• The Journal of Korean Association of Computer Education
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• v.8 no.1
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• pp.13-23
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• 2005

In this study, messages from on-line discussions of 28 preservice teachers were analyzed based on social constructivist learning theory. After preliminary discussion session for a week, small group discussions were conducted every single week with different topics during 4 weeks. One transcript with most frequent messages in each topic was selected, and a total of 72 messages were analyzed. Discussion topics were the issues related to the nature of science. The Interaction Analysis Model for Examing Social Construction of Knowledge in Computer Conferencing was used for the analysis. Analysis of the messages indicated that 'sharing information' was the most frequent, and that 'discovering/exploring dissonance' and 'negotiation of meaning/co-construction of knowledge' were the nex. However, messages of 'testing and modification of proposed synthesis' and 'testing and application of newly constructed meaning' were found to be rare. This result indicated that students' interaction through on-line discussion did not reach to the social construction of knowledge.

• Journal of the Economic Geographical Society of Korea
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• v.27 no.2
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• pp.133-154
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• 2024

This paper aims to provide policy implications by exploring the role of universities in the Quadruple Helix model with a focus on the social sector. The quadruple helices model complements the triple helices model, which has limitations in reflecting social change, to present a process of innovation creation through interaction between various social actors based on the democracy of knowledge. Based on this, this paper proposes a 'social entrepreneurial university' model that applies the results of the review of democracy of knowledge and social innovation theory to the entrepreneurial university model. In the quadruple helix model of social democratization and inclusion, it is important for social entrepreneurial universities to enhance the role of education, while dedicating their teaching and research capacities to creating and facilitating platforms that structure and promote the interaction of a wide range of local actors.

• Journal of Digital Convergence
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• v.18 no.8
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• pp.493-504
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• 2020

The objectives of this study was to examine the effect of Interactive Video Game on cognitive information processing the elderly. Sixty elderly were attended in this study. Their ages ranged from 65 to 70, with a mean age of 67.60 years. The subjects were randomly assigned to one of three experimental conditions: (1) interactive video game group (n=20), (2) aerobic exercise group (n=20), (3) control group (n=20). The experimental design of this study was analyzed using two-way ANOVAs with repeated measures of groups and time. Cognitive function was assessed by neuroelectrical response, and ERP analysis. The results of the study showed that the interactive video game group and aerobic exercise group showed no significant statistical differences in the response time, response accuracy, amplitude and potential of the performance of the exercise in cognitive function and ERP analysis, but improved the interaction video game group and aerobic exercise (walking) group over the control group. It was concluded that long-term aerobic exercise like interactive video game is associated with attenuation of cognitive decline in the elderly.

• Journal of The Korean Association For Science Education
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• v.40 no.6
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• pp.611-620
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• 2020

The purpose of the study is to find creativity factors of students in the process of small group modeling and relate them to the types of interactions among students. In order to capture students' detailed interactions, this study was conducted as an 'essential case study' through qualitative analysis. We have developed the modules of nine lessons about terraforming, and they were used in an actual classroom. In order to understand the creativity of the students in the process of modeling, students' discourses and interview data were analyzed using 19 creative factors or abilities. The findings are as follows. Frequently found creativity factors are Elaboration, Evaluation, Visualization, Resist premature closer, Originality, Analysis and Concentration. And students' interactions that affect students' creativity in the process of modeling can be classified into four categories: Suggestion, Agreement, Questioning, Refutation, and Conversion. Through each interaction, students demonstrated the process of expressing and modifying their own thoughts and ideas in the modeling process. The findings of the study suggest that it is important to the teachers to understand types of interactions among students and the relationship between the types of interaction and creativity factors for students' creative modeling in modeling-based learning.

• Journal of the Korean Society for Library and Information Science
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• v.44 no.1
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• pp.29-51
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• 2010

A knowledge-based society values creative and independent individuals. This study depicts operational approaches to the effective utilization of school libraries as teaching/learning media center in order to support independent learning in relation to the way in which constructivist teaching-learning(CTL) improves learners' self-learning abilities. The result of this study seems to imply that self-learning based on constructivism is possible only when school libraries are managed as teaching/learning media centers and that the more variety there is in learning materials and when more direct interaction exists, there is more creativity and self-learning abilities are achieved in the learning process.

