• Journal of the Korea Convergence Society
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• v.9 no.1
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• pp.117-131
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• 2018

PBL is expected to be very useful in the engineering project course that leads students to active learning in problem solving process. But it is not actively utilized because of various problems. In this study, modified PBL lectures were laid out for a course that practice UX design process. Modified PBL lectures provide theoretical class and two PBL practices. The variant is that the problem design is made by the students themselves on a weekly basis, rather than by the instructor, and that the two PBL processes consist of one project. The results of this study are meaningful as a basic data in PBL-based engineering college project class. Additional discussion of how to evaluate grades needs to be specified.

• Journal of Digital Contents Society
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• v.19 no.7
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• pp.1253-1262
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• 2018

In this study, we propose a development environment for authoring quiz contents, which is based on the concept of "Gamification", which is the principle of Engagement and Reward. Future Services As a platform for authoring and composing technology, and also for educational contents authoring, I have reviewed key features and implications of HTML5 (CSS3.0, Java Script, etc.) along with key technologies. These features are key technologies for building a true smart learning environment. Based on this, a case of applying the gamification technique to enhance the educational effect was proposed through the quiz contents model.

• Communications of Mathematical Education
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• v.24 no.1
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• pp.235-257
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• 2010

Contemporary belief is that the creative talented can create new knowledge and lead national development, so lots of countries in the world have interest in Gifted Education. As we well know, U.S.A., England, Russia, Germany, Australia, Israel, and Singapore enforce related laws in Gifted Education to offer Gifted Classes, and our government has also created an Improvement Act in January, 2000 and Enforcement Ordinance for Gifted Improvement Act was also announced in April, 2002. Through this initiation Gifted Education can be possible. Enforcement Ordinance was revised in October, 2008. The main purpose of this revision was to expand the opportunity of Gifted Education to students with special education needs. One of these programs is, the opportunity of Gifted Education to be offered to lots of the Gifted by establishing Special Classes at each school. Also, it is important that the quality of Gifted Education should be combined with the expansion of opportunity for the Gifted. Social opinion is that it will be reckless only to expand the opportunity for the Gifted Education, therefore, assessment on the Teaching and Learning Program for the Gifted is indispensible. In this study, 3 middle schools were selected for the Teaching and Learning Programs in mathematics. Each 1st Grade was reviewed and analyzed through comparative tables between Regular and Gifted Education Programs. Also reviewed was the content of what should be taught, and programs were evaluated on assessment standards which were revised and modified from the present teaching and learning programs in mathematics. Below, research issues were set up to assess the formation of content areas and appropriateness for Teaching and Learning Programs for the Gifted in mathematics. A. Is the formation of special class content areas complying with the 7th national curriculum? 1. Which content areas of regular curriculum is applied in this program? 2. Among Enrichment and Selection in Curriculum for the Gifted, which one is applied in this programs? 3. Are the content areas organized and performed properly? B. Are the Programs for the Gifted appropriate? 1. Are the Educational goals of the Programs aligned with that of Gifted Education in mathematics? 2. Does the content of each program reflect characteristics of mathematical Gifted students and express their mathematical talents? 3. Are Teaching and Learning models and methods diverse enough to express their talents? 4. Can the assessment on each program reflect the Learning goals and content, and enhance Gifted students' thinking ability? The conclusions are as follows: First, the best contents to be taught to the mathematical Gifted were found to be the Numeration, Arithmetic, Geometry, Measurement, Probability, Statistics, Letter and Expression. Also, Enrichment area and Selection area within the curriculum for the Gifted were offered in many ways so that their Giftedness could be fully enhanced. Second, the educational goals of Teaching and Learning Programs for the mathematical Gifted students were in accordance with the directions of mathematical education and philosophy. Also, it reflected that their research ability was successful in reaching the educational goals of improving creativity, thinking ability, problem-solving ability, all of which are required in the set curriculum. In order to accomplish the goals, visualization, symbolization, phasing and exploring strategies were used effectively. Many different of lecturing types, cooperative learning, discovery learning were applied to accomplish the Teaching and Learning model goals. For Teaching and Learning activities, various strategies and models were used to express the students' talents. These activities included experiments, exploration, application, estimation, guess, discussion (conjecture and refutation) reconsideration and so on. There were no mention to the students about evaluation and paper exams. While the program activities were being performed, educational goals and assessment methods were reflected, that is, products, performance assessment, and portfolio were mainly used rather than just paper assessment.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.13 no.10
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• pp.4572-4581
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• 2012

This study examined the fitness of a path model on the relationship among critical thinking, career identity, nursing professional self-concept, satisfaction of clinical practice, and clinical practice competency for nursing students. The subjects consisted of 581 nursing students and data was collected through self-report questionnaires. The data was analyzed by the SPSS and AMOS programs. Critical thinking, career identity, nursing professional self-concept, and satisfaction of clinical practice showed a direct effect on clinical practice competency for nursing students. Critical thinking and career identity showed an indirect effect on clinical practice competency for nursing students. Critical thinking and career identity showed a direct effect on nursing professional self-concept and satisfaction of clinical practice for nursing students. We consider the cause which affects the clinical practice competency of student nurses and study on the reasonable and effective curriculum and teaching and learning program.

