• Journal of the Korean Chemical Society
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• v.44 no.3
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• pp.266-280
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• 2000

The purpose of this Study was to explore students' conceptual ecologies in the context of general chemistly learning. This study was implemented in the first semester of 1999 by natural study. We had nine voluntary participants. Data were collected from three semi-constructd interiews, and socio-cultural values. Among three categories, motivationa1 beliefs and socio-cultural values have more effcts rather than epistemology on the context of general chemistry learning, and three typical cases were presented as results of this study. We expect that results of this study will somewhat contribute to establish psychological and socio-cultural context of learning.

• Communications of Mathematical Education
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• v.27 no.3
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• pp.249-266
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• 2013

The purpose of this research is to investigate the principles for the development of mathematics textbook based on storytelling through literature review, textbook development, and classroom implementation. Mathematics textbook based on storytelling has been developed to help students learn mathematics interesting and meaningful. The principle for the development principles include as the principle of context, process-oriented, communication, and diversity. The developed mathematics textbooks was implemented in high school mathematics classes in order to investigate the effectiveness of the textbooks. We analyzed the data collected by the survey and the interview to find that the mathematics textbook based on storytelling had positive effect on teaching and learning of mathematics. We discussed the implication for the future development and implementation of mathematics textbook based on storytelling.

• Proceedings of The KACE
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• 2017.08a
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• pp.235-239
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• 2017

학습자는 교육의 3요소인 교육자, 학습자, 교육내용의 하나로 학습자 특성과 이가 학업성취에 미치는 영향을 이해하는 것이 중요하다. 컴퓨터 비전공자를 대상으로 하는 컴퓨팅 교육이 점점 활발해지고 있다. 비전공자 컴퓨팅 교육이라는 맥락에서 학습자 특성과 학업성취의 관계를 이해할 필요가 있다. 본 연구는 비전공자 컴퓨팅 교육에서 학습자 특성과 학업성취의 관계를 실증적으로 이해하기 위해 실행되었다. 학습자 특성을 이전경험/사전지식, 인지적 요인, 심리적 요인의 3가지로 분류하였고, 연구대상을 3그룹으로 설정, 다양한 하위 요소 데이터를 수집하였다. 그 결과, 대상 1의 경우 학습스타일(순차적: 부적상관, 통합적: 정적상관), 대상 2는 자기 효능감(사후), 대상 3은 수학 사전지식, 컴퓨팅과 전공의 연계성 인식, 정보적 사고에 대한 인식이 학업성취와 유의미한 상관관계가 있었다. 하지만 상관성이 모두 0.5이하로 크지 않고, 자기 효능감과 전공 연계성 인식의 경우 대상에 따라 결과가 상이하였다. 향후 연구에서 다루지 않은 변수에 대한 연구와 상관관계가 밝혀진 변수만을 대상으로 인과성을 확인하는 연구가 필요하다. 또한 현상학적 관점으로 학습자 특성을 고찰할 필요가 있다.

• Journal of the Korean School Mathematics Society
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• v.13 no.4
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• pp.635-653
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• 2010

The purpose of this article is to investigate the relationship between children's goals and activities in terms of continuity and transformation of their learning through interactions between learners and practices across settings. By observing children's activities across settings and tasks and interviewing the children, I found that the continuity and transformation in learning are developed in the relationship between changing individuals and changing social context. In this process, social interaction with others plays an important role in changing their goals and strategies. The results imply that appropriate tasks and teachers' guidance are crucial to facilitate students' learning across settings.

• Annual Conference on Human and Language Technology
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• 2021.10a
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• pp.211-214
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• 2021

다수의 태스크를 처리 가능하면서 일반화된 성능을 제공할 수 있는 모델을 구축하는 자연어 이해 분야의 연구에서는 멀티태스크 학습 기법에 대한 연구가 다양하게 시도되고 있다. 또한, 자연어 문장으로 작성된 문서들에는 대체적으로 시간에 관련된 정보가 포함되어 있을 뿐만 아니라, 문서의 전체 내용과 문맥을 이해하기 위해서 이러한 정보를 정확하게 인식하는 것이 중요하다. NLU 분야의 태스크를 더욱 정확하게 수행하려면 모델 내부적으로 시간정보를 반영할 필요가 있으며, 멀티태스크 학습 과정에서 추가적인 태스크로 시간적 관계정보를 추출하여 활용 가능하다. 본 논문에서는, 한국어 입력문장의 시간적 맥락정보를 활용할 수 있도록 NLU 태스크들의 학습 과정에서 시간관계 추출 태스크를 추가한 멀티태스크 학습 기법을 제안한다. 멀티태스크 학습의 특징을 활용하기 위해서 시간적 관계정보를 추출하는 태스크를 설계하고 기존의 NLU 태스크와 조합하여 학습하도록 모델을 구성한다. 실험에서는 학습 태스크들을 다양하게 조합하여 성능 차이를 분석하며, 기존의 NLU 태스크만 사용했을 경우에 비해 추가된 시간적 관계정보가 어떤 영향을 미치는지 확인한다. 실험결과를 통하여 전반적으로 멀티태스크 조합의 성능이 개별 태스크의 성능보다 높은 경향을 확인하며, 특히 개체명 인식에서 시간관계가 반영될 경우에 크게 성능이 향상되는 결과를 볼 수 있다.

