• Journal of The Korean Association of Information Education
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• v.6 no.2
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• pp.212-224
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• 2002

The purpose of this study is to design and implement the web-based counselling system in aspects of learning type and method by PBL in Constructivism. Learning problem is classified into learning difficulty, learning disability, emotional disability, memory/cognition, ADHD(attention deficit hyperactivity disorder), classwork, and school circumstance. Counselling for individual, offline visit, parents, electronic mail, and group with professionals who were involved in the design and implementation of learning counselling were used to supplement the clinic process for learning. The result of this study aims to administer the distance counselling system for learning without prominent computer knowledge. Each learner can solve diverse private learning problems which can be widely applied for situated learning. Also these online strategies by PBL indicate that providing learning types and methods are critical for overall understanding in online counselling system for learning.

• The Journal of the Korea Contents Association
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• v.9 no.8
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• pp.32-40
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• 2009

This research provides a new approach for implementing an educational content for Historic Education in order to provide an effective learning environment. From historic educational point of view, it is important to comprehend a historical fact in the context of the situation at that time. So, this paper suggests that the historic content should describe not only information about various relics and ruins but also historical relationship and background. In this system, we provide versatile type of contents to help learners for collecting manifold informations about their interesting era. And this system proffers natural and residential 3D environments, which give learners to understand conceivably and to think collectively. Using the interactions, the learners navigating this virtual world are able to construct their own information system through selecting a interested one among the offered contents in the system and consequently they are getting a scientific thinking power and a creative imagination.

• Research in Mathematical Education
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• v.4 no.1
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• pp.33-43
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• 2000

The purpose of this paper was to introduce sociocultural theory which is a different epistemological perspective from constructivism and to understand the sociocultural theory in a systemic way by providing four specific criteria for a sociocultural theory from the analysis of Vygotsky's ideas. The four criteria are the followings: first, the origin of learning is not at the individual level, but at the social. Second, Learning takes place in a sociocultural framework through ZPD and there exists the stage of pseudo concept before it gets to a true concept. Third, a clear focus on action, especially mediated action, and the concept of psychological tools should be discussed in the boundary of a sociocultural theory. Fourth, actors in a learning process are not an individual child alone. In consequence, the role of adults, particularly teachers, are significant in a child's learning, and this fact provides a great potential for the active role of teachers in the students' learning of mathematics from the sociocultural perspective.

• Proceedings of the Korea Multimedia Society Conference
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• 2002.05d
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• pp.730-734
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• 2002

정보통신 공학의 발달은 학교교육에서도 새로운 패러다임을 요구하고 있다. 학습의 정의, 학습 방법, 교사의 역할, 학습 환경에 있어서의 변화를 가져왔다. 새로운 교육 패러다임인 구성주의 교수 원리를 학교 교육에 실현하는데 적합한 인터넷의 교육적 특성을 알아보고, 원격교육의 매체로써 인터넷이 가지는 특성을 살펴보았다.

• Journal of Science and Technology Studies
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• v.2 no.2 s.4
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• pp.55-89
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• 2002

The purpose of this article is to examine and assess the main issues in social constructivism with reference to the history of technology. Social constructivism, as an alternative explanation to technological change, has developed its points actively responding to various criticisms. Historians of technology have joined in dialogues with social constructivists through controversies about narrative vs theory, reliability vs performance, and evolution of bicycle. Social constructivists tend to use new jargons excessively, don't deal historical materials rigorously, and don't consider content-dependency sufficiently. To apply social constructivism to Korean cases many problems should be identified including the deficiency of historical materials, the importance of technological learning, and the peculiarity of relevant social group.

• Proceedings of the Korean Information Science Society Conference
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• 2006.10a
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• pp.67-71
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• 2006

최근 멀티미디어를 활용한 정보표현능력 함양을 위하여 컴퓨터그래픽 강좌 개설이 증가하고 있으며, 이와 함께 해당 강좌에 대한 선행학습자가 빠르게 증가하고 있다. 하지만, 대부분 강좌는 선행학습 여부를 고려하지 않고 실행되고 있어서, 학습성취도의 저하와 컴퓨터그래픽 전문가 양성에 제약을 받고 있다. 본 논문에서는 선행학습자들의 차별된 학습 욕구를 파악하고, 구성주의 교육공학 이론에 기초하여, 선행학습 경험이 있는 학생들을 위한 강의모형의 특징과 강의교재의 특성을 제안한다.

