• Proceedings of The KACE
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• 2017.08a
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• pp.11-13
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• 2017

컴퓨팅 사고력은 제 4차 산업혁명 시대에 접어든 우리 사회에서 필요로 하는 미래 역량으로 꼽히고 있으며, 우리나라에서도 2015 개정 문이과 통합형 교육과정을 통해 컴퓨팅 사고력 신장을 위한 SW교육을 강조하고 있다. 3D 모델링 교육은 컴퓨팅 사고력과 직접적인 관련이 있다. 3D 모델링을 위하여 실제의 구체물을 단순화 하거나, 모델링을 위하여 필요 없는 부분을 삭제하거나 추가하는 것이 컴퓨팅 사고력의 추상화에 해당된다. 그리고 모델링 프로그램을 사용하는 것은 일종의 자동화에 해당된다. 본 연구에서는 컴퓨팅 사고력 신장을 위한 3D 모델링 교육에서 권장할만한 3D 모델링 프로그램을 틴커캐드(TinkerCad)로 제시하였으며, 컴퓨팅 사고력 신장을 위한 틴커캐드 활용 초등 3D 모델링 교육 방법을 제시하였다.

• Proceedings of the Korean Society of Computer Information Conference
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• 2018.01a
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• pp.211-212
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• 2018

본 논문에서는 문화콘텐츠 캐릭터를 3D모델링 도구를 이용하여 디자인하고 3D 프린팅 기술을 접목하여 출력하여 판매하고자 하는 창업에 대한 교육과정을 제시하고자 한다. 이를 위해 첫 단계로서 3D 모델링 도구의 전반적인 특성을 살펴보고 3D 캐릭터 모델링 교육을 위한 교육과정으로 어떠한 교과목들이 제시되어야 하는지 제시해보고자 한다.

• Proceedings of the Korean Society of Computer Information Conference
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• 2022.07a
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• pp.115-116
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• 2022

소프트웨어 교육은 현대사회의 필수 교육으로서, 초등학교부터 교육을 접할 수 있도록 교육정책 및 지원 등이 강화되고 있는 실정이다. 그러나 코로나 팬데믹 이후 소프트웨어 교육 체험 활동 중단에 따른 비대면 교육의 한계로 교육 취약 계층과 영재 교육과의 격차가 심화되었다는 우려의 목소리가 크기에 격차 해소에 대한 대책이 필요하다는 의견과, 지역별 취약 계층에 대한 계획이 없는 교육 제도의 변화를 요구하고 있다. 따라서 에듀테크와 통합된 교육 콘텐츠의 중요성이 부각되고 있다. 본 논문에서는 큐브 형태의 모델링이 가능한 3D 모델링 프로그램인 타다크래프트를 기반으로 교육 소외 계층도 손쉽게 접근할 수 있는 교육 커리큘럼을 제안한다. 3D 모델링을 구현함으로써, 학습자들은 학습에 대한 성과와 흥미를 획득할 수 있고, 공간 확장 능력을 배양할 수 있을 것으로 기대된다.

• Journal of Korean Elementary Science Education
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• v.42 no.3
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• pp.434-454
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• 2023

This study explored the composition and attributes of modeling instructions and factors of teacher competence in elementary science classes. The study also examined educational research papers regarding modeling instruction cases in elementary schools and elementary teachers' perceptions of modeling instructions using qualitative meta-analysis, which can integrate findings from qualitative research. This investigation led to creating a small group to compose modeling instructions. Furthermore, the modeling approach was demonstrated to go through the process of generating, evaluating, and modifying the model. The attributes of modeling instructions can be divided into factors that affect modeling instructions and competence factors necessary for students participating in modeling instructions. The factors affecting modeling instructions included "small group interactions" and "time limitation in classes." The competence factors necessary for students participating in modeling instructions included "scientific knowledge," "meta-modeling knowledge," and the "ability to control emotions." The teacher competence factors in modeling instructions regarding knowledge, function, and attitude were explored. The teacher competence factors in elementary modeling instructions included "meta-modeling knowledge," "knowledge of modeling assessment," "emotional support for students," and the "awareness of modeling value." Accordingly, this study offered some recommendations for effective modeling instructions.

• Journal of The Korean Association For Science Education
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• v.37 no.4
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• pp.539-552
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• 2017

The purpose of this study is to investigate the trends of model and modeling-related research in science education from 1989 to 2016 in Korea. Eighty-five (85) models and modeling-related journal articles were extracted from the KCI-listed journals and analyzed according to the criteria such as participants, research fields, research design, methods, data collection and elements of metamodeling knowledge. According to research participants, three out of four (3/4) were studied for students and the rest were for teachers. More than half of the studies for students were conducted with middle and high school students. The research fields of models and modeling-related researches in science education were comprised of earth science, chemistry, biology science, physics and science course. With regards to research design, the highest type is qualitative research and followed by hybrid research and quantitative research. According to research methods, the most numerous researches that were analyzed was the effectiveness of program, which was a developed model and modeling-related research. The analysis from the elements of the metamodeling knowledge showed most of model and modeling-related research utilized for the change of scientific concept or understanding.

