• Journal of The Korean Association of Information Education
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• v.23 no.4
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• pp.355-362
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• 2019

Elementary students are studying software training to teach coding education using text-based languages such as Python. In general, these higher-level languages support learning activities in combination with a kits for physical computing or various programming languages, in contrast to block-coding programming languages. In this study, we conducted a coding project based on computational thinking using the ARCS model to overcome the difficulties of text-based language. The results of the experiment show that students are generally confident and interested in programming. Especially, the understanding of repetition, function, and object was high in the change of computational thinking power, so this trend is believed to be due to the use of text-based languages and the Python module.

• The Mathematical Education
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• v.58 no.4
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• pp.545-566
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• 2019

The purpose of this study is to show that research community activities can contribute to the professional development in respect of average concepts and mathematical creativity. In the community, activities were undertaken to transform the existing task into the task that contributes to the manifestation of creativity. In this process, researchers tried to connect the theory with the practice of the class, and the teacher acted as an active learner. The findings show that the teacher who had difficulty in teaching average could overcome difficulties, and also derived the way of task modification and strategies necessary for teaching average. The modified task induced improvements in students' achievement levels, which led to change in teachers' perspective on the relationship between mathematical creativity and learning. Research community activities have been shown to have contributed to improvements with regard to both teaching the average and promoting mathematical creativity.

• Journal of Fisheries and Marine Sciences Education
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• v.20 no.3
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• pp.462-472
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• 2008

Education is a field that has tried to make use of the advantages of computers since they were introduced to the world. Intelligent Tutoring System and multimedia have become methods of teaching students of Computer Science, Education, Psychology, and Cognitive Science. Until now, they have been designed and produced only on the basis of a very specific domain and format. However, in the education field, most learners ask for integrated service that is practical, realizable, and sensitive to technological change. Therefore, in this study, we would like to present the technological and formal integration model as an ITS model which acknowledges changes in the fields of technology and education. As a technological integration model, the integration model of traditional Symbolic Artificial Intelligence and Artificial Neural Networks was presented. As a formal integration model, three integration models were presented according to (a) the process of learning diagnosis (b) learners' action behaviors (c) intelligence service respectively.

• Journal of the Korean School Mathematics Society
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• v.9 no.4
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• pp.521-538
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• 2006

The purpose of this study is to examine the effect of teaching mathematical proofs that made use of the 'proof assisted cards' at the second year of middle school and to investigate students' ability to geometric proofs as well as changes of mathematical attitudes toward geometric proofs. The subjects are seven students at the 2nd year of D Middle School in Daegu who made use of the 'proof assisted cards' during five class periods. The researcher interviewed the students to investigate learning questions made by students as well as the 'proof assisted cards' before and after use. The findings are as follows: first, the students made change of geometric proof ability by proof activity with the 'proof assisted cards' and second, the students made significant change of mathematical attitudes toward geometric proofs by proof activity using the cards.

• Journal of the Korean earth science society
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• v.44 no.4
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• pp.342-358
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• 2023

The purpose of this study was to investigate preservice teachers' understanding of democratic citizenship. This study utilized the democratic citizenship frame to assess 17 participants' comprehension of this concept. The researcher designed a method course where participants in groups analyzed science activities to identify democratic citizenship components. Through the analysis of two science activities-one on energy and the other on climate change-and the development of science panels addressing various global issues, preservice teachers' understanding of democratic citizenship was enhanced. Preservice teachers showed a good understanding of critical thinking, communication and collaboration, and STS (science, technology, and society); and the most enhanced understanding of empathy, which was the least perceived in pre-survey, component of democratic citizenship. The democratic citizenship frame proved to be a valuable tool for teaching and learning this topic, particularly when applied to socioscientific issues in the classroom. More research-based revisions of the science curriculum are necessary, and more systematic practices with reflections are essential in teacher education.

