• Journal of Intelligence and Information Systems
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• v.29 no.1
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• pp.175-201
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• 2023

In the midst of going through a non-face-to-face society, most of human activities narrowed down to the platform, restrictions on external activities are bringing the internal scalability of digital technology. Metaverse is virtually shifting reality and increasing the possibility of utilization in various areas. However, researches linked to the educational effects of metaverse, especially students with disabilities, are still an unknown area that lacks exploration. This paper focuses on the fact that metaverse-education is widening educational fields that meets the various needs of disabled students to realize social good and inclusive education, and communication effects such as resolving barriers to interaction are prominent. As a research method, examining literature research papers linked to AR/VR, metaverse with communication skills, interviews, articles, and columns by experts, and policy suggestions and implications for the special education was conducted. Although the limitations of research are confirmed, significant results are found on inclusive education, which provides educational maximizing effects and realizing human rights through direct immersive experience reflecting the Cone of Experience Theory. Hopefully follow-up studies on meta-edu for disabled students will be carried out in the future, and various interdisciplinary discussions are needed to carefully observe inclusive policies and benefits so that the socially vulnerable are not excluded from technologies in ICT society.

• Journal of the Korean Society of Earth Science Education
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• v.16 no.2
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• pp.234-246
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• 2023

This study uses Gagne's 'Differentiated Model of Giftedness and Talent (DMGT)' to collect and extract major life events of Jang Young-sil, and to investigate how giftedness was formed and developed in his life history, and what factors enabled him to demonstrate his talent in the field of science and technology. In addition, based on the framework of Gagne's Differentiation Model for Giftedness and Talent(DMGT), we analyzed the mechanism of giftedness manifestation of Jang Young-sil and sought to explore the direction of gifted education based on this. To sum up the results of the study, first, in Giftedness(G), it was found that Jang Young-sil had excellent scientific and technological skills. Second, motivation, determination, self-management, and personality factors that constitute the inner catalyst(IC) of the individual have had an impact on the development of giftedness. Third, it influenced the social environment and peer giftedness in environmental catalysis(EC). Fourth, the catalyst of chance or chance(C) was the factor that had the greatest influence on Jang Young-sil's manifestation of giftedness. Fifth, informal learning and non-institutional formal learning in the developmental process(LP) influenced the manifestation of giftedness. In this way, the talent development factors of people such as Jang Young-sil provide implications for the need to understand the manifestation mechanism of giftedness in the future, develop examination tools that can detect giftedness, and develop customized programs that can develop giftedness.

• Korea Science and Art Forum
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• v.25
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• pp.227-240
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• 2016

This study aims to examine how visitors in science centers interact with gesture-based exhibits from embodied cognition perspectives. Four gesture-based exhibits in two science centers were selected for this study. In addition, we interviewed a total of 14 visitor groups to examine how they perceived the property of gesture-based exhibit. We also interviewed four experts to further examine the benefits and limitations of the current gesture-based exhibits in science centers. The research results indicate that the total amount of interaction time between visitors and gesture-based exhibits was not high overall, implying that there was little of visitors' immersive engagement. Both experts and visitors expressed that the current gesture-based exhibits tend to highlight the novelty effect but little obvious impacts linking gestures and learning. Drawing from the key findings, this study suggests the following design considerations for gesture-based exhibits. First, to increate visitor's initial engagement, the purpose and usability of gesture-based exhibits should be considered from the initial phase of design. Second, to promote meaningful interaction, it is important to sustain visitors' initial engagement. For that, gesture-based exhibits should be transformed to promote intellectual curiosity beyond simple interaction. Third, from embodied cognition perspectives, exhibits design should reflect how the mappings between specific gestures and metaphors affect learning processes. Lastly, this study suggests that future gesture-based exhibits should be designed toward promoting interaction among visitors and adaptive inquiry.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.17 no.5
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• pp.187-203
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• 2022

As the economic, social, and environmental problems of the local community reach a serious level, our society is realizing the need to foster young talents who discover opportunities in local issues through entrepreneurship education and create social values through creative challenges. However, entrepreneurship education programs are generally focused on commerciality, so customized education programs to solve regional problems are insufficient. Therefore, this study aimed to develop a community problem-solving entrepreneurship curriculum. In this study, a competency based curriculum model was applied to develop the curriculum, and regional problem-solving entrepreneurship competencies were derived through expert advice from a total of 10 people. In the process, the Delphi methodology was additionally used to reduce the possibility of errors in the competency model. As a result of the study, a total of 23 regional problem-solving entrepreneurship competencies were confirmed, and knowledge(K) - skill(S) - attitude(A) by competency consisted of 5, 9, and 9, respectively. By applying this to Dunham's problem-solving six-step model, modular learning support measures were developed in the order of phase 1(problem discovery), phase 2(problem analysis), phase 3(plan), phase 4(measure), and phase 5(evaluation). This study is meaningful in that it integrated theory and practice by developing specific entrepreneurship curriculum and learning support measures based on the theoretical model devised in social welfare. In addition, it has implications in that it developed a regional problem-solving entrepreneurship competency model based on expert advice and proposed a specific curriculum based on this.

