• Journal of The Korean Association For Science Education
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• v.22 no.3
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• pp.571-585
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• 2002

This is one of the basic research for inspecting the possibility of the development of logical thinking capability to make possible formal thinking. The 5th grade students (n=306) in the elementary school were participated in this study. Performing the 6 variable-controlling activities in the 'Thinking Science' program for one semester, the SRT II test and the Variable-Controlling test were operated to examine the effects on the development of the variable-controlling ability by treatments, gender, and cognitive levels. Performing of the variable-controlling activities was highly successive on the development of students' variable-controlling ability. Although learning effect on the ability of identifying causal variable was moderate, the abilities of controlling experimental condition, measurement of variable, and identifying result variable were significantly developed. There was statistically significant difference by gender. Girls showed better performance all the time in both groups. Boys in the experimental group were getting better gradually, so the difference by gender was somewhat decreased. Examining the variable-controlling ability by cognitive levels, students in the experimental group show significant increase in all levels, especially the students in early, mid, and mature concrete level show substantial learning effects. The results of this study implied that the variable-controlling activities in the 'Thinking Science' could be effective for learning of variable-controlling and eventually for the development of logical thinking capability to make possible formal thinking.

• Proceedings of the Korean Information Science Society Conference
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• 2001.04b
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• pp.664-666
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• 2001

학생들에게 흥미와 관심을 가지게 하면서 수학수업을 효과적으로 할 수 있는 방법론에 대한문제는 수학교육의 관심사중 하나이다. 그러나 실상 교사들이 현장에서 쉽게 이행할 수 있는 학습자료의 개발이나 그 활용은 미진한 상태이다. 본 연구에서는 아동들의 발달수준에 맞는 적절한 경험을 제공하여야 한다는 입장엣 수학적 힘을 기르기 위해 수준별, 개인별 수학학습에 바탕을 두고 학습자 중심의 학습능력을 키울 수 있는 웹 기반 게임형 초등 수학 학습 프로그램을 개발한다. 이 시스템은 학습자 진단평가로 학습자 수준을 판단한 다음 단계로 수준 결과에 따라 Story 학습을 통하여 단계별 학습내용의 기본원리를 설명한다. 그 다음에는 story학습에서 배운 기본원리를 응용하여 학습할 수 있도록 설계된 게임학습을 하게 함으로써 학습자는 능동적인 학습참여와 다양한 수학적 사고를 육성시킬 수 있고, 보다 쉽게 학습목표에 도달할 수 있다.

• Journal of Korean Home Economics Education Association
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• v.26 no.3
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• pp.113-131
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• 2014

This study aimed to explore the effects of private tutoring expenses, parents' monitoring affection, their children's learning value and self-regulated learning abilities on middle-school boys' and girls' English Math academic achievement. The subjects were the 3rd middle-school 1,123 students taking the private tutoring of English and Math who participated in the Korea Child Youth Panel Surveys(KCYPS). The data were analyzed with descriptive statistics, correlations and hierarchical regressions. The main results of this study were as follows. Firstly, regardless of middle-school students' sex, as monthly average private tutoring expenses were more, the levels of parents' monitoring, and their children's learning value self-regulated learning abilities were higher, so middle-school students' academic achievement was higher. Secondly, regardless of middle-school students' sex, their self-regulated learning abilities were the highest predictors of English Math achievement. Also, their learning value and parents' monitoring influenced middle-school boys' English Math achievement in order. On the other hand, monthly average private tutoring expenses influenced middle-school girls' English Math achievement. Furthermore there were no moderating effects of parents' monitoring affection, their children's learning value and self-regulated learning abilities between monthly average private tutoring expenses and middle-school boys' and girls' English Math achievement. Finally, based on the results, the importance of parents and Home Economics was suggested in attaining middle-school students' higher academic achievement. Especially, Home Economics can play an important role of enhancing middle-school students' self-regulated learning abilities and learning value necessary for middle-school students' higher academic achievement.

