• 대한공업교육학회지
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• v.34 no.2
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• pp.248-266
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• 2009

The purpose of the research was to find out the difference in students' academic achievement in Technology Education between students with a lecture, those who perform a content-related project after a lecture, and those who carry out a content-related project without a lecture. The results of this study are as follows. First, taking advantage of both a lecture and project-based lesson led to better achievement than using only a project in Technology Education subject of an academic high school in academic achievement in 'knowledge' area. I infer that it is because they reviewed what they had learned in a lecture and the preparation and practice of the project caused them to memorize it. Second, there was not a meaningful difference in academic achievement in 'understanding' area among the group with a lecture, the one with both a lecture and a project, and the one with only a project. However, considering the comparison of averages and the p-value of F-test, I can deduce that the test outcome influences students with a lecture and a project positively in terms of academic achievement. Third, there was not a meaningful difference in the academic achievement in 'adaptation' area among the group with a lecture, the one with a lecture and a project, and the one with a project. I can conclude that those results are because the difficulty level of evaluation was high and they produced a model just by copying textbook contents.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2022.10a
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• pp.404-406
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• 2022

In this study, a data science class plan was designed for the high school credit system in general high schools. Since it is difficult to secure class hours in elementary and middle schools or general high schools, learners cannot freely take new subjects such as data science. Therefore, a lesson plan was designed based on the ADDIE model for 15 students who applied for data science at general high schools in A city. Through this study, it was possible to design the data science class according to the learning method.

• Journal of the Korea Society of Computer and Information
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• v.17 no.8
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• pp.189-201
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• 2012

The purpose of this study is to develop an effective teaching model for the "Problem solving methods and procedures" section in the revised academic high school informatics curriculum, verify its effectiveness, make the subject more effective and appealing to teachers as well as students. The model includes a middle school level informatics curriculum for the students who have yet to learn the section. This development follows the ADDIE model, and the Python programming language is adopted for the model. Using the model, classes were conducted with two groups: high school computer club students and undergraduate students majoring in computer education. Of the undergraduate students 75% responded positively to the model. This model was applied in the actual high school classroom teaching for 23 class-hours in the spring semester 2012. The Pearson correlation coefficient that verifies the correspondence between the PSI score and the informatics midterm exam grade is .247, which reflects a weak positive correlation. The result of the study showed that the developed teaching model is an effective tool in educating students about the "problem solving methods and procedures". The model is to be a cornerstone of teaching/learning plans for informatics at academic high school as well as training materials for pre-service teachers.

• Proceedings of the Korean Information Science Society Conference
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• 1999.10b
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• pp.125-127
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• 1999

고등학교 시간표 작성 문제는 학생, 교사, 학교, 일반 교실과 특별 교실 자원등 복잡한 제약조건과 요구사항이 있기 때문에 단순한 방법으로는 해결하기가 어렵다. 학생들은 다양한 과목을 선택할 수 있기를 바라고 교사들은 자신이 원하는 시간에 수업하기를 바란다. 또한, 학교에서는 효율적인 인적 자원 활용과 일반 교실 및 특별실의 사용으로 인한 학교의 장학 능력과 경쟁력의 고양을 원한다. 따라서, 고등학교 수업 시간표를 작성하는데 있어서의 다양한 문제를 최적의 시간표를 최적 탐색 문제로 정의하고, 이 문제를 휴리스틱 접근법인 Tabu Search 방법을 이용하여 해결하고자 한다.

• Journal of the Korean Society for information Management
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• v.20 no.1
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• pp.121-144
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• 2003

This thesis has a research focus in effectively Practicing cooperative instruction where teacher-librarians play a role. The cooperative Instruction means to practice cooperatively with the subject teachers and teacher-librarians, in teaching subject matters(Korean, English, Social studies. Science, History, and so forth), using the school library. This thesis presents three steps by theory-model-support for a practice method through developing a cooperative instruction model. This is based on curriculum which is an axis of school education and an instructional design theory which is a base theory for subject matters.

