• Knowledge Management Research
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• v.17 no.3
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• pp.207-225
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• 2016

Recently, flipped learning is being highlighted especially at the college of engineering because of its self-directed learning which direction matches that of the engineering education system. Although many engineering professors have tended to apply the flipped learning to their classes, they experienced a number of significant problems and challenges in practical implementing. By using TRIZ method as a tool for creative problem solving, that have been developed and applied in many fields ranging from engineering as well as management, this study aims to solve the education dilemma between learning efficiency and learning effectiveness, create a new concept of the flipped learning based on the solutions, and then explore its educational feasibility for successfully adopting it to engineering courses. This study suggests an instructional design for implementing the flipped learning according to the characteristics of engineering classes and then designs a new model of the flipped learning according to that procedure. Also, based on the empirical results in applying a new flipped learning model to the applied mathematics, this paper proposes several guidelines for the successful application of flipped learning in the future.

• Journal of Digital Convergence
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• v.10 no.11
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• pp.565-577
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• 2012

Various factors affecting teachers' self-confidence exist in math class using technology such as graphic calculators. For example, internal factors such as teachers' attitude and external factors such as school administrators or colleague's support can be considered. Pedagogical Technology Knowledge(PTK) is the very important factor which determines teacher's self-confidence in educational technology, and the development of PTK is composed of teacher's perception on the technology and its application and instrumentation. This study investigated 19 pre-service and current middle and high school teachers in the respect of their change of self-confidence, attitude, expertise on pedagogical technology, and quality of math class. These are anlayzed with the concept of instrumentation and instrumentalization through various experiences like graphic calculator, GPS and AutoGraph. The result indicated that constraints or obstacles did not affect much if teachers' attitude and self-confidence were strong. Particularly teachers' firm will to learn about technology and their confidence on its value are the critical factors in using technology for mathematics class.

• School Mathematics
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• v.16 no.1
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• pp.111-133
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• 2014

This study aims to explore mathematical belief system and core belief factors to be found. The mathematical belief system becomes an auto regulation device for students' using mathematical knowledge in mathematical situations and provides them with the context to perceive and understand mathematics. They have individual mathematical beliefs for each of mathematics subject, mathematical problem solving, mathematical teaching and learning and self-concept, and these beliefs of students construct mathematical belief system according to mutual relationships among the mathematical beliefs. Using correlation analysis and multiple regression, mathematical belief system was structuralized and core belief factors were found. Mathematical belief system is structuralized and, as a result the core belief factors that are psychological centrality of high school students' mathematical belief system are found to be persistence, challenge, confidence and enjoyment. These core belief factors are formed on the basis of personal experiences and they are personal primitive beliefs that cannot be changed with ease and cannot be shared with other people but they are related with many other beliefs influencing them.

• International Journal of Internet, Broadcasting and Communication
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• v.15 no.2
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• pp.175-180
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• 2023

Fractal geometry, a relatively new branch of mathematics, was first introduced by Benoit Mandelbrot in 1975. Since then, its applications have expanded into various fields of natural science. In fact, it has been recognized as one of the three significant scientific discoveries of the mid-20th century, along with the Dissipative System and Chaos Theory. With the help of fractal geometry, designers can create intricate and expressive artistic patterns, using the concept of self-similarity found in nature. The impact of fractal geometry on the digital art world is significant and its exploration could lead to new avenues for creativity and expression. This paper aims to explore and analyze the development and applications of fractal geometry in digital art design. It also aims to showcase the benefits of applying fractal geometry in art creation and paves the way for future research on sacred geometry.

• School Mathematics
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• v.5 no.1
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• pp.115-133
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• 2003

Investigation of the students' mathematical misconceptions is very important for improvement in the school mathematics teach]ng and basis of curriculum. In this study, we categorize second-grade middle school students' misconceptions on the learning of linear function and make a comparative study of the error-remedial effect of students' collaborative learning vs explanatory leaching. We also investigate how to change and advance students' self-diagnosis and treatment of the milton ceptions through the collaborative learning about linear function. The result of the study shows that there are three main kinds of students' misconceptions in algebraic setting like this: (1) linear function misconception in relation with number concept, (2) misconception of the variables, (3) tenacity of specific perspective. Types of misconception in graphical setting are classified into misconception of graph Interpretation and prediction and that of variables as the objects of function. Two different remedies have a distinctive effect on treatment of the students' misconception under the each category. We also find that a misconception can develop into a correct conception as a result of interaction with other students.

• Journal of The Korean Association For Science Education
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• v.40 no.4
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• pp.359-374
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• 2020

This study is a complex type consisting of survey study and self-study. The former investigated elementary teachers' epistemological beliefs on convergence knowledge and teaching. As a representative of the result of survey study I, as a teacher as well as a researcher, was the participant of the self-study, which investigated my epistemological belief on convergence knowledge and teaching and my execution of convergent science teaching based on family resemblance of mathematics, science, and physical education. A set of open-ended written questionnaires was administered to 28 elementary teachers. Participating teachers considered convergent teaching as discipline-using or multi-disciplinary teaching. They also have epistemological beliefs in which they conceived convergence knowledge as aggregation of diverse disciplinary knowledge and students could get it through their own problem solving processes. As a teacher and researcher I have similar epistemological belief as the other teachers. During the self-study, I tried to apply convergence knowledge system based on the family resemblance analysis among math, science, and PE to my teaching. Inter-disciplinary approach to convergence teaching was not easy for me to conduct. Mathematical units, ratio and rate were linked to science concept of velocity so that it was effective to converge two disciplines. Moreover PE offered specific context where the concepts of math and science were connected convergently so that PE facilitated inter-disciplinary convergent teaching. The gaps between my epistemological belief and inter-disciplinary convergence knowledge based on family resemblance and the cases of how to bridge the gap by my experience were discussed.