• School Mathematics
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• v.19 no.1
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• pp.189-208
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• 2017

The purpose of this study is to capture and explain the roles that signs and attention play in the fraction learning process, through a previous study that employs Deleuze's perspective on sign and the role of attention. From this case study of elementary school students, we found that signs are a prerequisite for learning and that learning takes place as different forms of attention shifts. The various types of semiotic resources used by teachers and students have been found to play an important role in coordinating collective attention between teachers and students.

• Journal of Korea Game Society
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• v.20 no.4
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• pp.57-66
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• 2020

In this paper, we analyze the interaction features using eye-tracker and the characteristics of attention concentration of children with intellectual disabilities, and present gamification elements that can be used when designing digital contents for them. For children with quadriplegic cerebral palsy, eye-trackers will increase the accessibility of digital contents. Foreground gamification can be used for selective attention concentration, background gamification and intrinsic motivation to sustain attention concentration, and foreground gamification and extrinsic motivation for mobility.

• Journal of The Korean Association For Science Education
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• v.20 no.3
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• pp.455-467
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• 2000

The purpose of this study was to investigate the characteristics of formative assessments practiced in middle school science teaching from a constructivist perspective. In order to examine the practices of formative assessments in science teaching, 7 science classes were observed and video-taped for each of 2 instructions. We also interviewed the teachers and 3 students per each class with semi-structured questions. The findings indicated that 3 types of formative assessments were generally used in science teaching; planned, interactive, and transitional from planned to interactive. Teachers tended to assess students' personal, social, and scientific developments through formative assessments. The assessment of scientific development was the most frequent pattern and was classified into the assessments of content, process, and context. However, formative assessments concerning content covered in class were dominant. The processes of formative assessments consisted of three interdependent stages; getting informations from students, judging their responses, and giving feedbacks to them. The types of questions and feedbacks used were also influenced by the extent of interactions between the teachers and the students.

• The Journal of the Korea Contents Association
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• v.10 no.3
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• pp.454-462
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• 2010

The current curriculum in the 7th informatics, which simply highlights the use of applied programs rather than enhancing creativity through learning several principles in information science and thus making it hard to have optimism on the future as a powerhouse in IT. By diagnosing these problems, Education Ministry revised the existing curriculum to have a more scientific access to the informatics. However, the curricular revision fails to meet the needs of learners sufficiently because it tends to put the considerations of theoretical specialists before the learners them selves. This paper compares and analyzes the overall understanding of learners on informatics, current-curriculum and 7th revised curriculum and that of college-level, thus offering the student-centered one. Also, the research tries to bridge the opinion gap between developer and learner by looking into the understanding level of university majors about the current curriculum. In doing so, thesis may provide the basis on exploring new approaches and contribute to establishing 7th revised curriculum in school.

• The Journal of the Korea Contents Association
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• v.22 no.7
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• pp.290-306
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• 2022

The purpose of this study was to look how workaholism regulates the effect on the relation between the perfectionism types - self-oriented perfectionism (SOP), other-oriented perfectionism (OOP), Socially prescribed perfectionism (SPP) - and burnout. To do this study, 250 data collected from people who would be over 20 years old in the country using Korean Version of Hewitt's Multidimensional Perfectionism Scale, Korean Version of Workaholism Battery, Maslach Burnout Inventory. To analyze the result of the questionnaire survey, Descriptive statistic, correlation analysis, t-test, regression analysis, two-way ANOVA were performed using SPSS. As a result, the interaction between SPP and workaholism showed the meaningful effect on burnout. In other words, while SPP lower group experiences less cynicism regardless of the degree of workaholism, SPP upper group experiences noticeable more cynicism when they are in the lower workaholism group, suggesting that workaholism may have a positive effect of making someone experience less burnout.