• 한국IT서비스학회지
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• 제10권1호
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• pp.151-165
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• 2011

Recently building up of u-learning oriented teaching and learning system has been expanded rapidly, However domestic junior college's challenging for adapting it might be slower than other educational body's doing, and in that result it might be paid more or be taken longer time to improve their old system effectively. Now, it is very time for them to develop and implement u-learning oriented teaching and learning system quickly. This paper offers and draws the core factors to design ubiquitous teaching and learning model systematically through investigation of worldwide recent technology and R&D, patent, service and standardization tendency related with u-learnig modeling.

• 한국보육지원학회지
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• 제14권5호
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• pp.47-64
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• 2018

Objective: This study investigated how early childhood teachers'creativity and teaching flow was associated with their job satisfaction and examined the mediating effect of teaching flow. Methods: Participants were 222 early childhood teachers in Seoul. Descriptive statistics for all study variables were computed. To examine the hypothesized model and the alternative model structural equation modeling (SEM) was used. Results: The results revealed that early childhood teachers'creativity and teaching flow were positively associated with their job satisfaction. Early childhood teachers'creativity had an influence on their teaching flow, however, it didn't have a direct affect on their job satisfaction. Early childhood teachers' teaching flow had an affect on their job satisfaction. Additionally, early childhood teachers'teaching flow mediated the effects of teachers' creativity on their job satisfaction. Conclusion/Implications: In conclusion, early childhood teachers'teaching flow was a key predictor in the relationship between teachers' creativity and job satisfaction. This study provides guidelines for interventions aimed at increasing the job satisfaction of early childhood teachers.

• 한국수학교육학회지시리즈A:수학교육
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• 제57권4호
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• pp.371-391
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• 2018

The purpose of this study is to analyze manifestation examples and effects of group creativity in mathematical modeling and to discuss teaching and learning methods for group creativity. The following two points were examined from the theoretical background. First, we examined the possibility of group activity in mathematical modeling. Second, we examined the meaning and characteristics of group creativity. Six students in the second grade of high school participated in this study in two groups of three each. Mathematical modeling task was "What are your own strategies to prevent or cope with blackouts?". Unit of analysis was the observed types of interaction at each stage of mathematical modeling. Especially, it was confirmed that group creativity can be developed through repetitive occurrences of mutually complementary, conflict-based, metacognitive interactions. The conclusion is as follows. First, examples of mutually complementary interaction, conflict-based interaction, and metacognitive interaction were observed in the real-world inquiry and the factor-finding stage, the simplification stage, and the mathematical model derivation stage, respectively. And the positive effect of group creativity on mathematical modeling were confirmed. Second, example of non interaction was observed, and it was confirmed that there were limitations on students' interaction object and interaction participation, and teacher's failure on appropriate intervention. Third, as teaching learning methods for group creativity, we proposed students' role play and teachers' questioning in the direction of promoting interaction.

• Journal of Power Electronics
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• 제10권6호
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• pp.595-603
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• 2010

In this paper, teaching in a "switching converter (SC) design" course using problem-based learning (PBL) with dynamicbehavior- model simulation, given at Lunghwa University of Science and Technology (LHU), Taiwan, is proposed. The devised methodology encourages students to design and implement the SCs and regulate the controller's parameters in frequency domain by using 'sisitool' ('bode') in the MATLAB toolbox. The environment of PBL with converter characterization modeling and simulation reforms the learning outcome greatly and speeds up the teaching-learning process. To qualify and evaluate the learning achievements, a hands-on project cooperated with the continuous assessment approach is performed to modulate the teaching pace and learning direction in good time. Results from surveys conducted in the end of the course provided valuable opinions and suggestions for assessing and improving the learning effect of the proposed course successively. Positive feedbacks from the examinations, homework, questionnaires, and the answers to the lecturer's quizzes during class indicated that the presented pedagogy supplied more helpfulness to students in comparisons with conventional teaching paradigm, their learning accomplishments were better than expected as well.