• Journal of Elementary Mathematics Education in Korea
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• v.13 no.1
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• pp.1-15
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• 2009

This research is to provide a useful reference for the future revision of textbook by comparative analysis with the textbook in the 4th grade of elementary school in Japan. The results from this research is same as follows: First, Korean curriculum is emphasizing the reasonable problem-solving ability developed on the base of the mathematical knowledge and skill. Meantime, Japanese puts much value on the is focusing on discretion and the capability in life so that they emphasize each person's learning and raising the power of self-learning and thinking. The ratio on mathematics in both company are high, but Japanese ensures much more hours than Korean. Second, the chapter of Korean textbook is composed of 8 units and the title of the chapter is shown as key word, then the next objects are describes as 'Shall we do$\sim$' type. Hence, the chapter composition of Japanese textbook is different among the chapter and the title of the chapter is described as 'Let's do$\sim$'. Moreover, Korean textbook is arranged focusing on present study, however Japanese is composed with each independent segments in the present study subject to the study contents. Third, Japanese makes students understand the decimal as the extension of the decimal system with measuring unit($\ell$, km, kg) then, learn the operation by algorithm. In Korea, students learn fraction earlier than decimal, but, in Japan students learn decimal earlier than fraction. For the diagram, in Korea, making angle with vertex and side comes after the concept of angle, vertex and side is explained. Hence, in Japan, they show side and vertex to present angle.

• Journal of Internet of Things and Convergence
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• v.9 no.3
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• pp.35-43
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• 2023

This study tried to find out the applicability and effectiveness of the AI-based adaptive learning system in university classes by operating an AI-based adaptive learning system on a pilot basis. To this end, an AI-based adaptive learning system was applied to analyze the operation results of 42 learners who participated in basic mathematics classes, and a survey and in-depth interviews were conducted with students and professors. As a result of the study, the use of an AI-based customized learning system improved students' academic achievement. Both instructors and learners seem to contribute to improving learning performance in basic concept learning, and through this, the AI-based adaptive learning system is expected to be an effective way to enhance self-directed learning and strengthen knowledge through concept learning. It is expected to be used as basic data related to the introduction and application of basic science subjects for AI-based adaptive learning systems. In the future, we suggest a strategy study on how to use the analyzed data and to verify the effect of linking the learning process and analyzed data provided to students in AI-based customized learning to face-to-face classes.

• Journal of Elementary Mathematics Education in Korea
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• v.18 no.2
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• pp.357-377
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• 2014

The purpose of this study is to identify whether math class with clip-type contents has a significant impacts on the academic achievement and attitude of students. To answer the questions, two classes of 4th graders at Sinlim Elementary School in Gwanak-gu, Seoul were selected as subjects; they were divided into experimental group and comparative group. They were confirmed as a homogeneous group at the significance level of 0.05 during a pre-test. The findings are as follows. First, math class with clip-type contents had positive influence on the academic achievement. Second, math class with clip-type contents had positive influence on the attitude towards learning. Furthermore, proper clip-type contents for class boost their understanding and enhance their mathematical thinking with multiple views. It led to their self-confidence in learning math, developing a positive attitude towards math. The benefits of the present research can be summarized as follows. First, the math class with clip-type contents benefited both teachers and students. For teachers, it helped them boost the quality of their teaching. For students, it helped them understand the class better, improving their academic achievement. Second, the diverse, interesting contents had a positive impact on the following of the students: self-concept of math; attitude towards math; learning habits.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.1
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• pp.62-75
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• 2022

In this study, experiential STEAM program using 3D printer was produced focusing on the content elements of 'solar' in the 2015 revised science curriculum, and in order to find out the effectiveness of the STEAM program, analyzed creative problem solving, STEAM attitude, and STEAM satisfaction by applying it to two middle school 77 students simple random sampled. The results of this study are as follows. First, a solar tactile model was produced using a 3D printer, and a program was developed to enable students to actively learn experience-oriented activities through visual impairment experiences. Second, in the response sample t-test by the difference in pre- and post-score of STEAM attitude tests, significant statistical test results were shown in 'interest', 'consideration', 'self-concept', 'self-efficacy', and 'science and engineering career choice' sub-factors except 'consideration' and 'usefulness / value recognition' sub-factors (p<.05). Third,, the STEAM satisfaction test conducted after the application of the 3D printer-based STEAM program showed that the average value range of sub-factors were 3.66~3.97, which improved students' understanding and interest in science subjects through the 3D printer-based STEAM program.