• Proceedings of the Korean Society of Computer Information Conference
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• 2014.01a
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• pp.235-236
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• 2014

본 논문에서는 스마트 기기로 제어 가능한 교육용 로봇을 활용하여 초등 학습자들의 융합적 사고를 향상 시킬 수 있는 교육방법을 제안하고자 한다. 초등 학습자들을 대상으로 실질적인 융합 교육이 이루어지기 위해서는 융합 과정을 체계적으로 체험하고, 이러한 과정을 통해서 새로운 가치를 발견하고 구체화 할 수 있는 환경이 요구된다. 따라서 본 논문에서는 융합 과정을 학습자들의 수준에 맞게 세분화하고 학습자들의 흥미와 창의성 발현에 효과적인 스마트 기기 기반의 교육용 로봇을 활용하여 구체화 할 수 있는 교육 방법을 설계하였다.

• Journal of The Korean Association For Science Education
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• v.39 no.1
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• pp.13-33
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• 2019

The purpose of this study is to clarify the possibility of the character education and the concrete implementation process in the field of science education in accordance with the social demand for character education. Based on this purpose, the researchers tried to understand the specific character elements appearing in various science learning situations and to understand the qualities of each specific character elements that can be emphasized through science learning and the aspect of expression process in related learning situations. The researchers selected 11 students from the 7th and 8th graders in Seoul and developed and applied the 'Become a Science Teacher' mentor program in 2014 and 2015. Data collection was conducted through class recordings, mentor teachers' and assistant teacher's journal, artifacts, student journals, student portfolios, class listeners' essays for science class and analyzed qualitative data collected through constant comparison method. According to the result, we extracted 11 character elements and reorganized them into 16 specific character elements revealed in various learning situations based on the relationship between each character elements. The results of the study are eight specific character elements that can be emphasized through science learning and related learning situations. The eight specific character elements are 'responsibility for teaching behavior due to hierarchy of scientific knowledge structure, communication for forming scientific concept, empathic concern based on science learning experience, cooperation for promoting rationality of inquiry method, positive perception of scientific endeavor, respect for scientists' attitudes toward research, confidence in future scientific research, persistence in trial and error'. Based on the results of this study, we proposed the research methods of character in the field of science education in the future.

• Journal of The Korean Association For Science Education
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• v.36 no.6
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• pp.947-957
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• 2016

Today, in accordance with emphasizing the importance of character education, science educators have tried to implement character education in the field of science education. Therefore, this research aims to confirm the possibility of the realization of 'Practice Centered Mechanism of Manifesting Character' developed on the basis of character education theory through the application of the NABI Program based on Nature-Study. For this, the NABI program was applied to 24 3rd grade students of an elementary school for a period of ten months. Qualitative data was collected like students' reports, journals, and video recording of the classes. This data was classified into 'value, judgment, action,' the steps of 'Practice Centered Mechanism of Manifesting Character,' and text was written by interpreting the data. The research resulted in the following: First, students formed 'value' by making a connection with the objects. And the various values - individual, interpersonal, social, ecological, and spiritual - are formed according to the type of objects with which the students felt a connection to. Second, students need to judge the problems of the real world at the 'judgment' step. Third, at the 'action' step, students practice moral behavior in relation to the sympathy or feeling they felt with the objects that they made a connection to. In conclusion, 'Practice Centered Mechanism of Manifesting Character' can be realized through the application of the NABI Program. The NABI Program can be a definite way to implement character education in the field of science education.

• Proceedings of The KACE
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• 2018.01a
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• pp.69-72
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• 2018

4차 산업혁명의 본격화로 과거 효율성과 생산성이 중점이 되던 경영 패러다임에서 벗어나 혁신, 창의성, 유연성이 대두되는 경영 패러다임으로 변화되고 있다. 이러한 변화된 환경 속에서는 조직 구성원들의 창의적인 업무수행이 조직에게 경쟁우위를 가져다주는 새로운 지식과 아이디어의 원천이면서 동시에 기업이 지속적으로 성장하고 살아남기 위한 필수 요소가 된다. 조직 및 상사의 강제적 견인보다는 구성원들 스스로 목적의식을 가지고 업무를 수행하는 과정에서 창의적 업무수행은 가장 잘 발현될 수 있으며, 본 연구를 통해 창의적 업무수행 과정에서 가장 핵심이 되는 내재적 동기부여의 관점에 초점을 맞추어 게이미피케이션 메커니즘과 접목시켰을 때 조직구성원들에게 동기부여를 발현시킬 수 있는지에 대해 연구하고자 한다.

• Journal of Gifted/Talented Education
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• v.24 no.1
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• pp.113-147
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• 2014

This study is a case study of the process of emerging for creative products to lead world science and technology. The aim of the study is to understand the emerging process of scientific creative products, and is to provide the direction of gifted education that discovers and trains globally competitive science talents through this. To discuss the emerging process of creative products, this study has academically discussed the creativity of the complexity of dealing with theory of evolution, the real life settings, and self-organization of experience etc., and has methodologically adopted the qualitative research method through a case study to look at the structures and processes. Data collection has been formed through a discussion with 12 Korean scientists who have created selected creative products, greatly contributed for the world science and technology(12 areas). The analysis has been carried out by the latter part positivist methods. As a result, the emerging process of creative products in the field of science and technology were separated into four steps: (1)the foundation stage of knowledge, (2)the exploration stage of knowledge, (3)the construction stage of knowledge, and (4)the emerging stage of knowledge. Each stage has been revealed growing up through the macro-system and the self-organization of each micro-systems.

