• Communications of Mathematical Education
• /
• v.29 no.4
• /
• pp.625-642
• /
• 2015

The purpose of this study was to develop and verify the feedback-enhanced performance assessment model through a variety of assessment strategies focused on the development of students. In order to achieve the purpose of this study, we analyzed the achievements of the sixth grade curriculum standards and set the central achievement standards in core competencies. We then established an evaluation plan to take advantage of a variety of methods and develop an assessment tool for process-based evaluation during lessons. We applied this assessment model to 6th grade students while teaching and learning mathematics in the classroom. The result of applying the performance evaluation model showed the improvement of students' reflective thinking ability. Also, some students who was not achieved at the level of 'N' could develop to the level of 'N + 1'. A long term research using various assessment strategies should be continued for effective help of students' mathematical development.

• Journal of The Korean Association of Information Education
• /
• v.13 no.1
• /
• pp.69-76
• /
• 2009

This paper proposes a teaching plan of programming language class for university of education students amusingly with LEGO Mindstorms NXT robot. The goal of class is not fragmentary knowledge acquirement but problem-solving of maze. This robot communicates with GUI named NXT-G installed in computer via USB. GUI is not text-based but icon-based programming tool. This paper designs a semester with 3 steps such as beginner, intermediate, high-rank. Beginner step is consists of learning of basic functions such as GUI usage and several sensors of robot. Intermediate step is consists of solving of maze problem with low complexity. High-rank step is consists of solving maze problem with medium and high complexity. All maze problem-solving have 3 process with algorithm, flowchart, and programming with stack.

• Journal of Engineering Education Research
• /
• v.23 no.6
• /
• pp.3-16
• /
• 2020

This study aims to introduce the ENACT model, which is a systematic teaching-learning model for cultivating social responsibility of science and engineering college students, and to discuss its educational implications. For the development of the ENACT model, we conducted extensive literature reviews on RRI, STEM education, and science and technology studies (STS). In addition, we examined exemplary overseas education programs emphasizing social responsibility of scientists/engineers and citizens. The ENACT model consists of five steps; 1) Engage in SSIs, 2) Navigate SSIs, 3) Anticipate consequences, 4) Conduct scientific and engineering practice, and 5) Take action. This model links Socioscientific Issues (SSI) education with engineering education, dividing the major elements of social responsibility education for scientists and engineers into the dimensions of epistemology and praxis, and reflected them in the model. This effort enables science and engineering college students to pursue more responsible and sustainable development by carrying out the responsible problem-solving process based on an understanding of the nature of science and technology. We plan to implement ENACT model based programs for science and engineering college students and to examine the effects.

• Journal of Korean Home Economics Education Association
• /
• v.34 no.4
• /
• pp.19-41
• /
• 2022

This study aims to confirm the effect of the 'Meal and Cooking for Single-Person Households' education program on improving the dietary management competency of high school students. In order to achieve this research purpose, 'Meal and Cooking for Single-Person Households' education program was developed, implemented, and evaluated based on the ADDIE instructional design model. The results of this study are as follows. First, an analysis was conducted on literature and prior research related to the dietary life of single-person households and dietary education programs of the home economics subject. Based on this, the theoretical background for the 'Meal and Cooking for Single-Person Households' education program was established. Then, teaching-learning process plan and student workbooks for a total of 16 unit classes were developed. The expert validity of the program was verified by 6 experts who are current high school home economics teachers and have experience in conducting research related to dietary education programs. As a result, the average of all items was 4.89 (out of 5 points) and the CVI was 0.98, securing very excellent content validity. Second, the researcher directly implemented 'Meal and Cooking for Single-Person Households' education program for 100 students in Y high school located in Sejong city. Considering the school's situation, the 16th session of teaching-learning process plan was shortened to 6th sessions while all the core topics. A survey was conducted on students who participated in the program and the pre- and post- results were analyzed. As a result of the survey analysis, the 'Meal and Cooking for Single-Person Households' education program had a positive effect on improving the dietary management competency of high school students. This study is meaningful in that it has implications for the development of a new subject in home economics in preparation for the high school credit system and improving dietary management competency in accordance with social changes in the era of single-person households, and the 'Meal and Cooking for Single-Person Households' education program developed in this study can be used as a mini-subject in the 2022 revised curriculum.

