• School Mathematics
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• v.15 no.2
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• pp.243-262
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• 2013

This study attempts to create an analytical framework of the transformation and transmission of knowledge by teachers to students. I focuses on the assertion that the cognitive thinking of a teacher is reflected in his use of mathematical language. Mathematical language is one of the critical elements of communicating mathematical knowledge to students. I examined the cognitive teaching style of different teachers as expressed in their use of mathematical language. An analytical framework of Mathematics Teaching styles was created integrating thinking factors of each visual and analytic style into 5 categories. After that, I regarding the teaching style of mathmatics teachers places its significance not on which teaching style is right or wrong but on identifying the strong and weak points of the teaching styles through actual analysis. With the help of this analytical framework, I conducted an analysis on the videotaped classes and found that the teachers were not biased to one side but in fact there were teachers who demonstrated visual, analytic or mixed teaching style. Therefore, I concludes that math teachers can analyze their teaching styles and improve them through the analytical framework provided in these findings.

• Journal of The Korean Association of Information Education
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• v.21 no.5
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• pp.497-507
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• 2017

Research on software education and linking and convergence of other subjects has been mainly focused on mathematics and science subjects. The dissatisfaction of various preferences and types of learning personality cause to learning gap. In addition, it is not desirable considering the solution of various fusion problems that can apply the computational thinking. In this way, it is possible to embrace the diverse tendencies and preferences of students through the linkage with the English subject, which is a linguistic approach that deviates from the existing mathematical and scientific approach. By combining similarities in the process of learning a new language of English education and software education. For this purpose, based on the analysis of teaching - learning model of elementary English subject and software education, we developed a class model by modifying existing English subject and software teaching - learning model to be suitable for linkage. Then, the learning elements applicable to software education were extracted from the contents of elementary school English curriculum, and a program applied to the developed classroom model was designed and the practical application method of learning was searched.

• Journal of the Institute of Electronics Engineers of Korea CI
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• v.48 no.1
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• pp.108-115
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• 2011

Virtual Robot Education System (VRES), which is for programming education with a Lego Mindstorm NXT robot, is designed and implemented. Through this system, program learners can edit source code, compile, download it into the robot, and run their executive program. In order to observe it, the system includes web cameras and provide monitoring services. Thus, students are able to verify the operation of robot into which they download their program in detail and to debug if necessary. In addition, we design a new simple user-friendly programming language and a corresponding compiler for it. With those tools, learner can more easily create programs for NXT robot and test them than Java language. A educator can control and manage the robot for the subject of a class with direct control mode of our system. Therefore, the proposed system is able to support students to learn robot programming during or after regular classes with web browsers through Internet.

• Journal of Digital Convergence
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• v.18 no.7
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• pp.111-122
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• 2020

The current study aimed to examine university students' perceptions of the positive effects of L2 oral presentations in terms of communication skills and future employment. The participants were 13 undergraduate students enrolled in L2 oral presentation classes at the beginner or intermediate level. This study followed a qualitative research approach using in-depth and semi-structured interviews as the primary method. The findings revealed that students largely exhibited the benefits of oral presentations in three ways: by enhancing L2 proficiency, building confidence in public speaking, and gaining competitive advantages in their future careers. As a challenge for L2 learners, oral presentations were considered fundamental to develop effective communication skills in academic and professional contexts.

• Journal of Science Education
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• v.33 no.1
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• pp.122-132
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• 2009

This study aimed at designing an effective earth science instruction which would help to improve students' scientific creativity using the questioning strategies. The developed questioning strategies were applied to 153 students of $10^{th}{\sim}11^{th}$ grades from March, 2004 to February, 2006. The Reaction Evaluation of Educational Program was used for students' reponses on these questioning strategies. And the Creativity Test developed by the Korea Institute for Aptitude Test was used for the changes of students' scientific creativity. The students responded that these questioning strategies improved students' scientific creativity, and those did not promoted interaction between the teacher and the students. After implementing these questioning strategies, students' analogical ability of language was evaluated the largest score among the 6 categories of scientific creativity. The survey about students' scientific creativity showed that there are meaningful differences between before and after implementing these questioning strategies : analogical ability of figure, analogical ability of language, reading comprehension ability.

