• Journal of the Korea Academia-Industrial cooperation Society
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• v.14 no.1
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• pp.454-463
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• 2013

Upon changing architectural education system into 5-year program, the design studio in university should meet the requirement in order to acquire the accredition. This study investigates on student' perceptions and responses, according to the configuration(open, mixed, closed), to their studio environment. Results and suggestions are as follows for all types: First, there should be space for individual activities for the student: Second, excluding space for excluding space for the individual work, seperated area must be provided for co-operative work, such as making models; Third, a clear territorial distintion between the individual and the co-work space should be able to set by the students, using. for instance, movable partition or corridor; Fourth, however, in line with the types, a seperated lecture or seminar room in the open type, a device to prevent distraction such as noise in the mixed type, and more space for co-work in the closed type are also suggested.

• Journal of The Korean Association of Information Education
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• v.25 no.3
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• pp.579-590
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• 2021

This study examined the mediating effect of learning engagement in the relationship between self-regulation, teaching presence and computational thinking in online SW education. To verify the research problem, a blended learning model adopted SW liberal course at A Women's University located in Seoul, which 94 students were enrolled in, was selected. The results of this study and the implications are as follows: First, it was found that learning engagement mediated the relationship between self-regulation and computational thinking. Second, it was found that learning engagement mediated the relationship between teaching presence and computational thinking. This study suggested a plan to improve learners' active engagement and self-regulation strategy in online SW education. In addition, it is significant that this study considered a method for learners to perceive teaching presence in online learning environment.

• Broadcasting and Media Magazine
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• v.27 no.1
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• pp.59-70
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• 2022

메타버스 서비스란 '가상', '초월' 등을 뜻하는 영어 단어 '메타(Meta)'와 우주를 뜻하는 '유니버스(Universe)'의 합성어다. 현실세계와 같은 사회.경제.문화 활동이 이루어지는 3차원의 가상세계를 의미한다. 코로나 상황 속에서 비대면 소통의 수단 중 하나로 주목받으며 업무, 친목, 각종 행사 등 다양한 분야에서 활용되고 있다. 2022년 신년 사업 계획에서 메타버스 단어가 들어가지 않은 곳이 없다고 한다. 그만큼 핵심 키워드로 떠오르고 있다. 즉, 메타버스는 현실을 초월한 가상의 세계로 스마트폰, 컴퓨터 등 디지털 미디어에 담긴 세계를 뜻한다. 세상은 점차 바뀌어 가고 있다. 글로벌 통계 전문 업체 스태티스타는 2021년 307억 달러(약 35조 3265억 원) 규모이던 메타버스 시장 규모가 2025년에는 약 2969억 달러(약 341조 6428억 원)까지 커질 것으로 예측하였다. 현재 시장에서 통용되고 있는 메타버스에 대한 정의는, '현실세계의 사회·경제·문화적 활동이 유사하게 실현되거나, 현실에서 제공하지 못하는 경험을 제공하는 3차원 디지털 가상공간'으로 요약된다. 2021년의 메타버스는 더 이상 상상의 영역이 아니며, 현실세계 영역으로 침투하고 있는 것이다. 현실세계와 연결되는 가상세계, 실재감을 느낄 수 있는 가상공간이 점점 현실이 되어가고 있다. 1990년대 처음으로 등장한 메타버스 개념이 2020년대에 재부상 하였는데, 과거의 메타버스보다 몰입감과 실재감 있는 경험을 제공할 수 있는 XR 기술의 결합에 대한 기대감 때문이다. 지나온 30여 년간 메타버스가 뜨거운 주목을 받게 된 이유는 기술의 발전에 있다. 초고속인터넷 5G 상용화와 더불어 6G 출현, 가상현실, 증강현실이 일상에 스며들었기 때문이다. 이러한 기술 발달은 현실세계의 물리적 객체와 가상의 객체가 상호 작용할 수 있는 혼합현실까지 발전시키는 촉매제가 되었다. 여기에 지난 2년 동안 전 세계를 강타한 코로나19로 인해 비대면, 온라인 서비스가 확산되면서 메타버스는 개념이 아닌, 우리 일상의 한 부분으로 인정받게 되었다. 현재 우리 사회는 과거에는 불가능하다고 생각했던 사회적 거리두기, 재택근무, 온라인 수업 등을 진행하면서 이렇게도 사회가 돌아갈 수 있다는 것을 점차 느껴가고 있다. 더불어 현재 코로나로 인해 멀게만 느껴졌던 메타버스 세계를 반강제적으로 경험하고 있기도 하다. 이처럼 본 고에서는 최근에 나타난 메타버스를 이해하고 방송미디어(계)와 접목된 유형과 기술적, 서비스 사례를 파악하고, 주요 기업들의 추진 방향, 주요 시사점 및 결론으로 도출해보았다.

