• Journal of The Korean Association of Information Education
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• v.23 no.2
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• pp.131-139
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• 2019

From 2019, software education has become a required subject for all elementary school students. However, many teachers are still unfamiliar with how the classes should be instructed. So this paper presented the meaning, detailed competencies and achievement standard in order to help in the collection, analysis and representation of data among the computational thinking that are key to software education. And it also suggested the applicability of the classes. The full course of the paper is summarized as follows. First, existing studies have summarized the meaning, detail and achievement standard of data related competencies. Based on this, a preliminary investigation was instructed. Pilot study carried out both FGI and closed questions at the same time. This was done in response to the survey's questionnaire reflecting the opinions of experts. Second, the results of the questionnaire generated as a result of the above were verified for validity, stability, and reliability among the PhD, PhD courses, software education teachers, and software education workers. Third, I developed and applied the five lessons as a class objective as 'Choosing collection method-Select the collection method according to the problem situation.', 'Searching for meaning of data-Understand what the analyzed data mean..', 'Using various expression methods-Use a variety of expression tools.' using the backward design model to integrate education, class, and assessment. As a result, the detailed competencies of data collection, analysis, and representation and achievement standard were presented. This may help in setting specific and specific criteria for what direction classes are recommended when planning data-related classes in elementary schools.

• Journal of the Korea Computer Industry Society
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• v.5 no.2
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• pp.301-310
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• 2004

The Current 7th Curriculum for Computer Education emphasized the class of practice oriented, student oriented. But it is very hard because of many students, poor environments, insufficiency of the teaching model. So ADPM will gives our help. a ADPM based practical class using ebook synchronized with video files give a little student's wating time for answering, much student's learning efficiency, much student's voluntary learning custom, a individualized learning. And this study developed the prototype to support the ADPM. This prototype will make up for the weak points in authoring systems, which they are a wizard type program, capturing video file, synchronizing video files. And it will improve a practical class.

• Proceedings of the Korean Information Science Society Conference
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• 2006.10d
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• pp.487-491
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• 2006

학교현장은 평균 43명의 과밀학급(인천광역시 연수고등학교 2학년)으로, 컴퓨터실에서 교사는 학생들을 관리하기 위해 학생 PC의 전원 끄는 경우가 있다. 교사는 학생의 컴퓨터를 감시하여 수업과 관련 없는 웹(web) 사이트를 방문하는 학생들의 수업 이외의 장난을 막으면서 학생들에게 수업해야 하기 때문이다. 그러나 학생은 이러한 방식에 반발심을 사거나 학생들의 학습 의욕을 떨어트리는 요인으로 작용한다고 본다. 또한 컴퓨터실 수업에서 일반적으로 교사는 "바쁜 교사"이다. 제한된 시간에 학습자 개인의 흥미나 욕구를 반영하여 개별 학습자의 능력 혹은 수준에 맞추어 수업의 내용의 내용과 속도를 다르게 가르치는 개별지도가 불가능하다. 현실이 이렇다 보니 컴퓨터라는 정보화 기기를 활용한 수업이 효율적으로 이루어지지 않고 있다. 본 연구에서는 이러한 문제점을 해결하고자 학습 초기에 개별학습을 하면서 학습 진행에 어려움을 격을 시 학생과 학생사이에 다양한 상호작용을 촉진시키도록 협력학습 체제를 구축하고 학생들의 학습을 모니터링하면서 학생 또는 협력학습 모둠이 문제 해결에 어려움이 처한 경우나 실패한 경우 교사의 개별지도가 가능하게 할 수 있는 실시간 협력학습 체제를 설계하였다.

• School Mathematics
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• v.5 no.4
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• pp.507-520
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• 2003

