• Journal of The Korean Association For Science Education
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• 제34권3호
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• pp.295-301
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• 2014

The purpose of this study is to investigate the difficulties of teachers and students on the unit about 'measuring weight.' In this research, we have acquired data about teachers through survey, interview, and self-reflection journals, at the same time we have collected information on the students through survey, assessment test, and interview. We have extracted the difficulties from analysis with constant comparison method. In addition, we have analysed the curriculum of science and mathematics to know the leaning sequence. The analysis had been checked up by experts in science education. The result of the study is as follows: The difficulties of teachers are from the lack of teachers' descriptive knowledge, disorder of conceptual hierarchy in the curriculum, poor experimental instruments, and low psychomotor skill of students. The difficulties of students are from common misconceptions, opaque concepts, lack of manipulation skill, insufficiency of mathematical ability, difficulty of application of principles to the real situation, and lack of problem-solving ability. In addition, teachers have recognized that students face more difficulties in experiment class, while students think that they face more difficulties in conceptual understanding class.

• Journal of the Korean BIBLIA Society for library and Information Science
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• 제27권1호
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• pp.263-290
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• 2016

The purpose of this study is to compare seven data science programs in Korea and ten data science programs in the US. Results show that 14 data science programs are housed in graduate schools. 10% of data science courses in Korea and 26% in the US fall under the Math and Statistics Knowledge area, one of the three areas defined by Conway. The syllabus analysis does not show much differences in terms of class contents and grading. The results of this study can be used to design data science programs that are more effective and well-grounded.

• Journal of Korea Game Society
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• 제15권3호
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• pp.189-200
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• 2015

These days computer graphics technology has been applied in diverse IT fields. Needs for computer graphics such as 3D Printer, Head Mount Display, VR & AR are growing rapidly. Computer graphics will be more specialized and demanding for graphics specialists will be also increased. However, serious mathematical background obstructs people to learning computer graphics. An efficient computer graphics learning system would be helpful for graphics experts training. By analyzing the graphics theory, we propose an educational software system with that students can effectively learn computer graphics. Our system focuses on theoretical objects of computer graphics and enhances accessibility and intuition using web and blocks.

• The Journal of Korean Association of Computer Education
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• 제16권2호
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• pp.69-78
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• 2013

For the increasingly complicated and technology dependent 21st century, ICT literacy is being emphasized by education authorities as a key ability needed to succeed in a knowledge-based society. Accordingly, since 2007, several studies have been conducted to measure the ICT literacy levels of students. This study aimed at analyzing how ICT literacy levels vary according to students' skill sets from the viewpoint of educational convenience. To fulfill this goal, the ICT literacy abilities of 167 elementary students and 159 middle school students (all receiving education at "gifted students" education centers) were compared with the following results. First, elementary students displayed differences with regards to 'computer and network' and 'information society and ethics' among the content elements, and 'critical mind' and 'information communication' among capability elements according to their skill sets. Second, middle school students displayed differences with regards to 'information society and ethics' and 'information organization and creation' elements according to their skill sets. The significance of this study lies in the fact that it measured the ICT literacy levels of --and made suggestions for education to-- students specially gifted in information, science and mathematics rather than general students.

• Journal of The Korean Association For Science Education
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• 제29권6호
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• pp.653-665
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• 2009

The purpose of this research is to estimate the chemistry teacher's perceptions of Chemistry I course based on the 7th national curriculum through actual class teaching situations and interviews and teaching guidance of an actual class through a lesson and an interview. For this research, four chemistry teachers who have had an experience teaching the chemistry I course were selected. As the results of the research show, chemistry teachers had the correct understanding of the purpose of the Chemistry I course, but they were teaching the concepts of Chemistry II . They thought the reason for the teaching was the national scholastic aptitude test. But according to analysis, the contents of the previous tests were hardly beyond the limit of Chemistry I course. For this research, the chemistry teachers looked for the purpose of Chemistry I course based on the 7th curriculum only at the superficial views, and the teacher's wrong understanding about the tests disturbed the revelation of the spirit of Chemistry I course of the 7th national curriculum.

• The Journal of Korean Association of Computer Education
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• 제23권4호
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• pp.1-11
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• 2020

The purpose of this study is to propose the direction of AI education in K-12 education through investigating and analyzing aspects of the purpose, content, and methods of AI education as the curriculum and teacher training factors. We collected and analyzed 9 papers as the primary literature and 11 domestic and foreign policy reports as the secondary literature. The collected literatures were analyzed by applying a descriptive reviews, and the implications were derived by analyzing the curriculum components and TPACK elements for multi-dimensional analysis. As a result of this study, AI education targets were divided into three steps: AI users, utilizer, and developers. In K-12 education, the user and utilizer stages are appropriate, and artificial intelligence literacy must be included for user education. Based on the current computing thinking ability and coding ability for utilizer education, the implication was derived that it is necessary to target the ability to create creative output by applying the functions of artificial intelligence. In addition to the pedagogical knowledge and the ability to use the platform, The teacher training is necessary because teachers need content knowledge such as problem-solving, reasoning, learning, perception, and some applied mathematics, cognitive / psychological / ethical of AI.

