• 한국정보교육학회:학술대회논문집
• /
• 2004.08a
• /
• pp.226-235
• /
• 2004

초등학생 프로그래밍 교육은 프로그래밍 활동을 통해 논리적 사고력과 문제 해결력을 신장시키는 데 의의를 두고 다양한 프로그래밍 교육 방법과 학습 시스템을 개발하려는 연구가 이루어지고 있다. 프로그래밍 교육의 목표가 프로그래밍적 사고력 함양이라면 프로그래밍적 사고를 언어로 표현하여 실제로 프로그램을 작성할 수 있는 프로그래밍 언어 사용 능력 함양도 필요하다. 초등학생 프로그래밍 언어 학습은 특정 언어의 문법적 설명과 해석을 지양하고 프로그래밍 언어에 대한 올바른 개념 이해와 활용을 통해 프로그램을 구현하는데 필요한 기초 소양 능력 함양에 중점을 두어야 한다. 따라서 초등학생을 위한 프로그래밍 언어 교육 방법의 체계화에 기여할 수 있는 하나의 모델로서, 프로그래밍 언어의 기본적인 개념 중 함수 개념을 효과적으로 지도할 수 있는 지도 원리와 학습 모형을 연구하였고, 함수가 가진 특성 즉 함수적 사고과정을 이용하여 프로그래밍 언어 기술 능력과 논리적 사고력 및 문제해결력의 고등인지기술 능력을 함께 신장시킬 수 있는 지도 방법을 제안하고자 한다.

• Journal of the Korean Society of Earth Science Education
• /
• v.10 no.1
• /
• pp.26-37
• /
• 2017

The purpose of this study was to investigate secondary pre-service science teachers' misconceptions of tide and to develop a learning module that can change misconceptions into scientific concepts and to examine the effect of the learning module for conceptual change. In order to achieve the purpose of the study, the researcher developed the test tool of tidal phenomena and the learning module using cognitive conflict strategy. The subjects of this study were 40 first year students who majored science education at a college of education in G metropolitan city. The results of this study are as follows. First, secondary pre-service science teachers had various misconceptions about tidal phenomena. Second, the developed learning module was effective in changing misconceptions about tide of pre-service science teachers into scientific concepts. However, some students had misconceptions about tidal phenomena after learning the developed module. The typical misconception was that they could not distinguish the centrifugal force generated when the earth and the moon revolve about the center of common mass as the center of rotation and the centrifugal force generated by the earth's rotation. And they did not know that they should not consider the earth's rotation while the earth was revolving around the center of common mass.

• Journal of the Korean Chemical Society
• /
• v.64 no.6
• /
• pp.360-370
• /
• 2020

This study explored the learning environment for promoting conceptual understanding, immersion, and situational interest in small group learning using augmented reality, according to the level of students' self-regulation. 95 ninth-grade students from a coed high school in Seoul participated in this study. Students were divided into a group of four and each group was randomly assigned to three learning environments that provide one marker and one smart device(1-1), two markers and two smart devices(2-2), and four markers and four smart devices(4-4) for a group. Small group learning using augmented reality was conducted for two class periods about the chemical bonding concept from the Integrated Science subject. Two-way ANOVA results revealed that students in the 4-4 learning environment scored significantly higher than those in the 1-1 or 2-2 learning environment in a conception test. Changes in the learning environment have affected students with a low level of self-regulation. In an immersion test, students in the 4-4 learning environment scored significantly higher than those in the 1-1 learning environment, and changes in the learning environment have affected students with a high level of self-regulation. As a result of situational interest test, students in the 4-4 and 2-2 learning environments scored significantly higher than those in the 1-1 learning environment, and changes in the learning environment have affected students with a low and a high level of self-regulation. Based on the results, the educational implications of the learning environment for promoting conceptual understanding, immersion, and situational interest in small group learning using augmented reality are discussed.

