• Journal of Science Education
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• v.39 no.2
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• pp.209-220
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• 2015

Science has an essentially integrated character as a discipline that explores the natural phenomena. And the integrated science education is required to achieve the goals of science education to forster scientific literacy of all students. In this respect, we defined the basic concepts and principles that can penetrate the natural phenomena as an integrated concepts in this study, and organized the contents of integrated science curriculum around them. Integrated concept centered curriculum was intended for the 10th grade students and the breadth and depth of learning concepts were represented by presenting the achievement level of the learning concepts. Contents organization of integrated science curriculum presented in this study was meant to provide a new perspectives to the revision of the national integrated science curriculum that is currently in progress.

• Journal of Science and Technology Studies
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• v.2 no.2 s.4
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• pp.91-122
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• 2002

Constructivism has had a great influence on science education over the last two decades. The purpose of this article is twofold: First, to describe the characteristics of constructivism and, second, to suggest an ideal forms of science education in Korea as implied in constructivism. A review of the literature in the first area shows that constructivism is the philosophical/ psychological view which believes in the social nature of the construction of scientific knowledge and its learning. And the analyses of a few schools of constructivism suggests decision-making as a goal of science education, loaming as the active construction of meaning through interaction between learner and learning environments, and discussion and cooperation as appropriate teaching strategies. At the same time, the results necessitate teaching ethical aspects of science in the secondary schools, and also imply that performance assessment must be emphasized in evaluation of science education.

• School Mathematics
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• v.6 no.2
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• pp.181-211
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• 2004

Recently, there are many countries which have tried to renew mathematics curriculum in the world. The study aims to induce useful implications for improving our mathematics curriculum through reflections on revised mathematics curriculums in many countries. In order to attain these purposes, the present paper reflects systems and contents of mathematics curriculum of Germany, which is not well known to us in spite of old mathematical tradition including Klein's theory for mathematics education. But there are inherent mathematics curriculum for each state in Germany Therefore this paper analyzes mathematics curriculum in state Nordrhein-Westfalen. Under these analyses, implications for our mathematics curriculum are discussed.

• The Journal of Korean Association of Computer Education
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• v.23 no.1
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• pp.37-44
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• 2020

As the importance of artificial intelligence(AI) education is emphasized recently, policies and researches are being promoted to develop the AI curriculum or courses for K-12 students in worldwide. In this study, researcher analysed a synthesis of contents and standards on AI education curriculum to present implications for AI education in the elementary and secondary schools. As a result, Korea and the United States are proposing national curriculum standards to provide the basis for AI curriculum establishment in school sites and to provide guidelines for various related policies such as teacher training programs. The EU's AI education is characterized by its curriculum and online courses to ensure that all citizens of the EU have AI literacy, rather than designating students or subjects at specific school levels. In terms of educational contents and levels, Korea, United States, and EU's curriculum or standards includes basics and applications related to machine learning and neural network based on the fundamental concepts and principles of artificial intelligence.

• 대한공업교육학회지
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• v.35 no.2
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• pp.70-81
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• 2010

The purpose of this study is to introduce formation 'International framework curriculum for a Master Degree for TVET teachers and lectures' to present implications about fostering Chinese vocational teachers and to analyze the contents related to it. In 2004, UNFSCO composed formation International framework curriculum for a Master Degree for TVET teachers and lectures ("framework curriculum") to improve the ability of professionals in the vocational education and training fields including teachers and training leaders as well as to promote international academic exchange. Universities which introduce the framework curriculum should form specialized committee and carry out education considering the specific situation including other universities' situation, students' ability, educational certification system, etc. The framework curriculum should include the latest trends of the development of international vocational education science and carry out united educational learning between several internal or external high schools. UNFSCO tries to promote the development of educational learning and study of basic departments of vocational education such as vocational educational learning theory, vocational science, etc through the framework curriculum and to improve knowledge of vocational educational teachers and realize specialization of them. The number of universities that established the master's degree of vocational education in China is approx. 20 and the number of students that they collect every year. As for the plans of the master's degree of vocational teachers in each university, the courses about the practical problems like educational courses and educational learning are insufficient. But the framework curriculum thinks that educational learning of application theory is more important and emphasizes practice about the specific area and educational learning much more. Utilization of preceding experiences of advanced countries has the important meaning in search of models that foster Chinese vocational teachers and departmental system. The framework curriculum implies several useful points in installment of majors and educational process of the process that fosters Chinese vocational teachers.

