• The Journal of Korean Institute for Practical Engineering Education
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• v.3 no.1
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• pp.56-61
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• 2011

As IT technology improves, software is being more and more important. Industry demands higher level of programming ability from university graduates. As a result, programming related courses already take higher possession of electronics department curricula. But even though the environment likewise computer laboratory is improved as much, and professors have tried to enhance the quality of their lectures and educational results, still programming education does not match the demand of our society and industry. In this paper, we introduce the overview of programming education in electronics department, KUT and discuss problems in programming language education especially for the 1st year students, since programming education to the 1st year university students becomes one of the most important part as it deals with fundamentals on programming language and we suggest its improvement directions in regards with students, teaching materials, professors, class size, and class hours.

• The Journal of Korean Association of Computer Education
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• v.5 no.1
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• pp.109-115
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• 2002

Nowadays, Web-based bulletin board system is widely used for e-learning because of its effectiveness in communicating and information sharing. But harmful or irrelevant contents are frequently posted and these affect students in learning community based on Web-boards and the ill effect of Web-board is revealed. Some Web-boards provide features that allow users can filter specific words to resolve this problem but those features have shortcomings. Using these features the content that contains harmful words is always removed even if the whole meaning of it isn't harm and user who uses harmful words habitually cannot have an opportunity of having his/her bad habit be corrected. In this paper, we proposed new way of dealing with harmful words that overcomes those shortcomings.

• Journal of Creative Information Culture
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• v.7 no.2
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• pp.69-77
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• 2021

In the past, computer programming was a course taken by students of computing domain majors. With the advent of the fourth industrial revolution, students in all major fields are taking it as the general required course. However, students have difficulties in learning new subject such as unfamiliar computational problem solving approach and general purposed programming language, which can lead to negative phenomena such as learning effectiveness, confidence, and decreased interest. In this paper, the causes of difficulties experienced by non-majors students while learning programming language are analyzed and identified through qualitative and quantitative research on questionnaires, journals, and achievements. Thus, we suggest that designing an educational plan that minimizes difficulties.

• Journal of The Korean Association of Information Education
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• v.19 no.1
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• pp.149-158
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• 2015

Programming education plays a very effective role in comprehensively learning problem analysis ability, logical thinking ability, procedural problem solving method, and imaginary problem solving method. Until recently, however, it is not applied to the elementary and the middle school in Korea, which is very different from the other IT centerd countries such as the U.S., etc., where coding class is actively implemented. Fortunately, Korean government recognized this reality and decided to implement programming education as a regular subject in the elementary school from 2017. In this situation, many researchers' programming education model research is urgently required for the students to learn in the elementary and the middle school. This research developed and suggested 17 sessions of programing education model connected with scratch language and sensor board, which is hardware, to be applied to the class of the 5th and 6th graders. As the result of implementing the joint class of 5th and 6th graders during the after-school class based on programming education process suggested to verify the suitability for elementary school programing education, satisfactory achievement was attained by the assessed students. The researcher plans to develop an optimum model proper for the elementary school students' intellectual capacity by more improving programming education model.

• The Journal of the Korea Contents Association
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• v.18 no.10
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• pp.306-319
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• 2018

The purpose of this study is to improve a good sense of language through professors' reduced role and university students' cooperative learning with overcoming the limit of existing English teaching materials and learning methods. To analyze the effect of cooperative learning in university general English classes on the improvement of English speaking ability and affective achievement, cooperative learning for English speaking was applied to 50 university students of K university in Seoul for 4 months from March 2 to June 20 in 2018. And then the affective achievement was verified. The results of this study are as follows. Frist, the cooperative learning in university general English classes made a difference in the improvement of English speaking ability (accuracy, fluency, complexity). Second, the cooperative learning in university general English classes made a difference in confidence of learning and interest in learning among the affective achievement but there's no difference in study attitude and learning motivation. Third, the cooperative learning in university general English classes made a difference in the effect of the improvement of English speaking ability (accuracy, fluency, complexity) on the confidence of learning and interest in learning of the affective achievement, but there's no difference in study attitude and learning motivation.

• Journal of Korean Home Economics Education Association
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• v.23 no.1
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• pp.143-157
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• 2011

It is a story through which people share their ideas and express their thoughts. Storytelling is temporally and spatially interconnected narration that consists of characters, background, its beginning and its conclusion. Furthermore, the story in storytelling is a means of delivering culture and history; thanks to the development of various media, delivering and exchanging the story are conducted in a variety of forms. Due to the technological advancement, the way storytelling is done has changed, which was a method called digital storytelling. This storytelling has been frequently used in education; that is, teachers utilize stories to communicate their thoughts. As receivers, students understand a shade of meaning and the role of language, thus reorganizing the important factors in the context of meaningful events. However, in practice the classes are so teacher-centered that the role of students are relegated to that of passive learners, thus debilitating the interaction between participants; as a result, this situation shows serious limitations in that it does not improve students' practical skills. Despite this situation, home economics has attempted to broaden students' practical knowledge and has enabled them to acquire procedural knowledge as its main objectives in the context of the entire life. To overcome this problem, this study attempts to demonstrate the lesson model utilizing the storytelling where the lively participation in the process and results of learning can increase learners' self-confidence and responsibility. This lesson model is believed to facilitate the communication among participants including teachers and students. Through this alternative teaching method, learners can participate in the process of learning so that they can acquire practical knowledge: this method can be a step-stone for further development. In conclusion, the development of curriculum and lesson plans should be encouraged.

