• Proceedings of KHEA Conference
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• 2005.04a
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• pp.47-47
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• 2005

• Proceedings of the KHEEA Conference
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• 2002.08a
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• pp.261-280
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• 2002

• Proceedings of the KHEEA Conference
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• 2002.08a
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• pp.281-282
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• 2002

• The Mathematical Education
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• v.32 no.3
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• pp.263-279
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• 1993

• Proceedings of the Korean Information Science Society Conference
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• 2001.10b
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• pp.604-606
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• 2001

현대사회가 정보화 되어감에 따라 교육분야에서 컴퓨터의 가치는 더욱 높아지고 있으며, 이러한 요구에 발맞추어 컴퓨터를 이용한 교육 기술과 구현 기술은 저작도구를 중심으로 발견하고 있다. 또한 기술공학의 발전으로 교육기회의 확대와 교육방식에 대한 새로운 패러다임을 제시되고 있으며 새로운 형태의 학습을 가능케 하고 있다. 이러한 수세에 따라 상호 작용성이 보다 강화된 원격통신 기술에 기초한 새로운 WBI의 형태가 나타나고 있다. 본 논문에서는 WBI의 기능을 통해 일률적인 WBI(Web Based Instruction)의 컨텐츠 속에서 자신의 수준에 적절하지 않는 수업을 받았던 학습자에게 수준별 학습을 통해 교수과정과 학습과정에 최대한 도움을 주고 학습자의 학습능력을 극대화시키는 효과를 기대한다. 재사용 가능한 컴포넌트와 라이브러리를 통해 쉽고 빠른 웹 개발지원이 가능한 JSP를 사용하여 운영체제에 독립적인 설계를 하며, 이를 통해 개발자의 편의를 극대화 할 수 있다. 또한 교사와 학생의 빠른 상호 작용성을 기대하며, 교수지원 학습평가(LE Loarning Evaluation) 컴포넌트를 통해 수업의 패러다임이나 교수방법을 수정해야 함을 교수에게 가시적으로 제시한다. WBI 도메인에서 교수지원을 위한 부분의 피드백과 재사용의 가능성을 제공함으로써 개발과 비용 면에서의 높은 효율성을 보장하고, WBI 수업모형의 표준화를 기대한다. 이를 통해 교수가 가지는 교수목표를 달성하는 데에 효과적인 방법을 제시한다.

• School Mathematics
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• v.12 no.3
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• pp.353-370
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• 2010

The purpose of this study was threefold: (1) to select the components of spatial ability that could be associated with the implementation of a polycube task, embody the selected components of spatial ability as learning elements and develop the prototype of polycube teaching-learning materials applicable to gifted education, (2) to make a close analysis of the development process of the teaching-learning materials to ensure the applicability of the prototype, (3) to give some suggestions on the development of teaching-learning materials geared toward mathematically gifted classes. The findings of the study were as follows: As for the first purpose of the study, relevant literature was reviewed to make an accurate definition of spatial ability, on which there wasn't yet any clear-cut explanation, and to find out what made up spatial ability. After 13 components of spatial ability that were linked to a polycube task were selected, the prototype of teaching-learning materials for gifted education in mathematics was developed by including nine components in consideration of children's grade and level. Concerning the second purpose of the study, materials for teachers and students were separately developed based on the prototype, and the materials were modified and finalized in light of when selected students exerted their spatial ability well or didn't in case of utilizing the developed materials in class. And then the materials were finalized after being finetuned two times by regulating the learning type, sequence and degree of learning difficulty. Regarding the third purpose of the study, the polycube task performed in this study might not be generalizable, but there are seven suggestions on the development process of teaching-learning materials.

• Journal of The Korean Association of Information Education
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• v.13 no.4
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• pp.479-487
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• 2009

In the existing curriculum of the Elementary computer Education emphasizes students' problem-solving ability and knowledge of informatics. However, current computer education focus on using application program. In order to raise students' problem-solving ability and logical thinking ability, it is necessary to learning about computer science education. Thereupon, this study applied unplugged learning method to the elementary student. To apply the play-based unplugged learning method to the area of information representation. As a result, unplugged learning method produced higher academic achievement than the lecture model. Also it was more positive in the affective area than the lecture model.

• Journal of The Korean Association of Information Education
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• v.18 no.1
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• pp.173-184
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• 2014

The ability to need information-oriented society is the convergence ability based in information ability. A new curriculum is demanded by new technology and circumstance to need the core ability. Korea Association of Information Education have studied a new curriculum and suggest a new plan that content of information education classified by 'computer system', 'SW production' and 'convergence activities'. Therefore, we studied on convergence activities of K-9. In this paper we firstly suggested concept of convergence ability as activities to use ICT, information communication ethics and robot. We nextly suggested object to achieve, teaching-learning methods and evaluation methods of convergence activities. We expect the curriculum we suggested about convergence activities will contribute to training talented individuals.

• Journal of The Korean Association For Science Education
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• v.38 no.2
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• pp.161-170
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• 2018

Various forms of visual representations enable scientific discovery and scientific reasoning when scientists conduct research. Similarly, in science education, visual representations are important as a means to promote students' understanding of science concepts and scientific thinking skills. To provide a framework that could facilitate the effective use of visual representations in science classroom and systemic science education research, a visual representation competence taxonomy (VRC-T) was developed in this study. VRC-T includes two dimensions: the type of visual representation, and the cognitive process of visual representation. The initial categories for each dimension were developed based on literature review. Then validation and revision was made by conducting teachers' workshop and survey to experts. The types of visual representations were grouped into 3 categories (descriptive, procedural, and explanative representations) and the cognitive processes were grouped into 3 categories (interpretation, integration, and construction). The sub categories of each dimension and the validation process would be explained in detail.

• Journal of KIISE:Software and Applications
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• v.32 no.5
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• pp.438-448
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• 2005

This paper proposes an adaptive tutoring system that provides learning materials dynamically according to the learners' teaming character and ability. Our system, in which a learning phase and a test phase are linked together, supports the personalized instruction-learning by providing the teaming materials by level in the learning phase according to the teaming ability estimated in the test phase. We design and implement a tutoring system consisted of an evaluation component and a learning component. An evaluation component uses a computerized adaptive test(CAT) based on item response theory to evaluate learners' ability while a learning component employs fuzzy level set theory so that teaming contents are provided to learners according to learners' level.