• 한국과학교육학회지
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• 제37권1호
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• pp.143-154
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• 2017

과학탐구는 교육과정에서 오랜 동안 강조되어왔다. 2015 개정 과학과 교육과정에서 강조되는 기능 중 하나는 모델의 사용이며, 모델 기반 탐구 활동은 학생들이 스스로 자연 현상에 대한 설명을 구성할 수 있는 기회를 제공한다. 본 연구는 모델 및 모델링에 대한 교사 연수를 실시하면서 교사의 모델과 모델링에 대한 인식을 조사하고, 앞으로의 과학 교사 교육에 대한 시사점을 얻고자 하였다. 연구 대상은 연수에 참가한 29명의 초, 중등 교사였고, 연구 자료로는 각 연수 설계 및 실행 과정 중 연구자의 기록, 연구 참여 교사들이 작성한 모델 및 모델링에 대한 질문지의 응답, 연수 과정에서 수행한 과제의 결과물, 연수 중 교사 토론의 녹음을 수집하였다. 연구 결과 과학자의 모델 및 모델링에 대한 교사들의 인식은 존재론적 측면에서는 세 가지 관점으로 인식론적 측면에서는 두 가지 관점으로 구분할 수 있었다. 교사의 인식론적 이해는 연수 후에 크게 변화가 없었으나 존재론적 이해에 있어서는 보다 폭넓고 깊은 이해를 가지는 방향으로 변화하는 사례가 일부 있었다. 그러나 평균적으로 연수 전과 후 모두 연구에 참여한 대부분의 교사들은 모델을 개념 가시화의 도구로서 인식하는 관점을 갖는 것으로 드러났고, 모델의 사용이 과학탐구 과정에서 핵심적인 역할을 하는가에 대한 의견은 반반으로 나뉘었다. 한편, 과학 수업에서 모델 사용과 모델링 적용에 대한 교사의 이해는 연수를 통해 62%의 교사가 보다 세련된 수업 적용 계획을 세우고 이를 위해 보다 확장된 모델 및 모델링 개념을 가지게 되었음을 확인하였다. 교사의 모델에 대한 인식과 수업 실천사이의 관련은 명료하게 드러나지 않았으나 학교 상황 요인이 교사의 실천의지에 대한 매개로 작용하는 것이 드러났으며, 교사가 모델과 모델링에 대해 보다 확장적인 개념을 가지면 수업에서의 활용 가능성을 더 고려한다는 것이 드러났다. 연구 결과에 기초하여 추후 연구 및 유사한 연수에 대한 내용 및 전략을 제안하였다.

• 한국학교수학회논문집
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• 제1권1호
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• pp.131-138
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• 1998

The aims of mathematical education are to improve uniformity and rigidity, and to apply to an information age which our society demands. One of the educational aims in the 6th educational curriculum emphasizes on the expansion of mathematical thought and utility, But, The change of contents in the text appears little. This means that mathematical teachers must actively develop the new types of problems. That the interests and concerns about mathematics lose the popularity and students recognize mathematics burdensome is the problems of not only teaching method, unrealistically given problems but abstractiveness and conceptions. Mathematical Modeling is classified exact model, almost exact theory based model and impressive model in accordance with the realistic situation and its equivalent degree of mathematical modeling. Mathematical Modeling is divided into normative model and descriptive model according to contributed roles of mathematics. The Modeling Applied Problems in the present text are exact model and stereotyped problems. That the expansion of mathematical thought in mathematics teaching fell into insignificance appears well in the result of evaluating students. For example, regardless of easy or hard problems, students tend to dislike the new types of mathematical problems which students can solve with simple thought and calculation. The ratings of the right answer tend to remarkably go down. If mathematical teachers entirely treat present situation, and social and scientific situation, students can expand the systematic thought and use the knowledge which is taught in the class. Through these abilities of solving problems, students can cultivate their general thought and systematic thought. So it is absolutely necessary for students to learn the Modeling Applied Problems.

