• Proceedings of the Korean Information Science Society Conference
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• 2000.04b
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• pp.702-704
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• 2000

교육시스템에 관한 논문에는 개발관련문서에 있는 방대한 양의 요약.정리되며, 일반사용자를 대상으로 사용자인터페이스를 설명하는 것이 아니라 이론적 근거와 개발과정 그리고 교육적 효과와 같은 시스템 전반에 관한 기술적.교육적 내용을 담고 있다. 시스템 개발에 직접 참여하지 못한 사람들이 교육시스템을 이해하는데 있어서, 교육시스템의 목적과 전체구조를 우선적으로 명료하게 제시하는 것은 효과적이며 중요한 일이다. 그러므로 교육시스템을 설명할 때, 시스템의 목적은 물론 구성요소와 이들의 관계를 명시한 다음, 하위 구성요소의 세부적인 기능과 구조, 교육이론과의 관련 등을 명확하게 기술하는 것이 바람직하다. 본 연구에서는 교육시스템의 전체 구조를 명확하게 표현하기 위하여 교육시스템의 표준구조를 구성요소 측면에서 제시하였다. 이 표준구조는 H/W, S/W, 인적요소와 기술 그리고 상호작용이라는 5가지 요소로 구성되어 있으며, 교육시스템의 이해나 교육시스템간의 객관적 비교를 가능하게 할 뿐만 아니라 교육시스템의 분석이나 개선을 위한 준거가 될 수 있다.

• The Bulletin of The Korean Astronomical Society
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• v.40 no.1
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• pp.87.4-88
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• 2015

고등학교 1학년 공통과학(융합과학) 중 천문 분야의 교수 학습 지원을 위한 스마트교육 콘텐츠 자료실을 개발하였다. 공통과학과 관련한 현장 연구의 결과들은 개념 전달의 어려움과 함께 과학적 사고를 위한 탐구활동이 절대적으로 부족함을 제시하고 있다. 이에 교사들이 현장에서 활용할 수 있는 스마트교육 콘텐츠를 정리하고 이를 소개하여 학생들이 과학적인 탐구 활동을 통해 천문학 개념 이해에 도달 할 수 있도록 돕고자 하였다. 자료실 개발을 위해 공통과학 각 단원별 내용요소를 정리하고, 내용요소별로 관련된 스마트교육 콘텐츠를 수집한 후, 가장 적합하고 유용하다고 여겨지는 자료들만을 골라 이미지, 동영상, 시뮬레이터, 활동으로 분류하였다. 수집 및 분류한 스마트교육 콘텐츠들을 효율적이며 지속적으로 제공하기 위해서 온라인 자료실 형태의 사이트(astroedu.knue.ac.kr)로 개발하였다. 의견을 수렴하기 위해 현직 및 예비 교사들로부터 두 번의 공개 시연을 거쳐 수요자 중심으로 보완 작업을 실시하였다. 개발된 사이트는 교사와 학생들에게 필요한 스마트교육 콘텐츠를 찾아 제공하는 중간 공급자가 되어 교수 학습 지원의 역할을 할 수 있을 것으로 기대된다.

• School Mathematics
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• v.12 no.2
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• pp.239-257
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• 2010

In school mathematics the derivative concept is intuitively taught with the tangents and the concept of instantaneous velocity. In this paper, I investigated the long historical developments of the derivative concepts and analysed the relationships between the definition of derivative and the related elements. Finally I proposed some educational implications based on the analysis.

• Journal of The Korean Association For Science Education
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• v.40 no.6
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• pp.649-656
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• 2020

In this study, we analyzed the learning elements and achievement standards, and explored the appropriateness and hierarchy of content were analyzed related to the nine types of traditional astronomical instruments presented in the traditional science unit of the History of Science course to improve the problematic situation in which students show low selection rates for the History of Science, one of the elective courses in high school science. Based on the results of this analysis, we suggested ways to utilize each astronomical instrument for teaching and learning in science curriculum with different grade bands. Using the results of this study as a starting point, if a follow-up study that develops specific achievement standards or inquiry activities related to traditional astronomical instruments can be conducted, students' awareness of Korean traditional science culture can be improved, and furthermore it is expected to increase the student's selection rate for the History of Science course.

• Journal of Convergence for Information Technology
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• v.9 no.5
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• pp.14-20
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• 2019

Energy saving is becoming more and more important issue due to lack of resources and limited nature. However, There is a lack of learning status on energy saving in the school field. In particular, in elementary education on energy saving was not linked to practice, and the educational effect was insufficient. Although various kinds of learning tools are utilized, many successful cases of energy saving game strategy are introduced in overseas industry field, and game design is proposed so that energy related education can be played through games. Because energy conservation can not be effective without practice, learning using games as a tool is expected to be more effective than learning based on knowledge transfer in the classroom. We propose a defense game for energy conservation education by using the mission elements, score acquisition element, time limit element, and character element which are the interesting elements of the game designed in the previous research.

