• Journal of Internet of Things and Convergence
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• v.5 no.2
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• pp.81-87
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• 2019

It is changing to the 4^th Industrial Revolution rapidly as the information age through the Internet is changing, and it is rapidly changing to the era of the IoT using all things. In education, with the change to the Internet of Things, interest in education for the 4th Industrial Revolution is increasing. It is necessary to change from NetPBL method using Internet to T-PBL using Triz. In this paper, we focus on the task-based learning (T-PBL) method using Triz and examine the necessity and importance of its use. We propose a teaching model using Triz as a tool for T-PBL. Triz is being used as a tool to solve problems in creative ways. We will design a model applying Triz to the blockchain system security class related to the IoT.

• Journal of Power Electronics
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• v.10 no.6
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• pp.579-586
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• 2010

This paper presents the organisation and the technical structure of a remote controlled laboratory in the field of high dynamic drives and motion control. It is part of the PEMCWebLab project with the goal of providing students with practical experience on real systems in the field of power electronics and drives. The whole project is based on clear targets and leading ideas. A set of experiments can be remotely performed on a real system to stepwise identify a two axes positioning system and to design different cascaded control loops. Each single experiment is defined by its goals, the content of how to achieve them, and a verification of the results as well as the achieved learning outcomes. After a short description of the PEMCWebLab project, the structure of the remote control is presented together with the hardware applied. One important point is error handling as real machines and power electronics are applied. Finally, a selection of experiments is presented to show the graphical user interface and the sequence of the laboratory.

• Communications of Mathematical Education
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• v.20 no.2 s.26
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• pp.295-326
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• 2006

Despite the importance of mathematics education, many students in high school have lost their interests and felt difficulties and they don't have 'mathematical' experience with meanings attached because of the entrance examination. This paper attempted to resolve these problems and find the teaching-method with which students can study by themselves with more confidence. Nowadays students' use of Internet is very popular. After develop 'the development of mathematical power' program based on mathematics history, history, science, the application of problems in real world, and self-evaluation, I made students repeat them after making teaching lessons in classroom as moving pictures. Through this processes, I attempted to develop the Self-Directed Learning' ability by making public education substantial. First of all I analyzed the actual conditions on 'Self-Directed Learning' ability in mathematics subject, the conditions of seeing and hearing in Internet learning program, and students' and their parents' interests in Internet education. By analyzing the records, I observed the significance of the introducing mathematics history in mathematics subject in early stager, cooperative-learning, leveled-learning, self-directed learning, and Internet learning. Actually in aspect of applying 'the development of mathematical power' program, at first I made up the educational conditions to fix the program, collected the teaching materials, established the system of teaching-learning model, developed materials for the learning applying Internet mail and instruments of classroom, and carried out instruction to establish and practice mathematics learning plan. Then I applied the teaching-learning model of leveled cooperation and presentation loaming and at the same time constructed and used the leveled learning materials of complementary, average, and advanced process and instructed to watch teaching moving pictures through Internet mail and in the classroom. After that I observed how effective this program was through the interest arid attitude toward mathematics subject, learning accomplishment, and the change of self-directed learning. Finally, I wrote the conclusion and suggestion on the preparation of conditions fur the students' voluntary participation in mathematics learning and the project and application on 'the development of mathematical power' program and repeated learning with the materials of moving pictures in classroom.

• The Mathematical Education
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• v.57 no.2
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• pp.137-155
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• 2018

From the assumption that an individual's working memory capacity is limited, the cognitive load theory is concerned with providing adequate instructional design so as to avoid overloading the learner's working memory. Based on the cognitive load theory, this study aimed to provide implications for effective problem-based collaborative teaching and learning design by analyzing the level of middle school students' cognitive load which is perceived according to the problem types(short answer type, narrative type, project) in the process of collaborative problem solving in middle school function part. To do this, this study analyzed whether there is a relevant difference in the level of cognitive load for the problem type according to the math achievement level and gender in the process of cooperative problem solving. As a result, there was a relevant difference in the task burden and task difficulty perceived according to the types of problems in both first and second graders in middle schools students. and there was no significant difference in the cognitive effort. In addition, the efficacy of task performance differed between first and second graders. The significance of this study is as follows: in the process of collaborative problem solving learning, which is most frequently used in school classrooms, it examined students' cognitive load according to problem types in various aspects of grade, achievement level, and gender.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.9 no.4
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• pp.1-10
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• 2019

This study investigates maker pedagogy as learning method with graduate students. The exemplary maker pedagogy instructional model in this study is intended to enhance student's research competence. This study examines how the teacher designs and implements maker pedagogy instructional model, and what students have experienced in conduction research project. students provide evidence that they have improved their competence to raise research questions, to make use of research methodology. Their learning experience depends on whether they are heterogeneously grouped or homogeneously grouped in terms of intellectual ability, research experience, etc. Additionally, students suggest that the teacher needs to administrate the learning process regularly, to build up an interdisciplinary network to provide students knowledge and methodologies needed for conducting research, and to create learning environment where each student is possibly enriched with individual accountability and responsibility on each own learning process. In conclusion, this study provides several suggestions for more valuable maker pedagogy instructional models in graduate class.

