• Journal of the Korea Academia-Industrial cooperation Society
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• v.12 no.12
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• pp.5938-5945
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• 2011

Proper education for the space&environment as a medium for the development of a variety of educational programs can be understood as the necessary training for maintaining sustainable society through the sharing of community lives. In addition, education programs of space&environment as a medium will help school teachers and students to understand the meanings and values contained in the living environment by contributing to the increase of creative culture and responsible social consciousness. In this paper, the analysis will be carried out to understand the current situation of education programs of space&environment of inside the school education in progress in Korea. Major parts of the paper will analyze the meaning and value of space&environment education by looking at the contents and activities of diverse training programs of Finland and UK. Finally, this paper will suggest how to activate collaborative school education on the space&environment by the complement of the ongoing problems found in the analysis of domestic case studies.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.17 no.1
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• pp.27-46
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• 2006

The purpose of this research is to identify critical factors for facilitating school library reading programs and to develop guidelines for school library development. For this. relevant studies including several school library case studies were reviewed and analyzed. Also a survey was conducted for school library personnel. The survey findings showed that there was still lack of consensus on defining school library reading programs or school library use programs. Moreover, it is also found that in most cases school libraries neither have professional school librarians nor provide appropriate training to them. As a result it is recommended that for developing effective reading programs, school libraries need to fix the current problems and try to develop collection development plans for supporting reading programs, in cooperation with classroom teachers to develop library reading programs as a part of the curriculum. and ultimately with local public libraries.

• Journal of Korean Library and Information Science Society
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• v.54 no.3
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• pp.249-270
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• 2023

The purpose of this study is to identify the characteristics of school library services using the RGT (repertory grid technique), and to examine whether there are differences in the perceptions and internal experiences of school library services between human resources (librarian teachers, subject teachers, and librarians). I used indicators such as element intensity, construct extremity, discrepant constructs, and implicative dilemmas to analyze the characteristics of school library services. The elements of the repertory grid were set to 9, and 14 constructs were set through focus group interviews with 3 librarian-teachers. The GRIDCOR 6.0, which can be accessed online, was used to complete the repertory grid for 30 graduate students of the College of Education, and 6 of them were selected and analyzed, considering the demographic characteristics. From the perspective of element intensity, it was found that the following school library services are important and influential: resource management, teacher-librarian collaboration, and reading and information counseling services. The clarity of one's role, the actual performance, and self-regulatory ability were ranked high from the perspective of constructs intensity.

• Journal of Korean Home Economics Education Association
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• v.32 no.4
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• pp.19-30
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• 2020

Maker education started on the basis of the maker movement in which makers gathered in makerspace share their activities and experiences, and the educational value pursued in maker education is based on the constructivist paradigm. The purpose of this study is to present maker education components to be used in school education, focus on the characteristics and educational values of maker education, and explore ways to use them. To this end, this study explored the theoretical grounds to re-conceptualize maker education, drew statements based on in-depth interview data of teachers conducting maker education classes, and reviewed its validity through experts. Based on these statements, by deriving the components for the use of maker education, the direction of maker education in school education was set, and an example framework that could be used in subject class and creative experiential learning was proposed. Research shows that in maker education, makers cooperate to carry out activities, share ideas with others and try to improve them, and include self-direction such as learning, tinkering, design thinking, sharing and reflection. can see. In addition, maker education emphasizes experiential learning that can solve real problems that students face, rather than confining specific activities to student choices as needed. It emphasizes the learner's course of action rather than the outcome of the activity, tolerates the learner's failure, and emphasizes the role of the teacher as a facilitator to promote re-challenge. In the future, it can be used in various ways in each subject (curriculum expert, teaching/learning expert, elementary and middle school teachers, parents, local educators, etc.) and school activities, and it will contribute to setting future research directions as a basic research for school maker education.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.26 no.4
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• pp.263-282
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• 2015

Online education in the field of LIS has continued to spread out in university curricula or with collaborative online programs through consortia among universities. Unlike the traditional online education, however, MOOCs (Massive Open Online Courses) with the recent advent and advances have risen as a new paradigm in education of the future in that these are massive online learner-centered courses, free and open to any person with no limit on enrollment. With no exception to this phenomenon, the LIS field centered by overseas iSchool universities has been offering MOOCs for core LIS courses. This research conducted a case study of utilizing a part of overseas LIS MOOCs in a core LIS course at domestic University-A, in order to explore the potential for utilizing overseas MOOCs in LIS education. The results of conducting a survey and a focus group interview to students discovered that MOOCs content was interesting and useful and many of them were willing to take other MOOCs in the future, despite some language barriers. Based on these findings, this study suggested the need for establishing educational value, administering methods, ways to motivate students, and designing MOOCs by incorporating the characteristics of the LIS field, as ways to utilize MOOCs in LIS education.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.7
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• pp.4573-4579
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• 2014

In the 21st century, university education is changing from an objective knowledge and information to critical thinking and problem-solving ability. Moreover, university education should change rapidly towards a learner-centered educational environment because it has an educational goal to have college students experience authentic tasks they will be in charge of after graduation, and improves self-directed learning ability and cooperative learning ability. PBL is a pedagogical strategy for posing significant, contextualized, real world situations, and providing resources, guidance, and instruction to learners as they develop content knowledge and problem-solving skills. In problem based learning, the students collaborate to study the issues of a problem as they strive to create viable solution. For these advantages of PBL, the application of PBL in school has been enlarged. On the other hand, the application of PBL in engineering education has not been enlarged. To improve these instruction methods, the development or applications of new instructional methods will be needed. This study examined the PBL instructional design of a creative engineering design subject, which aims to foster talent. The PBL model developed in this study consists of Analysis, Design, Development, Implementation, and Evaluation. A plan of creative engineering design subject was developed based on PBL, and focused on the process of PBL. To determine the effects of this model, studies applying this instructional design to many lecturers should be implemented.