• Journal of Science Education
• /
• v.47 no.2
• /
• pp.154-166
• /
• 2023

It has been known that the tool characteristics embedded in physical tools and virtual tools act with different underlying mechanisms in a user's knowledge acquisition and conceptual understanding. This overview study examines the learning process through the use of physical and virtual tools from the perspective of conceptual frameworks, affordability that tools present, and the depth of cognitive engagement that occurs in the process of learning concepts through various learning activities. Based on the conceptual frameworks, the results of previous comparative studies were reinterpreted. It was found that what mattered for learning is the amount of new information that a tool provides and the different level of cognitive engagement that students use through various learning activities. Finally, the implications to be considered when teachers use physical and virtual tools to help students better understand various concepts are discussed.

• Journal of the Korean Society of Earth Science Education
• /
• v.13 no.1
• /
• pp.74-89
• /
• 2020

The purpose of this study was to develop a concept test tool for seasonal change with reliability and validity, and to objectively observe and analyze sub-concepts and misconceptions related to the concept of seasonal change to explain the relationship between variables. The development process of the conceptual change concept inspection tool consisted of the development of the inspection tool development plan, the development of the inspection tool draft, the modification of the preliminary inspection and inspection tools, the development of the final inspection tool, and the implementation of this inspection. The developed test tool can be used to provide students with appropriate learning and help by examining students' degree of seasonal change concept formation and analyzing the cause of the difficulty in concept formation. As a result of regression analysis of 198 students in 6th grade using the developed test tool, it was found that the understanding of pre-learning concept and correction of misconception had a statistically significant effect on the concept learned in the seasonal change unit, and misconception had greater effect. Correction of misconceptions had a significant effect on students above the average score among the two sections created and cut based on the average score, and on the students below the average score, the understanding of pre-learning concept had a significant effect.

• Journal of The Korean Association For Science Education
• /
• v.21 no.4
• /
• pp.658-667
• /
• 2001

In this study, the relationships among students' cognitive/affective variables, cognitive conflict induced by anomalous data, and conceptual change were investigated. Tests regarding background knowledge, field dependence-independence, learning strategy, logical thinking ability, goal orientation, self-efficacy on prior concept and ability, and control belief were administered. Tests of prior conceptions, responses to anomalous data, conception, and retention of conception were also administered. There were no significant correlations of cognitive conflict induced by anomalous data with students' cognitive and affective variables. However, prior knowledge on molecular motion, field dependence-independence, and learning strategy were significantly correlated with students' conception and retention of conception. Logical thinking ability was also correlated with their conception. Multiple regression analysis indicated that learning strategy significantly predicted students' conception and retention of conception. For the affective variables, self-efficacy on ability was significantly correlated with students' conception and retention of conception, and goal orientation was correlated with their conception. Self-efficacy on ability was a significant predictor on students' conception and retention of conception, and goal orientation on their conception.

• Journal of The Korean Association of Information Education
• /
• v.9 no.3
• /
• pp.483-500
• /
• 2005

The purpose of the study was to explore the conceptual and theoretical fundamentals of learning object. Learning object, a new paradigm for instructional design in the era of information technology, has attracted much research efforts since it has lots of advantages in terms of production efficiency and use effectiveness. A theory for the systematic design of this new instructional design, however, looks far from mature. Since the birth of the idea of a learning object has been found in the field of computer software design, such as object-oriented software development, learning object does not have enough theoretical underpinnings in terms of learning and instruction. The researcher tried to establish theoretical foundations for this new, alien concept as a learning design theory. Relevant research efforts and discourses have been discussed for this purpose.

