• Journal of the Korean earth science society
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• v.24 no.3
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• pp.160-171
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• 2003

This study was designed to analyze the types of concepts about earth science related to seasonal changes, so as to develop a generative learning model focused on dissolving cognitive conflicts between the aforementioned concepts through debates and using said debates to find out how effectively the model works. There are 100 types of earth science concepts concering seasonal changes, 66 of which are unscientific in nature, including misconceptions. Through a second field trial and a research and development (R&D) process, a test on these concepts was developed, consisting of 14 items. For the experimental group, a four-phase generative learning strategy that reflects the types of earth science concepts and cognitive conflicts between such concepts was developed through pre-analysis and discussion, respectively. On the other hand, a traditional teaching and teaming strategy was used for the control group. A meaningful statistic gap found between the two groups through a covariance analysis, the significance level of which was 0.05. This result may be interpreted to mean that the generative teaming strategy is a possible alternative for correcting misconceptions about scientific concepts of seasonal changes.

• Journal of Digital Convergence
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• v.16 no.12
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• pp.555-561
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• 2018

It is the Korean language textbook of elementary school 1~2 grade that forms the basis of the textbook to nurture the creative convergence talent with the core competence required by the future society. In order to increase the learning effect based on the textbooks, the interest inducing factors were derived on the basis of the learning interest, and the textbook design was analyzed by the in - depth interviews and discussions of the expert group. As a result, Graphic elements using bright and soft colors, illustrations of peer groups related to learning contents, and resilient use of sans serifs. However, issues such as lack of proper mixing of photos and illustrations, further development of learning helper characters, configuration of spare margins, graphic image design, and lack of a structured layout that utilizes color and visual images were cited as problems.

• Journal of Engineering Education Research
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• v.12 no.4
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• pp.115-125
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• 2009

The purpose of this study was to suggest efficient method for development of learner's self-directed learning ability through literature review on self-directed learning, component of self-directed learning, development of self-directed learning ability, design education steps adopting problem based learning and project based learning. This study was conducted through literature review on self-directed learning and development of self-directed learning, design education. Design education and project based learning process and problem based learning to extract the items that are common to bring out five steps, and differences in levels of learners based on self-learning led to Grow(1991) model to connect the lessons of 9 steps present the design education steps, that is, the learners ready for learning, the definition of problem and recognition of necessity, team building, related data collection, team learning about real problem with the teacher, select optimal solution, student-centered discussion, models and product creation, testing and evaluation, complement.

• Journal of the Korea Society of Computer and Information
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• v.17 no.11
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• pp.207-214
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• 2012

This study tried to propose an optimal instruction-learning model for the cyber home learning system2.0 through grounded theory. In-depth interviews were conducted to investigate causes of underachievement and the causes were categorized according to common concepts. A total of 25 causes of underachievement could be grouped into four categories and eight sub-categories, as a result. Underachievers, then, participated in the lessons utilizing the cyber home learning system2.0 and their cognitive change process about learning was analyzed from reflectional journals and in-depth interviews with a teacher. It was found that underachievers were participated in learning by passing through 5 processes; adaptation to the cyber home learning system2.0, basic knowledge learning, task implementing, rounds of group discussions, feedbacks and evaluation. Based on analysis of these five processes, this study proposed a conditional matrix for the cyber home learning system 2.0 as the most personalized model for underachieving students.

• Journal of The Korean Association of Information Education
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• v.3 no.2
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• pp.94-102
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• 2000

Reading education has been recognized as being important area in the education. But it has many limitations to achieve education effects, because it is very difficult to process in reality. In these days, traditional education methodology needs to be changed for the development of computer science and network communications. It is also applied at the area of reading education. To achieve educational goal in reading education, students must be able to interchange their views without restrictions of time and space. Through this circumstances, they can improve logical thinking and discussion ability. Therefore we need the reading education system which supports reading actions as well as reading instruction. In this paper, a web based reading education system is designed and implemented to improve logical thinking and discussion ability.

• 한국지구과학회:학술대회논문집
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• 2010.04a
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• pp.25-25
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• 2010

본 연구는 에너지와 물질 순환을 주제로 한 대학생들의 집단적 과제 수행 상황에서 구성원들의 상호작용 기능과 요소에 따른 역할 분배의 양상을 밝히고자 하였다. 집단 내 구성원에게 개별적인 역할이 주어져 있지 않은 상태에서 과제가 부여되었을 때, 집단 내에서 자연스럽게 형성되는 역할의 종류를 상호작용 기능과 양상에 따라 유형화해보았다. 연구 참여자는 9명의 환경 교육 전공 대학생으로, 2008년 11월에 열린 한중일 환경교육 캠프에 참여한 한국 학생들이다. 캠프 활동 중 하나로 충남 홍성 문당리 환경농업마을의 에너지와 물질 순환에 대해 토의하고 그 결과를 그림으로 표현하여 발표하는 활동이 있었는데, 본 연구에서는 발표를 위해 준비하는 과정을 연구 맥락으로 하였다. 그리고 약 2시간에 걸친 과제 수행 과정을 촬영 후 전사하여 연구 자료로 삼았다. 관련 선행 연구 고찰과 연구 자료에의 적용 및 수정을 통해 상호작용 기능과 요소를 코딩하기 위한 분석틀을 마련하였으며, 문제가 제기되고 그 문제에 대한 합의가 이루어지는 대화를 분석의 단위로 정하였다. 대화 단위별로 구성원 간 말차례가 오고간 모습을 화살표로 도식화하여 대화 패턴을 분류하였으며, 대화를 말차례별로 상호작용 기능과 요소에 따라 코딩화하였다. 화살표로 도식화된 대화 패턴과 상호작용 코딩 결과에 따라 집단 내에서 자발적으로 형성되는 구성원의 역할을 분류하고 명명하였다. 이렇게 집단적 과제 수행 상황에서 학생들에 의해 자생되는 역할을 상호작용의 관점에서 유형화해봄으로써 협동 학습이나 토의 활동 등 집단적 상호작용을 통한 과제 수행에 있어서 학생이나 교사의 역할에 대해 시사점을 줄 수 있을 것이다.

