• 대한공업교육학회지
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• v.37 no.2
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• pp.99-125
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• 2012

The objectives of this study was to apprehend the displaying components by comparing and analyzing the ten types of construction textbooks used in Technical high schools by elaboration theory by Ferigeluth, and to supply preliminary data for the following revising textbooks. To achieve them, first, comparable units were excerpted by analyzing between the national textbooks of 7th curriculum and the new revised curriculum used in Technical high schools. Second, each five types of 7th and new curriculum textbooks were compared and analyzed by seven requisites in the Elaboration theory by Reigeluth. As the results of the study, first, elaborating process like conceptual, procedural, and theoretical elaboration has been applied to the different subjects according to their properties. Second, cognitive strategy activator among the seven strategies was widely used. Whereas, analogy was not applied to all the ten types of the text books. In addition, Learning prerequisite sequence was presented with only simple picture and explanation, and it was inadequately used in practice. Third, summary was more used in 7th curriculum text than the new revised text. Fourth, six strategy components were widely used to all texts except construction and materials in the five types of texts. Lastly synthesis of theory and practice was more used than summary in theory subjects and learner control was more used in the subject of the synthesis of theory and practice.

• Journal of Digital Contents Society
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• v.18 no.8
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• pp.1677-1684
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• 2017

In this paper, we tried to combine the findings obtained from pedagogical analysis of serious game, which is a study of Soo-Cheol Ha [2, 3], and learning theories such as behaviorism, cognitivism, constructivism, situated learning, and other theories. Based on the previous research, we propose pedagogical elements of serious games based on theories and researches from models and other studies using learning theory. The suggested elements were applied on GSS(Global Startup Simulation), which is a serious game, and the results were confirmed through questionnaire evaluation of learners who are learning through it.

• Proceedings of the Korea Multimedia Society Conference
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• 2002.11b
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• pp.516-519
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• 2002

멀티미디어 기술 발전으로 인하여 최근 에듀테인먼트에 관하여 많은 연구가 이루어지고 있다. 에듀테인먼트(edutainment)는 교육(education)과 놀이(entertainment)의 합성어로 교육용 소프트웨어에 놀이를 가미하여 게임 하듯이 즐기면서 학습하는 방법이나 프로그램을 말한다. 본 논문에서는 에듀테인먼트의 이론적 형성과정인 놀이, 게임과 교육의 관계를 역사를 통하여 살펴보아서, 에듀테인먼트의 과학적 개발과정의 이론적 토대를 마련하는 것을 제안한다.

• Communications of Mathematical Education
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• v.18 no.2 s.19
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• pp.427-440
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• 2004

Freudenthal의 수학화 이론에 대한 지금까지의 대부분의 연구는 이론의 탐색에 집중하고 이에 따른 학습 지도 방안과 자료개발에만 역점을 두었던 것이 그 한계점으로 지적되어져 왔다. 이에 본 연구자는 실제 이 이론이 어떻게 학습 현장에 적용될 수 있는지에 대해 첫째, Freudenthal의 수학화에 의한 도형 지도에서 학생이 어떻게 수학화를 이루어 가는지를 조사하였고, 둘째, 학습의 주체자인 학생들의 능동적인 활동을 강조한 수학화 과정에서 교수의 주체자인 교사는 학생들의 수학화가 원만히 이루어지게 하기 위하여 어떤 역할을 수행하게 되는지를 중학교 1학년 학생을 대상으로 사례연구를 실시하여 조사하였다.

• Proceedings of the Korean Institute of Navigation and Port Research Conference
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• 2019.11a
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• pp.14-16
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• 2019

명시적지식(Explicit Knowledge) 및 암시적지식(Implicit Knowledge) 등 외국어학습 이론을 적용한 선박교통관제사 영어교육 개선 방향을 연구하여 선박교통관제사 현장직무교육의 실효성을 증대하는 등 선박교통안전강화의 기반을 마련하고자 하였다.

