• Journal of the Korea Fashion and Costume Design Association
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• v.18 no.2
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• pp.145-159
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• 2016

This study developed the learning criteria for Science, Technology, Engineering, Arts & Mathematics to establish the theoretical background of the education pursued by STEAM. The learning criteria was developed on a basis of 6 kinds of Technology Home Economics textbooks by 2009 Amended Curriculum, and the factors of STEAM were extracted according to related contents. From the results of this study, the unit 'Dress and Self-expression' assimilated T.E.A.M with learning related to clothing psychology, consumer behavior, fashion design, and Korean fashion. The unit 'eco-friendly clothing and fixing clothes' was found to assimilate S.T.E.A.M. with learning related to clothes science and dress structure. Accordingly we can understand this unit also consists of the S. T. E. A. M assimilation such as clothes science, fashion marketing, dress structure, dress aesthetics, design and so on. Both units 'dress and self-expression' and 'eco-friendly clothing and fixing clothes' were found to consist of suggesting situations, creative planning and emotional experience following the learning criteria of STEAM. Therefore, these units will be the basic material for developing STEAM programs centering upon 'Home Economics' among the curriculum.

• Journal of the Korea Society of Computer and Information
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• v.22 no.12
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• pp.49-54
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• 2017

Pathfinding for pedestrians provided by various navigation programs is based on a shortest path search algorithm. There is no big difference in their guide results, which makes the path quality more important. Multiple criteria should be included in the search cost to calculate the path quality, which is called a multi-criteria pathfinding. In this paper we propose a user adaptive pathfinding algorithm in which the cost function for a multi-criteria pathfinding is defined as a weighted sum of multiple criteria and the weights are learned automatically by Perceptron learning. Weight learning is implemented in two ways: short-term weight learning that reflects weight changes in real time as the user moves and long-term weight learning that updates the weights by the average value of the entire path after completing the movement. We use the weight update method with momentum for long-term weight learning, so that learning speed is improved and the learned weight can be stabilized. The proposed method is implemented as an app and is applied to various movement situations. The results show that customized pathfinding based on user preference can be obtained.

• Hwankyungkyoyuk
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• v.25 no.1
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• pp.89-104
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• 2012

This study analyzed content on education for sustainable development in middle school science curriculum of $6^{th}$, $7^{th}$, 2007-revised and 2009-revised. Analyses criteria were developed based on literature reviews. This study developed 8 criteria such as health, climate change, urbanization and rural development, water, biodiversity and ecosystem, energy, disaster reduction and management. The results showed that 6th middle school science curriculum has 4 criteria, $7^{th}$ has 2 criteria, 2007-revised has 8 criteria, and 2009-revised has 7 criteria. This study suggests the need for developing systemized teaching material on education for sustainable development that can be integrated in the science curriculum by pursuing the following tasks: First, the goal of education for sustainable development and its need should be stated in the science curriculum. Second, the class content, themes, objectives, teaching-learning programs on education for sustainable development should be produced. Third, within science curriculum, the content should deal with perspectives and topics, and learning goal must pursue value education.

• Journal of Engineering Education Research
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• v.17 no.6
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• pp.77-83
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• 2014

This paper deals with the practical experience and lessons to develop the criteria for evaluating projects in Computer Science & Information Engineering. In engineering education, project-based learning is different from problem-based learning. Project tasks are closer to professional reality. And self-direction is stronger in project work. In this paper, the development of project evaluation criteria is introduced with consideration of these differences. It is explained through running examples of basic project courses in Computer Science & Information Engineering.

• The Journal of Korean Association of Computer Education
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• v.21 no.5
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• pp.37-48
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• 2018

The 2015 revised national curriculum includes SW courses to improve computational thinking, and a variety of physical computing tools for learning are on sale for use in education. The purpose of this study is to provide a basis for selecting physical computing tool for learning suitable for learning situations and learning purposes, and to provide a reasonable basis for judging the choice of tools in the field. Delphi survey method was used as a reference method for developing evaluation criteria through 25 expert panels. As a result, the criterion of evaluation of the learning tool composed of 40 essential and 11 selection criteria for 7 domains was presented. In addition, the evaluation results of five kinds of learning tools commercialized through the evaluation criteria of the learning tool were analyzed. The evaluation criteria for the learning tools developed through this study are expected to help teachers select rational learning tools and help learning tool developers develop learning tools.

