• Proceedings of the Korean Society of Computer Information Conference
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• 2022.01a
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• pp.227-230
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• 2022

본 연구에서는 실질적 학습자가 교수자로 착각을 한 상태에서 아바타를 학습시키는 과정을 통해 학습이 되게 하는 구조를 설계하고 제안하였다. 시스템 관리자와 교육자료 형성자를 제외하면, 교수자로 착각하고 있는 '학습자'와 학습자의 공부를 위해 노력하는 학습 가이드 역할을 '학습 관찰자', 학습이 되는 아바타로 구성된다. '학습 관찰자'는 학습 방향을 제시하여 아바타가 활동하는 방향을 지시하게 되며, 아바타는 지시된 방향에서 1:1 학습과 같은 형태로 교수자 입장 학습자에게 공부도움을 요청하게 된다. 아바타의 학습은 인공지능 지도 학습 방법을 이용하여 학습되도록 하며, 교수자로 착각하는 학습자는 아바타 학습 시 아바타에 의해 슬며시 제공되는 학습 자료를 참고하며 아바타를 공부시키게 되는 데 아바타를 공부시킨다고 노력하는 과정이 교수자로 착각된 학습자가 공부가 되는 것이다. 또한 이렇게 학습하는 과정을 거쳐 지식이 성장한 아바타는 아바타들이 경쟁하는 경진 대회에 참가하게 되며 교육자로 착각하는 학습자는 관전 또는 코치를 하며 학습을 하게 된다. 이러한 방법을 통해 교육자로 착각하는 학습자는 부모의 마음으로 적극적으로 공부를 하게 유도하며, 흥미를 갖고 공부를 하게 할 뿐 아니라, 가르치는 사람에 준하는 깊이 있는 지식을 갖도록 유도하며, 본 시스템과 온라인 오프라인을 통해 연결 되게 한 운동 기구 및 운동 환경을 이용하여 운동 하도록 유도하고 파워가 되도록 하여 운동 활동을 유도하며, 단계 마다 적당한 보상 점수들이 제공되도록 하여 지덕체가 성장되도록 하는 설계이다.

• Journal of Korean Home Economics Education Association
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• v.32 no.4
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• pp.149-170
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• 2020

The purpose of this study was to develop and evaluate a Smart learning-based middle school home economics education plan to improve the online home economics education classes. The educational plan in this study was completed through the process of analysis, design, development, and evaluation. The results of this study are as follows. First, as a result of analyzing consumer life units in the middle school textbooks based on 2015-revised curriculum, Smart learning activities were presented in only two out of the 12 textbooks analyxed. Second, a Smart learning-based middle school home economics education plan was developed in this study with the following characteristics: the topics and contents are structured so that to help learners actively engage in the teaching and learning activities; the education plan to reflects various media and current issues that learners may be interested in; the lesson plans were structured with the premise of online classes; softwares that enable real-time discussion and collaboration are used; and the evaluation method are composed of online activities. Third, the expert evaluation scores for the educational plan and activity materials developed were 4.52 (5-point Likert scale), when averaged across subject, goal, content, teaching/learning activity, and evaluation, and the overall content validity index(CVI) was 0.95. The adequacy of execution, benefit, attractiveness, usefulness, and feasibility were highly with an average of 4.62. Based on the experts' comments, the education plan and activity materials were revised and completed. This study is meaningful in that it developed teaching and learning activities based on online classes after the COVID-19 outbreak, overcoming the limitations of offline classes. It has implications for face-to-face home economics classes due to COVID-19, as it suggests ways to blend online and offline teaching/learning activities depending on the situation.

• Proceedings of the KAIS Fall Conference
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• 2009.05a
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• pp.174-177
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• 2009

본 연구는 u-Campus 환경에서 교수능력(teaching skill)을 향상시키기 위한 평가시스템을 설계하고 개발하는데 그 목적이 있다. 이러한 목적을 달성하기 위하여 수업효율성과 교수평가에 관한 이론을 고찰하고, 선행 프로그램들을 분석하여 시스템에 포함되어야 할 효율적인 수업행동 평가요소를 추출하였다. 추출된 평가요소를 바탕으로 u-Campus 환경에서 교수능력(teaching skill)을 향상을 위한 요소 즉, 교수-학습활동, 교수-학습활동 평가, 포트폴리오 활용 및 공유, 유비쿼터스 기술, 데이터베이스 영역을 반영하여 시스템을 설계하고 프로토타입(proto type)을 개발하였다. 그리고 이러한 프로토타입(proto type)의 개발은 기존의 평가 방법과 달리 교수 자신의 평가에서 시작하여 본인의 의지에 따라 영역을 넓히면서 평가에 대한 부담을 덜며 교수능력(teaching skill)을 향상시킬 수 있고, u-Campus 환경에서 평가가 어떠한 과정과 방법으로 이루어져야 하는지에 대한 안내를 제공할 것이다. 본 연구가 제시한 u-Campus 환경의 교수능력(teaching skill) 향상을 위한 평가시스템은 교수자의 발전은 물론 대학교육의 질적인 발전에 도움이 될 것이다.

• Journal of the Korean School Mathematics Society
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• v.11 no.1
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• pp.69-96
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• 2008

The purpose of this paper is to perceive the problems of current geometry education in the middle school mathematics, to develop some learning materials fitted for the mathematising activities based on Freudenthal's learning theories and to analyze the mathematising process followed by teaching-learning activities. For this purpose, we design activity-oriented learning materials for geometry based on Freudenthal's learning theories, and appropriate teaching-learning models are established for the middle school geometry at the 8-NA stage level according to the theory of van Hiele's geometry learning steps. After applied to the practical lessons, the effects of mathematical activities are analyzed.

