• Proceedings of the KIEE Conference
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• 2005.07d
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• pp.2974-2976
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• 2005

본 논문에서는 전기공학의 핵심내용들을 시문으로 작성하여 젊은 학생들이 즐겨 부르는 가요나 새로운 곡 등에 붙여 부르게 함으로서 학습효과를 증진시키는 방법을 제시하였다. 이해하기 어렵고 잃어버리기 쉬운 전기 이론을 노래로 부르면서 춤을 추거나 율동을 하면 더욱 효과적임을 보였다. 대표적으로 작사되고 노래에 붙여진 것으로는 "전기공학개론가", "전기회로이론가", "전기계량단위가" 및 "전자기학을 노래해" 등이 예시되었다. 강의 도중에 알맞은 대목이 나오면 즉흥 적으로 부르기도 하고 노래를 MP3파일로 제작해서 홈페이지에 올려놓아 학생들이 평소에 임의로 다운받아 따라 부를 수 있게 하였으며 실제로 수업에 활용하여 실증한 바도 있다.

• Journal of The Korean Association of Information Education
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• v.14 no.3
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• pp.449-459
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• 2010

Using a geometric computer program achieve learning effects as handling various function and has advantage to overcome the environment of classroom through providing an inquiring surroundings in the figure learning at an elementary school. There are many software for drawing the geometric. But currently most is focus on how to use the softwares without contents. So, It is necessary to develope a geometric software adapted cognitive development of primary schoolchildren. This study is aim to analyze elementary mathematic curriculum based on Van Heiles theory, to develope the software(Geometry for Kids : GeoKids) considering cognitive level of the primary schoolchildren. This software is developed to substitute a ruler and a compass considering cognitive level of the primary schoolchildren. Using mouse, GeoKids software help a child to draw easily lines and circles and this software notice another lines and circle automatically for a more accurate drawing figures. Children can use practically this software in connection with subjects of elementary mathematic curriculum.

• Journal of The Korean Association For Science Education
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• v.35 no.3
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• pp.465-475
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• 2015

The purpose of this study is to analyze the results of physics (optics) in nationwide standardized assessment and to investigate middle-school students' characteristics of achievement by using an option response rate distribution curve. For this purpose, we analyzed the 10 optics problems from the National Assessment of Educational Achievement (NAEA) items for middle school science subject conducted in 2010-2013. The results of this study are as follows; First, students showed a little higher achievement in optics than classical mechanics and electromagnetism. Second, students achieved significantly worse in 'formation of image' in 'light' part and 'variation of phase in propagation of wave' in 'wave' part. Third, students showed a context-dependent problem solving strategy and result. Additionally, we suggested some implications about the readjustment of some optics concepts level of national science curriculum, the need for teaching and learning strategies for basic level students, and the need for teaching and learning strategies focused on the realistic context.

• Education of Primary School Mathematics
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• v.13 no.2
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• pp.85-97
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• 2010

The purpose of this study is to develop a teaching program in consideration of the geometrical thinking levels of students to make a contribution to teaching figures effectively. To do this, we checked the geometrical thinking levels of fourth-graders, developed a teaching program based on van Hiele's theory, and investigated its effect on their geometrical thinking levels. The teaching program based on van Hiele's theory put emphasis on group member interaction and specific activities through offering various geometrical experiences. It contributed to actualizing activity-centered, student-oriented, inquiry-oriented and inductive instruction instead of sticking to expository, teacher-led and deductive instruction. And it consequently served to improving their geometrical thinking levels, even though some students didn't show any improvement and one student was rather degraded in that regard - but in the former case they made partial progress though there was little marked improvement, and in the latter case she needs to be considered in relation to her affective aspects above all. The findings of the study suggest that individual variances in thinking level should be recognized by teachers. Students who are at a lower level should be given easier tasks, and more challenging tasks should be assigned to those who are at an intermediate level in order for them to have a positive self-concept about mathematics learning and ultimately to foster their thinking levels.

• Journal of Science Education
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• v.41 no.1
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• pp.152-165
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• 2017

The magnetic field due to a current is one of the core concepts in electromagnetism which has been taught in secondary science education. In addition, it is a representative example of using visual representations to explain the relation between invisible physical quantities; current and magnetic field. In this study we investigated middle school students' representational competence into three components; interpretation, construction, and application of visual representations. According to the analysis, more than 75 % of the respondents interpreted the meaning of the arrows for current and magnetic field correctly. However, half of them confused the movement of electric charges with the direction of magnetic field. Over 60 % of the students constructed the magnetic field representation as circular closed curves, but many of them could not express the density of field lines properly. In application of visual representations, more than half failed to draw the direction of compass needle correctly. The scores were in order of interpretation, construction and application. There were also significant correlations among three components of representational competence. More attention and research on students' representational competence and effective use of visual representations is needed to better support science learning and teaching.

• 대한공업교육학회지
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• v.44 no.1
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• pp.52-71
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• 2019

The quality of school education is a key element for national education development. An important factor that determines the quality of school education is qualities of teachers who are in responsible for school education in the field. Therefore, it is necessary to hire competent teachers in the teacher appointment exam for the secondary school. This necessity is evident especially for vocational high schools and Meister high schools with the introduction of 2015-revised curriculum based on NCS that separates each three subjects, "Electrical, Electronics Communication" resulting in the change of question mechanism, which requires new designing of assessment and content area. So, this study analyzes curriculum in college of education for "Electrical", "Electronics", "Communication", 2015-revised curriculum based on NCS and the development of standards for teacher qualifications and assessment area and evaluation of teaching ability in the subjects of the teacher appointment exam, "Electrical, Electronics Communication" Engineering" in 2009. The assessment area and content elements of "Electrical", "Electronics", "Communication are extracted from the analyzed results and they are verified by experts' consultation and presented as follows; First, the assessment area and content elements of the "Electrical" subject were designed to evaluate the NCS - based 2015 revised curriculum by presenting the NCS learning module to the evaluation area and content element in the basic subject "Electrical and Electronics Practice". Second, the section of "Electronics" presented the assessment area and content elements applying the Electronic Circuit, basic subject of the NCS and it also added "Electromagnetics", which is the basic part of Electronics in the Application of Electromagnetic waves that could be applied to the assessment. Third, the assessment area and content elements of "Communication" consist of the communication-related practice that is based on "Electrical" and "Electronic", considering the characteristics of "Communication Engineering". In particular, "Electrical and Electronics practice" which adds network construction practice and communication-related practice makes it to be able to evaluate the communication-related practical education.