• 대한공업교육학회지
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• 제36권1호
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• pp.1-22
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• 2011

The purpose of this study was to develop and apply activity-centered STEM education program of electricity and electronics technology are in middle schools. The program was developed on the emphasis of problem solving in real world in relation to knowledge, attitude, and skill of Science, Technology, Engineering, and Mathematics. Basically the activity-centered STEM education program was developed through three steps of preparation, development and improvement. In the preparation stage the fellowing was included: (1) need analysis of student, educator, society (2) selection of integration type (3) analyzing subject matter of electricity, electronics area (4) establishing criteria for selecting activity tasks. In the development stage the fellowing was conducted: (1) selection of activity tasks (2) setting up educational goals (3) analyzing activity and clarifing the detailed activity (4) selecting program content, (5) organization of instructional content (6) statement of instructional objectives (7) structuring STEM education program In the improvement stage the fellowing was consisted of: (1) verification of validity by experts (2) execution of pilot test and field test by students and correction of program. The results of the applied the Activity-Based STEM Education Program to 'Afterschool' activities of S middle school were as follow: First, student' satisfaction level was high. Second, student' achievement in the cognitive domain, and affective domain was positive change. Third, student' problem solving ability was positive effect.

• Journal of the Korean earth science society
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• 제22권6호
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• pp.469-479
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• 2001

This study investigated the trends in the number of applicants and mean score and applicants’ responses on the test items of Earth Science in the College Scholastic Ability Test (CSAT) implemented for 3 years (1999-2001). The percentage of applicants of science track were 43.14% in 1995, but reduced through 29.5% in 2001 to 26.92% in 2002 CSAT For elective subject, about 22% of science track students applied to Earth Science II which ranked third to Biology II and Chemistry II. In 1999, test items were developed to have the expected difficulty 40 ${\sim}$ 59% (6 items) to 60 ${\sim}$ 79% (10 items). But in 2001 every 16 items were developed to have difficulty 60 ${\sim}$ 79%, which was caused by the policy of so called ‘easy CSAT’. Thus the mean score of ‘Earth Science II’ was increased from 50.26 in 1999 through 64.47 in 2000, to 67.58 in 2001. Applicants were generally very good at solving test items focusing on process skills only and familar items but poor at solving test items related to the motion of the earth and planets and sea wave, especially items calling two or more concepts. Thus special measures to cope with the decrease in applicants of science track should be provided. And it is recommended to develop test items with wider range of difficulty and to reduce test items calling process skills only. And special consideration should be given to teaching the content area with poor achievement and high actual difficulty compared to the expected.

• Journal of the Korea Academia-Industrial cooperation Society
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• 제19권9호
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• pp.7-12
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• 2018

In the society where the paradigm of knowledge is rapidly changing and developing, convergence emphasizing the connection between knowledge and technology in various fields is significant. In order to cultivate these creative-convergent talents, STEAM(Science, Technology, Engineering, Arts, and Mathematics) is being considered important to make them equipped with creative thinking ability and core competence required in the future society and help them devise new ideas escaping from the branches of study. This study is about convergence instructional design of computer with marketing subject, which aims to foster talent. The results of this study are as follows. First, the structured process of convergence lessons. Second, the convergence lesson was based on a cyclic process with steps : selection of the subject concerned, selection of a topic, designing the lesson, mapping out the lesson plan and developing problems, having a final discussion on the whole lesson, performing the lesson and evaluating the lesson. Third, the development of the problems about the introduction of computer engineering and Internet marketing subject for convergence lessons. To make an effect of this model, studies applying this instructional design to many lectures should be implemented.

• School Mathematics
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• 제18권2호
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• pp.277-300
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• 2016

In school mathematics, the definition and concept of a differentiation has been dealt with as a formula. Because of this reason, the learners' fundamental knowledge of the concept is insufficient, and furthermore the learners are familiar with solving routine, typical problems than doing non-routine, unfamiliar problems. Preceding studies have been more focused on dealing with the issues of learner's fallacy, textbook construction, teaching methodology rather than conducting the more concrete and efficient research through experiment-based lessons. Considering that most studies have been conducted in such a way so far, this study was to create a lesson plan including teaching resources to guide the understanding of differential coefficients and derivatives. Particularly, on the basis of the theory of Historical Genetic Process Principle, this study was to accomplish the its goal while utilizing a technological device such as GeoGebra. The experiment-based lessons were done and analyzed with 68 first graders in S high school located in G city, using Posttest Only Control Group Design. The methods of the examination consisted of 'learning comprehension' and 'learning satisfaction' using 'SPSS 21.0 Ver' to analyze students' post examination. Ultimately, this study was to suggest teaching methods to increase the understanding of the definition of differentials.