• Journal of The Korean Association of Information Education
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• v.13 no.2
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• pp.225-236
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• 2009

According to the revised guideline for information & communication technology, algorithm has to be dealt with the learning contents from elementary school, so now it needs to study various educational methods for students to learn algorithm easily and effectively. In this study, after selecting sort algorithms as the content of learning, which is recognized as an important part of algorithm, an playing activity-based algorithm teaching method and an animation-based algorithm learning and teaching method were applied for the lower graders of an elementary school. Sorting algorithm education is adopted in two different ways, then we got two conclusions after analyzing the results of a specially designed achievement test and the questionnaire. First, there were not great differences in both educational methods in academic achievement, but it was clear that the lower grade elementary students can learn algorithm with ease. Second, the playing activity-centered algorithm education is more effective than animation-based education in improving students' comprehension, interest and satisfaction.

• Journal of The Korean Association of Information Education
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• v.20 no.1
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• pp.1-12
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• 2016

The purpose of this study is to investigate and analyze the elementary teachers' use of smart-phone applications (apps) in teaching-learning activities. The range of study includes the current usage patterns of apps in teaching-learning activities, elementary school teachers' understanding about apps usage in their classroom and providing the guideline about how to use apps for each subject in the classroom. We surveyed 100 elementary school teachers who are interested in smart education in Seoul. These teachers have an experience of working in a smart research school or have a computer-related master's degree. We expect that the result of the study will helpful for the elementary school teachers to design teaching materials using apps.

• Journal of the Korean School Mathematics Society
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• v.13 no.4
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• pp.619-633
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• 2010

To offer insights in organizing professional development programs to promote teachers' substantial ongoing learning, this paper provides an overview of situative perspectives in terms of cognition as situated, cognition as social, and cognition as distributed. Then, it describes research findings on how mathematics teachers can enhance their knowledge and thus improve their instructional practices through participation in a professional development program that mainly provides opportunities to learn and analyze students' mathematical thinking and to perform mathematical tasks through which they interpret the understanding of students' mathematical thinking. Further, it shows that a knowledge of students' mathematical thinking is a powerful tool for teacher learning. In addition, it suggests that teacher-researcher and teacher-teacher collaborative activities influence considerably teachers' understanding and practice as such collaborations help teachers understand new ideas of teaching and develop innovative instructional practices.

• 한국정보교육학회:학술대회논문집
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• 2004.01a
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• pp.74-82
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• 2004

컴퓨터 소양 교육은 학교가 안게 된 하나의 새로운 과제가 되었다. 이러한 컴퓨터 소양 교육은 그 교과 내용 자체의 특수성으로 인하여 학습자간의 준비도의 편차가 심하다. 준비도 격차가 큰 학습 내용에 대한 교사와 학습자의 부담감을 줄이기 위해 동료 교수법을 적용해 보았다. 동료 교수법이란 선행 학습자가 후행 학습자를 도와주고, 후행 학습자 역시 선수 학습자를 조력하는 역할을 하는 방법이다. 동료 교수 학습의 기본적인 과정은 '짝 정하기', '역할 정하기', '과제 제시 및 수행', '역할 바꾸기', '피드백'의 순이다. 동료 교수에 적합한 단원을 선정하여 학교재량활동 시간에 지도함으로써 컴퓨터 소양 능력 이외에도 사회성과 책임감, 의사 소통능력, 목표 의식 등에 전반적인 향상이 있을 것으로 기대한다.

• Communications of Mathematical Education
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• v.13 no.1
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• pp.317-335
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• 2002

수학학습은 교과 수업시간을 통해서 뿐만 아니라, 자연과 문화 속에 내재된 수학적 원리와 법칙은 관찰이나 탐구를 통하여 습득하거나, 일상생활의 활동과 놀이를 통하여 수학적 개념 및 결과와 관련된 심상이 형성될 수도 있다. 따라서, 계획적으로 잘 구성된 놀이활동을 통하여 수학에 대한 흥미와 호기심을 유발하고, 사고의 유연성과 직관력을 경험하게 함으로써 교육현장에서 교사와 학습자간에 원활한 의사소통이 가능한 학습효과를 기대할 수 있다. 이와 관련하여 본 연구에서는 놀이 활동을 통하여 수학적 경험을 가능하게 하는 활동유형을 탐색하고, 수학의 본질이 잘 고려된 특기 ${\cdot}$ 적성교육 교수-학습 자료 개발 및 이를 활용한 교수-학습 모형을 제시하고자 한다.

• Journal of Korean Home Economics Education Association
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• v.23 no.1
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• pp.87-111
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• 2011

The purpose of this study was to develop and evaluate practical problem-based Home Economics lesson plans applying to the multiple intelligence teaching learning strategy, focused on the unit 'Nutrition & Meals' of middle school Home Economics subject matter. To achieve this purpose, the lesson plans were developed and evaluated from the 72 middle school students in Chongju after implementing the instruction. The data from the questionnaire were analyzed by SPSS/WIN 12.0 and content analysis. The results were as follows: First, the objectives of practical problem-based 'Nutrition & Meals' Instruction using multiple intelligence teaching strategy were to understand the importance of nutrition and health in an adolescent period and to develop good eating habits. The Practical Problem was 'What should I do for good eating habits?' and the learning contents were healthy life, the kinds and functions of nutriments, food pyramid and a food guide. The learning activities were progressed by various types of teaching and learning methods including 8 types of multiple intelligence teaching strategy. The lesson plans were developed according to the process of practical problem solving model. 6 periods of lesson plans and worksheets were developed. Second, the practical problem-based instruction using multiple intelligence teaching-learning strategy were evaluated to increase students' positive learning attitudes, motivation, and good eating habits.