• Journal of Korean Home Economics Education Association
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• v.21 no.1
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• pp.21-34
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• 2009

This study intended to examine the effects of each factor on teacher efficacy. A questionnaire survey was administered on 225 home economics teachers in middle school in Gyeonggi-do, and a total of 194 copies of the questionnaire excluding poorly filled-out 31 copies were used for the final analysis. A questionnaire in a self-administering design was used to collect data on individual characteristics, teacher efficacy, self-esteem, development of expertise, and educational environment of school perceived by the middle school home economics teachers. The findings of this study are summarized as follows; First, there were significant differences in teacher efficacy according to age, education and service years. Second, significant differences were found in teacher efficacy according to self-esteem, development of expertise and educational environment of school. That is, the more positive self-esteem, development of expertise, participation of parents, characteristics of students and other teachers, and teachers' perception about teaching-learning aids were, the higher home economics teachers' efficacy became. Third, the study revealed that teacher efficacy was influenced by development of expertise, educational environment of school and self-esteem. Considering these results, positive self-esteem of teachers, practical teacher training, expansion of self-development training opportunity, aids from educational authorities in terms of money and time are needed to improve teacher efficacy of home economics teachers. Efforts should be made to help teachers have positive attitudes toward parents, students, and other teachers.

• Smart Structures and Systems
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• v.29 no.1
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• pp.1-16
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• 2022

Despite recent breakthroughs in deep learning and computer vision fields, the pixel-wise identification of tiny objects in high-resolution images with complex disturbances remains challenging. This study proposes a modified U-net for tiny crack segmentation in real-world steel-box-girder bridges. The modified U-net adopts the common U-net framework and a novel Self-Attention-Self-Adaption (SASA) neuron as the fundamental computing element. The Self-Attention module applies softmax and gate operations to obtain the attention vector. It enables the neuron to focus on the most significant receptive fields when processing large-scale feature maps. The Self-Adaption module consists of a multiplayer perceptron subnet and achieves deeper feature extraction inside a single neuron. For data augmentation, a grid-based crack random elastic deformation (CRED) algorithm is designed to enrich the diversities and irregular shapes of distributed cracks. Grid-based uniform control nodes are first set on both input images and binary labels, random offsets are then employed on these control nodes, and bilinear interpolation is performed for the rest pixels. The proposed SASA neuron and CRED algorithm are simultaneously deployed to train the modified U-net. 200 raw images with a high resolution of 4928 × 3264 are collected, 160 for training and the rest 40 for the test. 512 × 512 patches are generated from the original images by a sliding window with an overlap of 256 as inputs. Results show that the average IoU between the recognized and ground-truth cracks reaches 0.409, which is 29.8% higher than the regular U-net. A five-fold cross-validation study is performed to verify that the proposed method is robust to different training and test images. Ablation experiments further demonstrate the effectiveness of the proposed SASA neuron and CRED algorithm. Promotions of the average IoU individually utilizing the SASA and CRED module add up to the final promotion of the full model, indicating that the SASA and CRED modules contribute to the different stages of model and data in the training process.

• 한국정보교육학회:학술대회논문집
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• 2010.08a
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• pp.127-134
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• 2010

In the information oriented society, a good lesson helps learners to develop self-learning ability. To give a good lesson, teachers should teach with details in learning contents that learners can understand easily, not with abstract and generalized concepts in the textbook. And they also should find the effective instructional media to give students the learning contents. Since the newspaper carries the most current and up-to-date source of information about various fields, if it is used as the teaching material in the classroom, it can help students to learn useful and practical knowledge. Therefore, newspapers are so-called 'living textbook'. NIE which enables students to enhance their ability to utilize the information and to learn wisdom about life, is already actively applied to the educational activities. And e-learning system and the electronic newspaper that make learning happen to anyone anytime anywhere, appears with the advancements in information technology and changing educational paradigm. This changed circumstance make the field and the way of NIE enlarge to e-NIE. e-NIE is the educational media that helps the learners to learn the way of learning. But the study about e-NIE through designing a teaching plan systematically has not been made completely. Therefore, this research aims to find out the characteristics of e-NIE and the effective way of designing a teaching plan that fits the characteristics of e-NIE.

