• Journal of Educational Research in Mathematics
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• v.20 no.3
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• pp.339-356
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• 2010

It is important for children to develop statistical reasoning as they think through data. In particular, it is imperative to provide children instructional situations in which they are encouraged to consider variability in data because the ability to reason about variability is fundamental to the development of statistical reasoning. Many researchers argue that even highperforming mathematics students show low levels of statistical reasoning; interventions attending to pedagogical concerns about child ren's statistical reasoning are, thus, necessary. The purpose of this study was to investigate 15 gifted elementary students' various ways of understanding important statistical concepts, with particular attention given to 3 students' reasoning about data that emerged as they engaged in the process of generating and graphing data. Analysis revealed that in recognizing variability in a context involving data, mathematically gifted students did not show any difference from previous results with general students. The authors suggest that our current statistics education may not help elementary students understand variability in their development of statistical reasoning.

• Journal of the Korean School Mathematics Society
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• v.8 no.3
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• pp.357-366
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• 2005

This Study suggests some ideas how we develop a network of content structure based on informal context and method how we decide a sequence of mathematical syllabus from those Structures. 10th grade students in the process conceptual development was observed and interviewed in 2 hour teaching and learning experiment. Three related characteristics of student's thought in structuring math. Content and sequencing it were investigated as follows : (a) the reasoning that they do reflective abstraction well(or do not well) in acquisition of conceptual knowledge. (b) the method that teacher can use resuits in (a) to organize the content structure. (c) the ways that teacher find the process knowledge in informal content structure. That is, this study investigated the way we, curriculum designer, can create well defined content structure and instructional sequence strongly based on the learners' understanding.

• Journal of the Korean Society for Library and Information Science
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• v.54 no.2
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• pp.299-322
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• 2020

The purpose of this study is to suggest reading education plan by exploring the characteristics of peer-relationship networks of elementary school students, and grasping the effects of those characteristics on the reading competencies. Social network analysis method was used, and centrality analysis, QAP correlation and QAP multiple regression analyses were conducted to examine the relationship between peers and reading competencies. The findings show that the help relationship rather than peer characteristics and friend relationship was related to reading competencies. However, since the friend relationship has an effect on the help relationship, it is also found that the relationship between the friend and the help relationship network should be considered in order to improve the reading competencies. This network analysis results are meaningful in reading education plan in the sense that they suggest a useful guideline for the formation of members ranging from individuals, small groups, to a whole class, and for periodical activities considering situation and learning purposes such as before, during, and after reading activities.

• 한국정보교육학회:학술대회논문집
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• 2021.08a
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• pp.303-308
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• 2021

In this study, we intended to present a class design plan that combines safety education and software education, which are very important in the school field, but are considered necessary for change. In order to realize safety education centered on indirect experience, the 12th class plan was devised as a "Smart Safety Commuter Road Production Project" using a physical computing tool called Bitbrick. Based on the 12th city's class plan, qualitative research was conducted with interviews with a total of five teachers, showing both the effectiveness and problems of applying them to the class. The effectiveness is that unlike conventional delivery-type safety education, indirect experience-oriented safety education centered on real-life situations is possible, and it can be expected that procedural thinking skills can be developed along with stimulating interest. However, the problem has been shown that the process of implementing the direct situation can be challenging and that even activities can be more efficient than group activities.

• Journal of the Korean earth science society
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• v.29 no.2
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• pp.175-188
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• 2008

The purposes of this study were to develop an Earth systems-based earth science module and to investigate the effects of field application. The module was applied to two classrooms of a total of 76 second-year high schoolers, in order to investigate the effectiveness of the developed module. Data was collected from observations in earth science classrooms, interviews, and questionnaires. The findings were as follows. First, the Earth systems-based earth science module was designed to be associated with the aims of the national Earth Science Curriculum and to improve students' Earth science literacy. The module was composed of two sections for a total of seven instructional hours for high schoolers. The former sections included the understanding of the Earth system through the understanding of each individual component of the system, its characteristics, properties and structure. The latter section of the module, consisting of 4 instructional hours, dealt with earth environmental problems, the understanding of subsystems changing through natural processes and cycles, and human interactions and their effects upon Earth systems. Second, the module was helpful in learning about the importance of understanding the interactions between water, rock, air, and life when it comes to understanding the Earth system, its components, characteristics, and properties. The Earth systems-based earth science module is a valuable and helpful instructional material which can enhance students' understanding of Earth systems and earth science literacy.

• Journal of The Korean Association For Science Education
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• v.37 no.1
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• pp.181-192
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• 2017

This study aims to examine the educational effects of the SSI program using Digital Storytelling (DST) approaches. Since DST provides students opportunities to express their own opinions in the form of stories and to share learning outcomes through the web, we developed and implemented SSI program by adopting the concept of DST in order to produce synergistic effects on student learning. Twenty-four 9th graders who enthusiastically engaged in the DST-based SSI program participated in this study. The students responded to focus group interviews after the instruction, and all interviews were transcribed for analysis. The results indicated that the students became aware of socio-ethical perspectives of each SSI topic while searching and collecting data by themselves. They also felt the necessity to consider multiple perspectives around the issues by having discussions with group members. Second, pre-producing DST allowed students to negotiate to settle on a group discussion, and to use emotional contents that can lead viewers to have sympathy. In addition, while producing DST, students considered various factors such as design, soundtrack, visual effects, and screen composition in order to express their opinions and convey their messages more effectively. In the stage of sharing DST outcomes and receiving feedback, they realized new perspectives that they did not perceive in the previous production process, and to move them into an action for resolving the problems caused by SSI. This study showed the potentials of DST-based SSI instruction as a good strategy to support students' SSI engagement.