• Journal of Convergence for Information Technology
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• v.8 no.3
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• pp.145-152
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• 2018

This study aims to investigate the effects of literary texts as a teaching tool to enhance college students' English communicative competence both in linguistic aspects and affective ones. The control group used only the course book as study material, whereas the target group read four short stories along with it and engaged in a series of follow-up tasks. To measure their English competence, the researcher had both groups take a pre-test and a post-test, compared the results, and analyzed the data using SPSS. The study indicates that though the target students' post-test scores increased, the result failed in reaching a significant level. Nevertheless, reading and discussing literature facilitated the target students' affective aspects of communication. This article points out some other limitations of utilizing literary texts in language teaching and suggests the need for further research to deal with the issues.

• Journal of The Korean Association of Information Education
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• v.25 no.4
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• pp.603-610
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• 2021

As part of recent SW education methods, entry sites have been used in all practical textbooks in elementary schools. However, they are all learning block-type programming languages, making it difficult to produce programs that can be used in everyday life. This study is a study on the effects of learning programming using entry python on logical thinking ability and programming interest in elementary school students. Logical thinking ability and programming interest tests were conducted before and after the 8th class. Before and after classes, logical thinking ability score rose from an average of 6.6 to 9.4 and programming interests score also rose from an average of 46.7 to 59.1. This results in programming learning using Entry Python is significant for enhancing the logical thinking ability and programming interest of elementary school students.

• Journal of Convergence for Information Technology
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• v.8 no.6
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• pp.273-279
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• 2018

This study aimed at providing a comprehensive account of the sources and causes of errors in business emails that Korean college students wrote using a translation machine. Data were collected from 21 emails written by the students who took a business English course. Findings indicated that the students tended to make frequent errors in verb use and verb tense as well as a definite article, countable/noncountable nouns, time adverbs and prepositions. Therefore, the study suggested that the students' common errors imply that they experience some difficulties learning these linguistic features. Given that learners' errors can give us valuable insights into teaching and learning how to write in English, pedagogical suggestions are put forward based on the study results.

• Convergence Security Journal
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• v.19 no.2
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• pp.105-111
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• 2019

Since the problem-based learning (PBL) shows the effectiveness of self-directed learning ability and internalization of learning motivation in the process of solving real problems, studies on PBL and application cases are actively pursued in the university education. This study analyzed the effects of PBL on the academic achievement and computational thinking in a non-SW major students' programming course. The programing course was divided into the PBL class and non-PBL class, and at the end of the classes, the scores of the exams and the results of questionnaires about the educational effectiveness and computational thinking were analyzed. As a result, the students in the PBL class, compared to those in the non-PBL class, showed significantly higher scores in the areas of the algorithm implementing skill, self-directed learning, problem solving ability, and continuous learning motivation.

• Journal of The Korean Association For Science Education
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• v.42 no.5
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• pp.557-566
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• 2022

This study analyzed paired middle school students' verbal and physical interactions in small group learning using augmented reality. Twelve 8th graders were paired to take classes of solubility and melting/boiling points based on augmented reality. These classes were videotaped and recorded. After the classes, all the students participated in a semi-structured interview. The results were analyzed in three sections; individual statement units of verbal interaction, interaction units of verbal interaction and physical interaction. In the individual statement units of verbal interaction, the proportion of information question/explanation was found to be high. In the interaction units of verbal interaction, the proportion of simple interaction was the highest, followed by elaborated interaction. Beneath the elaborate interaction, the proportion of cumulative interaction was found to be the highest, followed by reformative interaction. In the physical interaction, writing a worksheet and gazing at a virtual object were higher. On the basis of the results, effective ways to form a proper environment in small group learning using augmented reality are discussed.