• Journal of The Korean Association For Science Education
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• v.25 no.4
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• pp.533-540
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• 2005

This study investigated the effects of drawing and writing as methods to assist students in connecting and integrating multiple external representations provided in learning the particulate nature of matter. Seventh graders (N=224) at a coed middle school were assigned to a control group, a drawing group, and a writing group. The students were taught about "Boyle's Law" and "Charles's Law" for two class periods. Students observed macroscopic phenomena through experiments. After this observation, students in the control group learned the topic with both external visual and verbal representations simultaneously. Students in the drawing group drew their mental model from the external verbal representation provided, and then compared their drawing with external visual representation. Students in the writing group wrote their mental model from the external visual representation provided, and then compared their writing to the external verbal representation. The two-way ANCOVA results revealed that the scores of a conception test for the writing group were significantly higher than those for the control group. While the drawing group performed better than the control group, the difference is relatively smaller. There were no significant interactions between the instruction and spatial visualization ability in the scores of the conception test. Most students perceived the writing or drawing activities helpful in understanding the concepts, and a few students responded that the writing or drawing activity was interesting. Educational implications were discussed.

• Communications of Mathematical Education
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• v.27 no.4
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• pp.547-566
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• 2013

Education, Science and Technology Department in January 2012, announced the advancement of mathematics education scheme. Select a textbook of storytelling method in policy by this, it is easy to understand the math, and that you can learn happily, was fabricated and spread. In this study, we selected three of the textbook that describes the set to its characteristics the application of storytelling in a textbook of mathematics 13 different middle school that will be used from March 2013. And of research that the textbook is to analyze the reflected reality of storytelling that is part of the advancement scheme of mathematics education content and direction and basic curriculum of current. View by presenting instead I is an object of the present invention. Six components of storytelling in the teaching and learning context that is proposed in the Park's study (2012) are used to analyze. Those are 'Persona', 'empathy', 'analogy', 'aesthetic experience ', 'plot' and 'time'. The data were analyzed storytelling was used to introduce the nature and mathematical concepts in math textbook based on these elements 6. That is looking at the ratio of the presence or absence of reflecting elements of storytelling on teaching and learning context that the data storytelling meets much the elements of storytelling to investigate the characteristics of each textbook. It is expected to provide the information and resources needed to develop methods and materials that can be studied to be interested in conjunction with real life mathematics as a result of this study.

• Communications of Mathematical Education
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• v.34 no.1
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• pp.1-15
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• 2020

Today's healthcare, intelligent robots, smart home systems, and car sharing are already innovating with cutting-edge information and communication technologies such as Artificial Intelligence (AI), the Internet of Things, the Internet of Intelligent Things, and Big data. It is deeply affecting our lives. In the factory, robots have been working for humans more than several decades (FA, OA), AI doctors are also working in hospitals (Dr. Watson), AI speakers (Giga Genie) and AI assistants (Siri, Bixby, Google Assistant) are working to improve Natural Language Process. Now, in order to understand AI, knowledge of mathematics becomes essential, not a choice. Thus, mathematicians have been given a role in explaining such mathematics that make these things possible behind AI. Therefore, the authors wrote a textbook 'Basic Mathematics for Artificial Intelligence' by arranging the mathematics concepts and tools needed to understand AI and machine learning in one or two semesters, and organized lectures for undergraduate and graduate students of various majors to explore careers in artificial intelligence. In this paper, we share our experience of conducting this class with the full contents in http://matrix.skku.ac.kr/math4ai/.

• Journal of the Korean School Mathematics Society
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• v.10 no.1
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• pp.27-43
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• 2007

The aim of this paper is to develop a web-based learning system in order to motivate college students in the area of science and engineering to study college calculus. We designed and developed web-based contents, named MathBooster, using Mathematica, webMathematica and phpMath taking advantages of rapid computation and symbolic computation. The features of MathBooster consists of four parts: graphical representation of calculus concepts, textual illustrations of conceptual understanding, example-based step-by-step learning with phpMath, and quizzes with diagnostic feedback. After the MathBooster was practiced with engineering students, the formative evaluation was conducted with survey items composed in four categories: user responses, screen layout, practicing examples and diagnostic feedback in solving quizzes. The overall level of user satisfaction was statistically measured using SPSS. Those results indicate which parts of MathBooster are needed for future enhancement.

• Journal of the Korean Chemical Society
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• v.64 no.2
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• pp.84-98
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• 2020

In this study, we analyzed the influences of lecture design using CoRe upon the professor's teaching professionalism in the aspects of pedagogical content knowledge (PCK). The participants are three professors from the college of science-engineering located in Chungcheong-do. After collecting their syllabi, we observed their lecture and conducted the orientation. Afterward, we collected the CoRes which they prepared before the lecture. Then we observed their lecture and conducted semi-structured interviews. This process was carried out twice. We analyzed their syllabi, CoRes, videotaped lectures, field notes, the teaching materials, and interview transcripts. The results revealed that professors not only clarified the learning objectives and the characteristics of students but also reflected them in the lecture. In addition, they established the teaching strategies according to the characteristics of contents in the unit. As they recognized the necessity of understanding students' achievement, they selected the assessment method and applied it in the lecture. In some cases, however, they lacked presenting learning objectives specifically and explained students' misconceptions without inducing new concepts. They also presented a shortage of considering students' prior knowledge. They lacked providing students with an opportunity to participate in lectures, and their assessment method was not effective. Based on the results, we discussed implications to improve teaching professionalism using CoRe.