• Journal of Elementary Mathematics Education in Korea
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• v.8 no.1
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• pp.1-21
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• 2004

The purpose of this study is analyzing phenomenon of mathematical communication by students applied story shell. Also, this study is obtained teaching indicated in early standardized mathematics classes. It is served we realize the purpose of study and set study subject to be as follows. First, it finds out how to be described activities of students' mathematical communication in the mathematics class applied story shell. Second, it finds out what phenomenon is observed in a behavior side of the mathematics class applied story shell. It is developed 7 story shells for the 6th grade of the elementary school for about 4 months and when applying mathematics classes, it is analyzed the notes and recorded data to get in an each class and when applying mathematics classes. It is analyzed the notes and recorded data to get in an each class. The result of this study is as follows: First, in a mathematics class which applies story shell, students concentrate on the class when hearing and reading mathematics problem. So, they are able to understand a mathematical language included in the problem. Second, in a mathematics class which applies story shell, students participate actively at the mathematics class. And in complicate situation among the students it is served they justify own opinion and persuaded logically. The point which study hints to see such a result is as follows: First, in a mathematics class which applies story shell students have answered more quickly than the old times as hearing and reading the problem in a picture. Second, in a mathematics class which applies story shell, students were used to being the mathematics language intimately and there was to observe to express it by an equation. Third, in a mathematics class which applies story shell students attend to study activity with interest. Forth, in situation of complicate thought, students are persuading and explaining their opinions for the purpose of justification.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.2
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• pp.285-298
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• 2022

This study is to investigate the effects and characteristics of science and engineering integrated lessons on elementary students' creative engineering problem solving propensity (CEPSP). The science and engineering integrated lessons used in this study was a 10 lesson-hours STEM program, co-developed by University of Minnesota and Purdue University. The program was implemented in the 6th grade science class of H Elementary School located in P Metropolitan city. The main data of this study are the pre-post CEPSP result and interview with 5 students collected before and after the research. The CEPSP result was analyzed by a paired-sample t-test and hierarchical cluster analysis. As a result of the t-test, it was found that overall, the program has a positive effect on the students' CEPSP score. As a result of cluster analysis, it was confirmed that studnets' CEPSP could be classified into two groups (lower and higher score cluster). Five students whose, CEPSP score has significantly improved after the lessons were interviewed to find out what the characteristics of the program that contribute the significant change are. As a result of conducting centroid analysis of the interview transcription and the hybrid analysis method, it was found that the meaningful experiences that the five students commonly shared were 'problem solving through collaboration' and 'through repeated experiments (redesign)', problem solving' and 'utilization of scientific knowledge'. As minor reactions, 'choice of the best experimental method' and 'difference between science and engineering' appeared.

• Journal of the Korean Chemical Society
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• v.47 no.5
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• pp.519-529
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• 2003

This study investigated the characteristics of verbal interactions of various small groups based on previous achievement in paired think-aloud problem solving. Two classes of a high school were assigned to the homogeneous and heterogeneous groups, and taught on chemistry. Students from homogeneous groups (high${\cdot}$high, mid？id) and heterogeneous groups (high${\cdot}$mid, high${\cdot}$low) were selected, and their algorithmic problem solving on chemical equation and stoichiometry were audio/video taped. In high${\cdot}$high group, solver's 'require agreement' and listener 'agree' were frequently exhibited. On the other hands, listener's 'point out' and solver's 'modify' were frequently exhibited in mid${\cdot}$mid group, which was also observed in the heterogeneous groups (high${\cdot}$mid, high${\cdot}$low). Many verbal interactions were analyzed to be in symmetrical type. In this type, 'require agreement-agree' of high${\cdot}$high group was the most frequent. 'problem solving-agree' of high${\cdot}$high group was the most frequent in the solver-dominant type, while 'point out-modify' of high${\cdot}$low group in the listener-dominant type. The verbal behaviors related to the solving stage were frequently observed, but there were few related to the reviewing stage.

• Journal of the Korean Chemical Society
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• v.50 no.6
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• pp.494-505
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• 2006

This study was performed for 7th grade students to analyze by leader style, the verbal interactions between students in a small group in an MBL(Microcomputer-Based Laboratory) experiment class. The study was performed after arranging the students into four kinds of groups, including groups with leaders of inclusive, persuasive, and alienating styles and a group with no clear leader. The analysis of total frequencies of verbal interaction revealed that the group with an inclusive leader showed the highest frequency of verbal interaction, followed by the group with a persuasive leader, an alienating leader and lastly, the group with no clear leader. The group with an inclusive leader showed the highest frequency of interaction from a cognitive aspect related to question(Q), response(R), making suggestion(MS), and receiving opinions(RO), while interactions from an affective aspect related to behavioral participation(BP) and students' attitudes(SA) were observed more often in a group including an alienating leader than in any other group. An analysis of characteristics of verbal interaction according to leader style showed that a group with an inclusive leader had a permissive atmosphere. It also showed that all members of the group actively participated in discussion and they had a sense of belonging and self-pride with their group. In a group with a persuasive leader, the leader took the lead of most experimental and discussion activities and he was rarely challenged by other students in the group. Rather, other group members showed a tendency to depend on their leader. In a group with an alienating leader, the relationship between leader and members of the group was not harmonious and unfiltered expressions of dissatisfaction and ignorance often took place. The leader's lack of concern about members' low achievement became an obstacle in active discussion. In a group with no clear leader, most interactions during discussion were short and simple. Many answers to the question given by their members were not clear and the interactions were sometimes interrupted for a short while.