• Journal of Digital Contents Society
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• v.15 no.2
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• pp.271-281
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• 2014

This study aimed to investigate the types that readers enjoying cartoons appreciated cartoons under the premise that cartoons enjoyed over the internet would expand their sensitivity through media such as monitors and mice. The sensitivity of readers enjoying digital cartoons can be stimulated through communication with carton writers or other readers as the interaction of the real-time response to the network. The choice and control are possible with a vertical scroll bar. Accordingly, readers can be absorbed in a work and focus on its story much more. As a result of extracting emotional stimulation factors to verify these assumptions, factors were able to classify the sensitivity that readers enjoying cartoons obtained from digital cartoons into two types, communication and story-focus type, based on the phases that emotional stimuli were strengthened. This study will be significant as a study to identify the relationship between media-technological factors and readers enjoying cartoons in relation to digital cartoons.

• Journal of The Korean Association of Information Education
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• v.24 no.4
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• pp.401-412
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• 2020

Team-based programming methods are widely applied to solve various difficulties that pre-service teachers experience in the programming lessons. To prepare effective collaboration strategies necessary for them, it is necessary to analyze various collaborative factors that affect learners' programming competencies. Therefore, in this article, a questionnaire survey was conducted by dividing learners' collaboration factors into individual and team competencies, and the relationship between learners' programming competencies was analyzed. As a result of the verification, the program design competency showed significant results in all elements of the learner's personal competency, team techniques such as data sharing skills necessary for collaboration, and team collaboration. It was analyzed that an individual's understanding of learning and team collaboration influenced the program implementation competency. In addition, the group with relatively high team technique showed significant differences in programming competence, interest, and satisfaction. Accordingly, by linking meaningful factors related to individual and team competencies according to the programming process, a collaborative strategy practically necessary for pre-service teachers was suggested.

• The Mathematical Education
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• v.59 no.4
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• pp.389-403
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• 2020

This study aims to examine how information processing competency as one of the mathematical competencies has been interpreted and applied in mathematics education by analyzing tasks in middle school mathematics textbooks under the 2015 revised national curriculum. Based on the sub-elements of information processing competency organized by Park et al.(2015), we analyzed 191 tasks in 30 different middle school mathematics textbooks using descriptive statistics and ANOVA. Also, we investigated the meaning of information processing competency embedded in the tasks by distinguishing the characteristics of several different types of tasks. The results from this study showed that the number of tasks related to information processing competency in mathematics textbooks was too small and there was a huge difference across the textbooks in terms of the sub-elements. Even though there were four sub-elements of information processing competency, 'the use of manipulative and technological tools' was extremely dominant in the tasks in general. Even many of them used technology and manipulatives superficially. Furthermore, any textbook did not provide tasks dealing with all the four sub-elements. Such an unbalanced and fragmented approach to information processing competency could produce biased knowledge and insufficient experiences for information processing competency. It calls for further investigation and discussion about how to improve information processing competency in school mathematics.

• Journal of Educational Research in Mathematics
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• v.20 no.3
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• pp.203-219
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• 2010

Several studies have reported on how and what mathematically gifted students develop superior ability or creativity in geometry and algebra. However, there are lack of studies in probability area, though there are a few trials of probability education for mathematically gifted students. Moreover, less attention has paid to the strategies to develop gifted students' creativity. This study has drawn three teaching strategies for creativity development based on literature review embedding: cognitive conflict, multiple representations, and social interaction. We designed a series of tasks via reconstructing, so called Simpson's paradox to meet these strategies. The findings showed that the gifted students made Quite a bit of improvement in creativity while participating in reflective thinking and active discussion, doing internal and external connection, translating representations, and investigating basic assumption.

• Korean Institute of Interior Design Journal
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• v.13 no.2
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• pp.100-108
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• 2004

인테리어 디자인학은 보편적으로 건물의 내부공간, 즉 매우 명확한 경계들을 전제로 잘 정의된 공간들에 관한 연구로 그 범위가 제한되어져 왔다. 따라서 건축, 도시, 또는 매우 광대한 의미에서의 환경디자인의 특권으로 알려져 있는 도시에 관한 쟁점을 그다지 자주 다루지 않는 편이라 할 수 있겠다. 그러나 극도로 고밀도화된 현대의 대도시들은 주요 지하 교통망을 중심으로 상업, 유흥, 업무시설 그리고 경우에 따라서는 주거단지에 까지 쉽게 연결되는 거대한양의 전이 실내공간들을 창출해내고 있다. 이것이 최근 홍콩의 건축가 게리 챙(Gary Chang)에 의해서 규정된 새로운 개념의 고밀도 도시 인테리어 랜드스케이프(interior landscape)인 것이다. 이러한 인테리어스케이프의 개념은 현대 도시의 모습 중에서 가장 흥미로운 개념들 중의하나라 할 수 있는데 다양한 요소들이 혼합된 그 특성은 이제 사회학, 건축, 인류학, 도시탐험, 인테리어 디자인, 도시 그리고 환경 디자인 등 다양한 분야에서 뜨거운 논쟁의 주제로 떠오르게 된 것이다. 이제 도시에 관한 연구는 더 이상 외부에서 내부로 진행되는 것이 아니고, 내부에서부터 출발되는 것이다. 극도로 밀집된 아시아의 대도시들은 이렇게 혼잡한 도시환경의 모든 요인들을 더 잘 이해할 수 있도록 다양하고 흥미로운 상황들을 제공해 주고 있다. 상업적 목적으로 건물 전체를 사용하는 수직적 전략이나 다양한 문화적 행태들은 도시 환경의 '혼잡성'을 그냥 참을만한 것이 아니라 오히려 그 도시만의 매력적 요소로 부각시켜 주는 것이다. 본 논문은 인테리어스케이프를 중심으로 진행되고 있는 다양한 이론적 논쟁들의 분석에 그 기초를 두고 있다. '장소성의 부재'의 개념, 혼잡의 문화, 공공공간의 사유화, 결절도시, 한계의 개념들을 분석하여 아시아 대도시들이 어떻게 이러한 쟁점들을 그들 자신만의 고유한 해결책으로 발전시키는지를 고찰하고자 한다. 본 논문의 목적은 서울을 사례분석 중 하나로 사용하여 인테리어 디자인 분야의 경계를 대도시로 확장하는 동시에 새로운 적용영역의 가능성을 탐구하는데 있다 하겠다.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.3
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• pp.46-51
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• 2018

