• Journal of The Korean Association of Information Education
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• v.21 no.2
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• pp.191-198
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• 2017

The purpose of this study is to design and apply cooperative learning using module cards for SW education for beginner and to analyze their effects and perceptions. Cooperative learning using 30 module cards consists of 3 activities and we applied it to elementary school students to verify the effectiveness of the learning. For the research analysis, we analyzed the pre-post motivation of SW education, the degree of satisfaction, interest level, and step recognition of the cooperative learning. As a result of the analysis, the learning motivation showed significant improvement in all areas of attention, relevance, confidence, and satisfaction. Students also found that the second stage of cooperative learning using module cards was the most interesting and the third was the most helpful.

• The Mathematical Education
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• v.58 no.3
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• pp.459-481
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• 2019

This study aims to investigate students' statistical thinking through statistical processes in different instructional settings: Teacher-centered instruction vs. student-centered learning. We first developed instructional materials that allowed students to experience all the processes of statistics, including data collection, data analysis, data representation, and interpretation of the results. Using the instructional materials for four classes, we collected and analyzed the data from 57 seventh graders' discourse and artifacts from two different instructional settings using the analytic framework generated on the basis of literature review. The results showed that students felt difficulty particularly in the process of data collection and graph representations. In addition, even though data description has been heavily emphasized for data analysis in statistics education, it is surprisingly discovered that students had a hard time to understand the relationship between data and representations. Also, there were relationships between students' statistical thinking and instructional settings. Even though both groups of students showed difficulty in data collection and graph representations of the data, there were significant differences between the groups in terms of their performance. Whereas students from student-centered learning class outperformed in making decisions considering verification and justification, students from teacher-centered lecture class did better in problems requiring accuracy than the counterpart. The results from the study provide meaningful implications on developing curriculum and instructional methods for statistics education.

• Journal of Korean Library and Information Science Society
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• v.45 no.1
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• pp.125-147
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• 2014

The aim of this study is to develop and suggest a reading strategy to learn for integrating reading and writing. The reading and writing strategy could be divided in directed strategies related to the cognitive process and indirected strategies to carry out the process successfully. Therefore, its strategies are constructed of the indirected strategy corresponding with the instructional design model and the direct strategy containing specific action plans of the model's progressive stages. When considering the reading to learn could be run as a program in the school, in this study, the basic model of the indirected strategy is devised with four steps of 'preparing-designing-implementing-evaluating'. And the implementing stage of the read to learn combining reading and writing is consisted of six steps as 'selecting subjects-considering contents-searching-writing-correcting-publishing'. Also, proper indirected strategies such as graphic organization and checklists are suggested in order to assist reading and writing activities in the implementing stage.

• Journal of the Korean Institute of Intelligent Systems
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• v.16 no.6
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• pp.742-746
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• 2006

Evaluation of learning ability of students is classified a step of diagnostic, formative and summative evaluation. This step-by-step evaluation is the standard of synthesis judgement, from a student's prior learning of preparation state to devotion of learning process and even learning result. In this paper, we propose the method of synthesis learning evaluation which is considered evaluation of each step in using fuzzy inference. In order to get objective evaluation of learning ability, we applied to the weights by evaluation steps. And we reflected defuzzification values of final evaluation membership function interval obtained by fuzzy inference about diagnostic, formative and summative evaluation. As a result, it processes definite inference ensures objectivity and shows validity of the synthesis evaluation method.

• Journal of the Korea Convergence Society
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• v.11 no.10
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• pp.81-88
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• 2020

This purpose of this study is to develop content that enables repetitive carving practice of the maxillary right central incisor (MRCI) based on augmented reality (AR). For a step-by-step practice of achieving the tooth shape, after creation of the storyboard from the square box shape in step 1 to the completed MRCI block in step 16, three-dimensional (3D) modeling data reflecting the characteristics of the mesial, distal, lingual, and labial surface of the MRCI were generated. An application was built in which 3D modeling data were output on the screen of the learner's mobile device, and image markers suitable for 3D modeling in steps 1 to 16 of the MRCI model were respectively generated. Using this information, the learner could carve a high-quality MRCI by repeatedly performing the tooth shape carving exercises. With AR, we intend to contribute to improved tooth morphology carving skills by linking the theory and practical techniques for a beginners in dentistry.

• Journal of The Korean Association of Information Education
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• v.7 no.2
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• pp.189-197
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• 2003

WBI(Web Based Instruction) has been confined to some course due to a burden of development of instruction materials. In this paper, we implemented a personalized instruction and learning system for Word Processor based on Internet by using WBI. Compared to the traditional instruction and learning method for Word Processor Education, the proposed method induce students to take an interest in the learning and make it possible to do student oriented instruction and learning due to the selection of specific contents according to student's ability and his/her learning step. And this system can evaluate the learning rate on the spot by using personalized homework and maximize learning effect by using feedback.

