• Journal of Engineering Education Research
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• v.10 no.3
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• pp.79-92
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• 2007

To enhance the excellence, effectiveness and economical efficiency in the learning process, we implement a hybrid educational system for engineering experiments where web-based virtual laboratory systems and distance education systems are properly integrated. In the first stage, we designed client/server distributed environment and developed web-based virtual laboratory systems for digital systems and electrical/electronic circuit experiments. The proposed virtual laboratory systems are composed of four important sessions and their management system: concept learning session, virtual experiment session, assessment session. With the aid of the management system every session is organically tied up together to achieve maximum learning efficiency. In the second stage, we have implemented efficient and cost-effective distant laboratory systems for practicing electric/electronic circuits, which can be used to eliminate the lack of reality occurred during virtual laboratory session. The use of simple and user-friendly design allows a large number of people to access our distant laboratory systems easily. Thus, self-guided advanced training is available even if a lot of expensive equipment will not be provided in the on-campus laboratories. The proposed virtual/distant laboratory systems can be used in stand-alone fashion, but to enhance learning efficiency we integrated them and developed a hybrid educational system for engineering experiments. Our hybrid education system provides the learners with interactive learning environment and a new approach for the delivery of engineering experiments.

• Journal of Science Education
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• v.38 no.3
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• pp.509-524
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• 2014

The purposes of this study were to develop a program utilizing learning strategies for underachieving middle school students in science and to identify the effectiveness of the program on the ability of using learning strategies and the improvement of science academic achievement. For this study, we developed the program of learning strategies consisting of eleven consecutive lesson plans focusing on the content of 2009 revised national science curriculum and applied the program to three underachieving students in science of 7th grade, who have weaker learning strategies that can be used for science study than other underachievers. After treatments, we analyzed the effectiveness of this program through science learning strategy tests, overall assessments, student-activity sheets, research logs, learning-transcription details, analysis of interviews with students, and observation of classes. According to this study, the enhancement of the ability of using learning strategies was limited because it was difficult for the students to change their fossilized strategies. On the other hand, their overall academic performance was considerably improved since the students became interested in studying science drawing on the learning strategies. Therefore, the program of learning strategies had a positive effect on improving the science underachievers' ability of using learning strategies and academic achievements.

• Communications of Mathematical Education
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• v.24 no.2
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• pp.475-502
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• 2010

In this paper, the ability to use mathematical representations in solving math problem was analyzed according to student assessment levels using 113 first-year high school students, and the characteristics of their representation usage according to student assessment levels were also examined. For this purpose, problems were presented that could be solved using various mathematical representations, and the students were asked to solve them using a maximum of three different methods. Also, based on the comparative analysis results of a paper evaluation, six students were selected and interviewed, and the reasons for their representation usage differences were analyzed according to their student assessment levels. The results of the analysis show that over 50% of high ranking students used two or more representations in all questions to solve problems, but with middle ranking students, there were deviations depending on the difficulty of the questions. Low ranking students failed to use representation in diverse ways when solving problems. As for characteristics of symbol usage, high ranking students preferred using formulas and used mathematical representations efficiently while solving problems. In contrast, middle and low ranking students mostly used tables or pictures. Even when using the same representations, high ranking students' representations were expressed in a more structurally refined manner than those by middle and low ranking students.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.4
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• pp.361-372
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• 2016

The purpose of this study was to develop a STEAM-based science education program for children and to verify its effectiveness. An S-STEAM-based science education program for young children was developed through careful analysis of prior research on science education for young children and S-STEAM. The participants were 29 four-year-old children from daycare centers located in Seoul (an experimental group of 14 and comparative group of 15). The S-STEAM program was applied to the experimental group, while the control group went through a general science education course provided by the government. TTCT of Creative Thinking (TTCT: Figures A and B) was used as a research tool, and a multiple intelligence test tool was applied to teachers of the groups. Afterwards, analysis of covariance was implemented to find the S-STEAM program's effects. First, the results showed positive effects on overall creativity, as well as in fluency, originality, abstractness, elaboration, and openness components of creativity. Second, the results showed positive effects on overall multiple intelligences and its components of linguistic, musical, spatial, logical/mathematical, physical exercise, interpersonal, and naturalist intelligence.

