• Journal of the Korean Society for information Management
• /
• v.39 no.3
• /
• pp.1-22
• /
• 2022

The purpose of this study is to propose a book recommendation system that can be used in school libraries. The book recommendation system applies an algorithm based on association rules using DLS lending data and is designed to provide personalized book recommendation services to school library users. For this purpose, association rules based on the Apriori algorithm and betweenness centrality analysis were applied and detailed functions such as descriptive statistics, generation of association rules, student-centered recommendation, and book-centered recommendation were materialized. Subsequently, opinions on the use of the book recommendation system were investigated through in-depth interviews with teacher librarians. As a result of the investigation, opinions on the necessity and difficulty of book recommendation, student responses, differences from existing recommendation methods, utilization methods, and improvements were confirmed and based on this, the following discussions were proposed. First, it is necessary to provide long-term lending data to understand the characteristics of each school. Second, it is necessary to discuss the data integration plan by region or school characteristics. Third, It is necessary to establish a book recommendation system provided by the Comprehensive Support System for Reading Education. Based on the contents proposed in this study, it is expected that various discussions will be made on the application of a personalization recommendation system that can be used in the school library in the future.

• Korea Science and Art Forum
• /
• v.32
• /
• pp.319-334
• /
• 2018

This research is a case study to make sure the enhancement of students' imagination and creativity through developing and applying the Literature-Art-Science Integrated Education Program. Its research object was totally 25 persons of 29 students of the 1st to the 4 th Grades from Gunsan Sulsan Elementary School. Its research period lasted for 4 months from September to December, 2017, and I, as the research place, used the art room at Gunsan Sulsan Elementary School. The programs were totally 10 sessions with a unit of 1 session per each grade for 2 hours from 1:00 to 3:00 in the afternoon from Monday through Friday. I fixed ten themes of this program-eight plane modeling, and two solid modeling, and finished the work of storytelling during summer vacation. And I arranged their levels as low:middle:high(3:5:2) ones. The former was 'A Film of Monster Gorilla'(L), 'Learning the Spirit of Gyeongju Choi's Family'(M), 'A Tale of My Friend Made of Natural Materials'(L), 'The Reading of My Dream'(M), 'Gathering the Objects in My Mobile'(M), 'A Mock Trial of Marrying Off'(M), 'Painting My Favorite Children's Poem'(H), and 'Painting My Favorite Children's Song'(H), and the latter was 'Seeking for a Bluebird in My Mind'(L), and 'Making My Cherished Object' (M). Then I used the unique art expression technique per each theme, which were in sequence marbling, Korean paper art, combine painting, collage, imaginary painting, imaginary painting, play dough art, imaginary painting techniques. And I delivered to the students the scientific knowledge in terms of growing or manufacturing processes of materials used for making artworks. Prior to and after the processing this program, I surveyed about the students' ability of integrated thinking and emotional experience by 'Figure B Type' and 'Figure A Type' of The Torrance Tests of Creative Thinking, and took statistics with the resultant data. And I executed a paired t-test in order to verify the significance of mean difference in the result of investigation with those data. From the analyzed result according to the elements of creativity and the mean quotients of creativity, there showed a significant difference (t=3.47, p<.01) in 'fluency', and also a significant difference(t=3.59, p<.01) in 'creativity.' Judging from the statistic values of two fields such as the student's ability of integrated thinking and emotional experience, I estimate that over the majority of the students showed the enhancement in self-confident creative expression as well as higher interest and concern through this program. The result that I arranged and analyzed the making process of artworks, the photos of the resultant, etc. as such is as follows : Firstly, from this program being proceeded as art-centered STEAM class, the student's systematic problem-solving ability was improved in his ability of integrated thinking to transform the literary contents into artistic one. Secondly, the student obtained the emotional experience such as interest in the class, self-confidence, intellectual satisfaction, self-fulfillment, etc. through art-centered STEAM class using ten art expression techniques. Thirdly, the student's mind willing to cooperate, communicate with his friends, and care for them was ripened in the process of problem-solving. Fourth, the student's self-confidence was further instilled when presenting famous artists and their artworks in the introduction and finale of ten art expression techniques. Likewise, the statistic values on the fields of student's ability of integrated thinking and emotional experience illustrate that over the majority of the students showed improvement in the ability of creative expression with confidence as well as higher interest and concern upon this program.