• Communications of Mathematical Education
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• v.9
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• pp.227-239
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• 1999

영재교육의 이론적 근거를 제시한 연구물이 국내에는 그다지 많지 않다. 뿐만 아니라 지금 한국과학재단에서 지원하고 있는 전국의 9개 대학 과학영재교육센터 역시 실천적인 차원의 활동을 벗어나지 못하고 있다. 외국의 대학부설 연구소들이 30년 이상 이와 같은 연구와 서비스를 지속적으로 실천해오고 있는 사례들을 우리는 쉽게 찾을 수 있다는 점을 거울 삼아 모처럼 마련된 국가적 차원의 지원을 토대로 그 바람직한 실천과 연구를 위한 방안을 다음과 같이 제시해본다. 첫째, 질적 연구의 집적에 힘써야 한다. 영재교육이라는 특수한 상황을 전제로 할 때는 더구나 그렇듯이 일반화를 전제로 한 양적 연구보다는, 사례연구와 같은 질적 연구물들의 집적에 노력을 아끼지 말아야할 것이다. 둘째, 교수-학습 활동은 활동이론과 구성주의 이론의 적절한 조화가 요망된다. 구성주의 이론에 입각한 교수-학습 활동의 모습을 단적으로 말하자면, 학습자 자신이 주어진 문제 상황에서의 탐구를 통하여, ‘구체적인 것에서 추상적인 것으로’ 나아가 스스로 지식을 구성하는 것이다. 그러나, 활동이론에 입각한 교수-학습 활동의 요지는 활동은 정말로 전형적인 활동에 국한하고 나머지는 교사의 설명에 의해 학습자들이 ‘추상적인 것에서 구체적인 것으로의 소급’이 가능하도록 하는 것이다. 완전히 정반대의 주장을 하는 것 같으면서도 일면 그 타당성들을 갖고 있는 것으로 볼 수 있다. 셋째, 학제적 ${\cdot}$ 통합적 연구가 절실하다. 연구의 측면에서 수학반 아동과 과학반 아동들의 활동상의 차이점이나 유사점 등에 대한 질적 연구를 시도해보는 것은 매우 의미있는 일이 될 것이다.

• Journal of Digital Contents Society
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• v.18 no.8
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• pp.1677-1684
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• 2017

In this paper, we tried to combine the findings obtained from pedagogical analysis of serious game, which is a study of Soo-Cheol Ha [2, 3], and learning theories such as behaviorism, cognitivism, constructivism, situated learning, and other theories. Based on the previous research, we propose pedagogical elements of serious games based on theories and researches from models and other studies using learning theory. The suggested elements were applied on GSS(Global Startup Simulation), which is a serious game, and the results were confirmed through questionnaire evaluation of learners who are learning through it.

• Journal of The Korean Association For Science Education
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• v.19 no.2
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• pp.340-352
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• 1999

Constructivist theory and teaching science in the social context are a main stream in science education. This study was purposed to introduce the STS in-service program implementing in Chonnam National University. and to analyze the results of the program in terms of changes of teachers' and students' perceptions and attitudes. The major features of the STS in-service program were as follows: teacher-centered. teaching in the social context. emphasis on constructivist approach. development of STS module and implementations. A total of 20 secondary science teachers participated in the in-service program. and filled out two questionnaires. Science Education Reform Inventory and Constructivist Teachings Survey. Three of the 20 teachers were selected to gain information from their implementations of a STS module into their respective classrooms. The students completed two instruments. Constructivist Learning Environment Survey. and Scientific Attitude Survey. The responses from teachers and students are as follows: 1. The participating teachers were very aware of the necessity of reform in science education. and the degree of the perception of the necessity increased after the STS in-service program. 2. The STS program significantly improved constructivist teaching techniques. 3. The perceptions of the students about constructivist learning environments improved significantly after the STS in-service program. 4. Students' scientific attitudes improved significantly through STS approach. The STS in-service program with the above mentioned features was found to be effective in our current school system. and could be implemented successfully if teachers were willing to learn and participate in the reforms of science education.

• Korean Journal of Comparative Education
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• v.18 no.4
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• pp.141-162
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• 2008

Many e-learning programs in Korea use lecture as a main instructional method. A meta-analysis study reports that e-learning programs using lectures were the most ineffective. In addition, many researchers in the field of distance education contend that the active participation of learners is the key to the success of e-learning. These imply why we can easily find many people who don't have good impression about e-learning. The quality of e-learning depends on the application of appropriate pedagogy. This study aims to present the implications for the improvement of e-learning programs in the Republic of Korea by analyzing the psychological characteristics reflected on the e-learning programs in the U. S. that have been improved through design research for a long time. The result shows that the e-learning programs in the U. S. have five major psychological aspects, i.e., reflective thinking, collaborative interaction, knowledge construction, situated action, and utilizing multiple representations. Consequently, this study suggests that e-learning programs in the Republic of Korea need to reflect learning principles such as learning by doing, situated learning, collaborative learning, learning with multiple representations in order to improve the quality.