• Journal of The Korean Association For Science Education
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• v.38 no.3
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• pp.393-405
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• 2018

In this study, we classified the group model construction types in the actual classroom situation implementing the instructional strategy mixed with individual model construction and group model construction types. The purpose of this study is to analyze the information flow and the individual construction types of each group model construction type to obtain implications for model co-construction in a real classroom environment. A two-session class on sound propagation was carried out for thirty-three 8th grade students in Seoul. A total of 65 individual model construction and 16 group model construction processes were collected and analyzed. The group model construction types were classified as unchanged, enumerated, and elaborated. The unchanged type was found in 8 groups, the enumerated type in 3 groups, and the elaborated type in 5 groups. The isolated individual and independent construction (i.I) were found mostly in the unchanged group construction type (50.0%) and enumerated group construction type (54.5%). In the unchanged type, the radial shape of flow in which one student's information is transmitted to all the members of the group appeared. In the enumerated type, the starting point of the information flow was observed from two individuals. In the elaborated type, linear information flow appeared and both the second dissemination and reflective construction (2d.R) contributed to the group model construction (58.3%). This study suggests a viewpoint that enables to understand the process of complex model construction in an actual classroom context rather than in an ideal situation. The result of this study suggests the necessity of a modeling strategy considering the characteristics of Korean small group culture. It is expected that the discussion will progress through further studies.

• Journal of the Korean Chemical Society
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• v.58 no.6
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• pp.580-589
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• 2014

The concepts used to explain specific phenomenon can be influenced by context or coherent regardless of context. The purpose of this study is to understand middle school students' concept of particles in particular context and to investigate the effects of context on concept of particles. A conceptual questionnaire was developed to find out how students represented particles in two contexts: solid and solution states of electrolytes, and ion precipitation reaction. The questionnaire was administered to $9^{th}$ grade students after classes of 'electrolyte and ions' unit. The responses of students were analyzed using framework developed for categorization of students' concepts. The results are as follows: First, it was found that students used various concepts on particles when they explained solid and solution state of electrolytes, respectively. Second, we identified students' concepts of particles used to explain ion precipitation reaction. In addition, we recognized that majority of students failed to write correct chemical symbols. Third, approximately 79% of students showed coherent responses for explanation of particles in solution state of both electrolytes and ion precipitation reaction. About 57% of students had scientific concepts. Some suggestions were made based on results for acquisition of scientific concepts on particles in different contexts.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.22 no.3
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• pp.643-650
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• 2021

The purpose of this study was to evaluate the impact of lecture content on the overall academic satisfaction in non-contact online classes. The study was conducted using an online survey of 107 university students attending metropolitan, local and foreign universities for a week from August 25th, 2020 to September 2nd, 2020. The analysis methods used included descriptive statistics and chi-square distribution, Fisher's exact test, linear by linear association, and logistic regression. The result of the study showed a significant decrease in Junior by 0.025 times compared to Senior (p<.05). Furthermore, a significant decrease in the impact of recorded lectures by 0.036 times compared to a hybrid of face-to-face and online lectures (p<.05). Compared to the response 'No', the number of student's responses of 'Yes' increased significantly by 31.358 times (p<.05). Additionally, a significant increase was seen in teaching methods by 19.709 times, and academic satisfaction by 7.989 times(p<.05). In conclusion, the results imply that the quality of lecture content is also important to improve the student's satisfaction with school life, but overall management is required in the areas of appropriate teaching methods, appropriate tuition, and evaluation methods.

• Journal of the Korean Chemical Society
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• v.52 no.3
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• pp.303-314
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• 2008

The purpose of this study was to understand the experiment for measuring chemical reaction rate by precipitate formation and to develop experiments applying small-scale chemistry. For this study, the experimental method for measuring the effect of concentration and temperature on chemical reaction rates presented in the 10 high school science textbooks were classified by their experimental methods of confirming production. Subsequently, problems observed in carrying out the experiments for measuring chemical reaction rates by precipitate formation frequently presented in the 10 high school science textbooks were analyzed. Experiments applying small-scale chemistry were developed measuring chemical reaction rate by precipitate formation. According to the result of this study, there were some problems in the experimental method of precipitate formation for measuring chemical reaction rates presented in the high school science textbooks. Those problems in the science textbook experiments were insufficient specification of mixing methods of reaction solutions, obscurity of knowing when the character letter X disappeared, time delay in collecting the experimental data, formation of hazardous sulfur dioxide, uneasiness of fixing water bath container, controlling the reaction temperature, and low reproducibility. Those problems were solved by developing experiments applying smallscale chemistry. Presenting the procedure of mixing reaction solutions on the A4 reaction paper sheet made the experimental procedure clearly, using well plates and stem pipette shortened the reaction time and made it possible to continuously collect the experimental data. Furthermore, the quantity of hazardous sulfur dioxide was reduced 1/7 times and the time when the character letter X disappeared could be observed clearly. Since experiments for measuring the effect of concentration and temperature on chemical reaction rates could be performed in 30 minutes, the developing experiments applying SSC would help students understand the scientific concepts on the effect of concentration and temperature on chemical reaction rates with enough time for experimental data analysis and discussion.