• 한국지구과학회:학술대회논문집
• /
• 2010.04a
• /
• pp.71-71
• /
• 2010

대학생들의 야외 지질 실습 전과 후에 퇴적층 형성에 대한 이해도 변화를 파악하기 위해 충남대학교 지질환경과학과 3학년 재학생 27명을 대상으로 3일 동안, 참여 학생들에게 매일 실습 전과 후로 나누어 6번의 설문 조사를 실시하였다. 설문 조사 문항은 모두 주관식이며, 3일에 걸쳐 총 68문항을 제공하였다. 제시된 문항은 퇴적층 형성과 관련된 기본개념 31문항과 조사 지역의 노두관찰 37문항으로 분류 된다. 야외 실습 전과 후의 개인별 점수를 각각 비교한 결과 실습에 참여한 모든 학생들의 점수가 향상되었다. 실습 3일에 대한 전체 학생들의 평균점수는 실습 전에 28.3점, 후에 51.6점으로 실습 전보다 후에 34.2% 향상되었다. 또한 전체 학생들의 기본개념 31문항에 대한 평균점수는 실습 전에 19.8점, 후에 26.9점으로 22.9%, 조사 지역 노두관찰 37문항에 대해서는 실습전에 8.5점, 후에 24.7점으로 43.8%가 각각 향상되었다. 퇴적층은 공간적으로 넓은 장소와 시간적으로 오랜 기간 동안에 걸쳐 형성되어 학생들은 광범위한 공간적, 시간적 개념을 이해하는 것이 필요하며 대학의 지질학 교육 과정에서 야외실습은 필수적인 요소이다. 야외 실습은 학습자가 직접 자연과 같은 실제 세계를 관찰하고 조사하는 활동으로 이루어지는 학습 방법으로 교실 밖에서 일어나는 모든 학습을 총칭한다고 할 수 있다. 본 연구 결과는 야외 실습 후에 학생들의 점수가 향상된 것을 보여주었다. 이런 결과는 야외 실습이 야외에서 학습자가 주체가 되어 적극적인 참여로 학습하는 학생 중심 학습이고, 자연 환경을 학습의 장으로 하여 실물을 활용한 직접적인 조사활동과 같은 경험에 의한 체험 학습이기 때문인 것으로 해석된다. 또한 야외 실습에서 그룹 활동은 학생들이 지질조사를 하면서 발견된 문제나 내용에 대해 공유할 수 있는 토론 학습인 동시에 야외 활동에서 교수는 전문가 혹은 학습 촉매자로서 문제에 대한 해결책을 주거나 학생들에게 질문이나 토론의 기회를 주어 학생들의 지적, 정신적 향상에 영향을 미치기 때문인 것으로 보인다. 그러므로 야외 실습은 계획, 실행, 정리 단계가 매우 중요하다. 우선 장소 선정에 있어 강의실에서 토론된 주제 및 개념과 관련된 장소를 선정해야 하며, 야외에서는 학생과 학생, 학생과 교수 간의 그룹 활동, 토의 및 질문 시간을 충분히 가져야 함은 물론 실습 후에는 세미나를 통해 야외 활동에서 새롭게 발견하거나 조사 및 학습한 내용, 해결하지 못한 문제 등을 토론하고 정리하는 과정을 갖는 것이 필요하다고 판단된다.

• Journal of the Korea Computer Industry Society
• /
• v.3 no.1
• /
• pp.45-56
• /
• 2002

The object of our research is to design and to embody the learning system of numerical concept for the mathematic loaming disabilities. The existing system for the learning disabilities was a simple repeating practice system, repeating the same learning contents to obtain the skill, ignoring the learner's disability situation. This bears a problem that the interest and motivation in the learning media will reduce as the learning goes on. This loaming system offers the learning process of numerical concept by showing an animation file of a real life and offering a concrete mouse manipulating practice environment, so as to maintain the motivation of the learner, giving an instant compensation and feedback. If this system are used in directing the learning disabilities, it will help them to stay motivated and to create a positive teaming attitude by a variety level learning system, supporting suitable speed and learning contents for the learning disabilities individuals.

• The Journal of the Convergence on Culture Technology
• /
• v.8 no.6
• /
• pp.553-560
• /
• 2022

The research of course-embedded learning evaluation method, which can be used to measure the competency of learners by evaluation of learning outcomes, has been performed for competency-based education in the university. In this paper, we propose an learning evaluation and adaptive feedback model based on learning outcomes, learning subjects, learning concepts graph, and an evaluation matrix. Firstly, we define the layered learning outcomes, a graph of learning subjects and concepts, and two association matric. Secondly, we define algorithms to calculate the level of learning achievement and the learning feedback to learners. We applied the proposed method to a specific course, "Java Programing", to validate the effectiveness of our method. The experimental results show that our proposed method can be useful to measure the learning achievement of learners and provide adaptive feedbacks to them.