• Journal of the Korean earth science society
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• v.35 no.4
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• pp.277-289
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• 2014

The purpose of this study was to analyze the questions of earth science knowledge presented in elementary science textbooks. In group activities, The questions were created by preservice elementary teachers assuming that they were teaching the earth science knowledge in science education classes at university of education. Types, frequencies, and sources of the cognitive background knowledge of the questions were analyzed. The results demonstrated the followings. First, types, concentrations, and sources of the cognitive background knowledge of the questions were different depending on the domains of earth science. Specifically, in astronomy domain, the frequencies and concentrations of the questions showed different trends compared with other domains in its individual lessons. It suggests that instructional strategies that reflected the difference found in each lessons be appropriately designed and used. Second, it was found that 'schools' was the most dominant sources of the cognitive background. 'Friends' were also found to be very important sources, thus promoting students' interaction with their peers would become an important strategy in science teaching. It was also found that mass media such as 'internet' and 'TV' were roughly rated the same as 'schools' which illustrated that mass media could be utilized in science instruction. Third, since types, concentrations, and frequencies of the questions were diverse in the lessons of units, it is suggested that diverse instruction strategies also be taken into account as an educational approach in teaching the subjects in teacher education.

• Korean Journal of Childcare and Education
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• v.8 no.1
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• pp.145-167
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• 2012

The objective of this study is to investigate the meaning of pre-service educare teachers' experience about child safety management classes based on Problem Based Learning (PBL). The participants in this study were thirty five sophomores majoring in Social Welfare, and fifteen weeks of data were collected. The participants were given five problems that were related with real situations. During the given period, they made documents from reflective journals, group or individual interviews, and online community resources. Analyzing the documents sheds light on the meaning of the pre-service educare teachers' experience. The results are as follows: First, pre-service educare teachers found themselves recovering confidence, earning recognitions from others, and pursuing their study. Second, they showed continuous conflicts not only with the PBL approach but also with themselves and group members. Finally, they experienced mutual help and interactions among the group members thorough their cooperative learning and they realized the meaning of cooperative learning by means of comparisons and references between the groups. In conclusion, this study confirms the applicability of PBL to the educare teacher training courses and points out specific ways to alleviate the conflicts in applying PBL to class needs in future studies.

• The Mathematical Education
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• v.63 no.3
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• pp.549-571
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• 2024

As digital·AI-based teaching and learning is emphasized, discussions on the educational use of generative AI are becoming more active. This study analyzed the mathematical performance of ChatGPT 4, Claude 3 Opus, and Gemini Advanced on solving examples and problems from five first-year high school math textbooks. As a result of examining the overall correct answer rate and characteristics of each skill for a total of 1,317 questions, ChatGPT 4 had the highest overall correct answer rate of 0.85, followed by Claude 3 Opus at 0.67, and Gemini Advanced at 0.42. By skills, all three models showed high correct answer rates in 'Find functions' and 'Prove', while relatively low correct answer rates in 'Explain' and 'Draw graphs'. In particular, in 'Count', ChatGPT 4 and Claude 3 Opus had a correct answer rate of 1.00, while Gemini Advanced was low at 0.56. Additionally, all models had difficulty in explaining using Venn diagrams and creating images. Based on the research results, teachers should identify the strengths and limitations of each AI model and use them appropriately in class. This study is significant in that it suggested the possibility of use in actual classes by analyzing the mathematical performance of generative AI. It also provided important implications for redefining the role of teachers in mathematics education in the era of artificial intelligence. Further research is needed to develop a cooperative educational model between generative AI and teachers and to study individualized learning plans using AI.

• Journal of The Korean Association of Information Education
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• v.16 no.1
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• pp.107-121
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• 2012

The purpose of this study is to develop online synchronous discussion tool based on De Bono's six thinking hats and to investigate availability and improvements of the tool. Analysis of previous studies about synchronous online discussion and six thinking hats and development of design strategies from 3C model, communication, coordination, cooperation, were done. Six thinking hats online synchronous discussion tool was developed and applied four times for 5 weeks in the 'fundamentals of computer science' course of college students majored in computer science. Qualitative data from open-ended survey and reflection paper of students, and field note of participant researchers were analyzed. As a result, six thinking hats online synchronous discussion tool facilitated student's interaction and communication in the aspect of communication, coordination, and cooperation of 3C model. However, some improvements are needed to overcome the limits of text-based online communication and to use six thinking hats online synchronous discussion tool as a tool to promote structured interaction and communication.