• Korea journal of population studies
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• v.34 no.3
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• pp.179-209
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• 2011

This study explored the relationships among such variables as work-family compatibility, gender attitude, reasons for low birth rate, and education level, using a sample of 2,678 from the '2009 National Survey for Marriage and Birth Trend'. The purpose of this study was to identify the ideas about how to support married couples' work-family balance, and how to change gender attitude to promote childbirth. The results are as follows. The type of ideal work-family balance was different by education level, but not by gender. Low level of education was associated with choice of the full time work without a child. Male singles, compared to female singles, preferred the role of a man as a bread winner, and a woman as a house worker. Female singles had the higher level of hope for husband's capability of caring children. This trend was intensified by choice of the full time work with 2 children. Singles who prefer working as a full time worker with 2 children worried more about low birth rate in Korea than singles who prefer working as a part time worker with one or two children. The most frequently cited reason for low birth rate was 'high cost of both child care and education'. The next was 'difficulty in buying a residence, followed by 'increase in the number of career woman'. Female singles who want to work full time with 2 or more children worried more about the burden of child caring and education than male singles. Implications and suggestions were provided based on the results.

• Journal of The Korean Association of Information Education
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• v.22 no.4
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• pp.457-471
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• 2018

This study examined student- and school-level background and ICT factors that affected PISA 2015 Collaborative Problem Solving (CPS) for Korean students (4863 students from 142 high schools). A two-level hierarchical linear model (HLM) was analyzed from the basic model (model 1) with no predictors to the final model (model 5) with all predictors. Results showed that first, gender, socioeconomic/cultural backgrounds, cooperation level positively predicted CPS scores while perceived unfairness of teacher negatively predicted the outcome. Second, the more frequently ICT was used for out-of-school learning purposes, the less frequently ICT was used for entertainment purposes, and the less frequently ICT was used in schools, the higher CPS scores were. Considering ICT autonomy and social interaction variables measured for the first time in PISA 2015, students who were more interested in ICT and more autonomous in using ICT devices achieved higher CPS scores. On the other hand, the more students considered ICT important as social interaction, the less they gained CPS scores. Third, in terms of school-level characteristics, the smaller the students behavior detrimental to learning, the higher the teachers perceived positive working environment, and the fewer the number of computers available per student, the higher CPS scores were. To facilitate computer-based collaborative problem-solving competence, it is important for students to have interest and autonomy in using ICT. In addition, the guidelines of ICT use and SW curriculum need to be established in order to increase the effectiveness of using ICT device in school.

• Journal of The Korean Association For Science Education
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• v.30 no.1
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• pp.13-26
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• 2010

The purpose of the study was to investigate the effect of observation knowledge generation based on a scientific observation strategy in 6th grade students. In this study, we selected the topics related to the observation in elementary science curricula and developed worksheets and guidelines such that subjects accomplished the systematic observation based on the method and strategy of the observation knowledge generation. Seventy-five 6thgraders, 38 for the experimental group and 37 for the control group, were chosen for this study. The experimental group was taught the science lessons with 14 sessions based on the generation of various scientific observation types, whereas the control group was provided with traditional lessons. Before and after the treatment, a candle-burning task was set for subjects to test the effect of the lessons of scientific observation knowledge generation. According to the results, subjects in the experimental group were more effective in the generation of various observations than subjects in the traditional one. The observation abilities of the experimental group was shown statistically to have a significantly higher performance in richness and the diversity. In addition, they showed higher scores in the scientific observation ability task than the control one. Therefore, the systematic lesson strategy in scientific observation is presumably effective to improve students' ability of scientific observation knowledge generation.

