• Journal of the Korea Society of Computer and Information
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• v.25 no.6
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• pp.251-261
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• 2020

Based on the recent consensus on the need for software education, software education has become mandatory in universities in Korea. However, the suitability of class contents and the relationship between class contents and learner satisfaction has not been fully discussed. Therefore, in this paper, we analyzed the suitability of the contents used in the basic software education for the humanities students from the learner's perspective. For this purpose, three types of curriculum, which are 'computer science', 'usage of tools, and humanities in the digital world' and 'computational thinking', were compared using the lecture assessment questionnaire. As a result, we found that the learners evaluated positively over the curriculum that focused on the use of tools, the humanities approach, or the thinking ability rather than the theoretical contents of computer science. We also found that the subjects related to computer science could not give high satisfaction due to their unfamiliarity, relatively low academic value was given to the tool-centered curriculum, and fatigue was expressed in discussion-based thinking ability education.

• International journal of advanced smart convergence
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• v.5 no.2
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• pp.8-17
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• 2016

Scratch-based programming has come to be known as an effective programming tool because of its graphic instruction modules, which are designed to be assembled like the famous LEGO building blocks. These building block-like structures allow users to more easily program applications without using other more difficult programming languages such as C or Java, which are text-based. Therefore, it poses a good opportunity for application in educational settings, especially in primary schools. This paper presents an effective approach to developing an educational robot for use in elementary schools. Furthermore, we present the method for scratch programming based on the external modules need for the implementation of robot motion. Lastly, we design a systematic curriculum, titled "Play with a Robot," and propose guidelines to using the educational programming language Scratch.

• Journal of the Korean earth science society
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• v.39 no.3
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• pp.260-274
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• 2018

The purpose of this study was to propose curriculum and teaching sequence for seasonal change by exploring a learning progression. For the purpose, 4 steps of construct modeling approach (specifying construct, item design, outcome space, and measurement model) proposed by Wilson (2005) was applied. In the stage of specifying construct, 'length of shadow according to seasons', 'position of constellation according to seasons', 'seasons of the southern hemisphere and northern hemisphere', 'cause and phenomenon of seasonal change' were selected as the subconstructs of seasonal changes, and constructed a construct map showing the level of development from level 1 to level 4 for each subconstruct based on the results of the previous research. In the item design stage, we developed five assessment items consisting of 3 items in the form of C-E (choose and explain) and two items in the form of CR (constructed response), applied it to 383 elementary, middle and high school students. In the outcome space stage, the students' responses to the assessment items were categorized based on the construct map. The categories were classified into 4 levels according to student ability and scores of 1-4 were given. In the measurement model stage, we applied the partial credit model of the Rasch model and compared whether the learning pathway created from the results of students' response coincides with the construct map. Based on the results of the research, we modified the construct map and finally created hypothetical learning progression on seasonal change. Finally, we proposed an orientation of curriculum amendment and effective teaching sequence for seasonal change.

• Communications of Mathematical Education
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• v.21 no.3
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• pp.499-514
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• 2007

In modern mathematic education, the development of mathematical ability based on the understanding of mathematical concepts has been emphasized in curriculum and teaching methodology. Also, in schools, most math teachers stress the importance of mathematical concepts in doing math well. Thus, in this paper, we outlined the development of mathematical concepts through the literature survey. And then, based on the Sfard's definition of mathematical concepts, which classifies math concepts into the operational approach and structural approach, we analyzed the math concepts of exponential function and logarithmic function units in three highschool math textbooks. As the result, we found that the textbook authors used different approach for the same concepts, and, at the same time, they used both approaches to help develop the students' math concepts.

• The Journal of Korean Academic Society of Nursing Education
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• v.3
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• pp.26-33
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• 1997

Problem-Based Learning(PBL) is at the forefront of educational reform. The acceptance of PBL as an educational approach with wide application represents a major change in thinking about educational processes and their relationships to the wider community. In 1969, PBL as a method was introduced at the Medical School of McMaster University in Hamilton, Canada. The most important advantages in PBL are acquiring knowledge that can be retrieved and applied, learning to learn(self-directed learning) and learning to analyze and solve Problems. PBL is widely used within the sector where it had its origin, namely health profession education. A generally accepted starting point in the development of a problem-based curriculum is the set of professional competencies of future graduates, which describe the typical problems professionals have to deal with. Formulating learning objectives highly depends on the format and content of the presented problems. Contrary to that, in a classic course in higher education, it is customary that teachers express objectives in a compulsory subject matter. Curricula which advocate problem-based learning generally use case studies in the form of paper cases, simulations and real patients with the intention of stimulating classroom discussion of clinical and basic science concepts within a problem-solving framework. One goal of using paper cases is to stimulate the learning of basic science within a clinical situation. Through self-directed study the students solve problems and explore the psycho-social dimensions within the cases. The general outcome based on the program evaluation research of PBL is that PBL students respond positively about the learning experience. In summary, PBL is a curriculum design and a teaching/learning strategy which simultaneously develops higher order thinking and disciplinary knowledge bases and skills by placing students in the active role of practitioners(or problem solvers) confronted with a situation(ill-structured problem) which reflects the real world.