• Journal of the Korean Society for Library and Information Science
• /
• v.58 no.1
• /
• pp.31-51
• /
• 2024

The purpose of this study is to propose a design model for school library based instruction under EduTech. EduTech-based education expands learning boundaries and requires new instructional environments and learning experiences for learner-centered deeper learning. Accordingly, this study modified the ADDIE model based on the system theory and presented a four-stage instructional design model (draft) consisting of 'analysis stage, preliminary learning and development stage, learning management stage, and team teaching evaluation stage.' This model reflects elements of flipped learning, the backward design model, and inquiry-based learning to develop of customized student materials and inquiry activities. In addition, the scope of learning was expanded to include prior learning, face-to-face learning, and additional learning to increase the diversity of collaboration and opportunities to utilize school library materials. Also, Several ways for school library based instruction within EduTec were proposed in terms of teacher librarians' expertise, school library space, budget, standard curriculum development, and comprehensive support system for reading education.

• Journal of the Korean School Mathematics Society
• /
• v.17 no.3
• /
• pp.337-358
• /
• 2014

The purpose of this study is to investigate how storytelling is embodied in the Mathematics I textbooks for first grade high school students in the 2009 revised curriculum and the perception of secondary math teachers and students of those books. Furthermore, in order to have some implications on newly ongoing textbook development, this thesis sets up the following goals for inquiry into the effect on storytelling. First, are there any noticeable differences among the 10 types of mathematics I textbooks for high school first graders in the 2009 revised curriculum? Second, what do teachers and students think of textbooks which apply storytelling techniques? The results are as follows. The frequency of storytelling types that appeared in the textbooks is as follows: real-life connection type and inter-scholarship type take up 47.55% and 24.51% respectively, followed by decision-making type with 10.52%, math history type with 10.17% and tool-using type with 7.05%. Within the contents, math history type showed up on reading material from every textbook. And it is worth considering that real-life-connection type has the most various topics and is mainly for arousing interest and checking up on some concepts. However, inter-scholarship type is usually related to science, and decision-making type is included for error analysis and tool-using type for reading materials about math programs. The results of this study suggest that many of the teachers who participated showed some kind of understanding of storytelling but there were not many who are actually incorporating that into their own classes. It is also essential that we develop textbooks that are effective for storytelling classes, hold regular symposiums as well as teacher training, and create tools for proper assessment. Furthermore, students think that textbooks based on storytelling would have positive effects as long as they are supported by enough time, a sufficient number of classes and tests with validity.

• Journal of Gifted/Talented Education
• /
• v.25 no.2
• /
• pp.217-236
• /
• 2015

The purpose of this study was to investigate factors that affected achievement of socially succeeded people, and to draw ways to improve gifted education. To do this, we interviewed 60 achievers. The interview was administrated as semi-structured deep interview about 6 areas - education, major, family and parent, personal relationship, leisure time activity, achievement and motivation of success. The results showed that achievers were active students during their school days. They thought differentiated education and student-centered lessons are important. Many achievers answered they do not have any personal mentee, and decision of majors and education should be matched with the perception of one's potential and interest. Exercises, music, and reading books were strongly suggested as leisure time activities, and the key inner factors for success were curiosity and self-confidence. Beneficiaries of gifted education perceived their experience of gifted education had a positive influence on their achievement. Based on the these results, ways to improve gifted education were discussed.

• Journal of The Korean Association For Science Education
• /
• v.37 no.6
• /
• pp.1025-1035
• /
• 2017

The purposes of this study are to analyze the merits and limits of flipped learning by suggesting the ALP model for efficient application and to test the effects of the new ALP model. The process of new model and program development is based on ADDIE in this study. This study consists of two steps. First through literature research on the difficulties of the flipped learning, the elements are extracted to develop new model. Second, these elements were placed according to the teaching and learning flow, which resulted in the procedures. As a result, the ALP model was developed. The ALP model is a new model for applying teaching and learning methods for efficient application of the flipped learning. This model was applied to elementary science classes to test its effects in scientific communication skill. Interviews and cognitive survey were also conducted to collect additional information. The results of this study are as follows: There were various difficulties in flipped learning. Based on literature research results, the ALP model and the science programs for elementary students have been developed. The experimental group showed statistically meaningful improvement in scientific communication skill. The scientific communication skill has two subcategories: the forms and the types. According to the form analysis results, the experimental group showed a statistically meaningful improvement in the form of Table and Picture, but not in the form of Writing and Number. With the same reason given previously, this study confirmed that the application of ALP model improves the students' visual form communication skills such as Table and Picture better than reading form communication skills such as Writing and Number. According to the type analysis results, the experimental group showed a statistically meaningful improvement in "the scientific insistence" type, and "the justification" which is the sub element of "the scientific insistence" type. With this reason, this study suggests that the class applied ALP model gives students more time and opportunities to learn. Though the survey and interviews about the student's awareness of the class with applied the ALP model, this study showed that students actively exchanged their opinions in the class with applied ALP model.