• The Mathematical Education
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• v.62 no.3
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• pp.363-380
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• 2023

This study analyzed the difficulties and mathematical modeling knowledge improvement that an elementary school teacher experienced in modifying a mathematics textbook task to a mathematical modeling task. To this end, an elementary school teacher with 10 years of experience participated in teacher-researcher community's repeated discussions and modified the average task in the data and pattern domain of the 5th grade. The results are as followings. First, in the process of task modification, the teacher had difficulties in reflecting reality, setting the appropriate cognitive level of mathematical modeling tasks, and presenting detailed tasks according to the mathematical modeling process. Second, through repeated task modifications, the teacher was able to develop realistic tasks considering the mathematical content knowledge and students' cognitive level, set the cognitive level of the task by adjusting the complexity and openness of the task, and present detailed tasks through thought experiments on students' task-solving process, which shows that teachers' mathematical modeling knowledge, including the concept of mathematical modeling and the characteristics of the mathematical modeling task, has improved. The findings of this study suggest that, in terms of the mathematical modeling teacher education, it is necessary to provide teachers with opportunities to improve their mathematical modeling task development competency through textbook task modification rather than direct provision of mathematical modeling tasks, experience mathematical modeling theory and practice together, and participate in teacher-researcher communities.

• Journal of The Korean Association For Science Education
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• v.37 no.2
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• pp.239-252
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• 2017

The purpose of this study is to examine metamodeling knowledge and its components, which means knowledge about model and modeling required for students and teachers for successful application of modeling in the field of science education based on research literature. For this, we analyzed and categorized major previous studies on modeling and modeling through research literature methods. Metamodeling knowledge aims to recognize models and modeling and is the most crucial element to create a scientific model in scientific modeling practice. The point of view of metamodeling knowledge proposed in this study is categorize nature of model, multiplicity of model, purpose of model, modeling process, and evaluation and revision of model. Students should be able to achieve more in-depth understanding through the awareness of the nature of the model. The development of metamodeling knowledge can facilitate students' science learning.

• Journal of Elementary Mathematics Education in Korea
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• v.17 no.3
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• pp.483-501
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• 2013

The present study is to focus on thinking about the possibility of using mathematical modeling in the elementary schools. As well-known, mathematical education in Korea, even though students' high achievement in mathematics, has a lot of problems regarding their attitudes toward mathematics. Mathematical modeling is regarded as playing an important role in helping improve the current problems embedded in elementary mathematics education. Thus, this study reviewed the background that mathematical modeling attracted lots of attentions by many mathematics researchers, the definitions of mathematical modeling and the similarities and differences between problem solving and mathematical modeling. In addition, the processes and main features of well-known three representative models of mathematical modeling were reviewed, and each case of research on mathematical modeling in the elementary schools in Korea and foreign countries was introduced, respectively. Finally, this study suggests that mathematical modeling needs to be dealt with in the elementary school curriculum, together with the improvement of teachers' recognition for mathematical modeling.

• Journal of Korean Elementary Science Education
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• v.42 no.4
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• pp.538-559
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• 2023

In this study, the interplay between models and theories was explored through a series of focus group discussions (FGDs) involving five experts in science education. The FGDs were held seven times, beginning with the question of what is modeling in relation to models, which is a current area of research in science education. Throughout the discussion, several key issues regarding models and modeling were addressed, with a particular emphasis on their relationship to theory. A notable finding from this study is that the participants' discussions did not converge into a single viewpoint regarding the relationship between theory and models; instead, multiple related issues emerged, leading to attempts to reframe existing concepts and seek new understanding. The study findings relate to three main areas of inquiry: What is the meaning of models or modeling? What is the nature of the relationship between models and theories?, and Is modeling possible without a foundation in theory? Particularly, the relationship between models and theories was discussed in reference to the following points: 1) Is a model to be understood as derived from theory, and is modeling the application of theory to phenomena? 2) Can a model be inferred from theory? 3) Does modeling originate from a specific, structured foundational theory (a framework of empirical knowledge), or is it to be understood through the integration of various resources without explicit reference to a foundational theory? Based on the study outcomes, implications are presented for philosophy of science and for researchers and educators working in the realm of science education.

• Proceedings of the Korea Information Processing Society Conference
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• 2001.10b
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• pp.1611-1614
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• 2001

현재 웹 상에서 진행되는 교육용 컨텐츠들은 날로 인기가 놀아지고 그에 부응하여 많은 교육용 웹 애플리케이션들이 만들어지고 있다. 그러나 증가되고 있는 컨텐츠 개발을 위한 기술과 도구들은 빠른 발전을 이루고 있는 반면 개발 프로세스에 대해서는 관심을 두지 않았다. 분석과 설계가 결핍된 상태에서 개발된 웹 애플리케이션은 품질 저하와 생산성 저하 등의 부정적인 파급효과를 가지게 된다. 따라서 교육용 웹 애플리케이션은 개발 초기에 적절한 모델링이 필요하다. 본 연구에서는 소프트웨어 공학 기술을 컨텐츠 개발에 적용하는 접근 방법을 사용하여 웹 애플리케이션 설계를 돕는 메커니즘을 제공하고 웹 기반의 맞춤형 교육을 위한 컨텐츠 모델링 방법에 관하여 논의한다. 웹 애플리케이션의 구성요소의 기호와 의미를 정립하고 교육용 컨텐츠의 구조를 정의, 분석한 후 웹 기반 시스템 모델링을 위한 구조로 재정의 한다. 적절한 모델링 과정을 거쳐 교육용 웹 애플리케이션을 개발함으로써 교육용 웹 컨텐츠의 체계적인 개발 및 관리 지원이 가능하게 된다.