, engage), concepts, competencies, and essential questions. In addition, there is a detailed structure consisting of stage l(desired results), stage 2(assessment evidence of learning) and stage (learning plan).

• Journal of the Korea Society of Computer and Information
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• v.11 no.3
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• pp.21-30
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• 2006

This study applies the cognitive apprenticeship theory a representative learning theory of constructivism. to design and create a web courseware for data device operator license. to enable research that begins with peripheral participation in Problem solving and ends with full participation and initiative, to act as a medium for assisting students in learning, to enable adaptation to actual situations through simulation studies, to allow aggressive interaction, and to help reinforce the level of data processing with regard to learning. The student was made to evaluate learning materials at real time for feedback on insufficient areas, to enable effective learning. The study was done by offering a web courseware without applying the cognitive apprenticeship theory and a web courseware with the cognitive apprenticeship theory, which was followed by an evaluation on study achievement level and learning behavior and then a survey was done after the evaluations. The results of this study were first, the learning group with web courseware applying cognitive apprenticeship theory showed more effect in improving learning achievement than the group with web courseware without the cognitive apprenticeship theory. Secondly, learning with web courseware applying cognitive apprenticeship theory was more effective for improving learning behavior.

• Journal of the Institute of Electronics Engineers of Korea CI
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• v.48 no.3
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• pp.27-35
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• 2011

Social network services are developed which is based on interaction and collaboration between users. This used to teaching-learning and integrate personal experience based on constructivism and social learning has developed into. In order to use which better to support the N-Screen communication model is needed. Communication model is to support the interaction between learner-instructor- the system. However, until now, There are a lot of web-based communications research. In this study, Social Learning Services environment to extended to N-Screen. For seamless service, Location information of individuals to use to learning activities. To support this, the communication manager is to design and implement. Communications manager for the N-Screen services draw students use cases and define the required functions. Based on this, Communication function is designed. In addition, Considering the characteristics of each device, personal location information to be reflected.

• Journal of The Korean Association For Science Education
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• v.18 no.2
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• pp.183-200
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• 1998

Widespread recognition of the various aspects of science education has been prompted by post-positivist philosophers' discussions of the nature of science and intense debates among constructivist psychologists about learning in science. Their discussions and debates, in turn, have raised the problems associated with teaching/learning of science in the schools. The purpose of this article, basically based on the reviews and analyses of the literature related to philosophy of science and psychology, was to describe the implications of post-positivism and constructivism for current science education in the schools. In this paper, the author defines science education as education of/about science, and education through/by science. He also stresses that scientific literacy and decision-making should be emphasized as the goals of science education, that the ethical dimensions of science and technology must be included in science curriculum, that group discussion and/or cooperative learning are effective teaching strategy for science as interpreted by post-positivists and constructivists, and that the assessment should be focused on the degree to which cognitive structure has been changed through instruction in the school classrooms.

• Journal of Elementary Mathematics Education in Korea
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• v.10 no.1
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• pp.21-42
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• 2006

The purpose of this study is to identify the influences of the reciprocal writing-reflection activities on the mathematical learning of the 2nd grade students by developing a class model using reciprocal writing-reflection activities method as one of the interactive application of manipulative activities, reflective thought and communication activities which are the learning principles of constructivism. We have experimented and investigated to after dividing experimental objects into two group, experimental groups and comparative group, The conclusions of this study are followings. First, reciprocal writing-reflection activities showed significant effects on mathematical achievements of the group with lower achievements in learning. Second, reciprocal writing-reflection activities positively influenced mathematical tendency of the students. Third, the students had positive attitudes in interest, desire and usefulness regarding reciprocal writing-reflection activities. And reciprocal writing- reflection activities are helpful for their reflective thinking and communication activities.

• The Journal of the Korea Contents Association
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• v.21 no.4
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• pp.707-722
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• 2021

The need for Maker Education has received attention as an educational environment for cultivating the active and creative ability that can solve new problems in this era, and it is applied in various educational fields. Many of them use Design Thinking as a stage of maker activities. However, the educational value of each concept has not been magnified, since maker programs are designed by simply borrowing steps without considering the similar but different features of them. Therefore, this study developed a model of Maker Education utilizing Design Thinking based on complementary relationships. To this end, formative research methodology was conducted by the following procedures, developing a draft, conducting a formative evaluation, and completing the final model. As a result, the stages of Maker Education were visualized and detailed activities and instructing strategies in each step by reflecting the features of Maker Education, the autonomy of the learner and producing visible outputs using various tools and materials, and Design Thinking, the specific process of solving problems and enabling social participation.

• 한국정보교육학회:학술대회논문집
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• 2004.08a
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• pp.687-695
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• 2004

최근 우리나라의 발달된 인터넷 인프라를 활용한 원격 강의나 WBI에서의 평가 시스템 및 웹 기반 문제은행에 관한 연구가 활발히 이루어지고 있다. 본 논문은 기존의 연구들의 구성주의에 기반한 개별화 교육 및 평가의 관점을 벗어나 기존의 평가 방범의 장점을 살리면서 평가와 동시에 결과를 참고하여 교육활동을 전개할 수 있고, 평가 문항의 자동화된 분석을 통하여 평가의 질을 개선시킬 수 있는 문제 은행 시스템을 구현하였다. 또 한 클래스의 학생 모두가 같은 수준으로 동시에 실시하는 총괄 평가 뿐 아니라 학습자의 누적된 평가 결과를 분석한 결과로 수준별 평가도 실시할 수 있는 범용성을 가지는 실시간 평가 시스템을 설계하고 구현하였다.

• Proceedings of the Korean Society of Computer Information Conference
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• 2016.07a
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• pp.163-165
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• 2016

본 논문에서는 2015개정 교육과정에서 중학교 필수과목으로 지정된 정보교과에 플립러닝을 적용한 수업모형을 제안하고자 한다. 플립러닝은 전통적인 강의식 교수법을 뒤집은 수업모형으로 구성주의 관점에서 시작된 학생중심수업의 한계점을 개선하고 더욱 활발한 상호작용 중심 수업이 이루어지도록 하는 수업모형이다. 본 논문에서는 학생들의 학업성취 및 학습동기 향상에 긍정적인 영향을 미칠 수 있도록 수업모형을 설계하여 정보교과의 다양한 영역에서 사용가능한 플립러닝 설계 가이드라인을 제공하고자 한다.

• Journal of Korean Elementary Science Education
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• v.32 no.2
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• pp.198-205
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• 2013

For assessing classroom environment, numerous instruments were developed and reported the survey results for science students in science education. In this study I translated Constructivist Learning Environment Scales (CLES) were into Korean versions for elementary school teachers, and measured the reliability. The subjects were randomly selected from three departments of an University of Education in a metropolitan city. All of them were 110 students, who would be elementary school teachers. According to the survey results, pre-service teachers for elementary school have recognized constructivistly for learning environments in an actual forms. In a scale of student negotiation they have most constructivistly recognized learning environment, and moderately in scales of relevance, uncertainty and critical view while they have seldom constructivistly recognized in a scale of shared control. Also Korean version CLES would be an reliable instruments for constructivist assessing learning environments.