• Journal of Christian Education in Korea
• /
• v.66
• /
• pp.75-112
• /
• 2021

This study is purposed to prepare students in theological universities so that they contribute to their faith community as well as the broader social community in future through developing a practical course model for education of character formation. Facing the challenge of a high-tech revolution being progressed globally in this period, theological seminaries as the Christian-affiliated institute of higher education see the necessity to nurture their learners' competency of holistic personality comprehending cognitive, affective, behavioral, and more spiritual maturity as well as specialty in each subject matter. The holistic character capability of seminarians is closely related not only to their own self-realization, but also social community's well-being. This research had the following content and results. Chapter 1 brought up a subject to educational needs of the holistic character formation in the theological seminaries to meet the rapidly changing times. Chapter 2 considered the importance of character formation in the curriculum of the universities and theological seminaries in the times of high-tech revolution through the literature reviews related to. Chapter 3 clarified the elements of character education to be placed emphasis on theological seminaries and established the way of course planning. Chapter 4, using a course of Christian social education for illustration, described in order the whole process of course planning comprehending the need of planning, description of course concept, establishment and definition of learning outcomes, organization of learning experience(course content), teaching-learning activities, evaluation of learning outcome, and course improvement, which was visualized with the chart of the process of course design. Also, it provided a practical illustration of the conceptual map, an outline of content and an organization of units, and scope-sequence chart. Finally, chapter 5 gave an syllabus example in an integrative and digestive form as the course plan to be distributed to the students, which is the final result produced through the whole process of course planning. This research is intended not to present a overall curriculum planning of the university-level in the theological seminaries, but to develop a course-level curriculum focused on the formation of character. The author hope that this study would be used as a guideline in developing a course model to nurture the capability of the learners' holistic character.

• Journal of The Korean Association For Science Education
• /
• v.43 no.3
• /
• pp.265-276
• /
• 2023

The purpose of this study was to develop a plan to ensure that students lacking basic science skills acquire the minimum needed science learning ability while completing the common curriculum. We surveyed 27 elementary and secondary science teachers with experience in research and teaching related to basic skills support to investigate their perceptions of the criteria for minimum achievement standards using Consensual Qualitative Research (CQR) and Analytic Hierarchy Process (AHP). The results indicated that the science teachers tended to describe low achievers as lacking science learning competency, accumulating a science learning deficit, and lacking prerequisite knowledge. However, there were some differences in the characteristics that the elementary and secondary teachers paid attention to in students with insufficient science and basic academic skills. Specifically, the secondary teachers demonstrated greater sensitivity towards low learning motivation and difficulties in using scientific symbols, whereas the elementary teachers were more sensitive towards students' attitudes towards science or lack of experience. Furthermore, it has been observed that the prioritization of items, categorized by school level, differs in terms of setting minimum achievement standards to ensure basic skill support. This implies the need to develop minimum achievement standards considering various variables based on the school level. As there are diverse opinions among science teachers, depending on their expertise, regarding the factors to be considered when developing these standards to guarantee science and basic skill support. Based on the findings of the study, policy support is required to enhance teachers' professionalism in developing students' basic skills while considering the individual context and diversity of low achievers. Additionally, it is crucial to establish a shared vision for students lacking basic skills to reduce the gap between national policy and the practices of science teachers in ensuring support for basic skills.

• Journal of The Korean Association of Information Education
• /
• v.25 no.5
• /
• pp.803-812
• /
• 2021

This study explored the concept of artificial intelligence and the problem-solving process that can be explained through literature research. Through this study, the educational meaning and application plan of artificial intelligence that can be explained were presented. XAI education is a human-centered artificial intelligence education that deals with human-related artificial intelligence problems, and students can cultivate problem-solving skills. In addition, through algorithmic education, it is possible to understand the principles of artificial intelligence, explain artificial intelligence models related to real-life problem situations, and expand to the field of application of artificial intelligence. In order for such XAI education to be applied in elementary schools, examples related to real world must be used, and it is recommended to utilize those that the algorithm itself has interpretability. In addition, various teaching and learning methods and tools should be used for understanding to move toward explanation. Ahead of the introduction of artificial intelligence in the revised curriculum in 2022, we hope that this study will be meaningfully used as the basis for actual classes.

