• Journal of the Korean School Mathematics Society
• /
• v.10 no.2
• /
• pp.247-262
• /
• 2007

TPCK is the knowledge of intersection in mathematics, technology, and pedagogy. This study investigated a teacher's change of his TPCK. He participated in the professional development program which was designed to develop mathematics teachers' TPCK. The professional development program was based on using spreadsheets in teaching mathematics. The researcher suggests a consideration for the integration of technology in mathematics education and mathematics teacher education. The program consisted of a four week summer professional development program and three actual mathematics classroom teaching. Ten teachers took part in the program. One teacher who changed his TPCK most was selected to investigate what made it change most. Following teaching practice was the most influential factor in changing his TPCK.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
• /
• 2021.05a
• /
• pp.295-297
• /
• 2021

In this study, the difference in resilience was analyzed based on the results of the microprocessor class for the group who temporarily conducted online learning due to COVID-19 and made a cross-school course. As a result of the study, the resilience value in online learning was found to be less than 150 in 12, 150 to less than 180 in 33, and 180 or more in 10. On the other hand, the resilience value in offline learning was found to be less than 150, 8 people, 150 or more, 180, 30, 180 or more, 17. Therefore, in subjects that teach hardware and software at the same time, such as a microprocessor, it is necessary to proceed with offline learning that can establish a laboratory learning environment, and when proceeding with online learning unavoidably due to COVID-19, the theory is the same as other theoretical subjects. Content should be focused on.

• 한국지구과학회:학술대회논문집
• /
• 2006.02a
• /
• pp.169-174
• /
• 2006

현대 교육은 단순한 암기 위주가 아닌 첨단 컴퓨터를 이용한 실험 실습 위주의 직접 보고 듣고 느끼는 방향으로 진보하고 있다. 실험 실습에 의한 과학교육은 사용자의 탐구능력 향상과 과학적 태도 향상에 중요한 역할을 하게 될 것이며 기존의 암기위주나 단순한 수치에 의한 개념 학습을 탈피하여 Data collection 기술과 분석의 활용을 통해 사용자가 과학을 좀 더 이해하고 사용할 수 있도록 하는 능력을 증진하게 한다. 이를 위한 과학교육의 한 방법으로 MBL(Microcomputer Based Laboratory)은 실험자가 실험실이나 야외에서 각종 기구를 사용해 데이터를 습득할 수 있도록 도와주는 컴퓨터 기반 과학 실험 시스템으로서 미국, 영국 등 과학 교육 분야에서 추구하고 있는 세계적인 추세라고 할 수 있다. 이러한 MBL 시스템의 구성은 센서를 통해 얻어지는 자료를 컴퓨터에 전달하는 매개체인 인터페이스, 과학 실험에서 발생하는 데이터를 직접 전기적 신호로 변환하여 인터페이스에 전달하는 센서, 인터페이스에서 전달되는 전기적 신호를 컴퓨터 화면에 나타내어 주는 컴퓨터용 전용 프로그램으로 구성된다. 이러한 MBL을 과학교육에 활용한다면 학생들이 스스로 과학적으로 탐구하고 문제를 해결할 수 있는 능력을 배양하는 데 많은 도움이 될 것이다.

• Proceedings of the Korean Information Science Society Conference
• /
• 2003.10c
• /
• pp.346-348
• /
• 2003

본 논문에서는 TCP/IP프로토콜을 사용하는 LAN환경에서 PC들을 사용한 PC클러스터에 관해 연구하였다. LAN환경의 PC들은 안정된 사용환경을 확보할 수 있고, 특정한 사용 시간에 따라 작업을 배치할 수 있는 특징을 갖는다. 또한 별도의 전용의 클러스터를 설치하기 위한 하드웨어가 필요로 하지 않는 장점도 갖는다. 특히 PC실험 실습실의 PC들은 주로 주간 시간대(오전9시~오후6시)에만 실험실습 수업에 사용이 되고, 야간 시간대(오후6시~익일 오전9시)에는 사용되지 않는 유휴 시간을 갖는다. 이러한 사용되지 않는 유휴 시간대의 PC들을 CPU지향적인 복잡한 작업들을 연산하기 위해 사용할 수 있으며, 별도의 클러스터 시스템을 구성하기 위한 하드웨어(클러스터를 위한 컴퓨터들, 스위치장비, 케이블링 등)를 구입할 필요가 없기 때문에 저가격의 고성능을 요구하는 PC클러스터를 쉽게 구성할 수 있다. 공동실험실습실의 PC들마다 유휴기간을 Time table에 예약하고 이에 따라 작업을 배치하고 연산결과를 수집한다. 장기간의 연산작업이 필요로 하는 대규모 연산에 사용함으로써 상당한 경제적 효과를 얻을 수 있다. 또한 동일 실습실의 PC들은 대개 동일한 성능의 동일한 하드웨어와 운영체제를 사용하는 PC들로 구성되기 때문에 Homogeneous node로 구성된 PC 클러스터를 구축하기가 용이하다.