• Journal of Korea Game Society
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• v.19 no.4
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• pp.119-138
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• 2019

Digital interactives in museums are expanding and user experience is becoming the focus of exhibition design. The purpose of this study was to suggest guidelines for serious games as a part of museum exhibits. To achieve this, studies on museum education, public space HCI, serious games, and universal design were analyzed by using content analysis methods. Results included 16 quality standards from cognitive, physical, and personal/social models. The findings from this study could benefit the design of future museum gaming interactives.

• School Mathematics
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• v.9 no.3
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• pp.375-396
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• 2007

The purpose of this study is to analyze how a mathematics teacher and a high school student make the meaning in a graph and how aspects of the interpretation of a graph are interacted during the signification process, and to suggest considerations for teaching and learning of a graph. The findings of a case study have led to conclusions as follows: All of them have a difficulty in making the meaning in a graph and construct the meaning as a nested signification model. In the process which they make the meaning, they interrelate cognitive, contextual, and affective aspects and construct interpretants. In this process, a teacher focuses on cognitive aspect, based on a qualitative approach. But a student considers contextual aspect more, based on a quantitative approach. This study suggests three considerations for teaching and learning of a graph.

• Education of Primary School Mathematics
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• v.22 no.3
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• pp.167-180
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• 2019

This study analyzed the effects of the educational contextual variables on fourth grade students' mathematics achievement in five East Asian countries(Singapore, Hong Kong Taiwan, Japan and Korea) using TIMSS 2015 data. There are four findings of this study. The first is that the common student-home-level variables that give significant influence on the mathematics achievement in all 5 countries are 'Home resources for learning' and 'Parents' educational expectations'. But 'Literacy and numeracy activities before entering a school' and 'Parents' attitude for mathematics and science' are not common variables. The second is that 'Students' interest in math learning' gave significant influence on the mathematics achievement of in all 5 countries. The third is that 'Teaching limited by student needs' does not give significant influence on the math achievement in Korea, Taiwan, and Japan but in Singapore and Hong Kong. The fourth is that 'Student economic background' gave more significant influence in Korea, Taiwan, and Japan than Singapore and Hong Kong. Suggestions to improve elementary school mathematics teaching and learning are discussed in the conclusion.

• Journal of Educational Research in Mathematics
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• v.14 no.1
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• pp.19-37
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• 2004

In school mathematics, polygon and polyhedron are defined by vague terms such as "surrounded" or "formed" Moreover, the inclusion of boundary and interior in the definition of polygon and polyhedron is varied according to the context. Polygon and polyhedron are considered as "context-dependent concept" in school mathematics. Elementary school mathematics introduces a surface only in the context of solid, yet secondary school mathematics explains a surface as the trace of the line movement. From the perspective of fallabilism, it is possible and desirable to lead students to revise and improve their conceptions on polygon, polyhedron, and surface. It is more appropriate to name a face, an edge, and a vertex rather than to express a face of polyhedron, an edge of polyhedron, and a vertex of polyhedron in textbooks. The term "surface as a polygon" in secondary mathematics textbooks shows a conflict between intuitive approach in elementary school and logical approach in secondary school.

• Journal of The Korean Association For Science Education
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• v.41 no.3
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• pp.193-202
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• 2021

This study aims to identify what kind of epistemological resources were activated in unproductive and productive practice by students participating in scientific argumentation, and to explore which contexts result in changes in argumentative practice. We collected transcriptions of participants' argumentative lessons and interview, participants' work sheets, and researchers' field notes. The analysis revealed that the focus group activated different kinds of epistemological resources depending on their practice; propagated, belief, and accumulation in unproductive practice and constructed, understanding, accumulation, formation and rebuttal in productive practice. We found two contextual cues that led to these changes; unfamiliar form of argumentative task was provided and emotional, epistemic, and conceptual support of the epistemic authority. This work can be provided as additional case studies to analyze changes in practice according to learner context-dependent epistemology, and we expect to contribute to discussions of productive epistemology and stabilization for students' authentic science engagement.