• Proceedings of the Korea Contents Association Conference
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• 2008.05a
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• pp.372-376
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• 2008

Nowadays, active teachers expend much time and effort in preparing for classes. Especially, the basic formative calsses in art education have much effect when they are done with a lot of material(plaster casts, etc.) and lighting effect, but not in real. Proposed web-based learning instrument makes possible basic formative classes with simple operation by loading several materials and lighting operator on the web. In this paper, we propose web-based learning instrument to improve basic formative classes. Students will easily be able to express shadow and shade by lights with this web-based learning instrument in basic formative classes.

• Journal of the Korean Chemical Society
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• v.60 no.4
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• pp.267-275
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• 2016

Experiment is recognized as an important part in science and science education. Scientists do experiments for verifying or refuting theory and they take many forms to do experiments. One of the central goals of science education is to improve inquiry ability. So we have taken for granted that students engage in authentic inquiry and experiment which scientists carry out to research. But it is not always positive about discussions and opinions what school experiment and its role is in learning science and understanding about science. There is certainly a gap between experiments which scientists and students do even though there is a theoretical basis of school science experiment. In this study, we discussed how scientific inquiry and school inquiry are different, and what it means to use instrument in school science experiment. And as a case, we analyzed chemistry experiments in science textbook and manipulation level of instruments which were handled in chemistry experiments, we shed light on the meanings of experiments and instruments in school science inquiry based on the result of experiments and instruments analysis.

• Journal of The Korean Association of Information Education
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• v.25 no.2
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• pp.265-277
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• 2021

With the development of technology, the concept of digital literacy is expanding from the focus of function and tool utilization to the extent of communication and participation in social and cultural contexts. In particular, learners' digital literacy capabilities are more important and necessary in remote learning environments such as Corona19. In this study, we studied how to improve digital literacy education through analysis and inspection of digital literacy shown in elementary school textbooks. To this end, we analyze it through compliance consisting of 8 fundamental pieces of knowledge, 20 sub technical skills, and 10 keys of competencies that constitute digital literacy. As a result of the study, the contents of digital literacy education in elementary school textbooks were presented centered on functions and tools, and as they were biased in certain areas, they were found to be lacking in systematicity and connectivity. Therefore, it proposed the composition of the curriculum system of digital literacy through the independence of elementary informatics curriculum, the specific composition of curriculum, and the strengthening of pre-service teachers' practical skills.

• 한국정보교육학회:학술대회논문집
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• 2004.08a
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• pp.370-380
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• 2004

정보화시대에 학생들에게 요구되는 가장 중요한 기술 중에 하나는 많은 양의 정보를 조작하는 능력으로, 데이터베이스는 이러한 기술을 가르치는데 이상적이다. 데이터베이스 기반 마인드 툴은 지식을 표현할 때 분석적이고 비판적인 사고를 한 수 있도록 하는 도구로 데이터베이스를 이용하는 것을 말한다. 데이터베이스는 많은 분야에서 사용이 되고 있지만 아직까지 교과교육에서 활용되는 사례는 많지 않으나 그 가능성은 무궁무진하다. 이 논문에서는 교과교육에서 데이터베이스 기반 마인드 틀을 사용할 수 있는 내용과 그 방안을 분석해보고 구체적으로 적용해 보고자한다.

• Journal of The Korean Association of Information Education
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• v.8 no.2
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• pp.213-224
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• 2004

Textbooks are the basic materials for school education and the best instruments that the teachers can use. The textbooks for information and communication technology education that are authorized by the superintendent of schools are currently used in the elementary schools and the various kinds of the ICT textbooks are adopted in accordance with the cities and provinces. In this study, we make a comparative study of the 11 ICT textbooks for year 4 students from the view points of the present conditions, the organizations, and the contents. Also, using Romey's method we investigate them whether their contents are suitable for the inquiring activities. We expect that our study will be the basis of the development of the next authorized ICT textbooks and contribute to the ICT education.

• The Journal of Korean Association of Computer Education
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• v.14 no.1
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• pp.147-158
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• 2011

The purpose of this study is to define the teachers' perception for technology leadership when utilizing the Digital Textbook (DT). The subjects of this study were 97 elementary school teachers (40 males and 57 females) working in digital textbook research schools that implemented digital textbooks in 2009. Needs assessment instrument was revised based on previous instruments. Perception was calculated using Borich formula. According to the results, teachers of digital textbook research schools recognized 'teachers' instructional methods' as the most important area, while the least recognized area was 'support by the school'. The highest technology leadership needs by categories included 'role setting between members when implementing digital textbooks', 'instructional methods to cultivate creativity when using digital textbooks', 'troubleshooting digital textbook problems', 'additional staff support in case of problems', 'development of various assessment tools for measuring the effect of the digital textbook', and 'support of digital textbook resources for students with disabilities'. Based on these results, the study proposed specific methods to enhance technology leadership for the successful introduction of digital textbooks in schools.

• Journal of The Korean Association of Information Education
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• v.7 no.1
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• pp.11-26
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• 2003

Although many mathematical teaching/learning materials are already developed in the web, diverse utilization of this materials such as calculation, searching, or reusing of expressions are limited since the expression is actually a figure. To cope with this, MathML which describing mathematical notation was developed. In the paper, we proposed the methods of developing teaching materials using MathML, making learning assistance tools which utilize MathML, and applying MathML to information exchange community for Mathematics courses in ICT environment. Using MathML to develop a teaching material makes easy to correct and reuse the mathematical notations conveniently. Furthermore, learning assistance tools made by placing MathML help teachers reorganize and utilize these materials in the classroom as well as enhancing the connection between mathematical notations and concepts. The web-board that can make a use the mathematical notations using MathML enables the teachers and students to exchange information actively. It also helps to fulfill different types of teaching using ICT such as "discussion on the web".

• Journal of Korea Multimedia Society
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• v.15 no.4
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• pp.552-559
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• 2012

Operating Systems is a discipline which handles complex and concepts related to its components and how an operating system works. However, most of the OS courses have been textbook-oriented theoretical classes. Therefore, many instructors have tried to make use of educational tools to help students understand a lecture and arouse their interests consistently. This paper describes the design and implementation of a web-based page replacement simulator which shows the process of page replacement algorithms visually. The academic achievement evaluation and t-test results for 2010's students and 2011's show that the differences of the correct answer ratios for the exam about page replacement algorithms and the scores between two groups are meaningful. And the results of survey show that a page replacement simulator is useful as an educational tool which causes the interests about operating systems and enhances the understanding of a lecture.

• Journal of the Korean Chemical Society
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• v.55 no.1
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• pp.124-131
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• 2011

This study is conducted to analyze the questioning styles of the parts of chemistry in 17 middle school science textbooks in terms of frequency, types, and placement of questions. The instrument was the Textbook Questioning Strategies Assessment Instrument (TQSAI) developed by the Cooperative Teacher Preparation Program, University of California in 1975. An averaged ratio of questionings/sentences (Q/S) of seventeen textbooks was 13.6% varying from 6.8% to 19.7%. Various question types were used in titles, early and middle steps in the sections except late steps. The comprehending questions were most frequent in the types of inquiry courses and the focusing questions were most frequent in the characteristics of instructional courses. The percentages of empirical questions for the total numbers of questions were slightly larger than nonempirical questions with values of 54.2% and 45.8%, respectively.

• Proceedings of the Zoological Society Korea Conference
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• 2000.10a
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• pp.294.1-294
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• 2000