• 한국정보교육학회:학술대회논문집
• /
• 2021.08a
• /
• pp.187-192
• /
• 2021

The purpose of this study is a method to discover problems and improve them by analyzing the status of software education of A primary school conducted by online class. The coronavirus infection-19(COVID-19) pandemic, which began in early 2020, has continued to delay the start of the new semester. Finally, on April 9, 2020, the first semester began with online class. While progressing non-face to face online class, most students said they had difficulties. Students solved difficulties in class with Internet searches or program hints, not teachers. In the post-class self-evaluation, most students answered that there was no increase in coding skills. To solve this problem, the school rents additional smart devices to student. schools should have real-time interactive classes. After covid 19, online class became a paradigm for classes. Therefore, software education will also require research and development of curriculum and teaching learning methods suitable for online classes.

• Journal of The Korean Association of Information Education
• /
• v.20 no.2
• /
• pp.131-138
• /
• 2016

We have developed a UMC (Use-Modify-Create) strategy for the improvement of computational thinking in SW education. UMC model is an instructional strategy that students analyze examples of algorithms, modify-expand it and to develop new SW. First, we applied the UMC classes during 1 semester targeting pre-service teachers. To explore the effectiveness of the proposed model, we conducted a t-test for improving students' self-CT. Through a result, we found that is the UMC teaching-learning strategy helped the CT concepts and practice skills. In addition, we could see the Use and Create steps help to improve the ability of students' CT than directly teaching and Modify steps.

• The Journal of the Korea Contents Association
• /
• v.11 no.2
• /
• pp.195-203
• /
• 2011

This case study is based on a fundamental class actually done in the film and video department in Sungkyul University. It aimed at suggesting supportive role for typical film production class in universities in Korea. The list of film styles mentioned in this text is selected from the actual ones for the class and it is focused on utilization of sound and camera. It is ultimately designed to guide students to actual making films. First of all, for example, with a humble camcoder, students are encouraged to record both image and his/her narration which is directly recorded into the built-in microphone. Also directional microphone could be used to experience various positions of 'point-of-hearing'. Regarding camera movements, only distinctive ones out of typical utilization are selected to be dealt with. The movements created by moving vehicle such as dolly or crane beyond the limit of human ability could bring up high imagination of students on movement, besides this could be also easily applied to them for using hand-held technique instead of vehicle. This attitude acquired through the course is important for gettig over the resistance they might have before actual experiencing machinary use in production.

• Education of Primary School Mathematics
• /
• v.18 no.2
• /
• pp.61-75
• /
• 2015

This study analyzed the characteristics of mathematical tasks including the level of cognitive demands set up by pre-service elementary school teachers. 50 pre-service teachers in G university of education who participated in their 4 weeks teaching practicum were selected as subjects. They planned and implemented mathematics lesson with their lesson plans. Lesson plans, video of their lessons, transcript of video were gathered and analyzed the characteristics of mathematical tasks used in their lesson. Through the analysis, several conclusions were drawn as follow. First, 78% of the subjects modified tasks in mathematics textbooks. Since modification or construction of mathematical tasks gives good chance for constructing mathematical task knowledge for teaching, more chance should be given to pre-service teachers to construct new tasks or modify tasks in mathematics textbooks. Second, types of modification done by pre-service teachers were categorized as number change(15.6%), situation change(78.1%) and material change(6.3%). As Chapman(2013) emphasized the importance of MtKT, pre-service teachers must have more MtKT by understanding the characteristics of mathematical tasks. Third, the level of cognitive demands required by mathematical tasks were relatively low. 74% of mathematical tasks was lower cognitive demands and only 26% was higher cognitive demands. The level of cognitive demands of tasks in mathematics textbooks tended to be lowered by the directions given right after the tasks were given. In this respect, the structure of mathematics textbooks need to be changed.

• Journal of The Korean Association For Science Education
• /
• v.28 no.2
• /
• pp.159-168
• /
• 2008

The purpose of this study was to apply the coteaching to the teaching practice of the student-teachers and identify the distinctive characteristics of the communication processes appeared in coteaching. We developed the semiotic analyzing-frame and observed 7 classes of middle schools where the student-teachers cotaught one or two units. Then we analyzed the communication processes on the view of semiotics. We found three patterns of the communication processes. First, when there was a discontinuous communication between the student-teacher and the students, the communication was restarted by the other student-teacher leading to the complete meaning making. Second, when an insufficient communication took place by the student-teacher using inadequate interpretant, the other student-teacher modified the communication by selecting another interpretant including sufficient meaning towards the object. With this new interpretant, students could refine the imperfect private meanings and eventually establish the more objective meanings. Third, the communication was pre-planned between coteachers to help students understand the contents through the successful translation of interpretants. Coteaching provided positive implications to improve the communication processes in science lesson.

• Journal of Broadcast Engineering
• /
• v.19 no.5
• /
• pp.665-676
• /
• 2014

As the Learning Model (offered major course) of the connected program between high school and college, we conducted a customized education model for second grade high school students with regard to IT. Being based on the latest major trend and practical training within a given period this model has derived the high level of interest and participation from the students. First of all, the first program has focused on the theory and practice. In case of the theory lecture, the new knowledge and practical experiences attracted students' interests. Secondly, the second program mainly consisted of practical training. The basic knowledge through first learning program enabled the students to follow the second course for advanced experiences as well as the variety of new technology. Finally, the survey and evaluation were carried out on the students who finished programs. Most of the students gave answers that both the theory classes and customized practical training were helpful in finding their major and career exploration. The Learning Model of the connected program between high school and college showed that it can be useful not only to extract students' potential ability and good talent but also for university selection and career choices.