• The Journal of Korean Association of Computer Education
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• 제8권3호
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• pp.29-42
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• 2005

In this knowledge information society, it cannot be too much to accentuate the necessity and importance of computer education. However, the current computer education in elementary school only focuses on computer application and utilization. It is not satisfactory to the needs of knowledge information society to improve mechanic office operation and/or to provide simple utilization of educational software through learning the application software functions. Therefore, based on creative and logical thought, it is necessary at this era to prepare computer education as the essence of science to create new values and to embody knowledge by understanding social and cultural environment of knowledge information society that is continuously in change and development. Accordingly, this study presents the necessity of change based on problems of computer education, and investigates field teacher's opinion on the direction of change in elementary computer curriculum in this knowledge information society. Also, this study presents a computer education curriculum for elementary school students by focusing on a comparison between our current elementary computer curriculum and that of North Carolina and of California in the United States.

• Journal of the Korean Society for information Management
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• 제25권3호
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• pp.41-64
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• 2008

This study sought to develop an integrated information literacy curriculum that would have a strong relationship with curricula through the standard themes abstracted from theme network structures, scan and cluster analyses of the information literacy curricula. In addition, this study also attempted to develop a teaching-learning model for the developed integrated information literacy curriculum. This study utilized the themes of information literacy instruction that have interdisciplinary characteristics as analysis criteria in analyzing the commonality of information literacy instruction and the subject curricula. The following characteristics were found from the analyzing the areas of commonality. Foremost, the first themes(the fields of basic learning skills and nature) which belongs to the fields of information society, library, information technology, collaborative skills were found to have many relationships with the subject curricula. Next, the second themes(the field of information problem solving capabilities) which is the core field of information literacy instruction showed a weak relationship with the subject curricula.

• Journal of The Korean Association of Information Education
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• 제23권4호
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• pp.375-384
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• 2019

In a rapidly changing society with the Fourth Industrial Revolution, future students should have the skills to utilize and organize high-quality knowledge, not the amount of knowledge. With the launch of the revised curriculum in 2015, the curriculum has been reorganized based on competency and the software education has been seeking capabilities such as 'Cultural computing knowledge', 'Computational thinking', and 'Collaborative problem solving skills'. Therefore, practical collaboration tools and education programs that can be used in the field of education are developed based on Pair Programming, which is a specific collaborative learning strategy to develop cooperative problem solving skill. The educational program using this collaboration tool was developed with a focus on developing computational thinking and collaborative problem solving skills through Pair Programming rather than focusing on learning grammar of programming language and programming techniques. In a educational program, students will be able to use collaborative tools for pair programming and foster collaborative problem-solving skills.

• Journal of The Korean Association For Science Education
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• 제36권6호
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• pp.877-893
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• 2016

The purpose of this study was to investigate a mentor-teacher qualification standard to support professional development for beginning secondary science teachers. The participants were four mentee teachers and four mentor-teachers. The relationship between the development of beginning science teachers teaching practice and characteristics of the mentoring and interactions was investigated by analyzing conversations between mentor and mentee teachers during the collaborative mentoring. Three mentoring conversation records and transcripts during mentoring program were collected. An analytical framework of mentoring conversations was used in the analysis of mentoring conversations and RTOP was used for lesson analysis to determine the development of teaching practice. The results show that the types of interactions during mentoring varied according to the mentoring teams. Mentors who encouraged reflective thinking induced a higher level of teaching in their mentees. The mentor qualification standard was determined from the relationship between the characteristics of the interaction and the improvement in beginning teacher's teaching practice. To be an effective mentor, the mentor should be able to 1) lead the interaction in a manner that encourages the exchange of opinions, 2) induce reflective thinking and ability to achieve reflective practice following reflective thinking, 3) provide clear explanations and suggest detailed methods, 4) lead conversations that encourage reflective thinking with questions about teaching supported techniques.

• Journal of Korean Home Economics Education Association
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• 제30권1호
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• pp.15-28
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• 2018

Teachers are not completed by appointment, but gradually made through self-development and training for a long time. In order to improve a sense of responsibility of home economics teachers, and also to suggest the purpose and direction of program through job training, the needs of training subjects should be preferentially understood. Thus, this study aims to provide basic data for establishing the developmental operation measures of training for home economics teachers, by researching the needs for training performed after the qualification training for first-grade teachers, targeting the teachers participating in the qualification training program for first-grade teachers of home economics in 2017. About the half of the research subjects received the home economics training one time or less for last three years. Through the training for first-grade teachers, the technical improvement of lesson instruction was demanded the most. As professional qualifications that should be cultivated through training, the ability to develop teaching methods and teaching/learning materials was the highest. Regarding the theme of training, the development of teaching/learning materials for home economics was desired the most. They wanted the training method including direct participation with high utilization for lesson, sublation of competition-centered evaluation, preference of instructors with field experience, continuous opportunity of home economics training, and communicative training. Regarding the needs for the 2015 revised curriculum, the demand for the training of 'human development and family' area was the highest. Therefore, in order to improve the professionalism of teachers through home economics training, it would be necessary to improve the educational environment such as temporal room for training and administrative support, and also to provide diverse types of training like group training, remote training, and smartphone app training suitable for changes in the generation of teachers. Also, on top of forming communities of home economics teachers, and sharing great contents of training, there should be individually-customized training for practice and sharing lesson cases.

