• The Journal of the Korea Contents Association
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• v.21 no.4
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• pp.454-462
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• 2021

The purpose of this study was to identify learners with poor learning in basic cooking practice subjects for college students majoring in cooking, operate a basic practical ability improvement program, and apply an action learning teaching method. We tried to analyze the subjective perception of learners using the Q methodology. In addition, it was intended to improve the major competencies for the operation of practical programs related to cooking training, field training, and employment of learners. The survey was conducted from May 1st to 20th, 2020 for first-year students in C cuisine major. As a result of the analysis, a total of three types were derived. Type 1 (N=7): Self-directed learning effect type, Type 2 (N=8): Problem Solving Effect Types, Type 3 (N=6): Peer learning effect type, each unique feature type Was analyzed as. Through the progress of this study and the derivation of implications, it is expected that it will be useful data for the application of teaching and learning methods related to practical work and program operation in cooking-related departments.

• The Journal of Korean Association of Computer Education
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• v.20 no.6
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• pp.27-36
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• 2017

Today, a computational thinking course is being introduced in elementary, secondary and higher education curriculums. It is important to encourage a creative talent built on convergence of computational thinking and various major fields. However, proper analysis and evaluation of computational thinking assessment tools in higher education are currently not sufficient. In this study, we developed a rubric to evaluate computational thinking skills in university class from two perspectives: conceptual learning and practical programming training. Moreover, learning achievement and relevance between theory and practice were assessed. The proposed rubric is based on Computational Thinking Practices for assessing the higher education curriculum, and it is defined as a two-level structure which consists of four categories and eight items. The proposed rubric has been applied to a liberal art class in university, and the results were discussed to make future improvements.

• Journal of Practical Engineering Education
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• v.14 no.3
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• pp.491-498
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• 2022

In this paper, as a liberal arts course for non-major students, a case study of recurrent neural network SW practice, which is essential for designing a basic recurrent neural network subject curriculum, was developed. The developed SW practice case focused on understanding the operation principle of the recurrent neural network, and used a spreadsheet to check the entire visualized operation process. The developed recurrent neural network practice case consisted of creating supervised text completion training data, implementing the input layer, hidden layer, state layer (context node), and output layer in sequence, and testing the performance of the recurrent neural network on text data. The recurrent neural network practice case developed in this paper automatically completes words with various numbers of characters. Using the proposed recurrent neural network practice case, it is possible to create an artificial intelligence SW practice case that automatically completes by expanding the maximum number of characters constituting Korean or English words in various ways. Therefore, it can be said that the utilization of this case of basic practice of recurrent neural network is high.

• Journal of the Korean earth science society
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• v.27 no.4
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• pp.390-400
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• 2006

The purpose of this study is to propose an improvement plan based on an analysis of the current earth science teacher education curriculum in the department of education in the four fields of teaching profession theory: student-teacher practice, subject lesson education, and subject content education. The following are the conclusions and suggestions of this study. In case of teaching profession theory, too much emphasis is put on pedagogical theory over practical issues, and a problem arises upon completion. Therefore, it is sugguest that teaching profession theory might be completed before subject lesson education to ensure more authentic subjects performing teaching profession. The current term for student-teacher training is too short to understand the whole school system. Current school system does not have any off-job training course or internship system. Therefore, student-teacher training term should be increased by at least $3{\sim}6$ months to play a vital role in the current system. The credit number of subject lesson education is too small compared with subject content education. Consequently, the credit number of subject lesson education should be increased, and more professor majored in subject lesson education should be recruited. Significant deviation between the content of subject content education and that of middle school grade exists, and there is also much difference in the ratio of subject according to university. To get rid of these problems, subject content education should be connected with subject lesson education and appropriate number of credit needs to be assigned to each subject domain.

• Journal of The Korean Association For Science Education
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• v.30 no.6
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• pp.785-798
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• 2010

The purposes of this study are to investigate Korean science teachers' perception of the current science teacher preparation courses in Korea, especially focused on subjects of science education, and to induce implications for improvement of in-service program for science teachers. To do this, a questionnaire was developed by the authors and administered to the 215 science teachers sampled nationwide. The study concluded that science teachers perceived that the two compulsory subjects, 'science education theories' and 'science teaching-learning materials and teaching methods' were not enough for a professional science teacher. Particularly, they consisently insisted that more practices under the relationship with teaching science in schools were necessary when learning subjects of science education. Based on science teachers' response, we recommended that the following 4 subjects should be added in the course of pre-service program for science teachers: 'Development of experiment/demonstration devices', 'Teaching creativity and education for the gifted in science', 'Development of science teaching materials', and 'Science inquiry learning and teaching'.