• Journal of Creative Information Culture
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• v.5 no.3
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• pp.245-253
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• 2019

To evaluate the achievements of the Solar School Project that has been implemented in twelve African countries since 2013, a case study was implemented in Kenya and in Uganda to investigate networking activities, student accessibility to computers, the frequency of student computer use, the extent to which teaching quality was improved by the enhanced accessibility to ICT-based teaching and learning practices. The results showed the followings. First, Solar Schools have significantly improved the rates of enrollment, transferring, and school attendance. Second, Solar Schools have organized local and invitational training programs to build the capacities of teachers. Third, Solar Schools have facilitated change in neighboring schools and local communities. Fourth, the participants are required to have a clear vision, take ownership of the project, and make a commitment to continuing their individual efforts toward empowerment.

• English Language & Literature Teaching
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• v.8 no.2
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• pp.177-196
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• 2003

The purpose of this study is to help teachers and program developers develop comprehensive and authentic assessment models with appropriate ways of using various kinds of assessment tools in college English instruction and assessment. Assessing by traditional discrete tests based on grammar and vocabulary cannot measure the authentic ability for language use in meaningful context in the real world. Currently, the trend in language assessment is changing to performance assessment. Increased use of performance assessments that involve language students in selecting and reflecting on their learning means that language teachers will have a wider range of evidence on which to judge whether students are becoming purposeful and are able to communicate as English users. Also, language programs focused on performance assessment are likely to instil in students authentic skills related to communication in the global world and enable them to evaluate what they learn from their English classes. In this study, the author investigated the theoretical background, the need of change, and several types of performance assessment.

• Journal of The Korean Association For Science Education
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• v.37 no.6
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• pp.937-949
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• 2017

In this study, we investigated how science teachers perceive the changes in school systems, including infrastructure and curriculum, in the context of preparing for future education. And the changes in their perception of the educational environment, the challenges, and changes of science teachers' classroom practices were also explored. In-depth interviews and analysis were conducted with two science teachers in a middle school that is trying to innovative on changes compared with general schools. The results of the study are as follows: First, teachers perceived that their schools had factors that could change the science class in terms of school size and infrastructure, peer teacher culture, and students' abilities. Second, the enthusiasm of teachers who are trying various ways of teaching and the students' ability to adapt in a smart learning environment formed a synergistic circle that lowered entry barriers to trying changes. Third, science classes changed to activity-centered classes, and teachers realized that these changes promoted students' self-directed learning. Fourth, teachers perceived themselves as playing an independent role in curriculum management, and this perception promoted more varied attempts in improving their classes. Through the changes of the learning environment and systems of the school and the formation of a culture that shares their challenges and innovations with the voluntary learning community, teachers constantly try to change their classes and schools. The changes of school need to be understood in the context of the interaction of teachers, students, and infrastructure.

• Journal of The Korean Association of Information Education
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• v.22 no.1
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• pp.123-130
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• 2018

The purpose of this study is to investigate the process in which children center students are interested in SW education through the change of perception of SW education. Since the students in the regional Community Child Center are different in grade and age, they have suggested curriculum and teaching-learning process for each level. As a result, the students' attitude and satisfaction with SW education increased and it was found that the education program for the underprivileged is desperately needed.

• The Mathematical Education
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• v.54 no.2
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• pp.195-206
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• 2015

The purpose of this study is to examine the effects of teacher on fourth-grade students' attitudes toward mathematics using data from TIMSS 2011. Students' attitudes toward mathematics included interest in learning mathematics, interest in mathematics lessons, and confidence in their mathematics ability. Teacher factors included mathematics professional development, confidence in teaching mathematics, teacher-centered mathematics instruction, and enhancing student mathematical thinking. The two level Hierarchical Linear Model was employed to analyze the relationship between teacher factors and student attitudes. Results showed that teacher-centered mathematics instruction significantly and positively predicted students' confidence about their mathematics ability. The findings suggest that school systems and mathematics educators need to provide teachers with the curriculum, assessment, and research-based practices and knowledge to overcome the obstacles to change their mathematics classroom.