• Journal of Industrial Convergence
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• v.20 no.3
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• pp.23-31
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• 2022

Recently, the importance of the role of the university information security department in nurturing security experts to defend against cyber attacks is increasing day by day. The current university security curriculum has a problem in that the proportion of theoretical education is high and the professionalism of practical education is relatively low. This study analyzed the recent educational programs of domestic and foreign security education institutions for the purpose of improving the practical ability of the Department of Security, designing a class model suitable for the core specialization process, and suggesting the direction. The proposed model improves the existing problems of basic class connection and security practice curriculum roadmap, and additionally explains the practice program of the five core specialized subjects. This study intends to contribute to the improvement of the quality of the curriculum and educational model of each university's security department.

• 한국정보교육학회:학술대회논문집
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• 2007.08a
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• pp.215-220
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• 2007

어느 수업이든지 학생들이 학습목표에 도달하는 과정에서 어려움이 발생할 수 있다. 물론 예상된 난관이라면 충분히 극복할 수 있겠지만 만약 그렇지 않다면 교수자는 무척 당황스러워 할 것이며, 학생들 역시 학습목표에 도달하는데 상당한 어려움을 겪게 될 것이다. 이러한 어려움은 컴퓨터실 수업에서 특히 많이 나타난다. 컴퓨터실 수업의 문제점을 발견하고 이에 대한 개선방안을 찾아 효과적인 컴퓨터 실습교육이 이루어지도록 하고자 한다.

• Communications of Mathematical Education
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• v.14
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• pp.71-83
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• 2001

교사가 효과적으로 수업을 하려면 계속해서 개선을 해야 한다. 교사들이 자신의 수업을 계속해서 반성함으로써, 또한 교수와 학습에 대한 지식이 변함에 따라 수업이 변하고 발전한다. 따라서 이상적인 교사는 꾸준히 변하는 교사이다. 이러한 교사역할에서의 변화가 요구되는 합의가 암묵적으로 이루어지고 있으므로, 교사의 역할을 인지적 관점과 사회적 관점으로 나누어 살펴보고, 교사교육을 실행공동체에서의 참여의 변화과정으로 개념화하여, 교사교육 프로그램의 방향과 효과에 대하여 알아본다. 이에 따른 바람직한 교사의 변화 방향을 탐색하여 수학 교실 향상에 대한 앞으로의 시사점을 얻는 것이 이 논문의 목적이다.

• Journal of Educational Research in Mathematics
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• v.27 no.4
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• pp.639-661
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• 2017

This article reviews several classroom observational frameworks and introduces one of them, Teaching for Robust Understanding of Mathematics (TRU Math) framework, in more detail. The TRU Math framework has unique features, especially of which it helps researchers and practitioners analyze lessons with a focus on opportunities to learn and on how students access to the learning opportunities in mathematics classrooms rather than focusing on teacher behaviors. In this article, using this TRU Math framework, a Korean high school mathematics lesson was analyzed. The analysis illustrates the aspects of good mathematics teaching according to the five dimensions that we theorized. It provides implications on how to better use the tool for both research and practice in Korean school culture and teacher professional development contexts.

• Journal of Convergence for Information Technology
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• v.11 no.5
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• pp.176-189
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• 2021

This study was aimed to grasp online learning quality satisfaction in Dental Hygiene students. A survey was conducted targeting finally 228 dental hygiene students at a university in Gangwon Province from February 3, 2021 to February 17. As a result of analysis, the online class satisfaction by good instruction component was lower overall than importance. The learning environment satisfaction was lower than its importance. A difference between importance and satisfaction with online learning by detailed good instruction component showed a relatively big difference in systematic class, online learning environment, ability to convey the class contents. The need for online learning content was high in teaching material and VOD. The class operation type satisfaction was high in a non-real time class. Accordingly, a continuous effort is conceivably necessary for improving quality given the teaching-design establishment of online learning.

