• 한국과학교육학회지
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• 제38권3호
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• pp.331-341
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• 2018

본 연구는 '실행공동체로서의 과학교실(SCaCoP)'이 가지는 구조적 요인 간의 관계를 탐색하는 것을 목적으로 하였다. 이를 위해 초등과학 실험수업의 모둠활동을 5가지의 구조적 요인인, 학습책임감, 공동의 관심사, 개방적 참여, 호혜적 인간관계, 그리고 실행을 중심으로 살펴보았다. 자료 수집은 초등학교 과학교실의 5개의 모둠을 대상으로 5번의 수업관찰과 면담을 통해 이루어졌으며, 분석 결과는 다음과 같다. 첫째, 호혜적 인간관계는 개방적 참여의 필요조건으로 작용하고 있었다. 둘째, 학생들의 공동의 관심사 요인에는 '구성원들의 흥미'와 '수업의 주제'의 두 가지 차원이 나타났으며, 두 차원은 각각 개방적 참여 요인과 학습책임감 요인의 영향을 주고받았다. 셋째, 실행요인은 다른 요인들과 역동적인 관계를 맺으며 다른 요인들의 특징을 강화시켜주었다. 본 연구결과를 토대로 실행공동체로서의 과학교실이 가지는 구조적 요인 간의 관계를 제안하였으며, 이를 통해 학생들의 과학학습을 공동체에 참여로 보는 관점에서 가질 수 있는 시사점에 대해 논의하였다.

• 영어어문교육
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• 제10권2호
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• pp.133-158
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• 2004

The purpose of the present study was to scrutinize computer games that can motivate elementary school students through their interactive "edutainment" effects. The types of elements in computer games that students find interesting as learning media and their impact were studied. The current status of Korean computer games, issues related to learning English, and methods to stimulate the motivation and interest in learning by elementary school students were explored. A computer game model for efficiently teaching English to elementary school students through a connection between computer games and education was suggested. In this model, overall games were designed with the focus on the integration of curriculum and content subjects related to learning activities. For games not to be biased toward entertainment and to have systemized learning steps, the games are composed of an introduction, presentation, practice, production and evaluation, in that order. The model suggested by this plan and composition make it possible to approach learning efficiently with entertaining games based on a systematic learning curriculum. As shown above, developing the model of educational computer games can be seen as an opportunity, which can provide amusement and interests and a broad learning experience as an additional learning method.

• 한국멀티미디어학회논문지
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• 제24권10호
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• pp.1369-1379
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• 2021

The post-corona era is having a major impact on university campus life, and campus cultural life has undergone drastic changes. In the process of adapting to this change. The existing face-to-face learning method is converted to non-face-to-face learning, and kiosks representing campus self-service are increasingly used. Subsequently, in order to match the characteristics of public places such as university campuses and provide better self-service, there are no related studies considering UI design elements of kiosks and characteristics of kiosks. This study conducted a survey on Chinese university students considering the characteristics and usability of university campus kiosks through user interface design elements in terms of design by considering previous studies. The purpose of this study is to examine the relationship between color, icon, typography, which are elements of kiosk interface design, and convenience, reliability, and usability, which are characteristics of a kiosk. In this study, the design elements and characteristics of the unmanned self-service system kiosk UI used by students at four universities in Korea and China were set as the scope of the study, and related documents were organized and surveyed in Korea and China. Case analysis and comparison method Through the kiosk usage characteristics of 4 universities were derived. The usability evaluation criteria use the five evaluation criteria suggested by the authority JacobNidsn. The usability evaluation criteria use the five evaluation criteria suggested by the authority JacobNidsn. The survey and analysis of this study were conducted for students who had experience using kiosks at two universities in China, and kiosk UI design elements were organized through survey and analysis of a total of 200 people.