• Korean Journal of Child Education & Care
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• v.17 no.1
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• pp.75-98
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• 2017

This study examined the possibility of clustering using 5-year-old children's basic learning ability and mothers' achievement expectation anxiety, and compared the impact of the children's self-regulation ability and mothers' learning involvement for each cluster. The subjects were 239 children (120 boys & 119 girls) aged 5 and attending 9 kindergartens in Seoul, Gyeonggi and Incheon, and also their mothers. The collected data were analyzed using non-hierarchical (K-means) cluster analysis and multivariate logistic regression analysis. The findings of this study were as follows. First, the mother-child pairs were classified into four clusters of 'high learning ability-high expectation anxiety', 'high learning ability-low expectation anxiety', 'low learning ability-low expectation anxiety', or 'low learning ability-high expectation anxiety'group. Second, the level of child's self-monitoring, self-control, and mother's respect and love were significantly higher in the 'high learning ability-low expectations anxiety' group than the 'low learning ability-high expectation anxiety' group. Also, pressure for academic achievement was higher in the 'high learning ability-high expectation anxiety' group than the 'low learning ability-low expectations anxiety' group. Third, child's self-monitoring, mother's pressure for academic achievement, home learning activities, and respect/love for child predicted the clustering using children's basic learning ability and mothers' achievement expectation anxiety.

• Journal of The Korean Association For Science Education
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• v.23 no.6
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• pp.617-626
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• 2003

Although many studies have investigated the effectiveness of concept mapping and the learning cycle, in Korea none have explored the effectiveness of concept mapping and the learning cycle combined. This study explored the effectiveness of concept mapping, the learning cycle, and a combination of concept mapping/learning cycle(CL) in high school biology class. Students' science achievement, the science related attitudes and scientific inquiry ability was measured. The results indicated that concept mapping, the learning cycle, and CL treatment were significantly different from the traditional one in science achievement(p< .05). However, the three treatments were not significantly different from each other. No significant difference exists among different learnings in high and average-ability students. But, concept mapping was the most effective in low-ability students. For the students' scientific inquiry ability, CL and learning cycle were more effective than concept mapping and traditional learning. No significant difference exists among different learnings in high-ability students. CL and learning cycle were more effective than concept mapping and traditional learning in average and low-ability students. For the students' science related attitudes, concept mapping, the learning cycle, and CL were more effective than the traditional learning. But, there was no significant difference among these three groups.

• Proceedings of the Korea Information Processing Society Conference
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• 2003.11a
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• pp.235-238
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• 2003

기존 연구에서 원격교육은 위한 다양한 학습방법들이 제시되었지만 대부분이 학습자의 수준을 고려하여 단순히 평균 점수나 난이도의 조정으로 학습이 이루어진다. 또한, 학습자의 능력과 문제 유형에 따른 학습 평가가 이루어지기 어려우므로 학습자의 개인별 학습 능력을 정확히 평가할 수가 없는 문제점이 있다. 이러한 문제점을 해결하기 위하여, 본 논문에서는 학습자별로 개인적인 학습 능력에 따라 수행할 수 있는 학습 시스템을 제안한다. 세부적으로 문제 유형별에 따른 약점 정보를 평가 단계에서 추출 및 저장하여, 다음 단계의 학습에서 개인별 약점정보로서 활용하도록 한다. 따라서 이 시스템에서는 학습자별로 문제유형에 따른 개인별 약점정보를 활용하여 학습을 반복할 수 있으므로 더욱 효과적인 원격교육을 제공할 수 있다.

• Journal of Korea Game Society
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• v.6 no.3
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• pp.33-42
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• 2006

This study is aimed to develop adventure-game style learning program for offering different levels curriculum in mathematics and figure areas in elementary schools. The 7th mathematics curriculum introduced different levels curriculum considering learners' ability, aptitude, requirement, interest so that it could improve learners' growth potential and educational efficiency. But in reality, it is quite difficult to increase educational efficiency by conducting individual learning classes according to students' ability due to the big differences among students' levels in addition to high population in each classroom. The purpose of this study is to offer different levels curriculum based on van Hiele theory and develop adventure-game style learning program to increase interests of the learners. This program can improve students' academic achievement by offering differentiated curriculums to learners who need advanced or supplementary learning materials. And it also enhances leaners' spatial-perceptual ability by offering various operating activities in figures learning.