• 대학교육
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• s.140
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• pp.62-66
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• 2006

대학교수의 교수능력 개발에는 교수 자신의 의지 및 노력과 함께 대학 당국의 지원이 필수적이다. 교수 개인으로서는 자신의 수업을 개선하기 위해 관련 교육학 서적 탐독, 조언 및 자문 구하기, 세미나 및 워크숍 참여, 우수 수업 관찰 및 실천 등이 필요할 것이다. 그리고 대학 당국으로서는 각종 교수능력 개발을 위한 세미나, 워크숍, 연수기회를 제공하여 개발에 힘써야 할 것이다.

• Journal of The Korean Association For Science Education
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• v.41 no.1
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• pp.1-10
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• 2021

In this study, a science writing heuristic class with emphasis on social interaction and tool improvement for 10 middle school students at the National University Science-Gifted Education Center in Jeollanamdo was conducted to investigate the perception of STS (science technology society) relationship and students' perception of the effects of class. After science writing heuristic class emphasizing social interaction and tool improvement, the students became aware of the STS relationships as follows: Science-gifted students have come to perceive that experimental tools and technology contribute to the development of scientific theory, that it is difficult to solve all social problems with only science and technology, and that science is a social interaction activity. In addition, science-gifted students responded that they became aware of the relevance of STS through intensive inquiry conducted on the same subject for several hours, communications with colleagues in another group through peer reviews, communication to solve problems with colleagues in the same group, activities to improve tools in the process of inquiry, inquiry using familiar materials and phenomena. In order for students to effectively recognize the relationship of STS in science-gifted class for middle school students, it is necessary to provide experience to solve problems using various experimental tools, experience to have trial and error in the process of solving inquiry problem under the same subject, experience to improve tools in the process of solving inquiry problem, experience to communicate with colleagues who conduct inquiry activities under the same subject, experience to share the results with other groups, and inquiry activities using familiar materials and phenomena.

• Journal of Engineering Education Research
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• v.12 no.4
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• pp.135-141
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• 2009

This study aimed to investigate the perception of students for the general creativity education in order to suggest the practical education for the improvement of their creativity. Most students chose 'discussion and projects' which indicates students preferred the class where they can mainly participate with a help of professors.

• Journal of Science Education
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• v.39 no.3
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• pp.404-417
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• 2015

It is important for student to participate in classroom actively in order to raise effeciveness of education. In this study, we have considered the science textbooks as major factor which influence to participation in the science class, and aimed to find the problems of current sicence textbooks as tool to promote students' participation, and the improvement method. The questionnaire which include the questions to ask requirements for and problems of science textbooks for learner-centered instruction was developed, and then 99 science teachers and 821 students answered the questionnaire. As a result, students responded that current science textbooks lacked explanation, had many of difficult words and complex sentences, and were uninteresting. Teachers responded that current science textbooks had large in quantity, were written knowledge centered, and lacked of link with real life, and of story. To conclude, science textbooks revitalizing the students' participation had to strengthen the link with real life, increase students' activities, use words and sentences appropriate level for students, strengthen storyline, and provide sufficient chances to check the students' understanding by themselves.

• Journal of The Korean Association For Science Education
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• v.36 no.5
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• pp.717-727
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• 2016

Using TIMSS survey data, we analyzed whether there were any significant changes in the learning environment of middle school science classes over the last 10 years. Our study selected questions from teachers and school principals' questionnaires and divided them by category: science class, teacher professional development, and school environment. The science class components were subdivided into three categories: science learning activities, evaluation, and homework. Within teacher professional development, the sub-categories included teacher training, collaboration to improve teaching, and teacher evaluation. School environment subdivided into two aspects, these being school characteristics and school system. Our research confirmed that there has been a positive change overall in learning environments. However, most classes are teacher-conducted and also teacher-oriented; the proportion of science investigation activities has declined compared against the prior ten years. Our study show that students do not engage in a range of inquiry-related activities. The questions on tests and examinations involve mostly knowledge application and understanding, although recent methods of evaluation show improvement. As for the science teachers, they participate in many professional development programs but focus on science content, science curriculum, and pedagogy. In addition, teachers do not have many opportunities to participate in the training to integrate information technology into science, science assessment, or improving students' critical thinking or inquiry skills. The teachers are satisfied with their profession, and the shortage of science resources does not seem to affect instruction.