• Journal of Korean Elementary Science Education
• /
• v.41 no.3
• /
• pp.501-520
• /
• 2022

Considering the importance of spatial thinking in the process of learning astronomy, it is necessary to educate pre-service teachers on teaching methods that consider spatial thinking from the teacher training program stage. Accordingly, after providing education on spatial thinking to pre-service science teachers, problems and improvement plans perceived by them were explored for the images and inquiry activities of astronomy textbook units. In this study, spatial thinking in the astronomical domain was defined as the amalgam of the concepts of space, representation tools, and reasoning processes. The juniors attending the University of Education in the metropolitan area were educated on spatial thinking for two weeks in October 2021. They were then asked to voluntarily select one of the astronomy units to analyze problems in the textbooks and present modification plans to address those problems. Finally, 33 cases presented by 22 pre-service science teachers were analyzed, and the results of the study were as follows. Pre-service teachers recognized the problems in textbooks in terms of the concepts of space and reasoning processes, and proposed improvement plans to supplement them. However, in some cases, even if pre-service teachers properly recognized a problem, the improvement plan was not appropriate, or they were not able to analyze the images or inquiry activities in terms of spatial thinking. This study is significant in that it shows that pre-service teachers have the potential to properly reorganize and revise textbooks by participating in teacher training programs on spatial thinking. Furthermore, based on the results of this study, the direction of the teacher training program concerning spatial thinking was discussed.

• Journal of the Daesoon Academy of Sciences
• /
• v.22
• /
• pp.471-507
• /
• 2014

Edification in Daesoonjinrihoe is not only a phenomenon that occurs following the differences of religious experience or spiritual development among the community members, which enables the members to share teaching and learning experiences with one another, but also an issue determined as one of the major activities of the religious order and a plan for achieving the purpose of the religious order-Podeokchenha(Wordly Propagation), Gujechansaeng (Salvation of all mankind) and Jisangcheonguk Geonseol(Building of earthly paradise). The purpose of this article is to clarify its concept and provide an example of edification, through considering the historical model for edification to help the cultivators with their work of edification. The archetype of edification of Daesoonjinrihoe was formed and gradually developed in phases by Sangje, Kang Jeungsan, the Supreme God(姜甑山, 1871-1909), Doju, Jo Jeongsan(趙鼎山, 1895-1958) and Dojeon, Park Wudang(朴牛堂, 1917-1995), by the three of whom the Religious Authority was succeeded. Sangje descended to the human world and preached to people to live by the rule of Haewon Sangsaeng(Resolution of grievances for the mutual beneficences of all life) and set an example of abolishing the old customs, living in mutual beneficences and having respect for human being. Doju, in revering the last will of Sangje, established the religious order by setting its creed, rituals and activities, which formed most contents of the archetype of edification. Dojeon set up a religious faith system by firmly establishing the Religious Authority and performed the True Law in accordance with Sangje's program of heaven to educate the cultivators to achieve the goal of self-cultivation following the last will of Doju. Through this, a perfect method to reach the state of Dotong(The Truly Unified State of Dao) is fulfilled. In this way, the archetype of edification was formed in the process of succession of Religious Authority. In conclusion, edification in Daesoonjinrihoe contributes to a 'systematic conveyance and understanding' through the historical archetype of edification, and it can be described as a concept that becomes a model to put into practice the 'True Law' of teachings given by two Sangjes for Dotong. Therefore, edification of Daesoonjinrihoe is drawing attention of its development as an important activity that realizes the ultimate value of the religious order because it solves the problems of immorality(absence of Dao), disorder and disregard of human value generated from the other side of this material civilization, with the truth of Haewon Sangsaeng, and has a function of rebuilding and leading the individuals and the society to the Truly Unified State of Dao through performing of the True Law.

• Journal of Practical Engineering Education
• /
• v.15 no.3
• /
• pp.751-759
• /
• 2023

In the era of global aging and the retirement of baby boomers, the response is very intensive and dynamic. As baby boomers actually retire, the terms for middle-aged people have been diversified into middle-aged, midle-elderly, and the new middle, which are also evident in the training process. In line with the timing, the government and academia are also making efforts to advance the development of training courses for middle-aged, along with organizing terms for middle-aged. From this point of view, this study aims to analyze the performance of the three-year training courses (2018-2020) for the new middle at Korea Polytechnics and suggest the direction of development of the new middle training course. As a result of the study, the three-year performance of the Shin middle-aged training course gradually increased, but the completion rate and employment rate gradually decreased, indicating that countermeasures were needed. In addition, campus performance in the metropolitan area was higher than that in the non-capital area, so a plan for this deviation was needed. In addition, the need for the integrated operation of the existing 'middle-aged' and 'the new middle' courses operated by Korea Polytechnics was suggested, and measures to specialize in the new middle-aged were proposed.