• Journal of The Korean Association For Science Education
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• v.39 no.2
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• pp.187-195
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• 2019

The purpose of this study is to diagnose the operation status of high school integrated science newly introduced in the 2015 revised national curriculum and first applied in 2018, to examine teachers' perception on the new educational policy, and then based on this, extract implications for settling down the policy. A survey was administered to science teachers who participated in the in-service teacher training on integrated science, and the responses of 384 high school science teachers were analyzed. According to the results of the survey, integrated science was allotted six units to each school, and two or more teachers divided achievement standards and were responsible for them in many cases. Science teachers pointed to the increase of student-oriented activities as the biggest change due to the application of integrated science and also showed a positive attitude towards increasing the proportion of performance-based assessment, diversifying evaluation methods, increasing teacher consultations, and enhancing the holistic understanding of natural phenomenon, etc. In particular, teachers with 15 years or more of teaching experience were significantly positive about the increase of student-oriented activities, diverse assessment methods, and opportunities of teacher consultations. For teachers with a sub-major in science, teaching about non-majored contents was the most difficult and it was also difficult to determine the appropriate level of contents to teach. Teachers who majored common science, however, rarely complained about teaching non-majored content. In the case of two teachers in charge of integrated science, there was a statistically significant demand for subject matter knowledge as training content, and for mixed education incorporating theory and practice and customized training as a training method. In the case of one teacher responsible for the subject, there was a relatively lower demand. From these results, some implications for the successful implementation of integrated science were discussed.

• The Journal of the Convergence on Culture Technology
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• v.5 no.2
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• pp.195-200
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• 2019

The purpose of this study is to present a model for enhancing the academic excellence of adult college students. For this purpose, 408 adult college students attending 2-year and 4-year colleges in Busan, Daegu, and Gyeongbuk were surveyed and analyzed. The components of the model are curriculum, educational methods, evaluation of education, educational administration, educational environment, and institutional support and the results are as follows. First, the curriculum preferred by adult college students was to acquire diverse academic knowledge for a degree, to acquire knowledge and skills to develop skills for the workplace, and to acquire new information and knowledge regarding issues in society as a whole. Second, the professors' qualification among the educational methods preferred by adult college students was professional competence of the professors based on their theoretical and practical skills. The preferred teaching methods were lecture, discussion, action learning, and the project learning method in that order and video and PowerPoint were preferred as effective teaching mediums. Third, the preferred course for adult college students is operated on weekends, and three years was preferred to get a bachelor's degree. The possible hours of learning per day is 3~6 hours, indicating the necessity of e-learning, B-learning, and prior learning experience recognition systems. Fourth, the education evaluation method preferred by adult college students was a compromise method which is a mixture of absolute evaluation and relative evaluation, and it also showed the need for Pass or Non Pass evaluation method. Fifth, the internal factors of college selection preferred by adult college students were the acquisition of new knowledge and skills, and the external factors were desire to receive many opportunities related to employment and job improvement. The classroom, which provides an effective environment, was a fixed seat classroom and an indoor classroom environment was emphasized for desired educational environment. Sixth, institutional support preferred by adult college students was computer-related programs and learning club support services.

• Journal of The Korean Association For Science Education
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• v.42 no.3
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• pp.311-324
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• 2022

This study analyzed the types of scientific emoticons made by science-gifted elementary school students and their perceptions on making scientific emoticons. To do this, 71 students from 4th to 6th graders of two gifted science education center in Seoul were selected. Scientific emoticons made by the students were analyzed according to the number and types. Their perceptions on making scientific emoticons were also analyzed through a questionnaire and group interviews. In the analyses for types of text in the scientific emoticons, 'word type' and 'sentence type' were made more than 'question and answer type'. And the majority of students made more 'pun using pronunciation type' and 'mixed type' than other types. They also made more 'graphic type' and 'animation type' than 'text type' in the images of the scientific emoticons. In the analyses for the information of the scientific emoticons, 'positive emotion type' and 'negative emotion type' of scientific emoticons were made evenly. The students made more 'new creation type' than 'partial correction type' and 'entire reconstruction type'. They also used scientific knowledge that preceded the knowledge of science curriculum in their grade level. The scientific knowledge of chemistry was used more than physics, biology, earth science, and combination field. 'Name utilization type' was more than 'characteristic utilization type' and 'principle utilization type'. Students had various positive perceptions in making scientific emoticons such as 'increase of scientific knowledge', 'increase of various higher-order thinking abilities', 'ease of explanation, use, memory, and understanding of scientific knowledge', 'increase of fun, enjoyment, and interest about science and science learning', and 'increase of opportunity to express emotions'. They were also aware of some limitations related to 'difficulties in the process of making scientific emoticons', 'lack of time', and 'limit that it may end just for fun'. Educational implications of these findings are discussed.