• Journal of Korea Game Society
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• v.9 no.5
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• pp.83-93
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• 2009

The politics instruction, where utilizing an online game named 'Goonzu' as an instructional tool had been implemented to students from four classes of 5th grade during ten weeks. Four teachers participated in teaching the students and constructed curriculum by playing 'Goonzu' and analyzing the regular elemental school Politics curriculum before implementation. To verify effectiveness of the instruction, the survey, asking students' efficacy, interest and their cognitive changes of main elements that students considered when they elected their representatives, was conducted. Moreover opinions about this instruction from the students and the teachers were gathered through the forms of interview and short essay. As the results of this research, students' efficacy toward doing politic activities was significantly increased. However, m case of students' interests to this instruction, there was no significant difference despite of increase of the mean. Also, students put more weight on intrinsic e1ements(daigency, responsibility) of the representative in online election than offline election and the students, who took the course, stressed intrinsic elements more than other students.

• Journal of Korea Game Society
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• v.18 no.3
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• pp.49-60
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• 2018

In many countries, recently computer programming eduction has become mandatory for K-12 students. Generally since programming is difficult for K-12 students to learn, a lot of previous works have been published in which the study motivation and class satisfaction increased when game programming was applied to programming classes. We investigated a research in which we used game programming in the programming classes for middle-school students, and analyzed educational effects. In this paper, we described the specification of the games and our class model that were applied in the research. Also, we analyzed changes made to computation thinking abilities, creative thinking abilities, and perceived support for programming after the programming classes. As a result, it was found that those abilities and the perceived support were increased. Additionally, we applied Havruta learning, a kind of paired learning, in the programming class, and have known that it increased the educational outcome with respect to the traditional method.

• Journal of Industrial Convergence
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• v.20 no.2
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• pp.21-27
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• 2022

Purpose: The purpose of this study is to investigate the structural relationship between self-directed learning, online class environment, and learning satisfaction of general high school students. 219 12th grade students in Sejong B High School responded to the survey questionnaire. For data analysis, correlation analysis and structural equation models were implemented. Results are as follows. First, there was a moderate or higher correlation between self-directed learning, online class environment, and learning satisfaction. Second, the model fit of the structural model among variables was good. Self-directed learning had an effect on the online class environment, and the online class environment had a positive effect on learning satisfaction. However, self-directed learning had no statistically significant effect on learning satisfaction. The researcher found the implication that learners' online class satisfaction showed a synergistic effect when students' self-directed learning ability and educators' excellent class environment are created. Also, the researcher proposed to analyze online learning satisfaction by comprehensively considering the individual, family, and school factors of various learners.

• Journal of Gifted/Talented Education
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• v.20 no.3
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• pp.721-741
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• 2010

This study was to analyze verbal interactions between teachers and students after observations on teachers' questioning and feedback, students' response types and frequency analysis at middle-school class of average and gifted students. As for the verbal interaction between teachers and students of science class of general students, it was dominant for teachers to utilize questions for summarizing or guiding for textbook contents as they are. They were focused on immediate feedback in a restatement form. The students used simple responses like yes/no in general. The most high frequency of verbal interaction models expressed were in the order of cognitive-memory thinking question-short answer-immediate feedback. On the other hand, teachers of gifted students' science class threw divergent and evaluative thinking questions of open question, such as 'what's the reason?' or 'why is it?' Immediate feedback in explanatory form was mainly provided as well. The level of feedback delay was higher than general class and that of immediate feedback was lower than general class. The students preferred short words or a not-complicated sentence when they replied and their participation was more attentive and positive. Hence, The high frequency of verbal interaction models expressed were in order of cognitive-memory thinking questions－elaborative short answer－delayed feedback.

• The Journal of the Korea Contents Association
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• v.21 no.12
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• pp.490-504
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• 2021

In order to analyze the factors influencing career maturity of general high school students, this study verified the moderated mediating effect of career exploration efficacy by the frequency of conversation with parents in the process of self-awareness and class attitude affecting career maturity. For the study of the second year of general high school, the results of verifying the moderated mediating effect using SPSS 22 and Model 7 of PROCESS macro from the results of the first year survey of the Korea Education and Employment Panel (KEEP) II are as follows. First, positive self-awareness and class attitude had a positive effect on career maturity. Second, career exploration efficacy mediates self-awareness, class attitude, and career maturity. Third, in the relationship between self-awareness and career maturity, there is no moderated mediating effect on career exploration efficacy by the frequency of conversation with parents. Fourth, in the relationship between class attitude and career maturity, a confrontation-moderated mediating effect on career exploration efficacy by conversation frequency with parents appears. Based on these studies, implications and future tasks for career maturity of general high school students were proposed.