• Journal of the Korean Data and Information Science Society
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• v.24 no.1
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• pp.63-72
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• 2013

This study it to verify the validity of Korean version of DELES (distance education learning environment survey) and analyze its relationship with learning achievement and distance education satisfaction. The target population of this study is students of K cyber university and a total of 254 cases are used for the analysis. Exploratory and confirmatory factor analysis is applied to verify 6 factors of DELES and structural equation analysis is applied to examine the relationship between distance education learning environment and learning achievement and distance education satisfaction. The study result shows that DELES is composed of six factors such as instructor support, student interaction & collaboration, personal relevance, authentic learning, active learning and student autonomy and its model fits are appropriate. The result of structural equation analysis shows distance education learning environment significantly influences distance education satisfaction directly as well as indirectly mediated by learning achievement. Learning achievement also significantly influences distance education satisfaction. Conclusions and implications are followed.

• Korean Journal of Childcare and Education
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• v.9 no.5
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• pp.79-107
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• 2013

The purpose of this study purpose was to analyze the structural model of variables such as experiences and personal- and professional- beliefs of cultural diversity, and the culturally responsive teaching efficacy of early childhood preservice teachers including identifying the beliefs as mediating variables. Another purpose was finding the different structural relations among the research variables according to the stages of a teacher education program. The participants were 273 students who enrolled in K grade teacher education programs in the southwest areas of the U.S. The research variables were measured with the items used by Schroeder (2008), Pohan and Aguilar (2001), and Siwatu (2007). The structural equation model analysis showed that the direct effects were found between the paths from the cultural diversity experiences and personal beliefs to the culturally responsive teaching efficacy, from the experiences to personal beliefs, from the personal to professional beliefs. The personal beliefs were identified as a mediator of the path from the experiences to professional beliefs. By multi-group analysis, the path from professional beliefs to the culturally teaching efficacy showed a meaningful difference between the initial and final stage groups of a teacher education program. Suggestions for future research and early childhood teacher education programs were presented based on the results.

• Cartoon and Animation Studies
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• s.36
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• pp.217-236
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• 2014

This study is a literature analytical process for studying the drawing teaching methods considering the professional characteristics of animation and a principle analytical process for studying the perspective that when teaching methods that consider the function, learning and creative mechanisms of the brain are applied, the animation drawing ability will be effectively increased. In recent years, as an alternative discussion on the educational method of each field, study results applied with brain-based learning principles are being presented. This is not only being applied and implemented for art and drawing education but as overall educational alternatives. On the other hand, animation drawing requires artistic literacy and at the same time requires comprehensive teaching methods that can train the structural knowledge, cognitive sensation and communication method but such professional teaching methods are insufficient. Therefore, the principle of effective education is seen through the brain mechanism and the principle of demonstrating the creativity and learning by the brain is analyzed. In addition, through the fundamental relationship on the picture drawing and the function of the brain, the relationship of the drawing and the brain is identified. As a result, not only for the left brain that observes the cognitive information which can draw the structure and shapes but the right brain which is directly related to the drawing should be developed, but in order to express the creativity, teaching methods that can understand the mechanism of comprehensive brain where physical and psychological factors are expressed should be also developed. It is because the animation drawing education is teaching the methods for demonstrating the characteristics of artistic creativity required for the drawing ability. This process will not only be a foundation for identifying the difference against the previous animation drawing teaching methods, and the brain-based principles will be selected as the core strategic definition for designing the strategy and methodological model of future education.

• Journal of Digital Convergence
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• v.15 no.8
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• pp.213-224
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• 2017

This study was to examine the structural model of nursing student 's Professional self-concept, Critical thinking, Clinical Practice Satisfaction, Clinical competency and Clinical Practice Stress. The subjects consisted of 227 nursing students and data was collected through Structured questionnaires. Results, Critical thinking, Clinical Practice Satisfaction, Clinical competency and Clinical Practice Stress showed a direct effect on Professional self-concept for nursing students. Clinical competency and Clinical Practice Stress showed an indirect effect on nursing Professional self-concept. Clinical competency and Clinical Practice Stress showed a direct effect on Critical thinking and Clinical Practice Satisfaction. In this paper, we propose a new approach to nursing students 'self-concept in nursing. In this paper, we propose a new approach to nursing students' self-concept. And to develop and apply an intervention program that can reduce the stress of clinical practice.