• The Journal of Korean Association of Computer Education
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• v.11 no.6
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• pp.65-76
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• 2008

Since Cyber Home Learning is an e-learning system promoted with policy goals of reducing private tutoring costs, solving gaps among regions, and improving scholastic attainments, preceding researches to verify its effects have been developed of evaluation standards focused on achievement of its policy goals rather than educational goals. The evaluation standards suggested in preceding researches have limitations in clearly reviewing Cyber Home Learning's effects by teaching-learning activities factors and Cyber Home Learning's improvement related to teaching-learning activities. Therefore, an evaluation model capable of analyzing effects of Cyber Home Learning from pedagogical aspect is required. The goal of this paper is to design pedagogical evaluation model according to teaching-learning activities factors and analyze effects of Cyber Home Learning. For the goal, researches from Korea and abroad related to Cyber Home Learning have been examined, pedagogical evaluation model was designed according to teaching-learning activities factors, and the model was then experimented through survey and in-depth interview on students who used Cyber Home Learning. It is expected that results of this paper can be used as a basic data to improve quality of Cyber Home Learning service for teaching-learning activities, and will contribute to establishment of more developmental Cyber Home Learning policy in the future.

• Journal of Korea Society of Industrial Information Systems
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• v.23 no.2
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• pp.53-61
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• 2018

Flow is an optimal psychological state that people experience when engaged in an activity that is both appropriately challenging to one's skill level, often resulting in immersion and concentrated focus on a task. Through the study model, we found that Flow can result in deep learning and high levels of learning performance.

• Journal of The Korean Association For Science Education
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• v.19 no.2
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• pp.217-228
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• 1999

The purpose of this study was to investigate the effects of the constructivist instructional model on the acquisition of atmospheric pressure conceptions and learning motivation. The step of constructivist instruction was prediction and explanation-experiment and observation-discussion-application. The control group consisted of two classes of students who participated in the teacher-centered instruction. The experimental group consisted of two classes of students who participated in the constructivist instruction. To examine students' preconceptions before the instructions, a preconceptions test was administered. After the instructions, students' acquisition of atmospheric pressure conceptions and learning motivation were measured with a researcher-made post-conceptions test and The Course Interest Survey. The results from this study were as follows: First, the constructivist instruction is more effective method in acquisition of atmospheric pressure conceptions and learning motivation than the teacher-centered instruction. Therefore, in order to increase the acquisition of science conceptions and to decrease the science misconceptions, we need to use the constructivist instructional model which make learners self check their own preconceptions of science. Second, the constructivist instruction is more effective than teacher-centered instruction in three elements of learning motivation. So, we need to develop the effective ARCS(attention, relevance, confidence, satisfaction) strategies in order to use the constructivist instructional model and to verify it's effectiveness. Third, to improve teaching and learning methods, educational researchers should carry out studies using many points of view than studies biased constructivism or objectivism. In this respect, we need to contrive how to integrate constructive view points and objective view points.

• Journal of Science Education
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• v.48 no.1
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• pp.15-30
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• 2024

This study aimed to analyze students' cognitive levels and the cognitive demands of mathematical concepts related to science to understand why students struggle to comprehend scientific concepts and tend to avoid learning them. Initially, the mathematics and science curricula of the 2015 revised curriculum were examined to extract learning elements related to mathematics within middle school science content. The Curriculum Analysis Taxonomy (CAT) was then employed to analyze the cognitive levels required by the learning content. In the domain of chemistry, among a total of 20 learning elements related to mathematics, 12 required an understanding at the level of initial formal manipulation (3A), while 3 necessitated comprehension at the level of later formal manipulation (3B). It was noted that cognitive logic types such as proportional reasoning, mathematical manipulation, and measurement skills were prominently employed in elements corresponding to both 3A and 3B. As for biology, out of 7 learning elements related to mathematics, 3 required an understanding at the level of initial formal manipulation (3A), and 2 necessitated comprehension at the level of later formal manipulation (3B). Elements corresponding to both 3A and 3B in biology predominantly involved correlational logic, indicating a somewhat different cognitive challenge compared to the domain of chemistry. Considering that the average percentage of middle school students capable of formal thinking, as analyzed through the GALT short form, was 12.1% for the first year, 16.6% for the second year, and 29.3% for the third year, it can be concluded that the cognitive demands of mathematics-related chemistry and biology learning content are relatively high compared to students' cognitive levels.

• Journal of Science Education
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• v.37 no.1
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• pp.11-22
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• 2013

Motivation is a generative power of making learning interesting and sustaining learning for students. Textbooks are important tools in carrying out lessons. And it is meaningful to analyze how textbooks motivate learning. This study is to analyze components of motivation in learning of the 7th grade middle school science textbooks. Keller's ARCS model was used for the analysis. The result of the study is as follows. First, the eight textbooks had various components from A1 to R3. Second, analyzing textbooks by parts of the textbooks, the body had the most motivation strategies and the next was the introduction, lastly the finishing part. Third, the most frequently used strategy on the attention factor is A1. And the most frequently used strategy in the relevance factor is R3.