본 연구는 실질적인 의미에서 학생들로 하여금 수학을 더 잘 이해할 수 있도록 돕기 위해 테크놀로지를 학교 교실에서 직접 활용하는 방안에 대한 연구이다. 특히 여기서는 수학을 가르치고 배우는 과정에서 가상학습체계가 주요한 도구로서 적용되었다. 내용은 무게중심을 택했고 12명의 중학생을 대상으로 현직교사가 직접 지도하였다. 학생들은 수업초기에 교사에 의해 소개되는 학생중심 학습활동에 강한 관심과 호기심을 보였고 집중력이 아주 강했다. 전통적인 수업방식과는 달리 학생들이 참여하였고 테크놀로지를 이용하여 전통적인 방식의 교실에서 할 수 없었던 수업의 시작은 학생들의 호기심을 자극하는데 충분하였다. 전반적으로 테크놀로지 환경에서의 수업을 선호하였지만 아직 전통적인 방식인 칠판과 분필을 이용한 수업을 선호한 학생들도 있었다. 새로운 변화도 좋지만 새로운 환경에 친화적이지 않거나 테크놀로지를 이용한 수업의 빠른 진행이 학생을 오히려 혼란하게 만들기도 하였다. 마지막으로 교사는 가상학습체계를 교실에서 활용함에 있어서 현 교육과정과 교과서를 크게 개혁하지 않아도 잘 준비되고 계획된 테크놀로지의 활용에 대한 잠재력을 확인할 수 있었다. 우리는 현재 테크놀로지의 보급에 비해 그 활용도가 낮다는 것을 잘 알고 있고 기타 입학시험이라는 현실이 교육과정과 학습방법의 개혁을 현실적으로 추진하는 것이 어려운 일임을 잘 알고 있다. 그래서 현 상황에서 테크놀로지의 사용을 가능하게 할 수 있는 방법을 모색하였다. 이미 보급된 테크놀로지와 교사와 학생의 테크놀로지에 대한 이해가 앞으로 그 잠재력을 갖고 있다고 확인하였다.보다 낮은 일반세균수 값을 보여주었다. 봄철 시료에 있어서 소규모 도계장은 본 냉각 후 도계과정을 제외하곤 모든 도계공정 단계에서 대규모 도계장보다 높은 일반 세균수의 측정값을 보여주었다. 봄철 시료의 냉각말기의 냉각수 일반세균수는 소규모 도계장이 대규모 도계장보다 높은 측정값을 보여주었다.주었다.다.㏖/s/$m^2$에서는 이앙후 각각 18일로 두 품종 모두 늦어, 약광은 유묘기에 분화되었던 분얼아를 휴면으로 유도할 수 있음을 시사하였다. 4. 유효경비율은 1220~220 $\mu$㏖/s/$m^2$에서 다산벼는 47~55%, 화성벼는 100~72%로 다산벼가 화성벼보다 낮았다. 이것은 다산벼는 무효분얼이 많다는 것을 시사하는 것으로 품종 육성시 유효경비율을 높여야 할 것이다.타났고, \circled2 회복상태에서, 10 lu$\chi$인 경우 서간에 1.26 $\mu\textrm{V}$, 야간에 1.59 $\mu\textrm{V}$였고, 100 lu$\chi$인 경우 서간에 2.63 $\mu\textrm{V}$ 야간에 3.65 $\mu\textrm{V}$였으며, 400 lu$\chi$인 경우 서간에 2.52 $\mu\textrm{V}$, 야간에 3.67 $\mu\textrm{V}$로 나타났다.히, 흉선, F냥, 비장 등의 림프구에 초기 세포용해성 감염을 일으키는데, B

• The Journal of the Institute of Internet, Broadcasting and Communication
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• v.23 no.1
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• pp.83-92
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• 2023

The purpose of this research is to develop a creative education program that utilizes AI education program based on big data for general education high schools, and to investigate its effectiveness. In order to achieve the purpose of the research, we developed a creative education program using artificial intelligence based on big data for first-year general high school students, and carried out on-site classes at schools and a validation process by experts. In order to measure the creative problem-solving ability and class satisfaction of high school students, a creative problem-solving ability test was conducted before and after the program application, and a class satisfaction test was conducted after the program. The results of this study are as follows. First, AI education program based on big data were statistically effective to improve the creative problem solving ability according to independent sample t test about 'problem discovery and analysis', 'idea generation', 'execution plan', 'conviction and communication', and 'innovation tendency' except 'execution', 'the difference between pre- and post-scores of male student and female student' on first year high school students. Secondly, in satisfaction conducted after classes of AI education program based on big data, the average of 'Satisfaction', 'Interest', 'Participation', 'Persistence' were 3.56 to 3.92, and the overall average was 3.78. Therefore, it was investigated that there was a lesson effect of the AI education program based on big data developed in this research.