• 대한지구과학교육학회지
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• 제14권2호
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• pp.202-211
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• 2021

이 연구의 목적은 교육과정 '날씨와 우리 생활' 지도와 연계하여 초등예비교사들의 '교육과정 재구성' 학습요소를 분석하는 데 있다. 연구대상은 A교육대학의 2학년 학생 29명으로 1학기 초등과학 교재연구1 강의에 참여하였다. 교육과정 '날씨와 우리 생활'에 추가하고 싶은 학습주제 두 가지와 학습 지도내용을 진술하게 한 후 기상 또는 기후 관련 과학 용어 등에 근거하여 분석하였다. 연구결과를 정리하면 다음과 같다. 첫째, '날씨와 우리 생활' 단원에 추가되어야 한다고 생각하는 학습주제의 유형은 대기 중의 물, 미세먼지·황사, 빛·전기 등 기상과 관련된 유형 세 가지와 이상기후, 지구온난화 등 기후 관련 유형 두 가지로 나타났다. 둘째, 대기 중의 미세먼지·황사의 문제에 대한 관심이 상대적으로 높게 나타났다. 셋째, 기능이나 태도영역의 학습보다는 지식 영역의 학습에 대한 관심이 상대적으로 높게 나타났다. 이러한 연구 결과를 통해 기후변화나 기후 위기 교육 프로그램 개발이 필요하다는 사실을 확인할 수 있다.

• 한국문헌정보학회지
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• 제38권4호
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• pp.85-104
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• 2004

본 연구는 인터넷 기반의 교육정보서비스 기관에서 채택하고 있는 학습객체의 개념을 도입하여 학교도서관 정보시스템(DLS)의 메타데이터에 교육 관련 요소를 추가, 확장할 수 있는 방안을 제시하고자 한다. 교수${\cdot}$학습의 상황에 따라서 정보자원에 접근토록 하고, 정보자원에 포함된 내부 데이터 요소의 제반 특성을 메타데이터로 기술하고 색인 함으로써 학습객체 단위로 접근할 수 있는 방안을 제시하는데 목적이 있다. 기존의 DLS의 메타데이터에 , , 요소를 추가하여 교수${\cdot}$학습 상황에 따라서 정보자원에 접근할 수 있도록 하고 요소를 이용하여 내부 학습객체의 개념을 수용할 수 있는 방안을 제시하였다.

• 한국실내디자인학회논문집
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• 제25권6호
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• pp.15-22
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• 2016

Recent changes in the Korean education policies are promoting the advances in science and technology and cultivating people of convergence talent. STEAM (science, technology, engineering, art and math) educational program is Korean styled convergence program for creative competent human resources. Therefore, Therefore the aim of this study is developing convergence hand-on educational program coping with climate change for elementary school students. For development of the program, we investigated the curriculum of the elementary school about the climate change, and allocated in the creative learning standard frame. Also, we selected themes related the climate change in the curriculum and learning activity. For more effective program to build the convergence competency, we analyzed the program based on creative problem based learning process and 4 core competency(creativity, communication, convergence, caring) elements. In conclusion, the STEAM program needs to develop by school curriculum and leaner's ability. For elementary school students, the STEAM program consists with creative problem based learning process. And the convergence educational program would analyze by the creative PBL process and convergence competency elements. So, this developing program has brought the promotion of the creative convergence competent talented person for the future global environment.

• 한국생물정보학회:학술대회논문집
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• 한국생물정보시스템생물학회 2000년도 International Symposium on Bioinformatics
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• pp.61-68
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• 2000

Now that the complete genomes of numerous organisms have been ascertained, key problems in molecular biology include determining the functions of the genes in each organism, the relationships that exist among these genes, and the regulatory mechanisms that control their operation. These problems can be partially addressed by using machine learning methods to induce predictive models from available data. My group is applying and developing machine learning methods for several tasks that involve characterizing gene regulation. In one project, for example, we are using machine learning methods to identify transcriptional control elements such as promoters, terminators and operons. In another project, we are using learning methods to identify and characterize sets of genes that are affected by tumor promoters in mammals. Our approach to these tasks involves learning multiple models for inter-related tasks, and applying learning algorithms to rich and diverse data sources including sequence data, microarray data, and text from the scientific literature.