• Proceedings of the Korean Information Science Society Conference
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• 2001.04b
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• pp.667-669
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• 2001

현재, 사회가 정보화 되어감에 따라 교육분야에서 컴퓨터의 가치는 더욱 높아지고 있으며, 기존의 교실위주의 수업보다 시간적 공간적 제약을 덜 받게 되는 WBI(Web Based Instruction)는 무한한 발전 가능성을 가지고 있다. 하지만 기존의 WBI에서는 교수의 강의가 끝나면 수업 평가 후 학생에게 수업의 결과를 알려주는 형식이었고, 도한 학습자에게는 일률적으로 평가가 적용되어 학생의 수준에 맞는 수업을 할 수가 없었으며, 교수의 입장에서도 학생들의 평가 결과가 수업의 질을 높이거나 내용을 변경시킬 근거가 될 수는 없었다. 따라서 수준별 학습을 위한 단계별 예비 테스트와 학습 후 테스트의 평가내용을 다양한 방법으로 시각적으로 제시하고, 또한 교수가 평가의 준거를 입력하고 학습자의 평가결과와 교수자의 평가준거를 비교할 수 있는 교수지원 컴포넌트를 작성하고자 한다. 이는 체계적인 평가 방법론이 되고 학습의 패러다임을 바꾸거나 과목을 변경할 경우, 그 결과에 따라 교수 방법의 변화나 수업내용을 변경하고자할 때 용이하다. 또한 유사한 다른 패러다임의 WBI 시스템에서도 이미 개발된 컴포넌트를 사용함으로써, 사용의 용이성과 이식성, 재사용성을 높일 수 있게 한다.

• Proceedings of the KSPS conference
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• 1996.10a
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• pp.268-273
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• 1996

본고는 일본어화자의 한국어 학습에 나타나는 발음상의 제문제를 논한다. 문제점은 초급, 중급의 단계별로 고찰할 필요가 있고 또한 학습자의 이론적인 인식상의 문제와 학습자의 실제 발음 실천상의 문제를 구별해서 검토할 필요가 있다. 본고에서는 모음, 자음, 음운변화 및 표기상에 나타나지 않는 발음의 문제 등, 음운단위에 관한 요소, 그리고 높낮이(pitch)와 억양(intonation) 등, 운율적인 요소를 다루었다. 서울말의 높낮이에 대한 기술도 시도하였다.

• Journal of Science Education
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• v.37 no.1
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• pp.1-10
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• 2013

The purpose of this study was to examine the effect of multiple intelligences-specific observation strategy on observation skills, achievement and scientific attitude in elementary science class For this study, the observation learning for the multiple intelligences-specific observation strategy was applied to elementary science class. The results of this study were as follows: To examine this learning materials were applied to elementary science curriculum, and an experimental group and a control group were selected from 4th graders at elementary school J located in Incheon. The results of this study were as follows.: 1. this study was found statistically significant difference in the pupil's enhancement of the observation ability(p<.05). Specifically, analysis of elements of the observation abilities, it was effective to increase abilities of classification of statements, qualitative observation and quantitative observation. 2. science academic achievement of the group using this developed program was significantly higher compared with a control group. 3. there weren't differences between the comparison and experimental groups in term of the scientific attitude. But the experimental group showed greater increases in the openness, spontaneity and creativity that are the elements of scientific attitude. In conclusion, the Multiple Intelligences Observation Training was useful to develop the elementary school student's the observation ability, science academic achievement, scientific attitude(openness, spontaneity and creativity) and better be widely applied to science education.

• Proceedings of the Korea Information Processing Society Conference
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• 2023.11a
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• pp.54-57
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• 2023

CEFR(Common European Framework of Reference for Language)는 유럽 전역의 교육기관에서 언어구사 능력을 평가하는 평가 기준이다. 본 논문은 학습자가 문장 작문한 것을 CEFR 에 기반하여 평가하는 모델을 기술하는 것을 목표로 한다. CEFR 기반 문장 작문 평가는 크게 전처리 단계, 작문 단계, 평가 단계로 구성된다. CEFR 기반 문장 작문 평가 모델의 평가는 CEFR 수준별로 분류한 문장들이 전문가의 수동 분류와 일치하는 지의 정확도와 학습자가 작문한 결과의 자동 평가로 측정되었다. 실험은 독일어를 대상으로 하였으며 독일어 전공 41 명의 대학생에게 CEFR 6 등급별로 5 문장씩 총 30 문장의 2 세트를 만들어 실험을 실시하였다. 그 결과 CEFR 등급별 자동 분류는 전문가의 수동 분류와 61.67%로 일치하는 정확도를 보였다.