• Communications of Mathematical Education
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• v.35 no.1
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• pp.97-118
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• 2021

Since the characteristics of teachers that affect mathematics academic achievement are constantly changing and affecting mathematics achievement, longitudinal studies that can predict and analyze growth are needed. This study used data from middle and high school students from 2013(first year of middle school) to 2017(second year of high school) of the Seoul Education Longitudibal Study(SELS). By classifying the longitudinal changes in mathematics academic achievement into similar subgroups, the direct influence of teachers' characteristics(professionalism, expectations, academic feedback) perceived by students on the longitudinal changes in mathematics academic achievement was examined. As a result of the study, it was found that the characteristics of mathematics teachers(professional performance, expectation, and academic feedback) in group 1(343 students), which included the top 14.5% of students, did not directly affect longitudinal changes in mathematics academic achievement. Students in the middle 2nd group(745, 32.2%) had academic feedback from the mathematics teacher, and the 2nd group(1225 students) in the lower 53%, which included most of the students, showed that the expectations of the mathematics teacher were the longitudinal mathematics achievement. The change has been shown to have a direct effect. This suggests that support for teaching and learning should also reflect this, as the direct influence of teachers' professionalism, expectations, and academic feedback on longitudinal changes in mathematics academic achievement is different according to the characteristics and dispositions of students.

• Proceedings of the Korea Water Resources Association Conference
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• 2008.05a
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• pp.684-688
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• 2008

레이더 강우와 관련한 대부분의 연구나 실무적용이 제한을 받는 이유는 레이더 반사도 등의 원시자료를 획득하기가 어려울 뿐만 아니라 이를 처리하여 수문해석에 적용하는 과정이 간단하지 않기 때문이다. 이를 해결하기 위하여 다음과 같은 내용을 연구하였다. (1) 레이더 영상자료를 실용적으로 활용하기 위한 '레이더 영상 디지털 변환법(RAIDOM)'을 연구 개발하였다. 또한 오프라인상에서도 기상청 레이더 합성 CAPPI 이미지 자료를 디지털 강우자료로 직접 변환할 수 있는 방법을 제시하였다. 이러한 기술은 앞으로 레이더 강우 연구와 레이더 강우의 활용성을 넓히는데 크게 기여할 것으로 기대된다. (2) RAIDOM 레이더 강우와 연계한 분포형 강우유출모형을 구축하였다. 본 연구에서는 DEM, 토지피복도, 토양도로부터 분포형 강우-유출모형의 매개변수를 산정하는 방법을 상세히 연구하여 제시하였다. 이러한 연구결과는 앞으로 분포형 강우유출모형에 대한 연구와 활용성을 넓히는데 기여할 것으로 기대된다. (3) 주요 관측 레이더 호우사상을 이용하여 RAIDOM 강우와 구축된 분포형 모형의 적용성을 검증하였다. 이를 위하여 먼저 강우유출자료가 체계적으로 관리되고 있는 평창강 국제수문개발계획(IHP) 시범유역의 자료를 이용하여 모형의 매개변수 보정을 수행하였다. 강우 전 하천의 기저유량과 유역의 초기함수조건을 제외한 나머지 매개변수는 유역특성을 나타내는 인자들이므로 모든 강우사상에 대하여 일정한 것으로 가정하여 매개변수 보정을 수행하였다. 6개 주요 호우사상에 대하여 보정한 결과 4개의 호우사상에 대하여 강우-유출과정을 거의 완벽하게 재현하였으며, 2개의 호우사상에 대해서는 수문곡선의 상승과 하강은 비교적 일치하나 첨두부에서 다소차이가 발생하였다. (4) 보정된 분포형 모형을 2006년 7월에 발생한 국지성 집중호우와 한강유역 중상류지역에 걸쳐 큰 홍수량을 발생시킨 2개의 호우사상에 대하여 레이더 강우자료를 적용하여 검토하였다. 검토결과 임진강유역 3개 수위관측소와 우이천수위관측소 및 중랑교수위관측소에서 모의된 홍수수문곡선은 실측치와 잘 일치하는 것으로 나타나 본 연구에서 제시한 RAIDOM과 이를 적용한 분포형 모형이 강우유출 모의를 위하여 활용될 수 있음을 보여주었다. 앞으로 태풍에 수반된 강우와 장마전선 등을 포함한 다양한 유형의 여러 가지 강우에 대한 적용을 통하여 모형의 검증과 보완을 수행하여 RAIDOM 레이더 강우와 분포형 강우유출모형을 연계한 홍수 예보 시스템으로 발전시켜 나갈 예정이다.