• 대한수학교육학회지:학교수학
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• 제1권1호
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• pp.19-37
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• 1999

In this study, we examined some matters related to the learning of variable concept in school mathematics on the basis of the theoretical foundation from the previous studies(e.g. Davis, 1975; Rosnick, 1981; IK chemann, 1981; Wagner, 1983.) and practices on variable concept teaching by evaluating the current state of that. Matters be discussed are as follows; the use of symbol for place holders in elementary mathematics, the dealing with sets those elements are literals and operations of such sets, the teaching of dummy variable, the construction of literal expressions that contains variables, the labeling indeterminates as a constant, the change in the exact meaning of variable according to the function concept, the teaching of a generalization by means of variables. After considering on these matters that are connected with the teaching-learning of variable concept, we suggested the alternative proposal to the current state of variable concept teaching.

• Journal of Information Technology Applications and Management
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• 제9권2호
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• pp.17-32
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• 2002

Even though the distance education via web has a great advantage to overcome time and space, its problem is that the management of trainees is not efficient compared with classroom and group education. This problem is a great obstacle to the objects and achievement standards of distance education, giving controversial arguments to the advocators of distance education. Distance educators need to monitor the trainees'participation and responses continuously and offer appropriate feedback to the trainees. However, the existing distance education system only focuses on teaching and learning activities, and as a result, the efficient management function of distance education is not available. Accordingly, the study attempts to find out the appropriate managing elements of distance teacher training in order to effectively achieve the goals of teacher training and the efficient management of distance education. Also, it proposes distance teacher training management system that offers appropriate feedback to trainees, applying the derived elements of distance teacher training to the training processes. To verify the efficiency of the system, hypotheses on related items of distance teacher education and learning types are suggested, and the achievement degree of learning and its relations are investigated through questionnaire of learning types. In addition, a system using UML which is the standard of object-oriented modeling language is devised, so. that mutual management, language independence and convenient development environment as well as reusability can be offered, and so the design standardization and efficient system realization could be achieved, while flexible change of system according to education process and computing environment is possible.

• 과학교육연구지
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• 제48권1호
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• pp.15-30
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• 2024

본 연구는 학생들이 과학 개념을 이해하는 데 어려움을 겪고 학습을 회피하는 이유를 파악하기 위해 학생들의 인지 수준과 수학과 관련된 과학 개념이 요구하는 인지 수준을 분석했다. 먼저, 2015 개정 교육 과정의 수학 및 과학 교육 과정을 분석하여 중학교 과학 내용 중 수학과 연계된 부분의 학습 요소를 추출했으며, CAT (Curriculum Analysis Taxonomy)을 이용하여 학습 내용에서 요구되는 인지 수준을 분석했다. 화학의 경우, 수학과 관련된 총 20개의 학습 요소 중 12개가 초기 형식적 조작 수준(3A)의 이해가 필요하며, 3개가 후기 형식적 조작 수준(3B)의 이해가 필요했다. 3A와 3B에 해당하는 학습 요소들에는 비례 논리, 수리적 조작, 측정 기술에 관련된 사고 논리 유형이 많이 사용되는 것을 확인했다. 생물의 경우, 수학과 관련된 총 7개의 학습 요소 중 3개가 초기 형식적 조작 수준(3A)의 이해가 필요하며, 2개가 후기 형식적 조작 수준(3B)의 이해가 필요했다. 3A와 3B에 해당하는 생물 요소들은 상관 논리에 해당하는 학습 요소가 많이 포함되어 있어 학생들이 어려움을 겪을 수 있는 인지적 원인이 화학 영역과는 다소 차이가 있었다. 이는 GALT 축소본을 통해 분석된 형식적 사고가 가능한 중학교 학생의 평균 비율이 1학년의 경우 12.1 %, 2학년의 경우 16.6 %, 3학년의 경우 29.3 %임을 고려할 때, 학생들의 인지 수준에 비추어 수학과 연계된 화학 및 생물 학습 내용에서 요구하는 인지 수준이 더 높다고 할 수 있다.