• Proceedings of the Korean Society of Computer Information Conference
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• 2012.01a
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• pp.119-122
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• 2012

정보화시대에 요구하는 인재는 문제를 인식하고 이런 문제를 풀기 위해 다양한 전문가들과 함께 창의적인 사고를 통해 해결책을 제시하는 인물이다. 정보영재교육의 목표 역시 창의적 인재를 기르는 데 있으나, 프로그래밍과 알고리즘 교육은 특정 프로그래밍 언어의 사용법이나 문법 위주의 교육, 정렬 및 탐색과 같은 알고리즘 그 자체에 치중함으로서 이러한 목표에 도달하고 있지 못하다는 지적이 많다. 이에 본 논문에서는 창의적인 알고리즘을 설계하고 개발하는데 필요한 사고력, 즉 사고 과정에 대해 안내하고 생각하는 알고리즘적 사고력을 기르기 위한 방안으로 실생활 주제의 이야기 쓰기를 활용하는 교수 학습 프로그램을 제안하였다. 반성적 사고와 창의성을 기르는 데 효과적인 것으로 알려진 이야기 쓰기 활동에서 출발하여 사건 요소 추출과 시간적 질서 분석하기, 순서도로 알고리즘 표현하기, 동료 학습자와 토의하기 등의 과정을 통해 알고리즘적 사고력을 향상시킬 수 있도록 하였다.

• Proceedings of the Korea Water Resources Association Conference
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• 2023.05a
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• pp.286-286
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• 2023

물의 전체 순환 구조에서 토양수분이 차지하는 정량적 비중은 상대적으로 작지만, 강우-유출 과정의 비선형에 영향을 미치는 지배적 요인 중 하나이고, 토양 침식과 산사태, 농업생산량, 기후 변화 대응 등 광범위한 주제와 연관되어 있어, 토양수분의 물리과정에 대한 이해 증진과 예측 기술의 지속적인 개선이 필요하다. 본 연구에서는 금오공과대학교 유역 내에서 토양수분과 기상 요소를 실시간 관측하고, 기계학습 기법을 이용하여 토양수분을 단기 예측하는 기술을 개발하고 평가한다. 구체적으로는, 토양 관측 장비인 TEROS를 사용하여 표층 지점의 10cm, 심층 지점의 40cm에서의 토양수분, 토양장력과 토양온도를, 기상 관측 장비인 ATMOS를 사용하여 태양복사, 강수량, 기온, 풍속, 대기압 등 다양한 기상 요소를, 실시간 클라우드 방식으로 1여 년간 수집한 데이터를 활용한다. 또한, 과거 및 실시간 데이터를 기반으로 LSTM(Long-Short Term Memory) 기법을 사용하여 토양수분 예측 모형을 구축하고, 선행 예측 시간에 따른 모의 정확도를 평가한다. 기상 요소의 누적 등 자료 분석 방법이 표층 및 심층 토양수분 예측에 미치는 영향, 그리고 예측 모형 개선 방향에 대해 토의한다. 실시간 현장 관측 자료 및 인공지능 기반 단기 토양수분 예측 모의 기술은 소규모 유역의 수문순환 분석 및 물리기반 모형의 개선 등 다양한 분야에서 활용할 수 있을 것으로 기대된다.

• The Journal of the Institute of Internet, Broadcasting and Communication
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• v.23 no.3
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• pp.215-221
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• 2023

If the C++ programming class, an object-oriented language capable of modeling similar to the real world, is developed as a curriculum that introduces the flipped learning model, students' active problem-solving skills can be cultivated. In this subject development case, it is significant that the flipped learning technique was applied to the programming class and was effective in improving students' active problem-solving skills. First, the lectures in the 4th session were divided into Pre-Class, In-Class, and Post-Class, and the class was conducted in a way that suggested class goals suitable for the subject and formed a team to discuss. At the end of the lecture, a follow-up survey was conducted to check whether the learners learned effectively.

• The Journal of Korean Association of Computer Education
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• v.15 no.1
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• pp.33-41
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• 2012

The purpose of this study was to examine the effectiveness of problem-based learning(PBL) of information communication ethics on the problem-solving skills of fifth- and sixth-grade elementary school students about information communication ethics and their attitude. The findings of the study were as follows: First, the PBL-based teaching materials for information communication ethics could serve to stir up the interest of students by letting them face problem situations caused by the disfunction of the information society. Second, a wide variety of teaching-learning activities including cooperative learning and discussion were implemented while the selected students performed the given problem-solving tasks, and the activities had a very good effect on PBL-based information communication ethics education. Third, PBL-based information communication ethics education could be one of effective ways to boost not only the problem-solving skills of students but the teaching interest and capability of teachers.