• International conference on construction engineering and project management
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• 2022.06a
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• pp.1220-1220
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• 2022

Constructionarium Ltd is a not-for-profit organisation which delivers a residential, experiential, immersive learning opportunity to university students from across the built environment education sector. Since 2002, the Constructionarium education model has been available to students in engineering, construction management and architecture at a purpose built, 19-acre multi-disciplinary training facility in Bircham Newton, England simulating real site life and reflecting site processes, practices and health and safety requirements. The unique approach of Constructionarium puts experiential learning and sustainability at the heart of everything. In a week, students develop a practical understanding of the construction process, develop transferable skills, build a team and are exposed to the latest in sustainable technologies. Experiential learning is what differentiates a Constructionarium project from regular field trips or site visits. At Constructionarium the focus is on learning by participation rather than learning through theory or watching a demonstration. The projects cannot be replicated in a classroom or on campus. Using the hands-on construction of scaled down versions of iconic structures from around the world, students learn that it requires the involvement of the whole construction team to successfully complete their project. Skills such as communication, planning, budgeting, time management and decision making are woven into a week-long interrelationship with industry professionals, academic mentors and trades workers. Working together to enhance transferable skills brings the educational environment into the reality of completing an actual construction project handled by the students. Constructionarium has used this transformational learning model to educate thousands of students from all over the United Kingdom, Europe and Asia. Texas A&M University in the United States has sent multiple teams of students from its Department of Construction Science every operational year since 2016.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.1
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• pp.425-429
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• 2014

The visibility range is defined from where one can see. And it can be changed by illuminance, the character size, and eyesight and so on. In this paper the visibility range of 120 students is measured for 4 character sizes and 3 illuminations in a classroom. In order to forecast the visibility range of unmeasured data, using least square approximation theory, functions whose independent variable is illuminance and whose dependent variable is the visibility range is proposed. Because the visibility range is invariant according to illuminance, common logarithmic functions for 4 character sizes are used. The small difference between the postulated functions and the measured data verifies the accuracy of the functions.

• English Language & Literature Teaching
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• v.12 no.1
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• pp.221-238
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• 2006

This study investigates the reliability of plagiarism measurement in the ESL essay writing context. The current study aims to address the answers to the following research questions: 1) How does plagiarism measurement affect test reliability in a psychometric view? and 2) how do raters conceive the plagiarism in their analytic scoring? This study uses the mixed-methodology that crosses quantitative-qualitative techniques. Thirty eight international students took an ESL placement writing test offered by the University of Illinois. Two native expert raters rated students' essays in terms of 5 analytic features (organization, content, language use, source use, plagiarism) and made a holistic score using a scoring benchmark. For research question 1, the current study, using G-theory and Multi-facet Rasch model, found that plagiarism measurement threatened test reliability. For research question 2, two native raters and one non-native rater in their email correspondences responded that plagiarism was not a valid analytic area to be measured in a large-scale writing test. They viewed the plagiarism as a difficult measurement are. In conclusion, this study proposes that a systematic training program for avoiding plagiarism should be given to students. In addition, this study suggested that plagiarism is measured reliably in the small-scale classroom test.

• Journal of Korea Multimedia Society
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• v.6 no.4
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• pp.676-684
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• 2003

eLearning can be defined as an approach to teaching and teaming that utilises Internet technologies to communicate and collaborate in an educational context. This includes technology that supplements traditional classroom training with web-based components and learning environments where the educational process is experienced online. The use of hypertext as an educational tool has a very rich history. The advent of the internet and one of its major application, the world wide web (WWW), has given a tremendous boost to the theory and practice of hypermedia systems for educational purposes. However, the web suffers from an inability to satisfy the heterogeneous needs of a large number of users. For example, web-based courses present the same static teaming material to students with widely differing knowledge of the subject. Adaptive hypermedia techniques can be used to improve the adaptability of eLearning. In this paper we report an approach to the design a unified implementation framework suitable for web-based eLearning that accommodates the three main dimensions of hypermedia adaptation: content, navigation, and presentation. The framework externalises the adaptation strategies using XML notation. The separation of the adaptation strategies from the source code of the eLearning software enables a system using the framework to quickly implement a variety of adaptation strategies. This work is a part of our more general ongoing work on the design of a framework for adaptive content delivery. parts of the framework discussed in this paper have been imulemented in a commercial eLearning engine.

• The Journal of Korean Association of Computer Education
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• v.15 no.4
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• pp.61-77
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• 2012

The purpose of this study was to examine the structural relationship among task value, self-efficacy, classroom goal structure, and academic emotions(enjoyment, fear, boredom) for promoting self-regulated learning in e-learning course. The results showed that task value, self-efficacy, class goal structure influenced academic emotions and self-regulated learning, and enjoyment had mediation effects among exogenous variables and self-regulated learning. The findings offer implications of facilitating self-regulated learning while considering academic emotions.