• Science of Emotion and Sensibility
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• v.14 no.4
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• pp.513-524
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• 2011

Digital Technology actively utilized in all spheres by rapid changes in information and knowledge demands transformations not only in the sociocultural and educational spheres but also specifically in the field of arts education. Digital Technology becomes a challenging factor for the field of arts education. In this study purposed a new teaching-learning approach method in arts education, called "Music Technology-Based Learning"(hereafter, MTBL), which is to, first, take interdisciplinary approaches combining various subjects in the field of arts education. In the case study was conducted to examine the educational effects of the MTBL approach to the liberal arts course in university: mind maps derived from 2 sessions (pre-class and post-class), evaluation sheets regarding self-directed learning and in-depth interviews with ten voluntary learners after the class were used as methods for data collection. The result of case study shows positive changes in the terms of the degrees of emotional sensibilities of the learners. Moreover, the research confirmed the potential of MTBL as a new teaching and learning methodology in art education.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2018.05a
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• pp.327-331
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• 2018

The purpose of this study was to design a competence teaching-learning model that could help college students improve their computational thinking among core competences in SW education. A competence teaching-learning model, UDDPAAP (Unplugged-Demonstration-Decomposition-Pattern Recognition-Abstraction-Algorithm-Programming), was designed by analyzing competences of learners with no experience in software coding, by reconstructing DMM, DDD, and DPAA among the five existing SW-based teaching-learning models, and by analyzing unplugged activity and the Bebras challenge computational thinking scale carefully. The unplugged activity partially adapted to instruction for college students and some items chosen from the Bebras challenge computational thinking scale were applied to the existing teaching-learning model. To determine the effects of the study, pretest was conducted in freshmen for computational thinking and self-confidence on the basis of the experience in SW and computer information literacy education, and posttest following instruction applying the UDDPAAP teaching-learning model. The students provided with SW education based on the UDDPAAP teaching-learning model saw their computational thinking competence improved.

• Journal of Korean Home Economics Education Association
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• v.32 no.2
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• pp.99-115
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• 2020

The purpose of this study is to analyze the relationship between home economics curriculum and media literacy education. For this purpose, 12 kinds = types of learning materials for middle school 'Technology·Home Economics 2' textbooks were analyzed. After selecting 'Media Literacy Performance Goals(MLPG)' as the basis for analysis, the distribution of media data and reflection of MLPG were analyzed by frequency and content analysis. The results of this study are as follows. First, 39.6% of the learning materials using media materials out of the total learning materials of 12 textbooks, and there were differences in the frequency and weight of learning materials using media materials by publishers. Depending on the type of media, 68.3% of 'printing', 16.7% of 'images, video', 13.5% of 'digital', and 86.5% of the use of unidirectional media. Second, there was a difference in frequency and weight of learning materials reflecting the MLPG by publishers, and it was necessary to supplement the learning content to improve overall media literacy. Among the MLPG reflected in the learning materials, 'meaning and communication' was the most reflected performance goal, with 58.8%, but there was no two-way communication through the media. Based on the results of these textbook analysis, MLPG in Home Economics are revised as follows. 'Understanding the meaning and self-expression', 'Communication and social participation', 'Use of responsible media', 'Appreciation and enjoyment', 'Use of media technology', 'Information search and selection', 'Creation and production', 'Critical understanding and evaluation'.

• Journal of The Korean Association For Science Education
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• v.19 no.2
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• pp.217-228
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• 1999

The purpose of this study was to investigate the effects of the constructivist instructional model on the acquisition of atmospheric pressure conceptions and learning motivation. The step of constructivist instruction was prediction and explanation-experiment and observation-discussion-application. The control group consisted of two classes of students who participated in the teacher-centered instruction. The experimental group consisted of two classes of students who participated in the constructivist instruction. To examine students' preconceptions before the instructions, a preconceptions test was administered. After the instructions, students' acquisition of atmospheric pressure conceptions and learning motivation were measured with a researcher-made post-conceptions test and The Course Interest Survey. The results from this study were as follows: First, the constructivist instruction is more effective method in acquisition of atmospheric pressure conceptions and learning motivation than the teacher-centered instruction. Therefore, in order to increase the acquisition of science conceptions and to decrease the science misconceptions, we need to use the constructivist instructional model which make learners self check their own preconceptions of science. Second, the constructivist instruction is more effective than teacher-centered instruction in three elements of learning motivation. So, we need to develop the effective ARCS(attention, relevance, confidence, satisfaction) strategies in order to use the constructivist instructional model and to verify it's effectiveness. Third, to improve teaching and learning methods, educational researchers should carry out studies using many points of view than studies biased constructivism or objectivism. In this respect, we need to contrive how to integrate constructive view points and objective view points.