• Journal of The Korean Association For Science Education
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• v.29 no.8
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• pp.793-811
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• 2009

The purpose of this study is to understand how a teacher's teaching can be changed while he or she teaches the same contents in different classes. The qualitative research method was used in this study. Data were collected from classroom observations, several in-depth interviews, and stimulated-recall interviews after each class. All the data were transcribed and analyzed interpretively, and then, the results of the analysis were checked by each participating teacher. The results are as follows: First, changes appeared in each class in terms of the teaching items, tools, sequence, and time, even though the same teacher taught the same contents. It showed that the teacher's teaching practice changed immediately and intuitively in class. Second, teachers tried to implement "exploratory teaching" or "move-testing teaching" to address the emerging problems during their teaching. They then reflected on and modified their own teaching. This type of change, which happened during the teaching practice, can be an example of "Reflection-in-practice." Thus, the results of this study can provide helpful insights into how teachers might adapt and reflect in their teaching. It suggests that teachers need to recognize their subconscious teaching changes and learn "Reflection-in-practice."

• Journal of The Korean Association For Science Education
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• v.29 no.4
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• pp.463-476
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• 2009

The purpose of this research was to find out if the analogical role-playing class activity had an effect on the students' academic achievements on cellular respirations as well as their science learning motivation for those who took part in the cellular respiration. To examine the effects of applying the activity, the research was conducted targeting a high school with humanities and social sciences courses, located in Busan. The target was specified as two classes that had selected a Biology II class, with one class (27 students) set as the test group and the other class (28 students) set as the control group. The conclusion drawn from this research was as follows: First, it seemed that the analogical role-playing activity helped the students to take their own parts in cellular respiration and gave them an opportunity to explain the concepts through direct physical activities, enhancing their academic achievements. Second, it was concluded that as the students found confidence and relevance in scientific knowledge as well as obtained a sense of accomplishment, the analogical role-playing class activity increased their level of satisfaction and their science learning motives. Third, as a result of the interviews on the change of the concept, students expressed some dissatisfaction over the new concept, and thought of the analogical role-playing activity as an intelligible alternative. It appeared that the alternative was plausible and fruitful.

• Journal of The Korean Association For Science Education
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• v.28 no.6
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• pp.546-564
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• 2008

The purpose of this study was to examine the types and characteristics of the knowledge constructed by pre-service secondary science teachers. Data included 26 student-teachers' narratives regarding their experiences in teaching high school students who were enrolled in extra-curricular science classes. It was revealed that the pre-service teachers awoke to the importance of subject matter knowledge, and learned it themselves in the situation of their own teaching. Especially their concern about science content knowledge was strongly associated with the matter of didactic transposition of the knowledge. The result also showed that the pre-service teachers constructed knowledge about the relationship with students as well as pedagogical knowledge to help students learn, and that they newly realized the nature of science in the context of teaching science. In addition, the teaching experiences allowed for the student-teachers to develop knowledge of oneself as a teacher and knowledge about science education in schools. It was believed that the knowledge constructed personally by the pre-service teachers from their teaching experiences could be a platform for the development of teacher expertise. Implications of the present study for science teacher education and relevant research were discussed.

• Journal of KIISE:Information Networking
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• v.33 no.3
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• pp.201-217
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• 2006

In this paper, we collected the physical traces from high speed Internet backbone traffic and analyze the various characteristics of the underlying packet traces. Particularly, our work is focused on analyzing the characteristics of an anomalous traffic. It is found that in our data, the anomalous traffic is caused by UDP session traffic and we determined that it was one of the Denial of Service attacks. In this work, we adopted the unsupervised machine learning algorithm to classify the network flows. We apply the k-means clustering algorithm to train the learner. Via the Cramer-Yon-Misses test, we confirmed that the proposed classification method which is able to detect anomalous traffic within 1 second can accurately predict the class of a flow and can be effectively used in determining the anomalous flows.

• Journal of the Korean Society for Library and Information Science
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• v.48 no.3
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• pp.193-215
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• 2014

This study examines undergraduate nursing students' user satisfaction and affective experience of collaborative information behavior in a group-based learning through survey method to see the relationship between these factors. For this purpose, the affective experiences (positive and negative aspects) of collaborative information search were examined using the PANAS scale through the same questionnaire. Correlation between students' experiences of collaborative information search and affective aspects were examined, and statistical significance using the t-test were also conducted to measure the relationship among students' demographic factors, experiences of collaborative information search and affective aspects. The results revealed that there was a significant correlation between experiences of collaborative information search and affective aspects. Also, there were significant relationships among students' demographic factors, experiences of collaborative information search and affective aspects. In particular, there were signigicant differences in students' overall satisfaction of collaboration and positive aspects between male and female students who experienced collaborative information search. This study found out the possibilities for a follow-up study for affective aspects in collaborative information behavior.

• Journal of Practical Engineering Education
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• v.5 no.2
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• pp.177-183
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• 2013

In this paper we investigate the history of the education based on STEM which is one of the topics of teaching method of Mathematics and Science oriented to the student, Hand-on education be applying partly to college education and the case of the education of the subject "Mathematics and Science for Engineering" of Japan's college. The educational method based on STEM make the student to recognize by themselves the necessity of the mathematics in the study of the technological and engineering problem, and furthermore draw a conclusion which is the proper method to change from passive to positive the study attitude for the mathematics. But it is more or less unreasonable to apply directly to college education with not physical fusion but chemical fusion of S (science), T (technology), E (engineering) and M (mathematics). Therefore we make themselves to find T and E considered at graduation works. We propose Pseudo-STEM teaching method linking this recognition obtained through self-activity to the mathematics subject.