• Journal of Practical Engineering Education
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• v.14 no.2
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• pp.279-285
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• 2022

In this paper, as a liberal arts course for non-majors, we developed a basic practice case for convolutional neural networks, which is essential for designing a basic convolutional neural network course curriculum. The developed practice case focuses on understanding the working principle of the convolutional neural network and uses a spreadsheet to check the entire visualized process. The developed practice case consisted of generating supervised learning method image training data, implementing the input layer, convolution layer (convolutional layer), pooling layer, and output layer sequentially, and testing the performance of the convolutional neural network on new data. By extending the practice cases developed in this paper, the number of images to be recognized can be expanded, or basic practice cases can be made to create a convolutional neural network that increases the compression rate for high-quality images. Therefore, it can be said that the utility of this convolutional neural network basic practice case is high.

• The Journal of the Korea Contents Association
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• v.16 no.2
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• pp.513-524
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• 2016

The purpose of this study was to open two classes with the name of $21^{st}$ Leadership, run with two different hybrid teaching styles which are hybrid LZ type and hybrid lz type, and compare them with each other in order to analyze their effectiveness of hybrid model of the subject. The subjects of this study were 64 students who took these classes, and statistical analysis were analyzed through SPSS 21.0 program. As a result of the analysis, first, there were significant development in terms of the knowledge of leadership in both LZ and lz model. but the result of final exam in the group lz was shown only significant development. Second, in the case of unconditional self-acceptance there was significant development only in the group lz. Third, the development of leadership skills was shown only in the group lz. Implications of these results were concluded that the lz is more suitable for the subject of $21^{st}$ Leadership because this model can provide much more opportunities to develope interpersonal relationship skill than LZ model. In addition, suggestions for future research were discussed.

• Journal of Korean Library and Information Science Society
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• v.44 no.1
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• pp.143-175
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• 2013

This study purposed to develop and propose the curriculum content of te LIS core courses for raising professional librarians in the information society. To this end, we investigated and analyzed syllabi of LIS core courses which opened in 39 Department of Library & Information Science in Korea, and also analyzed the job analysis data which is developed by library types. As a result, syllabi of the core course for Introduction to Library and Information Science, Information Organization, Information Services, Library Management, Information Retrieval, and Library Field Studies has been developed. The syllabi included teaching methods, evaluation methods, the main textbook, and 15-week or 16-week lecture schedule and content and so on.

• The Journal of Korean Association of Computer Education
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• v.11 no.2
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• pp.13-22
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• 2008

This study is to suggest a method of constructing Informatics textbook considering the cognitive development level of middle school learners. We developed 3 types of learning content models according to the educational objectives and activities of learners and then suggested the methods of constructing textbook. For this, we reviewed the related research results on the development characteristics and cognitive development theories of middle school students. Second, we drew instructional schemes from the pedagogic theories. Then, we suggested 3 models: 'Learning Centered on Concept'. 'Learning Centered on Investigation', and ' learning Centered on Actual Training'. We suggested construction schemes to each model and verified the adequacy using questionnaire to 30 teachers and received the positive responses from most teachers.

• Journal of the Korean Institute of Landscape Architecture
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• v.45 no.4
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• pp.92-103
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• 2017

As a professional occupation, landscape education focuses on fostering professional human resources and is one of the major axes of the landscape industry. In this study, a survey of landscape students on their learning and pedagogics was conducted with the aim to present basic information for the improvement of teaching on landscape construction. A total of 348 people answered 14 questions in the category of the impression of landscape construction classes included in the questionnaire. The results showed that the students found landscape construction classes academically important and recognized the necessity for completing these classes, but they were not satisfied with the learning environments and pedagogics used in these classes. They found what they learned not readily applicable to actual practice and saw these classes as part of their preparations for the landscape engineer qualification test. Their demands in relation to the classes included field practice-oriented teaching and participation in various programs for field practice, which highlights the necessity for human resource management-oriented classes that cover planning, design, construction, and management. Challenges in relation to field practice included the provision of environment, for example offering a variety of opportunities and improving treatment in practice. This study has significance in that it analyzed the views of students and discussed directions for future improvement since there is a lack of studies and discussions about education in the field of landscape construction. This study also has a limitation that only four-year universities were included in the study. Comprehensive studies including investigating junior college and graduate school curricula and case studies of landscape construction curricula overseas are needed in the future.