• Proceedings of the Korean Society of Computer Information Conference
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• 2014.07a
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• pp.399-400
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• 2014

컴퓨터 프로그래밍 수업의 특성상 교수자가 평소 학습자들의 학습 수준 및 학습 이해도를 파악하는 것은 다음 수업을 준비하는데 있어서 매우 중요하다. 학습자들의 평소 학습 이해도를 파악하는 방법으로 형성평가가 가장 많이 이용되는데, 동일한 과목에도 형성평가 방법은 매우 다양할 수 있다. 본 연구에서는 다년간 컴퓨터 프로그래밍 수업에 적용해본 다양한 형태의 형성평가 방법들이 학습자들의 성적 변화에 어떤 영향을 미치는가를 분석해보았다. 그 결과 형성평가 수행 시기는 중간고사나 기말고사처럼 큰 시험을 앞둔 1~2주전과 같이 학습자들이 학습에 대한 필요성을 절실히 느낄 때 실시하는 것이 성적 상승에 더 긍정적인 영향을 주었고 평가방법으로는 프로그래밍 수업을 특성상 퀴즈와 프로그래밍 평가를 함께 실시하는 것이 성적 상승에 좋은 영향을 미쳤다.

• The Journal of Korea Robotics Society
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• v.1 no.1
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• pp.102-106
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• 2006

지능형 서비스 로봇은 인공지능 및 센서인터페이스 등의 다양한 기능과 IT기술의 접목으로 우리의 생활을 윤택하게 해줄 수 있는 인간 지향적인 성격으로 발전하고 있다. 또한 많은 분야에서 새로운 서비스 개발을 통해서 좀더 인간의 생활에 가까이 접근되어 지고 있다. 한편 국내 초등학교에서 초등교사는 학생 수의 과다로 능동적이기 보다는 수동적인 수업을 하고 있어서 학습 효율성이나 능률성이 떨어지고 있다. 이에 본 연구에서는 발전하고 있는 서비스 로봇 기술로 능동적인 수업형태와 자율적이고 창의적인 학습 및 교육서비스를 제공할 수 있는 교사도우미 로봇을 개발하였다. 본 연구에서 개발된 로봇은 기존의 지능형 서비스 로봇과 ICT(Information & Communication Technology) 교육을 접목할 수 있는 로봇의 제반 환경의 구성과 더불어 교육 현장에 알맞도록 HRI 및 시나리오를 기반으로 개발되었고, 로봇의 주요기능은 교사지원, 학습보조, 수업지원 등으로 사전 설문조사를 통하여 필요성이 높은 기능을 중심으로 설정되었다. 개발된 초등학교 지원 로봇은 2006년 10월부터 대전지능로봇산업화센터에서 초등학교 학생을 대상으로 시범수업을 준비하고 있고, 2007년도 중반에는 초등학교에서 시범사업을 추진할 예정이다.

• Journal of Gifted/Talented Education
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• v.20 no.3
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• pp.721-741
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• 2010

This study was to analyze verbal interactions between teachers and students after observations on teachers' questioning and feedback, students' response types and frequency analysis at middle-school class of average and gifted students. As for the verbal interaction between teachers and students of science class of general students, it was dominant for teachers to utilize questions for summarizing or guiding for textbook contents as they are. They were focused on immediate feedback in a restatement form. The students used simple responses like yes/no in general. The most high frequency of verbal interaction models expressed were in the order of cognitive-memory thinking question-short answer-immediate feedback. On the other hand, teachers of gifted students' science class threw divergent and evaluative thinking questions of open question, such as 'what's the reason?' or 'why is it?' Immediate feedback in explanatory form was mainly provided as well. The level of feedback delay was higher than general class and that of immediate feedback was lower than general class. The students preferred short words or a not-complicated sentence when they replied and their participation was more attentive and positive. Hence, The high frequency of verbal interaction models expressed were in order of cognitive-memory thinking questions－elaborative short answer－delayed feedback.

• Journal of the Korean School Mathematics Society
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• v.16 no.4
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• pp.745-770
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• 2013

In the knowledge-based society today, most knowledge is the integrated one which is difficult to be classified into subjects rather than the knowledge of a single subject. Thus, integrated thinking, which integrated knowledge is preferentially acquired first and then can be also associated with imagination and artistic sensitivity, is simultaneously required in order that we have a problem-solving capability in our daily life. STEAM education(science, technology, engineering, arts and mathematics) is one of the educational methods to improve this problem-solving capability as well as integrated thinking. This research developed materials for STEAM education which can be applied to the 6th grade curriculum of elementary school mathematics, then input it, and analyzed how it impacts with students' attitudes toward mathematics. Unit 3 'Prism' and Pyramid' were restructured and replaced by classes such as 'Spaghetti Project' or 'Paper Craft'. Unit 4 'Several Solid Figure' was taught as a class of 'EDUCUBE'. Unit 6 'Proportional Graph' was taught as a class of 'Creating my own bracelet'. After having this class, we found that mathematics class applied STEAM also has a positive effect on the mathematical attitude of students. Many students said that math is fun and gets more interesting after having math class applied STEAM and we come to know that they have positive awareness of mathematics.