• Communications of Mathematical Education
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• v.15
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• pp.119-126
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• 2003

학교 현장에서 아이들을 지도하다 보면 문제해결력이 상당히 낮다는 것을 자주 경험하곤 한다. 따라서 그러한 문제점에 대하여 고민하고 다양한 방법을 생각해 보는데, 그 해결 방안으로 소집단 협력학습을 실시하여 아이들의 전반적인 문제해결능력을 높여 보고자 본 연구를 실시하게 되었다. 그러기 위하여 소집단의 구성을 수학 성적을 토대로 하여 5단계로 분류하여 실시하였다. 이에 따른 연구 문제로는 크게 3가지로 정하였는데 다음과 같다. 첫째, 소집단 협력학습이 일제 학습에 비하여 수학 문제해결 능력을 향상시켰는가? (실험반과 비교함) 둘째, 소집단 협력학습이 개인별 수학 문제해결능력을 향상시켰는가? (개인별 비교; 실험반에 국한됨) 셋째, 소집단 협력학습이 수학 교과에 대한 아동들의 수학적인 태도변화를 가져왔는가? 위에서 제시한 연구 문제들을 해결한 결과, 실험반이 비교반보다 문제해결력이 유의미한 수준으로 높게나왔고, 또한 5단계로 분류한 아동들 개개인의 문제해결력에서는 특히 중하위권에 있는 아동들이 실험 후에 문제해결력이 높게 나왔다. 끝으로, 아동들의 수학적인 태도 변화에 관한 설문에서는 소집단 협력학습으로 인하여 수학에 대한 흥미와 자신감이 많이 생긴 것으로 나왔다. 따라서 7차 교육과정에서 주장하는 단계형 수준별 교육과정을 실행하는데 있어서 소집단 협력학습이 하나의 대안이 될 수 있을거라 생각하고, 아동들의 문제해결력을 높이는 또 하나의 수업 형태로서도 시도해 볼만한 것이라 생각한다.

• Proceedings of the Korean Information Science Society Conference
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• 2011.06b
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• pp.262-265
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• 2011

많은 학습 시스템에서 학습자의 수준에 맞는 맞춤학습을 위해서 학습자의 정확한 능력을 측정하는 평가 방법이 필요하다. 기존의 지필고사는 이를 위해서 학습자의 능력과 관련된 많은 수의 문항을 똑같은 시간과 순서대로 풀게 되므로 평가의 효율성 면에서 문제를 가지고 있다. 따라서 이러한 지필고사방식의 문제점을 해결하기 위해 문항정보이론과 컴퓨터의 처리성능을 결합시킨 컴퓨터화된 적응적 검사(CAT)에 대한 연구가 활발히 진행되고 있다. CAT는 지필고사의 문제점을 상당부분 해결했으나 문항간 연관성에 대해서는 독립을 가정하여 그렇지 않은 경우에는 비효율성을 가져올 수 있다. 본 논문에서는 문항반응이론 방식의 CAT가 가진 문제점을 해결하면서 성능이 개선된 베이지안 네트워크를 도입한 CAT를 제안한다. 이는 베이지안 네트워크에 평가문항을 세부분야별로 대입하여 한 문항에 대한 응답으로 그와 연관된 분야의 학습자 능력을 추론한다. 또한 실험을 통해 기존의 기법을 사용했을 때에 비해 학습자의 실제 능력치에 수렴하는 속도가 증가함을 보인다.

• Journal of The Korean Association of Information Education
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• v.23 no.2
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• pp.169-177
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• 2019

In this paper, According to researches on the effectiveness analysis of digital textbooks for the last three years, it was turned out in digital textbook research school that learners' computer literacy is the most effective factor and the basic ability required to use digital textbooks. Therefore, in this paper, the effects of computer literacy on various factors were analyzed. For this purpose, after the level of learner's computer literacy was divided into upper, middle, and lower, and the effects of each level on cognitive aspects ability(problem solving ability, self-directed learning ability, and critical thinking ability) were analyzed. As a result, It turned out that the learner 's computer literacy has a close correlation with cognitive aspects ability(problem solving ability, self-directed learning ability, and critical thinking ability), and has a significant effect on cognitive aspects ability. In particular, the group with lower level of computer literacy had the greatest influence on the cognitive aspects ability, and the group with upper level had the greatest influence on the cognitive aspects ability in score improvement. Therefore, this paper suggests that various types of computer literacy education are needed to use effective digital textbooks.