• The Journal of Korean Association of Computer Education
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• v.8 no.5
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• pp.1-15
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• 2005

The purpose of the study was to integrate Information and Communication Technology(ICT) into elementary mathematics instruction and to help prospective elementary school teachers understand such integration through developing lesson plans and implementing them in classrooms. Specifically, pre-service elementary school teachers in two universities participated in the study for a semester. While taking the course of elementary mathematics teaching methods, the teachers analyzed pre-developed lesson plans, developed lesson plans using ICT in mathematics for grades 5 and 6, and implemented them. This paper includes how the teachers conceive integration of ICT to mathematics teaching and what are the implications of such integration.

• The Journal of Korean Association of Computer Education
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• v.13 no.6
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• pp.69-77
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• 2010

This purpose of this study is to investigate the learner's perception and learning satisfaction on e-learning in the university blended learning environment. The participants in this study were signed up for Health Education. Collected data were analyzed by using the SPSS program. The results are as follows. The average of learner's perception and learning satisfaction on e-learning was higher than the middle. the most of learners recognized that e-learning is efficient to cultivate computer usage ability. Relation between learner's perception and learning satisfaction on e-learning showed a positive correlation. Learning satisfaction could be influenced by learner's perception on e-learning. Considering all these results, the blended learning which mixs face-to-face learning and e-learning is meaningful.

• The Journal of Korean Association of Computer Education
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• v.10 no.4
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• pp.83-92
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• 2007

Curriculum can represent the identity of University as an important factor, and especially university has sole power to design and manage his curriculum. So, the information literacy curriculum which teach students to create, store, communicate their knowledge is very important position in the liberal arts curriculum. Thus, this study designs the reference model as 3-dimensional cubic model for information literacy curriculum to help curriculum designers design, manage, and evaluate it. For developing this model, I researched many books and web sites about some of domestic and U.S. universities' curriculums, and made up some questionnaires about students' satisfaction and the direction of information literacy education. An information literacy curriculum was designed using this reference model and lots of students are satisfied with this curriculum after activating in this class. Designed cubic reference model which has a characteristic to expose flexible and systematic context representation in the university curriculum can guide researchers to design, manage, and evaluate information literacy curriculum.

• Journal of The Korean Association For Science Education
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• v.31 no.2
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• pp.164-180
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• 2011

In this study, pre-service elementary teachers (n=68) participated in an inquiry of exploring children's science ideas as group work. After conducting interviews with children, the pre-service teachers analyzed their science ideas on specific concept and propose a teaching plan based on their findings. This paper aimed to find the positive learning experiences of the pre-service teachers by looking into their inquiry process. Questionnaire, researcher's journal, classroom videos and final reports were collected and analyzed for this multiple case study. Four representative groups were chosen and interviewed after submitting their final reports for in-depth understanding of their inquiry process. The positive learning experiences found in the process of their inquiry into children's science ideas were as follows: (1) exploring children's ideas have brought the opportunity for enhancing pre-service teachers' science content knowledge. (2) the pre-service teachers developed their ability in creating questions that probe into children's understanding. (3) the pre-service teachers recognized that children have various incomplete and unstable science ideas. (4) the pre-service teachers could suggest teaching strategy based on their findings.

• Communications of Mathematical Education
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• v.27 no.4
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• pp.407-428
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• 2013

The purpose of this research is to develop an effective teaching-learning model and suggest efficient methods for improving the learning abilities in mathematics of the students of engineering college. For this purpose, we examined their learning styles and learning attitudes toward Mathematics, which are important factors in teaching-learning process, and analyzed the relation between them. As a result, we found that participants had a disposition of being dependent and highly participating, so we made an effort to develop a teaching-learning model which can make the students active and highly involved in. After applying the developed teaching-learning model to Engineering Mathematics class for one semester, we conducted survey of the participants' responses. In conclusion, we found that this model is very helpful for Engineering students to utilize a self-directed learning by diagnosing and adjusting their learning process in Meta-cognitive way. Also, it is confirmed that this model has a considerable influence in which students can actively participate in class and have positive attitude to Mathematics learning.

