• Proceedings of the Korean Society of Disaster Information Conference
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• 2022.10a
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• pp.285-287
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• 2022

용인시민안전체험관은 코로나19로 인한 대면교육 중단과 이에 따른 안전교육 공백을 최소화 하고자 다양한 비대면 소방안전교육을 진행해왔다. 신종 감염병이 나날이 늘어가는 현대사회에서 각종재난 발생 위험에 따른 대처능력 향상을 위한 수요가 증가됨에 따라 안전교육 역시 알맞은 방안을 구상하여 효과적인 학습기회를 제공할 수 있도록 지속적인 연구가 필요하다.

• The Journal of Korean Association of Computer Education
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• v.6 no.3
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• pp.151-162
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• 2003

In 21 century information age, teachers have to help students' learning activities can be more self- directed learning. The web with diverse audio-visual materials and a great deal of interactions among contents shows lots of possibilities as one of the methods to provide self-directed learning environment for students. It allows learning environment for students to study more self-directed way by following individual learning styles, need, ability, etc. Although the best instructional method is personal field experience in the view of the characteristic of Practical Arts education. a web courseware can be a great substitutional method for improving learning effectiveness in relation to cost, safety, time limit for direct personal field experience. Therefore, the purpose of this study is to develop a web courseware for the unit 'Raising Animals' in Elementary school 6th grade Practical Art which is very difficult unit for teachers to provide direct experience environment for students. The researchers also applied the web courseware in 6th grade classrooms and described the results briefly. However, the researchers did not intend to conduct a full field implementation of the program to evaluate the program. That will be conducted in a following.

• Korean Journal of Heritage: History & Science
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• v.54 no.3
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• pp.106-125
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• 2021

This paper presents several reasons for the necessity of archaeological hands-on training and strategies for its implementation. First, it is necessary to produce a specialized manual for local cultural heritage education that can enhance the specialization and educational effectiveness of archaeological experience education. In addition, in order to secure professionalism in hands-on education and conduct it systematically, the ability of instructors to conduct education is important, so instructor competence reinforcement education needs to be conducted regularly. In addition, hands-on education needs a strategy of planning and content development of archaeological education programs, with consideration given to the subjects of learning, and the establishment of a cooperative network. It is time to cooperate with various experts to establish an education system necessary for cultural heritage education in the region and develop customized content for local archaeological heritage supplementary textbooks. Finally, due to Covid-19, we agonized over effective education plans for online archaeological heritage education, which requires active interaction class design and a strategy to promote interaction between professors and learners. In addition, such archaeological heritage education should be compatible with the goal of providing customized lifelong education.

• Journal of Practical Engineering Education
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• v.15 no.2
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• pp.529-538
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• 2023

At the present time when the need for universal artificial intelligence education is expanding and job changes are being made, research and discussion on artificial intelligence liberal arts education for non-majors in universities who experience artificial intelligence as part of their job is insufficient. Although artificial intelligence education courses for non-majors are being operated, they are mainly operated as theory-oriented education on the concepts and principles of artificial intelligence. In order to understand the general concept of artificial intelligence for non-majors, it is necessary to proceed with experiential learning in parallel. Therefore, this study designs artificial intelligence experiential education learning contents of difficulty that can reduce the burden of artificial intelligence classes with interest in learning by considering the characteristics of non-majors. After, we will examine the learning effect of experiential education using App Inventor and the Orange artificial intelligence platform. As a result of analysis based on the learning-related data and survey data collected through the creation of AI-related projects by teams, positive changes in the perception of the need for AI education were found, and AI literacy skills improved. It is expected that it will serve as an opportunity for instructors to lay the groundwork for designing a learning model for artificial intelligence experiential education learning.

• Journal of Climate Change Research
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• v.2 no.3
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• pp.161-174
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• 2011

The purpose of this study is to develop education programme on climate change for elementary students which is based on student activity. The programme is intended to raise children's awareness and to build positive attitudes towards climate change. Ten programmes are developed. The main themes of the contents are 'a meteorological observation', 'a change of season', 'the monitoring climates of the past', 'the climate and life', 'the climate and human lives', 'the causes of climate change', 'the influence of the climate change' and 'the action on climate change' which are selected from the survey of previous domestic education programmes. Each programme consists of 5 steps: Introduction, Concrete experience, Reflective observation, Abstract conceptualisation and Active experimentation. We expect that this programme would enhance children's awareness and attitudes on climate change and induce positive and active response to climate change.