• Journal of the Korean earth science society
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• v.32 no.3
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• pp.334-345
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• 2011

The purpose of this study was to find out inservice teachers' teaching skills and relevant educational settings that could be applied to an instruction of problem-based learning (PBL). Participants have been instructed PBL teacher training programs and applied PBL into teaching and learning process. Three elementary teachers were selected to participate in the study, and data were collected with semi-structured interviews. The interviews of the teachers in relation to PBL were analyzed by two main topics: (1) the teachers' teaching skills required in PBL and (2) the educational settings in implementing PBL. The results are as follows: First, there is a difficulty involved in the implementation of PBL in that its preparation and teaching process are different from the traditional teaching methodology. However, as a helper who guides the students to self-directed learning in the free and permissible learning environment in which students are motivated to develop their potential effectively, the teachers are to invest their time consistently and to put their efforts into making an effective class in the entire process of PBL. Second, as a method to apply the problem-based learning to the education settings, the teachers must spread the awareness of PBL to fellow teachers, students, their parents and the administrators in education and form the community of the teachers. Most importantly, when the teachers apply PBL in the directly, from the joy of witnessing the changes in the students, they will choose to adopt PBL.

• Journal of the Korean association of regional geographers
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• v.5 no.1
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• pp.163-185
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• 1999

The purpose of this study is to develop the model of constructivist multimedia-assisted instruction(CMAI) and to analyze the effect of it in the secondary school geography. The main results are as follows : (1) The conceptual model of CMAI can be defined as an instruction aiming at making a person who has self-directed learning ability through constructivism and multimedia. The procedural model of CMAI based on PIDA instructional strategy is divided into four stages : prediction & explanation, inquiry activity, discussion & fixation, application & synthesis stage. (2) CMAI is typed by offline CMAI and online CMAI. that is, O/WCMAI(online CMAI by web-based courseware). Offline CMAI is subdivided into P/TCMAI(offline CMAI by presentation-based courseware) and C/RCMAI(offline CMAI by cd-rom based courseware) according to authoring tool and function. (3) Offline constructivist multimedia course-ware(offline courseware) was developed for 2 periods as the material to analyze the effect of CMAI. Offline courseware is received development level of it. (4) After offline courseware being applied to the class, the effect of it according the types of the CMAI instruction(lecture instruction, whole teaching, individualized learning, cooperative learning) was analyzed. As the result of analyzing the descriptive statistics of the level of learning achievement and instruction response, there isn't big relationship between them. As the result of analyzing the inferential statistics of the level of learning achievement, there wasn't significant difference between the types of CMAI instruction in whole student of the classes and certain students who improved their grades. But as the result of analyzing of the level of instruction response, there was significant difference between lecture instruction and other types of the CMAI instruction(whole teaching, individualized learning, cooperative learning).

• Journal of Science Education
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• v.42 no.2
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• pp.95-105
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• 2018

The purpose of this study was to develop a digital textbook on 'structure and contraction mechanism of skeletal muscle' with the learning model for biomimicry-based convergence. The unit of 'structure and contraction mechanism of skeletal muscle' is a part of Life Science I in high school. The convergence learning model was designed with three phases of biomimicry-based convergence (Exploration-Design-Implementation) including 3D modeling & printing. The developed digital textbook was composed of 8 sessions which contains the following learning contents : Exploration of skeletal muscle, creative designing of skeletal muscle using sketch application and 3D modeling, convergent implementing of the designed using 3D printing, exploration of muscle contraction, creative designing of muscle contraction using sketch application and 3D modeling, and convergent implementing of the designed using 3D printing. Each session is also involved in the contents of gallery widgets, media widgets, keynote widgets, sketch widgets, the cloud, polling widgets, and review widgets for interactive and mobile learning. After administering the developed digital textbook to 20 high school students, it was shown a positive effectiveness on life science learning for high school students. Moreover, the digital textbook was evaluated as to promote student's abilities on creative designs and implementation related to biomimicry-based convergence. The digital textbook was also shown a favorable response on students' interest and self-directed learning on life science.