• Journal of Korea Entertainment Industry Association
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• v.15 no.4
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• pp.229-242
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• 2021

The purpose of this study is an empirical case study that focuses on bring about changes in clients through narrative therapy using scaffolding. Through this, the purpose was to find the preferred values and hopes of the future among the stories that the client's has lived in. As the research method, we proceed through unstructured interview and loose structures in qualitative research. On this premise, the counselor did not diagnose or explain the 'decentralized but influential' attitudes and problem. And there was no order in the conversation, and I didn't decide in advance how to react to it before the client made any expressions. This study has the following significance on a practical and academic level: First of all, counseling through scaffolding further enrich the curiosity, temperament, and wishes of the client. Second, the scaffolding provides a concrete picture of the relationship between a counselor and a client in narrative therapy. Third, the scaffolding made in therapeutic dialogue presents a 'learning tasks'. Fourth, counseling through scaffolding has an active meaning that it can develop the higher mental function of clients in charge. Finally, we presented an application of narrative therapy in Vygotsky's theory through analysis of empirical cases. Based on this information, this study did not simply intend to position the client as a research object in narrative therapy. It is meaningful that they have identified the factors necessary to become the subject of narrative therapy and the role of the counselor in the process. In addition, this study has implications in that it contributed to the expansion and substantialization of the research scope of narrative therapy in that it utilized the concept of scaffolding, which has not received much attention in the domestic research.

• The Journal of the Korea Contents Association
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• v.21 no.10
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• pp.115-126
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• 2021

The purpose of this study is to closely analyze the case of blended-learning in order to provide a diverse and flexible learning environment while maintaining the nature of face-to-face classes, and to identify the learning environment that supports blended-learning in each class step and the educational experience of students. The experience and satisfaction of blended learning were investigated in various ways: course evaluation, LMS activity evaluation, and questionnaire before and after the class. As a result, the blended-learning is better than the traditional face-to-face classes, in providing real-time feedback, opportunities for various interactions, and textual conversations, anytime and anywhere. In addition, as a result of the preliminary survey, as a measure to solve the opinion that concentration was reduced due to problems such as networks and felt uncomfortable in the communication part, the theory and lectures of the design practice class were conducted non-face-to-face. The individual Q&A and feedback were conducted face-to-face and non-face-to-face. As a result of the follow-up survey, it was found that concentration and efficiency could be improved. This opens up possibilities for active use of the online environment in design practice classes.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.3
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• pp.48-56
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• 2016

This study was to establish a framework to provide the necessary caring knowledge in preparental period by analyzing the effects of an experience of being a child-care teacher in a field based on child-care knowledge from university. The data were collected from 5 in-depth interviews for 7 weeks from July to August, 2015. The results showed that mothers who used to be child-care teachers put conversation first in the child rearing process, made a room environment similar to the activity space in a kindergarten, and evaluated themselves as mothers with a burden that their children should be different from the others. This means that they perform child rearing in a positive way by re-creating their experience and knowing the child rearing process.

• Journal of The Korean Association For Science Education
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• v.24 no.3
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• pp.638-645
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• 2004

In this study, the on-line discussion learning system of physics investigation was developed for developing the creativity in the problem solving and critical thinking. And with the number of participants of a topic unit, the formation of multiple discussion field and a turn-taking, we found that the interaction patterns of the students were composed of interpersonal interaction pattern, interaction pattern of one to one participation, interaction pattern of one to many participation and interaction pattern of many to many participation. These interaction patterns could make us understand the participation structure and the aspect of interaction of the students in the cyber space.

• Journal of Educational Research in Mathematics
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• v.24 no.4
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• pp.537-554
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• 2014

In this study, we investigated a good way for teacher professional development. Based on this way, we designed teacher training program. We carried out teacher training program for 50 secondary school mathematics teachers in July 2014. In this teacher training courses, teachers conducted recording mathematics teaching-learning processes by dialogue between teacher and student according to Socratic method. We also shared the practices of teacher educators, teachers and colleagues. In this teacher training, we tried to cultivate teachers' abilities needed to a good mathematics instruction. And we aimed to equip the attitude that guided reflection on their mathematics class. Through the teacher training, teachers recognized the need to study on the thinking of students and take into account students' expected reaction on the part of learners. Also they developed an attitude as reflective practitioners and recognized the need of teacher learning communities for their professional development.

• Journal of Christian Education in Korea
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• v.63
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• pp.121-150
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• 2020