• Korean journal of applied entomology
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• v.52 no.4
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• pp.335-340
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• 2013

As the market of educational pet insects is expanding, understanding the consumer needs became more crucial. To achieve the ideal analysis on the market, this research monitored the behavior of consumers. The posting on the blogs of consumers, who have visited insect museums and farms, or have bought insects were collected as data. Moreover, the informational contents, photographs and texts, were analyzed. The results showed that the family-unit visitors with elementary school lower graders were the main type of visitors for their children's education. The visiting areas were concentrated in Seoul and the Metropolitans of Gyeonggi province, and the visits were mostly occurred during their children's vacation period. The analysis of posted photographs showed the visitors' high interest in the hands-on program. According to the texts on visitors' blogs, especially, the largest number of visitors satisfied with the variety of program. It implies the necessity of development in diverse and differentiated hands-on program. Otherwise, the programs available to connect insects to other animals and plants should be introduced to reduce aversion against insects, which was reported as the strongest dissatisfaction. In conclusion, diversification on insect species and development in systematized hands-on program seem to be required for the continuous growth of educational pet insects market.

• 한국정보교육학회:학술대회논문집
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• 2004.08a
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• pp.171-178
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• 2004

현대사회는 산업사회의 발달에 따른 물질 만능주의로 인해 이기적이고 배타적인 사회풍조가 사회 전반으로 점차 확산되면서 전통적 가치관이 경시되고 공동체 의식이 퇴색되어 가고 있는 실정이다. 그러나 인터넷의 발달은 시공간을 초월하여 가정과 학교가 가상의 공간에서 정보의 공유와 상호작용을 할 수 있게 해 줌으로써 웹을 활용한 인성교육이 가능해졌다. 본 논문에서는 이러한 웹의 특성을 활용하여 학습자가 다양한 체험활동 중심의 인성교육을 마을 단위로 실천하도록 한 후 웹 상에 구축된 인성교육 시스템을 이용하여 자신이 체득했던 체험활동 정보를 서로 공유하고 학생, 교사, 학부모가 상호 작용하게 함으로써 학습자가 지속적으로 인성 교육에 관심과 흥미를 갖고 참여할 수 있도록 하는 공동체 의식 함양을 위한 인성교육 시스템을 설계하였다. 더 나아가 웹기반 인성교육 시스템을 통해 마을을 사랑하는 마음과 공동체 의식을 함양하여 마을에 대한 긍지와 자부심을 갖고 상부상조하는 전통을 가꾸어 나가는데 도움을 주고자 한다.

• Journal of the Korea Society of Computer and Information
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• v.26 no.9
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• pp.125-132
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• 2021

At a time when non-face-to-face classes are being held for a long time due to Corona (COVD-19), research on non-face-to-face teaching and learning methods is needed. Existing teaching and learning methods are limited in their application to non-face-to-face classes as they present face-to-face practical and experiential teaching methods. In this study, we present a method of utilizing the extended reality (XR: eXtended Reality) technology for the 5AL (5 Activity Learning) teaching method, which is a teaching and learning method selected by the Institute for University Education Innovation. The 5AL teaching method consists of PBL Learning, Havruta Learning, Flipped Learning, Smart Activity Learning, and Gamification Learning. In this study, a method of combining the released extended reality contents with 5AL was presented. In addition, we developed content that integrates the 5 learning methods of 5AL and confirmed the learning effect through testing.

• Proceedings of The KACE
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• 2018.08a
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• pp.41-44
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• 2018

최근 가상현실의 시대가 다시 각광 받고 있는 시점에서 콘텐츠 확산을 위해 노력하는 것은 의미를 가진다. 본 연구에서는 중학교 과학에서 항상성과 몸의 조절 중 1차 면역 반응을 학습하는데 도움을 줄 수 있는 VR 학습 콘텐츠를 개발하였다. VR 게임으로 구현하여 학습자가 직접 몸속에 들어가 1차 면역 반응을 체험하도록 개발하였다. 학습자의 흥미를 높이기 위해 게임이라는 컨텐츠를 이용하여 학습자가 게임을 하며 학습할 수 있어 자기주도적 학습이 가능하다. 또한 최근 디지털 교과서에서 VR/AR 콘텐츠가 제공되기 시작하여 가상현실 기술의 교육적 활용 가능성을 높이고자 하였다.

• Journal of the Korean Society of Earth Science Education
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• v.12 no.3
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• pp.184-197
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• 2019

The purpose of this study is to explore needs and the direction for the development of localization data in the geological field of elementary school. Many studies show that geology-related learning is highly effective in the form of direct learning, and It is reported that this learning has a positive effect on students' scientific attitudes. As such, the first-hand experience of the geological learning is outdoor geology learning and is the basis and core of the development of localization materials. However, the analysis of this study shows that the development of outdoor geology learning site is mainly conducted in some regions. In addition, considering that geological sites are distributed evenly throughout Korea, it is necessary to actively develop geological-related localization materials to learn elementary school geology-related units. In addition, some areas where outdoor geological study grounds were developed are composed only of learning places and no specific learning materials have been developed. In this regard, not only geological researchers but also field teachers working in the area need much effort. Development of localization material in the geological field needs to be developed at the level of material presented in the geology unit of the textbook. And in the actual class, it is desirable to use the textbook data and the developed localization data at the same time. In addition, the development of the outdoor geology field should be developed in consideration of the pre-experience-post activities so that learners can have various geological experiences.