• Journal of the Korea Society of Computer and Information
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• v.22 no.1
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• pp.123-134
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• 2017

The ability to use information technology has become increasingly important as technological advances continue to sweep through the computing world, and education for improving computational thinking has become globally instituted. In South Korea, informatics subjects have been modified in the 2015 curriculum and are now compulsory in primary and secondary education. However, despite substantial financial investment and numerous studies promoting informatics education, there continues to be a serious lack of pre-service teachers capable of teaching computational thinking. This study investigated pre-service teacher programming education using App Inventor, their perceptions of App Inventor, and how use of the program affected teacher problem-solving abilities and self-efficacy. In the pre-test, the control group and experimental group showed no statistically significant difference; however, the post-test revealed that the two groups showed statistically significant differences in problem-solving skills and self-efficacy. The participants initially showed interest in using App Inventor; however, after practice-teaching and project-based learning, the participants demonstrated a growing negativity toward the program when they made errors and the functional limits of App Inventor became apparent. Although most participants stated that they would not use App Inventor in their classes, the positive statistically significant differences in problem-solving skills and self-efficacy indicate that this study could be utilized as a basis for building a teaching-learning program using App Inventor and creating an educational plan for teaching computational thinking.

• 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.

• Journal of Korean Elementary Science Education
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• v.40 no.4
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• pp.443-459
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• 2021

In this study, a TPACK-based STEAM program was developed and applied under the theme of excretory organs in the 'Structure and Function of Our Body' of the elementary science curriculum. The program was produced and conducted through curriculum analysis and learning goal detailing, learning environment analysis, teaching·learning method and technology selection, TPACK elements arrangement and teaching·learning material development, application and effectiveness verification. Teacher's TPACK considered in STEAM program design process is content knowledge (appearance and work of excretory organs), pedagogical knowledge (STEAM, problem-based learning, research learning, discussion learning, cooperative learning, scientific writing) and technology knowledge (3D printer and smart device application technology). The program consisted of a total of 8 hours of project learning activities and was applied to 29 students in the fifth grade as an experimental group. A program of the same theme developed mainly from textbooks was applied to 27 students in the fifth grade of a comparison group. As a result of the application of the program, the experimental group showed significant improvement in creative problem-solving ability and scientific attitude compared to the comparison group, and the class satisfaction with the STEAM program was also high. However, there was no significant difference in academic achievement ability.

• Journal of Engineering Education Research
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• v.22 no.5
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• pp.29-36
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• 2019

Here we analyze a case of redesigned course named "Prospect of Nuclear Engineering" as an example of student-entered education which came to the fore of university education innovation. This course was reformed from lecture-based to student-centered class by changing the context as follows: Stimulating students by addressing various problems or episodes behind scientific and mathematical concepts in the history; Offering experimental project to perceive the importance of differential equations; Exploring the research status and issues of nuclear engineering and the ways of attacking them by discipline; Discussing the public acceptance of nuclear power plants. Small group activities using 'small group discussion' and 'peer-learning' have been applied in this course to enhance students' critical and creative ability. In the survey, students rated highly in the fact that they could actively interact with the peers and that they could think for themselves through 'small group discussion' and 'peer-learning' which is not just the way of conveying knowledge.

• The Journal of Korean Association of Computer Education
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• v.9 no.4
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• pp.55-61
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• 2006

The Personal Software Process(PSP) is a rigorous, measurements based process designed to help software developers produce high-quality codes. Learning PSP requires substantial and tedious record keeping including clerical computations with plenty of data occurred at every project. The required task reduces the educational effect and motive by time consuming characteristic and easy occurrence of errors. To alleviate these problems, a web-based PSP log system having streamlined mechanism of data manipulation is designed and implemented at this study. Three years of experiment shows that the system not only improves productivity and accuracy of the process but also allows students and instructors to focus on learning and teaching PSP, rather than PSP data collection.