• Journal of The Korean Association For Science Education
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• v.19 no.4
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• pp.507-515
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• 1999

This study is to develope the performance scoring rubrics for the inquiry-based experiments of general chemistry course in the college of education. Two types of analytic scoring rubrics have been developed for nine different experiments. The first one is to assess scientific process skills from the written experimental reports. These analytic scoring rubrics include seven process skills selected from the Lawson's 'creative and critical thinking skills' and other known process skills. The second one is to assess the individual manipulative skills and experimental attitudes through direct observations by the teacher. The content validity of all scoring rubrics was testified by six science educators. Also the inter-scorer reliability of analytic scoring rubrics administered on the students' experimental reports was examined. The correlation coefficient between the scores obtained from the experiments and those of the written test for theoretical knowledges was found to be r=.663(p <.01). From the variance($r^2$=.440), we would say indirectly that the 56% of this experimental assessment does not overlap with the theoretical knowledges test and assesses students' science process skills, manipulative skills, and attitudes.

• Journal of the Korean Society of Earth Science Education
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• v.12 no.3
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• pp.174-183
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• 2019

The purpose of this study was to investigate the effects of situation-based class using digital storytelling on elementary school students' science class motivation and scientific attitude for 50 fifth graders in B elementary school in P metropolitan city. In order to conduct this study, 25 students in 5th grade were selected as research group and 25 students in another class as comparative group, and the research group conducted situation-based classes using 8-hour digital storytelling. The comparative group received 8 classes of general science classes by curriculum. The results of this study are as follows. First, the situation-based class using digital-storytelling has a statistically significant effect on elementary school students' science learning motivation. Second, situation-based class using digital-storytelling has a statistically significant effect on the scientific attitudes of elementary school students. It is thought that the situation-based class through digital-storytelling has a positive effect on the exploration of science principles through students' daily experiences.

• Journal of The Korean Association of Information Education
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• v.24 no.3
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• pp.225-232
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• 2020

This study is to clarify how college students think about quality computer classes. Q methodology is applied to extract the subjective thinking of college students. After extracting the statements through students' interviews and advanced study, the 54 Q samples were selected. The P sample consisted of 50 college students. They performed Q sort against the Q sample questionnaire. The Q sort results were analyzed by performing QUANL program. As a result of the analysis, four types of perceptions of quality computer classes based on college students' ideas were extracted. There were no differences between male and female students, but there was a clear difference between general college and teacher's college students by type. The types were divided into four categories which we named as follows: is 'Value change-oriented class through creative problem-solving', is 'Improving computer application skills through the learner's competition', is 'Improving advanced computer technology with programming skills' and is 'Learner centered pleasant class'.

• The Journal of the Convergence on Culture Technology
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• v.8 no.1
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• pp.271-275
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• 2022

We tested the difference and the relationship in instructional ratings by professors and college students. Subjects were 6 professors and 9 college students participated in teaching competition as a rater. They completed instructional rating forms consisted of 10 criteria for 11 participants according to Lickert Scale. Data were analyzed by independent t-test and Pearson correlation. Results were as follows: ① There was no statistical difference in mean scores between the professor and the student; ② Correlation between professors' and students' evaluations was .78 which is statistically meaningful and high. These results support the notion that students evaluate as reliably as professors. They also imply that pre-service college students can be utilized for teaching practice as meaningful peer evaluators. The findings are meaningful in that instructional ratings of instructors and students were compared in a controlled setting. However, replication studies involving wide range of instructors and students are needed for generalization since the subjects in this study were restricted to pre-service teachers and their instructors.

• The Korean Journal of Elementary Counseling
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• v.9 no.1
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• pp.75-94
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• 2010

The objective of this study is to divide the classroom behaviors into the obstacle behaviors in the classroom and the participation behaviors in the classroom for improvement of classroom behaviors upon the subjects of 4th graders of elementary school, and to find out what effects the self-monitoring program influences onto classroom obstacle behaviors and classroom participation behaviors of the subjective children. Study problems established in order to achieve this objective of study are to find out: first, what effects the self-monitoring program influences classroom obstacle behaviors of children, and second, what effects the self-monitoring program influences classroom participation behaviors of children. The subjects of this study are 12 children of a normal classroom of 4th grade of A elementary school located in J city of Jeollabuk-do, out of which 8 children, who showed high proportion in the classroom obstacle behaviors, and 8 children, who showed low proportion in the classroom participation behaviors were selected, and 4 children were those who belonged to both groups resultantly in accordance with the behavior scales measured during the baseline period. To summarize the results obtained through this study, first, the self-monitoring program turned out to influence positive effects upon reduction in the classroom obstacle behaviors of children and retention of their changed behaviors; second, the self-monitoring program turned out to influence positive effects upon increase in the classroom participation behaviors of children and retention of their changed behaviors.