This study is one of a series of studies exploring the locality of Jeju architecture, in which we focused on the works of domestic architects, rather than those of famous foreign architects, as well as on the locality of the phenomenological aspect rather than the conceptual one, so as to reveal the locality in the present situation. It was revealed that the architects had the following viewpoints with regard to the local characteristics of Jeju: first, the hermeneutic aspect of the locality is the architectural application of the traditional Jeju architecture; second, the phenomenal aspect of the locality involves respect for the landscape and natural scenery of Jeju. There are two main ways in which architects can realize the locality that they envisage. The hermeneutic representation of Jeju would be as a locality consisting of traditional houses. The architects mainly wanted to implement the elements of the private houses through the space layout. The phenomenal representation of the locality would require them to respect the landscape and scenery of Jeju and to implement them in its architecture. This was the case if the landscape or landscape elements were directly borrowed from the buildings, or if the buildings respect the scenery or landscape of Jeju.

• Journal of the Korean School Mathematics Society
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• v.9 no.3
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• pp.347-361
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• 2006

This research intends to understand classroom culture of gifted youths in secondary mathematics. For this purpose, we have observed ethnographically the mathematics classes of gifted youths for eight months at two Science Education Centers for Gifted Youths. We have collected qualitative data using the methods, participation observation, interviewing, video taping, recording, collecting assistant materials. And these data were closely connected and analyzed synthetically. From this, we found the followings; First, gifted youths in mathematics evaluate the academic abilities as the best standard for their friendship. Second, the gifted youths in secondary mathematics are under an obsession that they should act like gifted youths. Third, even though they know the merits of class type of inquiry and discussions, they didn't participate actively in those types of class. Forth, main differences of classes between Gifted Education Centers and general middle school come from the difference of class type, the roles of teachers and students.

• School Mathematics
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• v.5 no.1
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• pp.43-58
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• 2003

This study intends to compare the structure of contents and the way of developing concepts in mathematics textbooks of south and those of north Korea. After thorough investigations of the textbooks from south and north Korea, the following three characteristics were identified. First, the mathematics textbooks of south Korea tends to spread out contents across several grades, while those of north Korea have a tendency of centralization in terms of locating contents Second, in the textbooks of South Korea, mathematics concepts are permeated through real world situations, and students gradually acquire those concepts mostly through activities. This is different from the approach of the north Korean textbooks in which various problems play a key role in explaining concepts. Third, the main strategy of introducing contents in the textbooks of south and that of north Korea corresponds to 'guidance' and 'explanation' respectively. Exploratory questions leading to the concepts are more emphasized in the textbooks of south Korea, on the other hand, meaningful explanations play an important role in the textbooks of north Korea.

• Journal of KIISE:Software and Applications
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• v.27 no.4
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• pp.412-421
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• 2000

In spite that the main contents of mathematical and scientific learning are understanding principles and their applications, most of existing educational softwares are based on rote learning, thus resulting in limited educational effects. In the artificial intelligence research, some progress has been made in developing automatic tutors based on proving and simulation, by adapting the techniques of knowledge representation, search and inference to the design of tutors. However, these tutors still fall short of being practical and the turor, even a prototype model, for learning problem solving is yet to come out. The geometry problem-solving tutor proposed by this research involves dynamic inference performed in parallel with learning. As an ontology for composing the problem space within a real-time setting, we have employed the notions of propositions, hypotheses and operators. Then we investigated the mechanism of interactive learning of problem solving in which the main target of inference involves the generation and the test of these components. Major accomplishment from this research is a practical model of a problem tutor embedded with a series of inference techniques for algebraic manipulation, which is indispensable in geometry problem solving but overlooked by previous research. The proposed model is expected to be applicable to the design of problem tutors in other scientific areas such as physics and electric circuitry.

• Journal of the Korean Geographical Society
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• v.49 no.3
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• pp.472-487
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• 2014

This study aims to analyze the characteristics of GIS-related test items of high school Korean Geography in the 7th National Education Curriculum, and to discuss some issues and challenges. First, we developed a framework for analyzing test items based on the literature review and the content analysis on the textbooks, which categorizes test items in terms of content elements and activity elements. Then, we examined test items of nation-wide tests including CSAT(College Scholastic Ability Test) carried out 2004-2012 and analyzed the percentage of correct answers as well. According to the results, there was a significant predominance of particular test item categories, and the percentage of correct answers of GIS-related items was slightly higher than whole average but it depended on the test item categories. Finally, we discussed the implications of this analysis to the tests as well as the teaching-learning process in the classroom, and suggested improvement directions such as integration of GIS with other contents, reinforcement of the inquiry-based test items, maintaining moderate difficulty.