• Journal of Korea Game Society
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• v.6 no.3
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• pp.51-66
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• 2006

According to this recent change of the educational stream, the researcher sought to find the relationship between the level of students' Self-Regulated Learning and the Knowledge Construction Process strategies they use to succeed at an educational on-line game, and attempt to make some suggestions on the design and use of educational on-line games in this study. In conclusion, the change in the education paradigm requires students to pursue and produce contextual knowledge by using various media and learning environments. Some theoretical backgrounds, related to situated learning theory and the use of supporting educational media, are necessary. As contextual educational media, On-line games can be expected to play the role of evoking fresh perspective towards all the aspects of education.

• Journal of The Korean Association of Information Education
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• v.21 no.1
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• pp.77-87
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• 2017

We developed a framework of consisting of concept understanding and learning activities in the area of algorithm and programming for constructing SW curriculum that can be used in school field. Based on this, it is composed of five levels of achievement standards by area. The algorithm area consists of 18 achievement standards elements, and the programming area consists of 21 elements. To examine the importance of content about achievement standards and the appropriateness of the education time of each area, its validity was suggested through expert verification by delphi survey. The present study could be utilized as the research data of the standard model of information education curriculum and provides important implications for the development of SW curriculum in the school field.

• Journal of Gifted/Talented Education
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• v.24 no.6
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• pp.897-916
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• 2014

In this study, we presented a teaching-learning method that can apply process-focused assessment for mathematical creativity of problem solving process of the gifted student, By necessity of appropriate teaching-learning program development to the level and ability of students who belong to high school gifted classes and courses evaluation for students who participated in education programs for the gifted. In the construction implementation process of students utilizing a kind of teaching-learning software, GeoGebra. We analyzed process of a variety of creative constructing figures using interfaces of GeoGebra and algebraic calculation. Utilizing 'Construction Protocol' and 'Navigation Bar' of GeoGebra, We identified computer languages, construction order, run times used in construction process of individual student and found mathematical creativity of students in the process. Comparing this result with prerequisite learning degree of individual student, We verified that this teaching-learning method can apply at the high school gifted classes as well as institutes for the gifted education in the city office.

• Proceedings of the Korea Information Processing Society Conference
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• 2006.05a
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• pp.505-508
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• 2006

본 연구에서는 실험 실습 가상교육 또는 원격 교육 콘텐츠가 학습 효과를 향상할 수 있는 효과적인 교육 수단으로 인정되고 있으나 원격에서 실험 실습을 하기위한 환경구성의 어려움을 극복을 위한 방안으로 웹 기반의 하드웨어 원격제어 기술을 이용하여, 임베디드 시스템 활용 교육을 위한 가상교육 시스템을 구현 하였다. 본 가상교육 시스템의 구성은 서버 시스템과 학습 시스템으로 되어 있다. 서버 시스템은 컴파일 서버, 원격 실습 서버, 웹 서버, Telnet 서버, 웹 카메라 서버 등으로 구성한다. 학습 시스템은 이론 강의, 가상 실습, 원격 실습의 세 부분으로 구성한다. 본 연구에서 구현한 시스템은 원격지에서의 프로세서 실습 환경을 제공하기 위해 웹에서 동작하는 Telnet 클라이언트를 제작하여 임베디드 하드웨어를 제어한다. 또한 이론학습 과정을 별도로 구성하고, 원격제어가 불가능한 개발환경 구축 과정은 가상 실습으로 학습하게 하였다. 이러한 점을 활용하여 임베디드 시스템의 효율적인 학습이 가능하다.

• Journal of the Korean association of regional geographers
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• v.18 no.2
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• pp.217-231
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• 2012

Geography is a core subject for mutual understanding a relationship between Korea, China, and Japan. But the research and report on the Chinese geography education are poor progressed in Korea. This study aims to review the Chinese geography curriculum changes and the organization of Geography Curriculum Standards(GCS). The results of study are as follows. First, from the perspective of the Chinese geography curriculum development, political ideology and changes of society could lead to serious influences on the geography education. It is change through the process stage of prosperity${\rightarrow}$withdrawal${\rightarrow}$promotion${\rightarrow}$development. Second, most recently, Chinese GCS carried out a drastic reform of their geography curriculum emphasized the importance of a student' needs and activity, the organic correlation between the geographical knowledge and skills, and synthesis, practical value of the geography. Third, the organization of GCS consist of an introduction, curriculum objective, contents standard, performance rules. Fourth, the middle school GCS emphasized the importance of a basis of the geographical knowledge and skills in the 4 subjects(the earth and the maps, world geography, Chinese geography, regional geography). Finally, The high school GCS emphasized the importance of a student' occupational course and consideration of regional circumstances.