• The Journal of the Convergence on Culture Technology
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• v.2 no.2
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• pp.29-35
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• 2016

The conventional educational robots, which are commonly industrial robots or toy robots, use text-based programming to teach the students. Therefore, students have difficulty in studying robotics due to the difficulties of text based language. The developed robot in this study have a camera, which have the color tracking function, and it has various sensors and actuators. It supports the open hardware and uses graphic language based programming. The developed educational robot is programmed by Scratch, which uses graphic modular language. We also present a curriculum, which is based upon the developed robot and Scratch. We applied the robot and curriculum to the primary school students. We obtained satisfactory results comparing it with the conventional robot education. Furthermore, the imagination and execution ability of students showed enhancement in learning robotics. Thus, this fact means the validity and effectiveness of the proposed approach.

• Journal of Information Technology Applications and Management
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• v.30 no.1
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• pp.115-126
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• 2023

In various fields such as art, design, music, film, sports, games, and fashion, NFTs (Non-Fungible Tokens) are creating new economic value through trading platforms dedicated to NFT art and content. In this article, I analyze the current state of blockchain technology and NFT art content in the context of an expanding market for blockchain-based NFT art content in the metaverse. I also propose several tasks based on the economic and industrial logic of technological innovation. The first task proposed is to integrate cultural arts on blockchain, metaverse, and NFT platforms through digital innovation, instead of separating or distinguishing between creative production and consumption. Before the COVID-19 pandemic, there was a clear separation between creators and consumers. However, with the rise of Web 3.0 platforms, any user can now create and own their own content. Therefore, it is important to promote a collaborative and integrated approach to cultural arts production and consumption in the blockchain and metaverse ecosystem. The second task proposed is to align the legal framework with blockchain-based technological innovation. The enactment and revision of relevant laws should focus on promoting the development of the NFT trading platform ecosystem, rather than merely regulating it for user protection. As blockchain-based technology continues to evolve, it is important that legal systems adapt to support and promote innovation in the space. This shift in focus can help create a more conducive environment for the growth of blockchain-based NFT platforms. The third task proposed is to integrate education on digital arts, including metaverse and NFT art contents, into the current curriculum. This education should focus on convergence and consilience, rather than merely mixing together humanities, technology, and arts. By integrating digital arts education into the curriculum, students can gain a more comprehensive understanding of the potential of blockchain-based technologies and NFT art. This article examines the digital technological innovation such as blockchain, metaverse, and NFT from an economic and industrial point of view. As a limitation of this research, the critical mind such as philosophical thinking or social criticism on technological innovation is left as a future task.

• Journal of Korean Society for Quality Management
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• v.49 no.3
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• pp.405-420
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• 2021

Purpose: This study started with the question of how to use Virtual Reality (VR) contents as a part of the non-face-to-face education tool that has recently attracted attention. Methods: In this paper, the use of VR contents as an educational tool is explained as a process of 'new media access dimension'. The question was explored on why Virtual Reality (or Augmented Reality) contents are not used as educational tools in the educational field. Results: As a result, the lack of 'material access' such as devices and infrastructure affects 'motivational access' approach stage, which is the previous stage. Again, it has a negative effect on literacy, which is 'skill access' approach stage. As it was found that it was not circulating to the level of "motive-material-skill-usage", it was discussed that it was taking a different step from the past adoption process of ICT and smart media. Conclusion: Based on this, it is believed that immersive content will contribute to arousing interest that can be applied and spread in the educational field, and it is also thought that it will be possible to derive academic interest in the educational effect according to the characteristics of immersive content such as VR.

• Korean Medical Education Review
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• v.24 no.3
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• pp.193-204
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• 2022

One of the important roles of medical schools is to support medical students in deciding upon their future career path or choosing their specialty. The purpose of this study is to suggest a career advising model and strategies for medical students through a systematic approach. This study consists of three parts. The first part introduces some main career theories: super's career development theory, career decision-making theory, social cognitive career theory, and ecosystem theory. The second part proposes a systematic career advising model using the results acquired from previous studies and theories. This model considers a medical school as a social system that consists of two domains (internal and external). This social system is considered as a complex where various factors interact with each other: students' individual characteristics, institutional policies and culture, curriculum and learning experience, students' perceived specialty characteristics, and aspects of the external environment such as healthcare systems. The third part suggests some career advising strategies based on a systematic approach that medical schools can apply. These research results can be used for designing career advising courses for medical students, integrating various career advising programs and resources of medical schools, and evaluating the outcomes of career advising programs at an institutional level.

• Journal of The Korean Association For Science Education
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• v.40 no.2
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• pp.141-150
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• 2020

The purpose of this study is to critically review the skill-based approach to scientific inquiry in science education and to explore the meaning of science practices that are emphasized in recent science education reform movement. An extensive review of relevant literature was carried out, and the results were summarized according to the detailed themes of the study. In the skill-based approach of which Science-A Process Approach (SAPA) is a representative example, science process skills were presented as hierarchically connected with one another, they were believed to be transferable or generalizable, and science learning through discovery was stressed. These points of view are, however, contradicted with those of the modern philosophy of science which suggests the theory-laden nature of using the skills. The skill-based view has also been criticized by the fact that the use of inquiry skills is content-specific or context-dependent and that science theories or principles cannot be discovered by induction. In contrast, the recent view understands science practices holistically, emphasizes the diverse ways of doing the practices which vary with different contents or contexts, and considers student ideas importantly in the science classroom. The findings of this study can contribute to the development of a new science curriculum by providing implications for establishing a consistent view on scientific inquiry.