• Korean Educational Research Journal
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• v.38 no.2
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• pp.81-108
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• 2017

The purpose of this study is to develop a standardized learning model for a free-learning semester, and to provide a practical framework of its curriculum. This paper is a state-funded study to design an instructional model for the free-learning semester. Instructional models that have been implemented in the practical school were constructed through collecting opinions from school teachers. The instructional model for a free-learning semester in this current study is a modification of the existing learning model into the Learning (Meaningful reception learning)-Practice-Production stage. These are designed to reflect the UNESCO proposals that emphasize knowledge, skills, and character, respectively. It is not easy to construct the instructional model for the free-learning semester activities. A three-step strategy that encompasses the UNESCO proposals will be a useful framework for teachers to systematically design and implement free-learning semester teaching.

• Journal of Engineering Education Research
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• v.13 no.6
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• pp.72-79
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• 2010

The purpose of this study was to explore good college instructional practice in the industrial teacher education in order to improve the quality of instruction. The study that what is the good instructional practice have been relatively more researched on elementary and middle school than colleges. Research methods used in this study were an individual interview and focus group interview. Research results and analyses were three directions in good instructional practice to be in teacher's college, engineering college and teacher's graduate school. Based on the result of the study, some recommendations for future researches were made as follows: First, good instructional practice in teacher's college were to be interested in students and be enthusiastic class and practical training. Second, good instructional practice in engineering colleges were class to be a faithful college program for teaching profession orientation and practical training. Third, good instructional practice in teacher's graduate school were class to allow for an academic standard and subjects of special study of each students.

• 한국정보교육학회:학술대회논문집
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• 2004.08a
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• pp.696-704
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• 2004

제7차 교육과정의 시행과 더불어 정부와 민간에서 모든 교과의 교수 학습에서 ICT를 활용할 수 있는 디지털 컨텐트를 다양하게 만들어 서비스하고 있으나 일관된 계획이나 표준안이 없이 필요에 따라 자료를 분류하여 만들어지다 보니 단위 수업 시간에 직접 투입하기에는 알맞은 자료를 검색하여 재가공을 하여 활용하거나 여과 없이 사용하게 되는 문제점이 제기되고 있다. 따라서, 본 연구에서는 단위 수업 중 자료투입시기를 분석하여 초등학교 교육환경에 필요한 메타데이터 요소를 탐색하고 메타데이터 요소를 추출하여 국제적인 메타데이터 표준인 DC Core Education 의 메타데이터 표준안을 기반으로 하는 멀티미디어 교육자료 검색 및 활용을 위한 베타데이터 요소를 추가 하였다. 초등교육 현장에서 생성되는 다양한 멀티미디어 교육 자료와 원상에 존재한 양질의 교육 정보 자원들을 일반적인 수업 흐름인 도입, 전개, 정리의 메타데이터 요소를 추가하여 통합검색과 체계적인 인터페이스를 제할 수 있는 기반을 마련함으로써 초등학교 교사가 쉽고 편리하게 단위 수업에 유용한 것을 찾아내고 수업에 투입할 수 있을 것이며 향후 교수학습 자료를 수업에 직접 필요한 형태로 분류하여 제공하여 효율적인 교수 학습 자료를 공유하게 함으로써 ICT활용 수업에 실제적인 도움을 줄 수 있을 것으로 기대된다.

• 한국정보교육학회:학술대회논문집
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• 2011.01a
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• pp.195-202
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• 2011

In the latest internet environment based on Web 2.0, the open API in the form of mash-ups have emerged. In this study, we analyzed the contents of textbooks and curriculum related Web 2.0. We also designed the teaching and learning strategies using open API and mashup services. Firstly, we divided into four specific types of teaching-learning procedures and suggested the lesson plans. Moreover we developed the prototype on open API and mashup service-based contents and sites. Through this study, we presented special teaching strategies using new technology like an open API and mashup.

• Journal of The Korean Association of Information Education
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• v.19 no.1
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• pp.113-126
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• 2015

This study intends to investigate the features and the difference between traditional instruction and flipped learning through a comparative analysis of verbal interaction on those learning method. The videos of traditional instruction and flipped learning of 5th graders social class were recorded and transcribed, which were analyzed in Flanders verbal interaction model. The results were as follows: First, the flipped learning is composed of students' learning activity and a teacher's statement properly, while the traditional instruction consists of a teacher's statement mostly. Second, the traditional instruction tends to be directive classes that full of dominant, despotic, restrictive communication of teacher oriented. In contrast, the flipped learning is inclined to be nondirective with integrated, democratic, comprehensive, permissive communication of students oriented. Third, the flipped learning emphasizes students' activities and statement and reduces delivery of knowledge, meanwhile, the traditional instruction stresses delivery of content that the teacher centrally located. Lastly, the type of verbal interaction in traditional instruction is a one-way communication, students responding simply in teacher's lectures and questions. On the other hand, in flipped learning lessons, more interactive communication occurs, teachers complimenting students and accepting their comments.

• Journal of the Korean earth science society
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• v.34 no.1
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• pp.93-101
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• 2013

This study investigated how the unique educational contexts in the Republic of Korea (RK) impacted two science teachers' teaching practices in a public middle school and what the science teaching experience means to them. In particular, we explored how the middle school science teachers decide pedagogical approaches to use in their teaching based on classroom climate, students' attitude toward learning science, school curriculum and classroom culture. Using a phenomenological research approach, we analyzed classroom observation data and interview data to interpret the teachers' science teaching experience. Results of the study showed that the teachers' practice was dominantly affected by two external factors. First, the teachers' teaching practice was affected by the amount of science content knowledge they need to cover within a given class time. Second, the teachers' teaching practice was affected by students' attitudes toward science learning and their science preparedness in private tutoring centers. Implications of the study results are discussed in the paper.