• Korean Journal of Child Studies
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• v.33 no.2
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• pp.55-68
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• 2012

The goals of this study were to examine how children's recognition of various emotions, emotion expression, and social interactions among their peers differed according to their attachment styles. A total of 65 three to five years old children completed both attachment story-stem doll plays and a standard emotion recognition task. Trained observers documented children's valence of emotion expression and social interactions among their peers in the classroom. Consistent with attachment theory, children who were categorized as secure in the doll play were more likely to express positive emotions than children who were categorized as avoidant in the doll play. Children who were categorized as avoidant in the doll play were more likely to express neutral emotions among their peers than children who were categorized as secure and anxious in the doll play. The findings of this study contribute to the general attachment literature by documenting how attachment security plays a crucial role in having positive emotions in ordinary situations. It does so by also demonstrating how different attachment styles are associated with children's qualitatively different patterns of emotion processing, especially in terms of their expression of emotions.

• The Journal of Korean Association of Computer Education
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• v.11 no.2
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• pp.23-33
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• 2008

The computer education has not to remain literacy education but to change with object of training a member of real society which is logic in thinking, initiativeness in suit with the knowledge information-oriented society by teaching the theory of computer science. This study examined effects and applied by means of developing project- based programming teaching model for elementary students in a classroom when teachers instruct programming education This study is expected to contribute to make computer teaching methods better, by providing teachers with teaching models of computer programming education for elementary students.

• Journal of the Korean Society of Earth Science Education
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• v.5 no.2
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• pp.213-223
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• 2012

This study explored practicing elementary school teacher's beliefs of scientific inquiry and scientific inquiry teaching methods. Defining teacher's beliefs as a broad construct, we tried to examine the teachers' understandings about the scientific inquiry and scientific inquiry teaching method. This study drew on interview data from 10 elementary teachers in busan and changwon area of korea. Conclusions of this study include; First, we found that elementary teacher's beliefs of inquiry were represented variously. And they considered that inquiry is the important goal of science education. They though that the goal of science education is development of Scientific inquiry skills, Scientific thinking skills, development of Creativity and problem solving ability, increasing interest about science, understanding of the basic concepts of science and apply of real-life. second, most of the teachers though that Scientific inquiry is scientists activities, they defined 'the process of creation of new knowledge', 'the process of deriving theory', 'solving process of intellectual curiosity', 'Problem-solving process'. third, they considered that teaching method of scientific inquiry is open inquiry activities. however, they thought that there are many difficulties to actually apply. Understanding teachers' beliefs has implications for both the enactment of inquiry teaching in the classroom as well as the uptake of new teaching behaviors during professional development, with enhanced outcomes for engaging students in Science.

• Journal of Educational Research in Mathematics
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• v.12 no.2
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• pp.163-180
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• 2002

The purpose of this paper is to reconsider the meaning of mathematical literacy based on the investigation of the nature of mathematical knowledge communicated in university level mathematics classes. The analysis of classroom discourse has revealed three different kinds of mathematical knowledge circulated in mathematics class, which include 'factual mathematics', 'mathematical fantasy', and 'mathematical savior faire.' The fact that a mathematics teacher delivers diverse categories of mathematics knowledge suggests that the mathematical literacy is not confined to the development of technical competence. More specifically, the kinds of mathematical knowledge identified above tell that mathematical literacy developed through learning mathematics reflects the cultural norms and values of doing mathematics. This means that mathematical literacy is not merely involve with technical competence but rather with cultural competence. In this regard, this paper highlights the meaning of mathematical literacy as a cultural identity, which has been underestimated in the theory and practice of mathematics education dominated by technocracy of the twentieth century In particular, the notion of mathematical savior faire implies that teaching and teaming mathematics ultimately deals with a system of cultural meaning. Hence, through learning mathematics, a learner gets transformed as a whole person according to the cultural norms and values. In this regard, it is concluded that mathematical literacy can be considered as a necessary condition to become a competent member of mathematics community sharing cultural norms of doing mathematics as well as a repertoire of mathematical skills.

• Korean Journal of Child Studies
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• v.18 no.1
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• pp.143-162
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• 1997

This qualitative study explores the development of young Korean children's reading stances and responses to children's books and discusses their literacy development in relation to school reading experiences. Rosenblatt's theory (1978) of aesthetic and efferent stances is used to characterize the relationship between the reader and the text. A teacher's reading stances in the official school world are analyzed and their relationships to children's stances and responses are discussed. The teacher's efferent stance encouraged her children's responses to he efferent as well. It also influenced children's assumptions and expectations about the teacher's reading activities, so that the children came to view these activities only as ways of obtaining factual knowledge and practicing literacy skills. The children's own interests and intentions during free play time are described in order to understand children's reading stances in the unofficial school world. The children showed various types of stances during free play time even though they were encouraged to take only one type of stance, i.e., an efferent stance, in the official school world. The findings are discussed In terms of their implications for classroom practice and literacy research.