• Journal of The Korean Association For Science Education
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• v.34 no.5
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• pp.459-468
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• 2014

Educational Discourses on the nature of science(NOS) identify understanding of the role of scientific knowledge, especially the distinction between law and theory, as a crucial goal of instruction. However, the scientist community uses the terms such as law, theory, and principle without explicit definition so that the terms have no coherent meanings in their conventional language expression. The inconsistency between the norm and the reality could impose confusion on the teaching and learning. From the awareness of the problem, this study critically reviews the science education research papers and literatures on the philosophy of science which focus on the meaning of law, theory, or principle and the structure of scientific knowledge. From the examination of the science education researches, it is revealed that the disparity between the normative meanings of the law and theory by NOS researchers and actual usage of the terms is quite serious. From the review of the literatures of the philosophy of science, the necessity of the distintion of three categories: law, theory, and principle beyond the dichotomy between law and theory is brought up. By synthesizing the related literatures, we provide an outline of the characteristics of knowledges belonging to law, theory, and principle. Considering the conflict between the normative definition and the conventional language, it could be unnecessary to emphasize clear distinction on the terms as an instructional goal. Instead, the goal of instruction should focus on that there are three types of scientific knowledges of different functions and characteristics.

• The Journal of Korean Association of Computer Education
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• v.13 no.2
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• pp.59-70
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• 2010

This study aims to analyze research trend of Web 2.0 use in education and to suggest directions for further studies. Sixty representative studies were selected and analyzed in terms of a developed framework of Web 2.0 based learning environments and an analysis scheme. This scheme is divided into five dimensions: research targets, research themes, types of Web 2.0 tools, learning theories and research methodology. The findings indicate that a majority of the previous studies aimed to share information and reflect thoughts in collaborative contexts through blogs and wikis at universities. Some implications were discussed for further studies.

• Communications of Mathematical Education
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• v.13 no.1
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• pp.107-127
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• 2002

본 연구는 유아기 교수-학습 방법에 대한 기초 이론과 수학교육에서의 교수-학습 방법에 대한 제안들을 근거로 유아에게 적절하고도 효과적인 수학 교수-학습 방법은 무엇인지를 알아보는 것이다. 이를 구성주의에 근거한 상호적 접근과 교수-학습을 위한 기타 제안들 그리고 활동중심의 통합적 접근으로 나누어 그 이론적 기초와 구체적인 적용방법에 대해 자세히 살펴보았다. 구성주의에 근거한 상호적 접근은 Piaget와 Vygotsky의 견해와 인지적 도제모형, 상황적 교수 모형, 그리고 인지적 유연성 이론의 세 가지를 포함하였고, 기타 제안들에는 NCTM, NAEYC, Schweinhart Perlmutter, Bloom & Burrell, 그리고 Althouse의 견해를 포함하였다. 그리고 활동중심의 통합적 접근은 수학적 개념 중심의 활동 통합교육과 활동 중심의 수학 통합교육으로 나누어 Web을 구성하고 적용하는 과정을 알아보았다.

• Journal of Educational Research in Mathematics
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• v.10 no.1
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• pp.1-10
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• 2000

본 논문의 목적은 두 가지이다: 첫째, 구성주의와 사회문화주의의 통합적인 이해를 통해 수학 교사 교육에서 사용할 수 있는 이론적인 잠재성을 토의한다. 둘째, 비고츠키의 사회문화주의에 대한 토의가 그리 많지 않은 상황에서 사회문화주의자들의 주장을 교사교육적 관점에서 설명한다. 학습을 개인적 타원에서 설명하는 구성주의와 학습을 사회적 차원에서 설명하는 사회문화주의는 그 발생 원리상 큰 차이점을 갖는다. 본 논문에서는 이러한 차이점에 대한 논란보다는 어떻게 이 두 가지 이론이 학생들의 수학 학습에서 교사의 역할에 대한 재조명과 이론적 지지 기반을 제공할 수 있는 가능성을 갖는지 다루고 있다.

• Journal of Practical Engineering Education
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• v.10 no.2
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• pp.139-148
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• 2018

This study suggests the direction of management theory education in business administration under the university-linked program of Korean work and study in parallel policy. As a social science, business education is essentially to cultivate people of talent capable of making the right decisions in the social phenomenon (business practices) rather than educate skills for solving a specific issue. At the same time, the parallel system is aimed at cultivating talented people who can work practically in the real field. Therefore, practical education and theoretical education should be linked organically, and the theoretical education should be layered. Also, management education should be guaranteed to be timely and cultivate fusion thinking. Based on this background, this study is expected to contribute to the upgrading of the parallel system and education level in the future by reviewing the curriculum of the business administration department of domestic universities.