• The Journal of Korean Association of Computer Education
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• v.23 no.1
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• pp.1-28
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• 2020

The purpose of this study is to establish the standard curriculum for informatics by reflecting the changing information technology and social needs and based on the competencies that school at each level must have. To accomplish the purpose, the informatics curriculums of 8 countries were analyzed, and the learning elements of the curriculum were extracted with the body of knowledge of the higher-level informatics standard curriculum being the frame. To establish the standard curriculum, 51 experts reviewed it and their opinions were collected 10 times. As a result of this study, the competencies that need to be fostered through the informatics curriculum were defined, and the competency-centered curriculum, including the learning elements required to acquire the competencies, and the competencies that can be manifested through the learning element, was proposed. The implication is that the informatics standard curriculum, proposed in this study, laid down the foundation for establishing the informatics curriculum scheduled to be revised in 2022.

• Journal of Korean Home Economics Education Association
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• v.19 no.4
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• pp.91-117
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• 2007

This study was to compare the contents and practical problems addressed, the process of teaching-learning method, and evaluation method of Korean Home Economics curriculum and of the Oregon and Ohio's Practical Problem Focused Family & Consumer Sciences Curricula. The results are as follows. First, contents of Korean curriculum are organized by major sub-concepts of Home Economics academic discipline whereas curricular of both Oregon and Ohio states are organized by practical problems. Oregon uses the practical problems which integrate multi-subjects and Ohio uses ones which are good for the contents of the module by integrating concerns or interests which are lower or detailed level (related interests). Since it differentiates interest and module and used them based on the basic concept of Family and Consumer Science, Ohio's approach could be easier for Korean teachers and students to adopt. Second, the teaching-learning process in Korean home economics classroom is mostly teacher-centered which hinders students to develop higher order thinking skills. It is recommended to use student-centered learning activities. State of Oregon and Ohio's teaching-learning process brings up the ability of problem-solving by letting students clearly analyze practical problems proposed, solve problems by themselves through group discussions and various activities, and apply what they learn to other problems. Third, Korean evaluation system is heavily rely on summative evaluation such as written tests. It is highly recommended to facilitate various performance assessment tools. Since state of Oregon and Ohio both use practical problems, they evaluate students mainly based on their activity rather than written tests. The tools for evaluation include project documents, reports of learning activity, self-evaluation, evaluation of discussion activity, peer evaluation in a group for each students for their performance, assessment about module, and written tests as well.

• Journal of Elementary Mathematics Education in Korea
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• v.16 no.2
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• pp.253-267
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• 2012

In this paper, we primarily focus on the perspectives about creative process, which is how mathematical creativity emerged, as one aspect of mathematical creativity and then present a desirable task characteristic to measure and program characteristics to develop mathematical creativity. At first, we describe domain-generality perspective and domain-specificity perspective on creativity. The former regard divergent thinking skill as a key cognitive process embedded in creativity of various discipline domain involving language, science, mathematics, art and so on. In contrast the researchers supporting later perspective insist that the mechanism of creativity is different in each discipline. We understand that the issue on this two perspective effect on task and program to foster and measure creativity in mathematics education beyond theoretical discussion. And then, based on previous theoretical review, we draw a desirable characteristic on instruction program and task to facilitate and test mathematical creativity, and present an applicable task and instruction cases based on Geneplor model at the mathematics class in elementary school. In conclusion, divergent thinking is necessary but sufficient to develop mathematical creativity and need to consider various mathematical reasoning such as generalization, ion and mathematical knowledge.

• Journal of The Korean Association For Science Education
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• v.31 no.1
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• pp.48-60
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• 2011

The study aimed to thoroughly observe the process of science-gifted students' career development from elementary to high school in Korea. Eighteen science high school students participated in this study. Data source was retrospective interviews with individuals. Results indicated that the inner factors influencing their career development included 'interest in science' and 'desire for deep understanding of science,' and 'ambition for taking a lead in society by means of science.' The outer factors included 'dissatisfaction with regular schooling,' 'social atmosphere to prefer special purpose high schools,' and 'in-depth educational programs beyond high school levels with brilliant peers.' These inner and outer factors have reacted upon each other in their career development. The implications for proper career development were discussed on the basis of the results.

• Journal of Educational Research in Mathematics
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• v.25 no.3
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• pp.381-405
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• 2015

The nature of school mathematics has not been asked from the epistemological perspective. In this paper, I compare two dominant perspectives of school mathematics: ethnomathematics and didactical transposition theory. Then, I show that there exist some examples from Old Babylonian (OB) mathematics, which is considered as the oldest school mathematics by the recent contextualized anthropological research, cannot be explained by above two perspectives. From this, I argue that the nature of school mathematics needs to be understand from new perspective and its meaning needs to be extended to include students' and teachers' products emergent from the process of teaching and learning. From my investigation about OB school mathematics, I assume that there exist an intrinsic function of school mathematics: Linking scholarly Mathematics(M) and everyday mathematics(m). Based on my assumption, I suggest the chain of ESMPR(Educational Setting for Mathematics Practice and Readiness) and ESMCE(Educational Setting For Mathematical Creativity and Errors) as a mechanism of the function of school mathematics.