• 한국수학교육학회지시리즈A:수학교육
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• 제57권3호
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• pp.311-328
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• 2018

In school mathematics, the concept of an average is not a concept that is limited to a unit of statistics. In particular, high school students will learn about arithmetic mean and geometric mean in the process of learning absolute inequality. In calculus learning, the concept of average is involved when learning the concept of average speed. The arithmetic mean is the same as the procedure used when students mean the test scores. However, the procedure for obtaining the geometric mean differs from the procedure for the arithmetic mean. In addition, if the arithmetic mean and the geometric mean are the discrete quantity, then the mean rate of change or the average speed is different in that it considers continuous quantities. The average concept that students learn in school mathematics differs in the quantitative nature of procedures and objects. Nevertheless, it is not uncommon to find out how students construct various mathematical concepts into mathematical knowledge. This study focuses on this point and conducted the interviews of the students(three) in the second grade of high school. And the expression of students in the process of average concept formation in arithmetic mean, geometric mean, average speed. This study can be meaningful because it suggests practical examples to students about the assertion that various scholars should experience various properties possessed by the average. It is also meaningful that students are able to think about how to construct the mean conceptual properties inherent in terms such as geometric mean and mean speed in arithmetic mean concept through interview data.

• International Journal of Computer Science & Network Security
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• 제22권4호
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• pp.13-16
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• 2022

This paper proposes using micro-learning at Saudi universities. It commences with an account of the concept of micro-learning and the difference between micro-learning and electronic learning. Then it touches on the significance, principles, and examples of micro-learning, followed by some micro-learning applications and pitfalls. The paper closes with a proposal for using this learning mode at Saudi universities.

• 한국초등과학교육학회지:초등과학교육
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• 제20권1호
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• pp.31-43
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• 2001

The purposes of this study were grasping the degree of students' understanding for course contents through the concept mapping strategy as meaningful learning in science and measuring the effect for change of conception and changing the misconception. The results of the study were as follows: 1. Before the lesson, only 10.7％ of students had scientific conception of molecular motion. Other students had various kinds of misconceptions. 2. The extent of concept formation after lesson through the using concept mapping strategy was tested. As a result, compared with the controlled group, the experimental group showed higher extent of sound concept formation (statistical significance level 0.05). 3. The differences between the experimental group and the control group were analyzed into quantitative and qualitative points of view. The results of the comparison showed that the maps of the students were well configured in the categories of the relationship, the hierarchy and the examples; while students showed lower abilities in the category of the cross-links. 4. The student's attitudes to ward concept mapping was positive. Most of the students answered that teaching strategy of concept mapping benefits them in meaningful learning outcomes.

• 한국학교수학회논문집
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• 제3권2호
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• pp.123-131
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• 2000

In order to educate future leaders of the new age, we should help students to increase their basic knowledge, thinking and problem solving ability. It is necessary that we should use multi-media, computer as well as old teaching-learning material to improve students' basic knowledge and to motivate their interest in mathematics in the small-sized Middle School situated on the agricultural and fishery village. In solving this problem, it is ultimately necessary that we should utilize CAI program on the learning achievement in mathematics for the students to understand basic concept, principle, law and to promote teaching-learning process considered on individual different abilities. Therefore, this study is on the effect of students' interest and learning achievement in mathematics when we develop CAI program focusing on the lesson statistics in the 3rd Grade Middle School Mathematics Textbook and explain the concept and principle of statistics through using exact and various techniques of computers

• 디지털콘텐츠학회 논문지
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• 제10권1호
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• pp.45-54
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• 2009

본 논문은 게임 개발 환경에서 역공학을 이용한 객체지향개념 학습 방법을 제안한다. 흥미와 재미요소를 가지는 게임의 장점과 완성된 게임을 역으로 분석해 가며 사용된 기술을 학습자 스스로 도출해 낸다. 이 과정에서 게임에 사용된 객체지향 개념을 능동적으로 이해할 수 있는 학습 방법을 소개한다. 제안하는 방법은 XNA 게임 개발 환경에서 학습 사례를 소개하고 교수/학습자 역할에 따른 시나리오를 제시한다.

• 기본간호학회지
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• 제11권3호
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• pp.292-298
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• 2004

Purpose: this study was to describe patient learning needs and the relationship between health promoting behavior and health concept with women with disabilities. Methods: A descriptive survey design was used and the SPSS 11.0 program was used for data analysis, which included t-test, ANOVA and Pearson correlation coefficients. The women (n=50) were in-patients in a rehabilitation center. Results: The study results indicate that they had high levels of patient learning needs and the most important information for patient learning needs was support and care. Patient learning need was correlated with health promoting behavior. Conclusions: The findings of this study give useful information to construct further studies in educational programs and rehabilitation nursing care and to support a healthcare system for women with disabilities.