• Journal of the Korean School Mathematics Society
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• v.23 no.2
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• pp.203-222
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• 2020

Because the role of the teacher is important for the education to actualize the goals of the curriculum, the interest about the teacher's knowledges has been addressed as an important research topic. Among them, the pedagogical content knowledge is the knowledge that can emphasize the professionalism of the teacher. In this study, I analyzed the elementary pre-service teachers' the problem solving strategies that they imagined the methods that elementary school students can think about fraction division. Pre-service teachers who participated in this study were completed all of the mathematics education courses in the pre-service teachers' education courses. The research was conducted using the four type-problems of fraction division. The results showed that elementary pre-service teachers responded in the order of equal sharing problem-measurement division-partitive division-context of determination of a unit rate problem. They presented significant responses not only with typical algorithms but also with pictures or expressions. On the basis of this research, we have to take an interest in the necessity of sharing and recognizing various methods of fraction division in pre-service teachers education.

• The Journal of the Korea Contents Association
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• v.11 no.1
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• pp.469-478
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• 2011

The purpose of this study was to investigate the effects of learning style on blended learning. Subjects were 102 college students(grade 1, department of physical therapy) who enrolled in 'neuroanatomy' course. Blended learning was composed of 13 weeks-3 hour/1week in offline and 16 chapters-24 lessons in online. According to Kolb's learning style, assimilator was the most common. There were no significant differences between the learning style but, they were most preferred blended learning(92.1% of subjects), improved participation and excitation in learning(each 55.5%, 58.8% of subjects), and blended learning was helpful in learning(85.1% of subjects). In student's satisfaction, there was significant difference between the learning style. Statistical difference was found in satisfaction between assimilator(80.7%) and accommodator(67.5%).

• The Journal of the Institute of Internet, Broadcasting and Communication
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• v.20 no.2
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• pp.171-178
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• 2020

Many countries are establishing and operating blended learning that combines the advantages of online and offline education. However, online education lecture-based Mooc courses have a very low level, with a graduation rate of less than 5-10%. Therefore, in order to increase the graduation rate of students taking online Mooc distance education lectures that anyone can easily take lectures anytime, anywhere on the web-based basis, it is necessary to introduce automatic analysis of students' understanding level of lectures and an automatic academic warning system. Moreover, in order to enter an advanced education country, it is necessary to develop an automatic judgment SW for wrong answer rate, automatic summary SW for lectures, and automatic analysis SW education for lecture-based weak subjects based on mixed learning levels. In order to improve this problem, in this paper, we proposed and simulated an automatic summarization system for lecture contents, an automatic warning system for incorrect answers, and an automatic judgment algorithm for weak subjects.

• The Journal of Korean Association of Computer Education
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• v.8 no.4
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• pp.37-47
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• 2005

Teaching ICT skills in extracurricular activity classes of commercial high school helps to bridge the digital divide of the students at the minimum cost, and gives them a chance of getting ICT-related licenses. The purpose of this study is to identify the determinants of satisfaction and planned behavior toward computer classes, offered as extracurricular activities in commercial high schools. A survey methodology was used to investigate a proposed model of influence, and regression analysis was used to analyze the results. The hypothesized model was largely supported by this analysis, and the overall results indicate that the intention to participate in the class is mostly influenced by the expected social effect, individual impact and playfulness from the class. In addition, it was found that the learning environment influences the level of playfulness and social effect, and that the contents quality has some impact on the level of the ease of study and playfulness. Useful suggestions for promoting computer classes as extracurricular activities in commercial high schools are also provided.

• Journal of the Korean Chemical Society
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• v.57 no.4
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• pp.499-506
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• 2013

In this study, clicker, also known as classroom response system, was applied to the chemistry method course at the university in Gyeongbuk, and preservice chemistry teachers' perceptions of clicker were surveyed. Before starting lecture, operation and class application of clickers were introduced to preservice teachers, and then 4-5 questions were presented to them in most classes during the term. After preservice teachers were asked to answer the questions, lecturer gave feedback based on the class answer distribution. Questions presented to preservice teachers were recall and/or understanding questions on learning contents, opinion questions, and questions about muddiest point. At the end of semester, preservice teachers were asked to rate their perception of clikers in terms of likert scale and essay type. They had positive perceptions of clicker use in aspects of cognitive effects, affective effects and media characteristics. They preferred conceptual understanding questions and monitoring questions among 8 clicker question types. Some cases using clickers in lecture and educational implications were also included.