• Journal of Korean Library and Information Science Society
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• 제32권4호
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• pp.331-360
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• 2001

School Libraries are facilities which support teachers and students in their teaching and learning activities and help to fulfil the school curriculum. Recently the Ministry of Education & Human Resources and Development is emphasizing ‘self learning’and it means that the problem solving ability of students can be improved through resource based learning & self learning. The resource based learning is closely connected with school libraries. School libraries are basic organization among all kind of libraries in all parts of th country and they can not develop without the systematic support of the government. The school libraries are just nominal because education in schools is centered on entrance examination and the government is indifferent to them. Therefore, it is urgent to constitute the related regulations and systems to rescue school libraries. The present school libraries laws should be revised toward the direction of effectiveness and it is possible to revise them after School Library Promotion Acts are constituted in public. All kinds of system and organization can develop only when they attach great importance to people Even though we constitute good laws and have good systems, they can not develop without the support of administrative organizations. They can develop when the administrative organizations have the strong will to develop them and are affectionately interested with them. The development of school libraries are under the control of strong interest and will of the people who are in charge of the systems and apply the related regulations.

• Journal of Gifted/Talented Education
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• 제17권1호
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• pp.27-50
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• 2007

The purpose of this study was to examine whether gifted achievers and gifted underachievers differ in their learning strategies, motivation, beliefs in ability, and problem solving patterns. The sample for the study consisted of 68 gifted achievers and 34 gifted underachievers who were in 5th and 6th grades in elementary schools in the metropolitan area. Gifted achievers and gifted underachievers showed statistically significant differences in all aspects using the independent sample t-test. In addition, the discriminant analysis correctly classified over 77.5% of the sample as either gifted achievers or gifted underachievers using the variables used in the study, indicating factors related to learning strategies can be effective measures to identify gifted achievers and underachievers. Especially, extrinsic motivation and problem solving patterns were the most discriminant factors in these two groups. The implications of the study related to the identification and education of the gifted underachievers were discussed in depth.

• The Journal of the Korea Contents Association
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• 제13권12호
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• pp.1069-1078
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• 2013

The paper is about teaching culture in a language learning. There are many teachers who are afraid of teaching foreign language with culture. They are delighted to teach politics, economics, history, art and literature as objective culture. But they are hesitant to teach subjective culture which is connected with a communication competency. The paper suggests three stages to instruct culture in a schoolroom. The first stage, it is growing out of the self-centered view. The second step, be developing self-consciousness through comparing mother culture with target culture. The last stage, it has to response to appropriately target culture. The teaching materials for the model suggested are two movies. Because the cultural aspects in the moves are subjective culture, so it has something in common with target cultural situations in a language learning. This method which is teaching culture in a the language learning has the advantage of being easy to teachers and learners. Most students like to watch a movie. The teaching material is The Chronicles of Narnia : The Lion, the Witch and The Wardrobe와 Guess Who?. I hope that this suggestion for cultural teaching is helpful for understanding each other.

• Communications of Mathematical Education
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• 제36권3호
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• pp.439-467
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• 2022

The future society requires not only knowledge but also various competencies, including creativity, cooperative spirit and integrated thinking. This research develops a program for integrating mathematics and information science to enhance important mathematical competencies such as problem-solving and communication. This program does not require much prior knowledge, can be motivated using everyday language and easy-to-access tools, and is based on creative problem-solving activities with multilateral cooperation. The usefulness and rigor of mathematics are emphasized as the number of participants increases in the activities, and theoretical principles stem from the matrix theory over finite fields. Moreover, the activity highlights a connection with error-correcting codes, an important topic in information science. We expect that the real-world contexts of this program contribute to enhancing mathematical communication competence and providing an opportunity to experience the values of mathematics and that this program to be accessible to teachers since coding is not included.

• Journal of Science Education
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• 제42권2호
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• pp.214-229
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• 2018

The purpose of this study was to investigate the effect of science-based STEAM program on the positive science experience of elementary school students. The participants of this study were 64 fourth graders of S elementary school located in Gyeonggi-do. They were divided into the experimental group of 30 students and the comparative group of 34 students. The program was reorganized into the STEAM program, which emphasized communication with students in the second semester of 4th grade, centered on 'Earth and Moon' unit which were carried out in total 16 times. The experimental group was giving the science-centered STEAM program, and the comparative group was giving the general instruction model based on the instructional book guidelines. The results of the study are as follows. The science-centered STEAM program showed a further influence on the positive science experience of elementary school students. Based on these results, it can be confirmed that the class using the science-centered STEAM program positively influenced the improvement of students' positive science experience.