• Korean Journal of Optics and Photonics
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• v.28 no.6
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• pp.327-333
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• 2017

The purpose of this research was to analyze characteristics of verbal interactions of each homogeneous group in the learning of the 6th grade's 'Use of Lenses' Unit. For this research, six learning sessions were conducted in one 6th grade class composed of a high-academic-achievement group, an intermediate-academic-achievement group, and a low-academic-achievement group. All lessons were recorded, to analyze the verbal interactions of each group, and the transcribed data were analyzed using the verbal-interaction analytic framework. Results included: In the upper group, although opinions were presented more frequently, there were many negative verbal interactions in completing the tasks. The middle group was observed more specifically to accept peer opinions critically in their observational activities. The middle group's members were more active in presenting their opinions than listening to others' opinions. The lower group had difficulties in drawing conclusions because of a lack of ability to persuade peers or to respect the opinions of peers, even though the frequency of verbal interactions was higher than in other groups. Therefore, a homogeneous group structure is good for a simple activity involving a simple inquiry or an exchange of opinions, while a heterogeneous group structure is more effective in activities focused on understanding scientific concepts and knowledge.

• Journal of the Korea Convergence Society
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• v.9 no.10
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• pp.303-313
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• 2018

In order to provide quality services across international airports, airline personnel must rapidly and effectively develop and share knowledge. Combining components of adaptive structuration theory (AST) and media synchronicity theory (MST), a research framework was developed to convey three distinct stages of knowledge sharing. We use the grounded theory research method for the qualitative data collected from audio transcripts of employees learning how to use and work with company issued smartphones with push-to-talk functionalities. Data was collected from 33 operations personnel. The results of the content analysis are recorded for the elements of each of the three concepts of our research framework. During the social interaction stage, the content of the audio conversations shifts mainly from conflict management to task management; for media synchronicity, from quality to quantity; for productive outcomes, from efficiency to commitment. New insights are uncovered from our analysis of data from the field as users advance from learning how to use the mobile devices, to using the devices for managing knowledge for their work in the airline industry.

• Journal of The Korean Association For Science Education
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• v.35 no.4
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• pp.573-584
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• 2015

Inquiry has been consistently emphasized in science education as a crucial element for learning. Although many researchers came to agree on the importance of scientific inquiry, authentic inquiry activities are hard to be actualized in an educational context. Therefore it is required to critically examine what teachers have difficulty in teaching inquiry. In this article, we looked into inquiry-based science activities in a small group setting where pre-service science teachers faced dilemmas between cognition and practice of inquiry. A case study was conducted on eight undergraduate students who are majoring in science education. The participants attended a weekly science program for middle school students in low SES as teaching assistants and mentors, and took full care of his/her mentees during open-inquiry activities. The results were drawn by analyzing participants' personal and group interviews, participant observations, self-reports, and others. The pre-service teachers viewed the knowledge and procedure of science as an essential factor in inquiry activities along with student's spontaneous attitude. However, in the process of performing inquiry, they faced several dilemmas between ideal cognition and real activities. The aspects of dilemmas could be summarized in three pairs of opposing concepts: 'diverging inquiry or converging science', 'interest-centered inquiry or learning-centered inquiry', and 'student as the subject or student with the insufficient expertise.' We discussed ways of resolving dilemmas and alternative perspectives on scientific inquiry.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.19 no.8
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• pp.1883-1892
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• 2015

TRIZ is a theory of inventive problem solving. Recently the importance of creative capabilities is being emphasized and many successful cases using TRIZ are being introduced, therefore interest in TRIZ has been increasing. But TRIZ is not easy to learn alone compared to other creative thinking tools. Although it is effective to learn TRIZ through various cases, it is not easy for beginners to experience those many cases. Therefore, we developed a software called Do-TRIZ for TRIZ learning. Do-TRIZ provides descriptions and various examples of key concepts to make it easier for beginners to learn TRIZ. Also, the learners can add new cases continuously on Do-TRIZ. Especially, process-based problem solving modules have been implemented on Do-TRIZ, in order to make it possible to solve problems based on technical contradiction, physical contradiction, and IFR(Ideal Final Result). The learners can use the modules to solve their problems and to share the results. Also, we implemented Do-TRIZ Memo app that works with Do-TRIZ.

• Journal of the Korean association of regional geographers
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• v.19 no.3
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• pp.551-565
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• 2013

This paper examines the aspects of development education in the Geography Syllabus in the State of NSW, Australia and geography textbooks developed by it. The aspects of development education in the Geography Syllabus and textbooks is as follows. Firstly, Development Education is implicitly described in terms of the difference of the quality of life and aid links in Geography (Mandatory) Stage 4 and Geography (Mandatory) Stage 5, but clearly in Geography Elective. Moreover, Development Geography is one of unit to learn deeply in case of Global Challenges in Stage 6. Secondly, in geography textbooks, development education is sequenced with learning of the quality of life in everyday life, understanding of diverse meaning of development and measure of development, and the role of individuals and organizations for reducing the global inequality. The implications of the findings is as follows. Firstly, geography curriculum needs to be consist of the difference of the quality of life in the middle school, and development geography in high school. Secondly, the major concepts of development education like development, measure of development and the aid etc. need to be described in the different views. Thirdly, development education needs learners to learn the interdependence and practice the global citizenship through learning of specific links of our country with others. Finally, geography textbooks should not describe the normative efforts for reducing global inequality, and treat individual practical cases as well as organizations like government and NGOs so that learners empathize with their value and attitude through individual practical cases.