• 제어로봇시스템학회:학술대회논문집
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• 제어로봇시스템학회 2000년도 제15차 학술회의논문집
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• pp.412-412
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• 2000

This paper presents a task teaching method for off-line programming of a multi-robot system. Teaching commands were developed in order to simplify a complex teaching process, to shorten the setup time for new working environment and to have flexibility for changes in working environment. Four teaching commands can be used to automatically generate trajectories of an end-effector of the robot in electronics assembly line. The robots used in the work cell are a four-axis SCARA robot and six-axis articulated robot. Each robot is controlled in a independent way while objects, working environment and robots are modeled in corresponding modules, respectively. The off- line programming system developed uses OpenGL for a smooth graphic effect in Window s where three dimensional CAD data can be leaded for graphical modeling.

• 융합경영연구
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• 제11권4호
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• pp.31-39
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• 2023

Purpose: This study attempted to systematize a support system that can enhance teaching core competencies by establishing a scale for diagnosing teaching core competencies at University A. Research design, data and methodology : To this end, the first Delphi was conducted With six experts related to university core competency modeling research by extracting factors and designing structured questionnaires through a literature review process that collects and analyzes prior research related to domestic and foreign university teaching competency. The derived questions were diagnosed on 27 professors, and independent sample t-verification and ANOVA were conducted using SPSS 24.0 for analysis by key teaching competency factors. Result: What is the standard suitability of KMO. It was shown as 929 (KMO standard conformity value is close to 1), and Barlett's sphericity verification showed χ2=5773.295, df=1081, p<.It appeared as 001 and confirmed that it was suitable for conducting factor analysis. Conclusions: The core competencies of A University teachers were set based on the educational goals of A University, such as basic teaching competency, creative teaching competency, practical teaching competency, and communication teaching competency. This means that the concept and factors of the core competency of professors are likely to change, and in the end, continuous efforts to upgrade and apply research on core competency of professors are essential to quickly and organically respond to changes in competency required to increase the competitiveness of universities.

• International Journal of Internet, Broadcasting and Communication
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• 제12권4호
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• pp.55-60
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• 2020

This study aims to apply Arduino and 3D printing technology considered as a key subject in the age of 4th industrial revolution which is a step 1 for customizing and applying the process of production by chemical molding companies producing environment-friendly biodegradable packaging materials to the 3D printing teaching in universities. Step 3 is applied to IoT for Arduino application, and 3D printing technology is also used on the basis of teaching creative integrated human resource. Integration of Arduino with 3D printers is based on the assumption that middle- and high-school students can learn it step by step to higher levels and university students majoring or not majoring in computing science can also have computing skills for solving 3D printing-based problems. For IoT application in this study, the 3D printing technology is applied to the external shape of products for producing an Arduino-based lighting fixture. The applied 3D printing technology is further extended to teaching modeling of producing packaging materials by chemical product molding companies in the age of 4th industrial revolution.

• 한국보육지원학회지
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• 제17권2호
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• pp.143-160
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• 2021

Objective: This study explored the relationship between early childhood teachers' teaching efficacy, teacher-child interaction, and preschoolers' school readiness. Methods: The data were drawn from the seventh wave of the Panel Study on Korean Children. The subjects of this study were 1,150 preschoolers and their teachers. Early childhood teachers reported their teaching efficacy, their interaction with preschoolers, and preschoolers' school readiness. Data were analyzed using structural equation modeling. Results: First, early childhood teachers' teaching efficacy did not have a direct effect on preschoolers' school readiness. Second, early childhood teachers' teaching efficacy had an indirect effect on preschoolers' school readiness through teacher-child interaction. In other words, teachers with a high level of teaching efficacy had high-quality interactions with preschoolers, which led to preschoolers showing a high level of school readiness. Conclusion/Implications: The results of this study highlight the importance of teachers' high teaching efficacy and high-quality interactions between teachers and preschoolers to improve preschoolers' school readiness. In addition, this study contributes to a better understanding of the mechanism by which teachers' teaching efficacy influences preschoolers' school readiness.