• Journal of Korean Home Economics Education Association
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• v.22 no.1
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• pp.97-115
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• 2010

The purpose of this study was to analyze the frequency, level, and location of Bloom's cognitive domain questions in the middle school home economics(HE) text books applied to the 7th curriculum. Analyzed textbooks were selected 15 textbooks per a grade produced from 5 publishing firms. The result of this study followed: First, the biggest number of questions belonged to Bloom's cognitive domain in HE: text was in 1st grade (36.9%), following 2nd(33.6%) and 3th(29.5%). Most questions the HE textbooks according to Bloom's cognitive domain consisted of those about the understanding(28.9%), application(28.3%) and knowledge(21.8%). Second, in case of the location of questions, the subcategory of Questions after Reading occupied 49.2% of all in Bloom's cognitive questions, the case of Questions During Reading was 36.7%, and the subcategory of Questions Before Reading was 14.1%. The rate of understanding questions was the highest as 43.2% in the Bloom's cognitive domain, and the application questions' rate were 28.4%. Analyzed the questions located in questions, the result showed that application-level questions in textbooks were the highest with 36.7%, Regarding to the questions located after Reading, the knowledge question occupied the highest with 33.4%, and next was the understanding questions(26.8%), following the application questions(21,7%).

• Journal of Science Education
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• v.44 no.2
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• pp.157-166
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• 2020

In this study, we analyzed the reflection degree of science core competencies, which is presented in second grade middle school science textbooks, and the perception of science core competencies of second year middle school students. To do this, we analyzed the frequency of presentation of science core competencies in middle school second grade textbooks, and surveyed 400 students from three schools in Chungnam area to find out their perception of science core competency. The survey consisted of 15 questions consisting of a five-step Likert scale and 5 ranking questions. The survey analyzed the responses of 327 people who responded faithfully and conducted a post-interview survey to interpret the survey results. The main findings are as follows: First, in the second grade middle school science textbook, the proportion of 'scientific thinking', 'scientific inquiry,' and 'scientific communication' is large, and the students are perceived to have a high proportion of 'scientific thinking,' 'scientific inquiry,' and 'scientific problem solving' in the textbook. Second, students recognize that the proportion of 'scientific inquiry' and 'scientific problem solving' in the evaluation conducted in school was high, and the proportion of 'scientific communication' and 'scientific participation and lifelong learning' was very low. Third, the most important competency in science that students perceive is the 'scientific problem solving,' the competency they wanted most from science is the 'scientific inquiry,' and the competency most needed to live in future society is the 'scientific communication.' Fourth, in the case of 'scientific participation and lifelong learning,' it is an important element of science literacy, but the proportion of consisting science textbooks is low, and students are not aware of the importance or necessity in science.

• Journal of the Korean Society for Library and Information Science
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• v.51 no.1
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• pp.29-47
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• 2017

The purpose of this study is to compare and analyze the inquiry tasks included in the elementary social studies with school library based instruction (SLBI) focused on the information literacy process and select teacher librarians' educational role under learning for social studies. For this purpose, national elementary curriculum of $4^{th}$, $5^{th}$ and $6^{th}$ social studies in the second term are analyzed. As results of analysis, the $4^{th}$ and $5^{th}$ students who take part in solving the inquiry tasks could compare and analyze illustrations, photographs and texts in their text books individually and present the results with speaking. The $6^{th}$ students could deal with their tasks using their experience, idea or information found from other resources and express the outcome orally according to the content of inquiry tasks. Therefore, teacher librarians could teach information literacy skills such as comparison, contrast, combination, distinction between opinions and facts, or prediction and inference of conclusion to the $4^{th}$ and $5^{th}$ elementary student. Teacher librarians can also participate in whole information literacy instruction for the $6^{th}$ students from building the solution strategies of tasks, collecting and using materials to completing and evaluating the results under the long term collaboration with the classroom teachers.