• 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 Multimedia Society Conference
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• 2002.05d
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• pp.829-833
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• 2002

가상교육 원격교육이 미래 교육의 확고한 대안으로 제안되고 있는 이 때 , 이런 학습 코스웨어들을 보급하기만 하면 교사와 학생들이 많이 사용할 것이고 이를 통해서 수업의 효과성과 학습의 질이 향상되어, 궁극적으로는 지식정보사회가 요구하는 경쟁력을 갖춘 인력이 배출될 것이다라는 가정이 현재의 교육 이데올로기이다. 그러나 이들에 대한 다양한 비팝과 역 기능들을 수렴하여 효과적인 가상교육이 이루어 져야한다. 가상교육이 단순히 정보를 제공하는 기술적 도구가 아닌 '교육'이 되기 위해서 교수-학습 내용의 질을 우선적으로 확보할 것이 요청된다. 이러한 요청에 대한 가상교육 학습의 구조와 요소를 고려한 학습요소구성을 위한 통합과 효과성을 제고 할 수 있는 전략을 제안하고자 한다.

• The Journal of Korean Association of Computer Education
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• v.12 no.1
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• pp.45-55
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• 2009

The purpose of this study was to examine the possibility of development of flow level and problem-solving ability by Using robots in the programming classes. For this purpose, a course has been developed which consists of (1) strategies to motivate students and to improve flow level (2) Creative Problem Solving (CPS) teaching model to improve their problem solving abilities. We experimented the course with 30 second-grade middle school students and we could observe that the robot programming learning considered gender differences helps improving their problem solving abilities and flow level. Specially, the group of the female student was greater improvement than the group of the male student on flow level.

• Journal of the Korean School Mathematics Society
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• v.14 no.4
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• pp.459-476
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• 2011

In this study, as a teaching way of classes by achievement level, low level students have taken five-minute tests that could be efficient in remedial feedback, and we have investigated the students' improvements of their assessment in mathematics through each of the unit tests. The results show that the five-minute tests with low level classes helped them develop mathematics problem-solving skills and also form positive attitudes about mathematics. More studies of the various methods must be done so that low level students can develop their abilities to solve mathematical problems skillfully.

• 한국정보교육학회:학술대회논문집
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• 2004.08a
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• pp.475-484
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• 2004

공간 능력 및 공간 시각화 능력의 향상은 우리가 살고 있는 세계를 표현하고 설명하는데 도움을 주고 실생활과 직업에 관련된 문제해결 능력을 기를 수 있게 한다. 초등학교에서는 비형식적인 방법으로 일상생활에서 접하는 대상과 다른 구체적 자료를 사용한 조사, 실험, 탐구를 통하여 여러 위치에서 도형을 시각화하고, 그려보고, 비교하는 활동을 강조하고 있다. 제7차 수학과 교육과정에서 공간능력 및 공간 시각화 능력을 향상시키기 위한 학습으로 구체적 조작물과 학습지 사용을 병행하고 있다. 하지만 초등 기하는 공간적인 경험을 현실 상황이나 구체물 조작을 통하여 형성된 공간직관을 수학화하도록 하여야 하나, 실제 현장에서는 학교여건 등의 여러 실정으로 조작 자료들이 제대로 마련되어 있지 않거나 잘 사용하지 않고 있다. 3차원을 경험할 수 있는 공간 시각화 학습프로그램을 적극 활용하여 어떤 방향이든 상관없이 가상의 공간에서 물체를 옮기거나 회전시킬 수 있으며 시간적, 공간적 제약을 받지 않고 학습자들의 공간시각화 능력을 향상시킬 수 있는 학습 프로그램 개발이 필요하다. 이에 본 연구에서는 이런 요구에 의해 아동과의 상호 작용성과 접근성을 향상시킨 웹기반 가상현실 프로그램을 개발하고 그 효과 분석을 통해 웹 기반 가상현실 학습 프로그램에 대한 가능성을 진단해 보고자 한다.