• Journal of Korean Library and Information Science Society
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• v.52 no.4
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• pp.103-126
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• 2021

This study aims to propose a plan to restructure libraries as a complex space for education and culture for 19 public libraries belonging to the Chungcheongnam-do Office of Education. For the purpose of this, case surveys and user surveys of complex facilities of domestic and foreign public institutions were conducted. Based on the findings, a space restructuring strategy was suggested by dividing the library space into the following ways: a space to learn (a comprehensive data room, a theme data inquiry room, a future classroom, a blended learning center, a STEAM training room, and an online lecture learning room), a space to express (a foyer, a maker room, a digital media creation room and an online lecture production room), a space to share (a club room, a group study room, a well-being complex culture space, a convenient living space, rest area, and a browsing area), and a space to enjoy (a performance-thought playground, infant and child archives, a digital virtual experience room, a specialized alcove room, and an outdoor reading room). In addition, a restructuring model of public libraries belonging to the Office of Education was proposed, such as a leading model, a basic model, a joint model, and a minimum model, in consideration of the size of the building, the size of the library, and the level of service and space.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.2
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• pp.310-321
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• 2022

This study aimed to find out how creative education programs using AR/VR affect student's creative problem-solving skills and class satisfaction. For this purpose, a total of 179 students in 7 classes of the first grade of J High school located in the chungbuk region were the subjects of this study. The data were analyzed by performing two-dependent samples (t-test) based on the difference between the pre- and post-scores of creative problem-solving ability test, and the value of class satisfaction was analyzed and interpret using descriptive statistics and interview. The results of this study are as follows. First, except for 'execution', 'problem discovery and analysis', 'idea generation', 'execution plan', 'conviction and communication', and 'innovation tendency' showed statistically significant results. Second, in terms of class satisfaction of the creative education program, it was an average of 3.75 and it was difficult for learners to derive creative ideas, outputs, and results through groups within a given time in regular class, but generally showed a positive response. Therefore, it was confirmed that the creative education program using AR/VR increased student's learning motivation and interest in the process of generation or expanding ideas to solve problems like educational effect of STEAM.

• Journal of Korean Home Economics Education Association
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• v.35 no.4
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• pp.1-12
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• 2023

At a time when interest in the educational use of ChatGPT is increasing, it is necessary to investigate the perception of ChatGPT among college students. A survey was conducted to compare the current status of internet and interactive artificial intelligence use and perceptions of ChatGPT after using it in the following courses in Spring 2023; 'Family Life and Culture', 'Fashion and Museums', and 'Fashion in Movies' in the first semester of 2023. We also looked at comparative analysis reports and reflection diaries. Information for coursework was mainly obtained through internet searches and articles, but only 9.84% used interactive AI, showing that its application to learning is still insufficient. ChatGPT was first used in the Spring semester of 2023, and ChatGPT was mainly used among conversational AI. ChatGPT is a bit lacking in terms of information accuracy and reliability, but it is convenient because it allows students to find information while interacting easily and quickly, and the satisfaction level was high, so there was a willingness to use ChatGPT more actively in the future. Regarding the impact of ChatGPT on education, students said that it was positive that they were self-directed and that they set up a cooperative class process to verify information through group discussions and problem-solving attitudes through questions. However, problems were recognized that lowered trust, such as plagiarism, copyright, data bias, lack of up-to-date data learning, and generation of inaccurate or incorrect information, which need to be improved.

• Journal of Korean Home Economics Education Association
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• v.35 no.4
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• pp.47-60
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• 2023

The purpose of this study was to examine students' experiences in the dietary life class using traditional Korean desserts in middle school home economics classes. Participatory observation, in-depth interview, and site data collected in this study were analyzed through emic coding, and the results are as follows. First, students had 'expectations about Han-gwa lab classes.' Students were always positive about lab classes, looking forward to eating delicious food and eagerly awaiting their first lab class since entering middle school. Additionally, there were many students who were experiencing Han-gwa for the first time, so expectations about learning about Han-gwa were high. Second, students engaged in 'self-directed learning through the Han-gwa project.' In other words, while creating an activity book about Han-gwa, the students realized self-directed learning about the differences between Han-gwa and Yang-gwa (Western-style sweets), and the scientific principles of cooking Han-gwa. Third, students had 'instilled pride in Han-gwa through lab classes.' The students learned that there was sufficient awareness and change in values to cherish Han-gwa and to inherit its traditions. Fourth, there was a 'potential curriculum effect.' Students who did not experience face-to-face group activities for three years in middle school due to COVID-19 came to recognize the importance of collaboration and even tried making Han-gwa at home. In order for students to have pride in Han-gwa, it was confirmed that it was necessary for home economics teachers at school to actively teach classes on traditional foods and provide students with many opportunities to encounter them.