• Journal of Engineering Education Research
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• v.16 no.1
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• pp.35-44
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• 2013

The purpose of this study is to develop an examination system for an e-learning quality manager's certificate which is composed of subjects, criteria, method of examination. The task model of e-learning quality manager was modify and task/knowledge/skill matrix was developed to design the examination system through conferences of DACUM committee and an advisory committee. And a survey was carry out to analyze validity of contents of the examination system. The major findings were as the follow: First, occupational specification, job specification, task specification and task/knowledge/skill matrix were developed. Second, examination subjects were developed based on task/knowledge/skill matrix, which were "Basis of e-Learning and plan of service", "Expulsion and management of e-learning infrastructure", "Development of e-learning contents", "Operation and evaluation of e-learning service". Third, the criteria and methods of examination for an e-learning quality manager's certificate were developed, which is composed of test type, the sum of test items, test time and acceptable standards.

• Journal of Educational Research in Mathematics
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• v.20 no.3
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• pp.255-274
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• 2010

The main goal of this study is to provide a practical help to teachers who want to practice Problem-Based Learning in mathematics for establishing and realizing PBL environment. This study also produces mathematics PBL Learning Model and Criteria to Judge to help practice and to vitalize PBL in mathematics. To solve the research topics, I reviewed theoretical issues related to PBL, which became theoretical bases of this study. And then, from the theoretical background, items of criteria to judge mathematical problems in mathematics PBL are abstracted. And, through checking on content validity by experts, criteria to judge mathematical problems in mathematics PBL are completed. Also, based on previous PBL models, learning model in mathematics PBL that takes characteristics of mathematics into account is suggested through case studies by observing, a qualitative research method, on PBL study to materialize it. This research is expected to help teachers who want to practice PBL in mathematics.

• Journal of The Korean Association of Information Education
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• v.11 no.1
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• pp.1-9
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• 2007

The purpose of this study is to develope a criterion for evaluation on game-type learning programs by the application of HCI(Human Computer Interaction) theory. And to analyze game-type learning programs for elementary students on the criterion developed in this study. The HCI theory, which deals with principles or methods for developing systems people can use conveniently and pleasantly, has been applied to overall area of program development. And it also has been widely used to evaluate learning programs. However, there have been few studies on a game-type learning program evaluation on the basis of the HCI theory. This paper shows that evaluation criteria are developed on three viewpoint bases : usefulness, usability, and affect which are as elements in HCI. And analyzes the game-type learning programs from these three points of view. The evaluation criteria developed in this study can be applied to a basis for evaluation on game-type learning programs, and the analysis will be able to be a useful guide to game programers as well as its users.

• The Journal of Korean Association of Computer Education
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• v.10 no.6
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• pp.61-68
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• 2007

The Cyber Home Learning System(CHLS) is a representative, nationwide e-learning system specially for G1-12 in Korea. It was launched at 16 MPOE in 2005 and has been evolved through every year-its evaluation and sharing best practices. In terms of evaluation, learners' satisfaction is one of essential and indispensable factors to improve CHLS. In this research, evaluation criteria on learners's satisfaction were developed, and also, the developed evaluation criteria were verified through the process of item goodness analysis and item characteristic analysis. These evaluation criteria are expected to contribute to analysing learners' satisfaction more objectively and quantitatively.

• Journal of Engineering Education Research
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• v.21 no.5
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• pp.32-39
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• 2018

The purpose of this study was to develop and validate a behaviorally anchored rating scale for peer evaluation in group projects based on social interdependence theory. A mixed method involving a qualitative and quantitative approach was used in this study. In the qualitative study, both the individual and group interviews were conducted to college students regarding their cooperative learning experiences. Data from this qualitative research was analyzed based on 5 elements of cooperative learning and 'critical incidents' were extracted from students' own voices that would serve as specific rating criteria in the scale. Once the 'critical incidents' have been incorporated into the scale, validation from 3 independent experts was conducted. In the quantitative study, correlations with relevant variables were analyzed to examine the criteria-referenced validity. Findings suggest that the behaviorally anchored rating scale for peer evaluation in group projects can be used in various team-based learning contexts.