• 교육시설 논문지
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• 제24권1호
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• pp.11-22
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• 2017

The main purpose of this research is to consider educational environment, concept, and spatial organization and its characteristic based on the early 20th century European child-centered educational philosophy. For this process, the study of the following have been done : 1) Literature review, which includes educational ideology, perspective of child development of Maria Montessori, Rudolf Steiner, Peter Peterson, and Celestin Freinet. 2) Comparisons of spatial organization and classrooms of schools operated with the educational philosophy of mentioned philosophers from above. These schools have classrooms(or multi-purpose space near classroom) contained self-directed individual learning space, group and collaborative learning space, and training space of practical life. These configuration of learning space intended 1) learning based on individual child's interest, experience 2) developing of responsibility based on freedom 3) sociality and community spirit of children.

• 한국과학교육학회지
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• 제27권5호
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• pp.394-403
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• 2007

이 연구에서는 상호동료 질문생성 전략이 학생들의 개념 학습에 미치는 효과를 조사하였다. 남녀 공학 중학교 1학년 학생 92명을 통제 집단, 상호동료교수(RPT) 집단 및 상호동료 질문생성(RPT) 집단에 배치하고, '물질의 세 가지 상태'와 '분자의 운동' 단원을 대상으로 12차시 동안 수업을 실시하였다. 사전 과학 성취 수준에 관계없이 RPQ 집단의 개념 이해도 검사 점수가 세 집단 중에서 가장 높았고, RPT 집단은 통제 집단보다도 높았으며 이들 차이가 통계적으로 유의미하였다. 상위 학생들의 경우, RPQ 집단의 개념 응용력 점수는 다른 두 집단보다 유의미한 차이로 높았고, RPT 집단은 통제 집단보다 높았다. 하위 학생들의 경우에는 RPT 집단과 RPQ 집단의 개념 응용력 점수가 통제 집단보다 높았으나, RPT 집단과 RPQ 집단의 점수는 유의미한 차이가 없었다. 이러한 결과는 동료 간 교수 활동에 의한 상호작용이 학생들의 화학 개념 학습을 도와주며, 학생들이 직접 문제를 만드는 경우에 더욱 효과적임을 의미한다. 따라서 RPQ 전략을 중학교 과학 수업에서 학생들의 언어적 상호작용과 개념 학습을 촉진하기 위한 유용한 교수 방법의 하나로 제안한다.

• 대한지리학회지
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• 제39권1호
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• pp.153-168
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• 2004

본 연구는 우리나라 지리교육과정에 따라 진행되는 지역에 대한 학습이 가지는 문제점과 지역에 대한 개념형성에 작용하는 학생들의 지역인식에 대한 관심에서 시작되었으며 이러한 문제점을 파악하고 개선하기 위해 새로운 지역학습 내용을 구성하는데 목적이 있다. 본 연구에서는 지역학습을 원활하게 이루기 위해 우선 학생들이 지역에 대한 개념을 형성하는 것이 필요하다고 보았으며, 지역개념의 변화 경향을 검토하고 학생들의 이해수준을 고려하여 지역학습의 주요 요소를 추출하였다. 본 연구에서 추출한 지역학습의 주요 요소는 셋으로 나눌 수 있는데 지역의 정의, 지역의 형성, 지역의 체계이다. 지역학습이 이러한 요소를 중심으로 중간적 수준의 학습지역을 설정하여 이루어질 때 학생들은 지역에 대한 보다 의미있는 이해에 도달하게 될 것이다. 그리고 지역학습을 위한 적절한 지역범위 선정에 있어 스케일 개념을 어떻게 적용하는가에 따라 효과적 학습내용 구성의 성공여부가 달려 있음을 확인하였다.

• 한국디지털정책학회:학술대회논문집
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• 한국디지털정책학회 2006년도 춘계학술대회
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• pp.57-64
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• 2006

Arguably, the term "Learning Organisation" (LO) was coined in the 1970's, in the organisational learning context, by Chris Argyris. Certainly it has been around for many years. But it achieved new heights of popularity after the publication of Peter Senge's book "The Fifth Discipline the Art and Practice of the Learning Organisation". Now every respectable Government Agency and major company feels obliged to call themselves a L0. A review of the academic literature and organisation documents show many different concepts being described. Indeed, it seems that some organisations claiming to be a L0 have no clear idea of what they mean by the concept. This paper seeks to go behind the confusion to see whether there is still value for serious practitioners to continue using this concept, or whether it is now such a hackneyed phrase that more precise concepts are desirable. The Literature relating to the L0 is vast and it is beyond the scope of a conference presentation to give a comprehensive literature review. Instead, the paper gives an overview of the broad groups using the term and summarises their similarities and differences. It then reviews the key concepts in Senge's work in the light of this cacophony. The paper concludes that the diversity of definitions render the term "Learning Organisation" virtually meaningless. unless it is accompanied by a specific definition. The paper also concludes that the central tenet of Senge's work, which played a major role in popularising the concept, has been largely overlooked by the many organisations claiming this proud title "A Learning Organisation." It is argued that Senge's contribution to the literature in this field, the centrality of systems thinking to effective organisation learning remains a little understood, but critical insight.