The important developmental tasks of young adults are based on encounter and identity. These problems of encounter and identity are also connected to the instinct of longing for the "face" of primary caregivers, who acknowledge and affirm themselves as their cherished children. James Loder emphasizes that human "face pursuit instinct" later reaches "formal-operational stage" and leads to religious yearning for God as "the Eternal Face." This pursuit of "face" and "the Eternal Face" is an existential and ontological move to find out "Who am I?" through meaningful encounters. Religious psychologist Carl Jung also points out that scientific thinking has contributed to the liberation of humans from superstitious beliefs. But this has also led to the loss of the precious value of human spirit and the sense of unity with nature. Jung emphasizes that "symbolic play" should help learners and counseler face-to-face with their unconscious mind. By doing so, learners can overcome the wounds and scars of unconsciousness and mature toward the true self. James Loder is a scholar who critically introduced Jung's "unconscientious confrontation" therapy to his educational theory. Beyond Jung's unconsciousness and "symbolic play," Loder proposed transformational education for the learners to participate in meaningful changes through interaction between human spirit and the Holy Spirit. With many young adults wandering around in their existential voids, it is clear that functional and socializational education cannot overcome their problems and developmental crisis. This developmental crisis requires a foundation of identity and intimacy in the encounter with God, the "Eternal Face." Therefore, this study suggests that when Jung's "unconscious confrontation" and Loder's "transformation logic" are employed, transformational Christian education for the healthy self-identity and intimacy of young adults can be accomplished. This inquiry presents not only theoretical reflection, but also the reactions of young adults and actual feedback obtained through implementing transformational Christian education for young adults. Through all of these endeavors, this inquiry was completed by proving that "Transformational Christian Education for Young Adults" is an educational theory that can yield actual results and abound fruits. (This enquiry was undertaken by the support of the research fund of PUTS 2020.)

• The Journal of Korean Association of Computer Education
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• v.5 no.1
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• pp.1-16
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• 2002

The development of information and communications technologies(ICT) is changing school education, which is a center of teaching/lession process. Information and communications technologies can not guarantee quality education appropriate for knowledge & information society. Interactions between ICT and educational environment, change in the role of teachers, and shift in teaching strategies for educational contents and learning method would be required. This paper has studied the relationship between school education and ICT, change in the role of teachers, and a direction in teaching strategies to take advantage of ICT in school education. For this purpose, it has endeavored to offer an ideal ICT environment by researching both some cases in the foreign countries and the seventh educational process in Korea. In conclusion, this study recommends the followings; First, interactive environment between school and ICT is necessary to make education appropriate to knowledge-information society; Secondly, in the structutive teaching/learing process based upon ICT classroom, teachers should not be the old role player, such as knowledge transfer and learning manager any longer; instead, they should stimulate more social and conversational thinking, and integrate ICT into teaching process; Thirdly, teaching strategies need to change for the purpose of promoting evaluative thinking productive thinking creative thinking.

• The Journal of Korea Institute of Information, Electronics, and Communication Technology
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• v.15 no.1
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• pp.56-61
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• 2022

In this paper, we classify and present AI algorithms and natural language processing methods used in chatbots. A framework that can be used to implement a chatbot is also described. A chatbot is a system with a structure that interprets the input string by constructing the user interface in a conversational manner and selects an appropriate answer to the input string from the learned data and outputs it. However, training is required to generate an appropriate set of answers to a question and hardware with considerable computational power is required. Therefore, there is a limit to the practice of not only developing companies but also students learning AI development. Currently, chatbots are replacing the existing traditional tasks, and a practice course to understand and implement the system is required. RNN and Char-CNN are used to increase the accuracy of answering questions by learning unstructured data by applying technologies such as deep learning beyond the level of responding only to standardized data. In order to implement a chatbot, it is necessary to understand such a theory. In addition, the students presented examples of implementation of the entire system by utilizing the methods that can be used for coding education and the platform where existing developers and students can implement chatbots.

• The Korean Journal of Applied Statistics
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• v.36 no.1
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• pp.33-48
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• 2023

In this paper we consider automatic speech recognition (ASR) for Korean speech data in which elderly persons randomly speak a sequence of words such as animals and vegetables for one minute. Most of the speakers are over 60 years old and some of them are dementia patients. The goal is to compare deep-learning based ASR models for such data and to find models with good performance. ASR is a technology that can recognize spoken words and convert them into written text by computers. Recently, many deep-learning models with good performance have been developed for ASR. Training data for such models are mostly composed of the form of sentences. Furthermore, the speakers in the data should be able to pronounce accurately in most cases. However, in our data, most of the speakers are over the age of 60 and often have incorrect pronunciation. Also, it is Korean speech data in which speakers randomly say series of words, not sentences, for one minute. Therefore, pre-trained models based on typical training data may not be suitable for our data, and hence we train deep-learning based ASR models from scratch using our data. We also apply some data augmentation methods due to small data size.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.2 no.1
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• pp.102-115
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• 1991

This study reviewed the stuttering literature and reported the clinical experiment in stuttering intervention. There is still no single answer as to the cause of stuttering or to the most effective therapy for stutterers despite the vast amount of research. One certain thing is that we have come closer to a better understanding of the stuttering and to more effective therapy. There have been three main statements about the origins of stuttering ; biologic origins ; psychodynamic origins ; environmental-learning origins. There also have been various methods of the treatment of stuttering. Broadly, two major treatment approaches are attentive ; stuttering modification therapy and fluency shaping therapy. In this experiment, the researcher attempted to investigate complex elements that each child might have and to use an integrative approach rather than to keep the specific one. Individual subjects were evaluated by a multidisciplinary team. Initially, the subjects received individual therapy. They then were placed in group therapy. The purpose of the group therapy was to raise their fluencies to the higher communicative situation and to maintain improved fluency over time. All three subjects improved their fluencies in reading and in conversation and showed the better(SSI)scores in total stuttering behaviors. It was also discussed that it is necessary to have sensitive assessment tools to investigate each element of stuttering ; and to develop a therapy program reflecting current advanced stuttering theories.