• 한국정보교육학회:학술대회논문집
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• 2007.01a
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• pp.365-372
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• 2007

뇌파는 대뇌피질에 분포하는 신경세포의 활동을 객관적으로 명확하게 표현해주기 때문에 학습자의 두뇌기능을 과학적으로 평가해준다. 따라서 학습에 의한 직접적인 효과를 알아보기 위해서는 두뇌사고활동을 수행하는 과정에서 학습자의 두뇌기능 상태에 대한 객관적인 검증이 필요하다. 또한 학습자의 학습과정에서의 활성뇌파를 분석 해봄으로써 학습에 영향을 미치는 뇌파가 무엇인지를 파악할 수 있다. 본 연구는 학습 및 학습에 영향을 미치는 정서와 관련된 뇌파연구를 고찰함으로써 영재아의 학습효과를 높이기 위한 뇌파 분석 및 조절 프로그램을 개발하는데 시사점을 찾아보고자 한다.

• The Journal of Korean Association of Computer Education
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• v.11 no.6
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• pp.11-27
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• 2008

Though web-based learning is known to be effective for computer aided practical class, it lacks in cooperative human feedback and self-adjustment. This paper presented the effects of blended learning that was based on web-based learning for learning by level and blended with peer tutoring for reducing the differentials of scholastic achievements between the students. For experimental purpose, high school students were divided into two groups and web-based EXCEL tutoring tool was developed and applied to both groups in advance. After this learning, we applied the web-based learning for comparative group as before and peer tutoring for experimental group respectively, Performance result evaluated by SPSS showed that the Blended Learning has affirmative effect in scholastic achievements. Especially, students under the medium level of experimental group could narrow the gap to the high level students in its group and this eventually improved the overall achievements of experimental group with blended learning.

• The Journal of the Korea Contents Association
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• v.11 no.9
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• pp.524-535
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• 2011

For success in E-learning, support from a learning environment that enables learners to perform self-directed learning more effectively is assumed. However, most existing e-learning systems do not maximize the improvement in learners' self-regulated learning ability because they only partially accommodate factors that can facilitate self-directed learning. In this paper, a web-based e-learning system is designed and proposed that enables support of an enhanced self-directed learning environment by providing various learning methods, evaluation methods, learning content levels, and strategies for learning motivation in various conditions, and synthetically reflecting them. To validate the effectiveness of the proposed system, it was applied to the subject of data structures in a university course, and an online survey was conducted with the students. The results indicated that the proposed system can support a learning environment in which students can perform more effective self-directed learning, enhancing their learning ability.

• The Journal of Korean Association of Computer Education
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• v.12 no.4
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• pp.1-11
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• 2009

There are several studies in order to learn about programming language. This paper develops a peer agent system based on teaching and learning strategies in order to improve problem-solving ability. Problem-solving ability involves three components - content understanding, domain-dependent problem-solving strategies, and self-regulation. This paper shows the teaching and learning strategies about components of problem-solving for learning to program and the peer agent system uses the teaching and learning strategies. This study intents to analyze the educational effects of the peer agent system. The results show that the system has superior effects on problem-solving ability compared to traditional programming courses or pair programming courses. It means that the peer agent system is the effective educational system in improving student's problem-solving ability.

• Proceedings of the Korean Society for Cognitive Science Conference
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• 2010.05a
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• pp.25-30
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• 2010

자기설명이 학습을 촉진시키려면 무엇을 설명해야 하는지 판단해야 하고, 그에 대해 적절한 설명을 산출해내어야 한다. 본 연구에서는 촉진자극(propmpt)를 제공해서 무엇을 설명해야 하는지에 대해 도움을 주면 자기설명 효과가 얻어지는지 알아보았다. 또한 자기설명과 촉진 자극의 효과가 학습자의 인지욕구(need for cognition)와 상호작용하는지 알아보기 위해 인지욕구 수준을 상하로 나누어 3 요인 실험을 실시하였다. 촉진자극과 자기설명의 효과는 과제와 학습자의 인지욕구 수준에 따라 다르게 나타났다. 기억검사에서는 인지욕구가 낮은 학습자에게서만, 자기설명의 효과와 촉진자극의 효과가 관찰되었다. 반면에 이해검사에서는 인지욕구의주효과가 유의하였고, 3 요인상호작용 효과가 경향을 보였다. 즉 촉진 자극을 제공하는 것은 인지욕구가 높은 학습자에게서만 학습을 향상시켰다. 이 결과는 인지부하가 학습에 영향을 미치는 것으로 해석되었다.