• The Journal of Korean Association of Computer Education
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• v.18 no.1
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• pp.1-12
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• 2015

The purpose of this study is to develop verbal interaction analysis program for supporting teaching consultation. For this a class language analysis program was developed to manage analysis results systematically in various angles. The program has following characteristics. First, program users can create the frame of analysis tool freely, so he can analysis a class as a desired. Second, qualitative analysis results as well as quantitative analysis results can be acquired. Third, personalized analysis is available, as users can set program environments freely such as analysis unit time, video player environments, and input and output file type. Finally, it can record and manage activity results according to class consulting procedures systematically. It is expected that this program will allow class consulting to be in place in school fields in more professional way.

• Proceedings of the Korean Society of Computer Information Conference
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• 2017.07a
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• pp.356-357
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• 2017

프로그래밍 언어 수업은 단계별 학습 특성으로 인해 이전 단계를 이해하지 못하면 그 다음 단계로 넘어가는데 어려움이 많아, 학습 공백기를 갖는 복학생들에게는 복학 후 수업 적응에 보다 큰 어려움이 있다. 이러한 어려움을 극복하고 수업 적응 효과를 높이기 위해서는 수업 시작 전 이전 수업 내용 및 운영 방법 등을 알 수 있는 적절한 기회와 방법이 필요하다. 본 연구에서는 사전교육 프로그램을 프로그래밍 수업에 적용한 후 설문조사를 실시하여 사전교육 프로그램이 복학생들의 프로그래밍 언어 수업에 대한 적응 효과 및 만족도를 높이는 긍정적인 효과가 있었음을 조사 분석하였다.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.2
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• pp.385-415
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• 2011

To investigate the more effective mathematical communication process, a recommended teacher and a selected class as an exemplary model was analyzed with Flanders system. The mathematical communicative level was examined to measure content level using the framework analysing the mathematical communicative level(Park & Pang) based on describing levels of math-talk learning community(Hufferd-Ackles). The purposes of this paper are to describe the verbal flow pattern between teacher and students in the elementary school class for mathematically gifted students, and to propose the effective communication model of math-talk with analysis of verbal teaching behavior in the active class. In addition the whole and the parts of the exemplary class sample is respectively analysed to be used practically by elementary school teachers. The results show the active communication process with higher level presents a pattern 'Ask Question${\rightarrow}$Activity (Silence, Confusion or work)${\rightarrow}$Student-Initiated Talk${\rightarrow}$Activity (Silence, Confusion or work), and the teacher's verbal behavior promoting math communication actively is exhibited by indirect influence especially accepting or using ideas.

• Proceedings of the Korean Society of Computer Information Conference
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• 2019.07a
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• pp.209-210
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• 2019

정보 교과가 아닌 타 교과에서 교육 도구로써 프로그래밍의 교육적 효과가 증명됨에 따라 프로그래밍을 수업에 도입하기 위한 다양한 연구가 진행되었다. 김성원과 이영준(2017)은 TPACK 이론을 도입하여, 테크놀로지 도구로 프로그래밍 언어를 도입하고, 예비 교사의 수업 전문성 향상을 위한 프로그래밍 기반 TPACK 교육 프로그램을 개발하였다. 개발한 교육 프로그램을 수업에 도입하였지만, 예비 교사는 여러 가지 어려움을 느끼고 있었다. 따라서 본 연구에서는 프로그래밍 기반 TPACK 교육 프로그램을 개선하기 위하여 예비 교사에게 선행 연구에서 개발한 교육 프로그램을 적용하고, 프로그래밍 기반 수업 설계를 하는 과정에서 예비 교사가 겪는 어려움을 조사하였다. 연구 결과, 예비 교사는 예비 교사는 프로그래밍 학습, 프로그램의 설계 및 구현, 교과 특성에 맞는 프로그램 개발, 프로그래밍 언어의 한계로 프로그래밍 기반 수업 설계에서 어려움을 겪고 있었다. 향후 연구에서는 이러한 어려움을 해결하기 위한 교육 프로그램 개선을 진행하고, 개선한 교육 프로그램을 예비 교사에게 적용하여 효과를 검증하고자 한다.

• Journal of Digital Convergence
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• v.10 no.9
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• pp.449-456
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• 2012

The college students who have relatively weak academic background feel more difficult in learning programming language grammars and programming skills in introductory course. At the end of semester, most of students had the negative attitude to programming and only a few students could write the programs for the given problems because they spent most of time to learn grammars instead of learning problem solving skills and logics. In this study, we propose to use Scratch in introductory programming course to help students to understand grammars and problem solving skills. It's necessary to educate first-time programmers how to solve the problems before they learn grammars of the programming language in their first programming language course. This paper shows that Scratch allows students not only to learn problem solving skills in programming but also to motivate students themselves in the class.

• The Journal of the Korea Contents Association
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• v.14 no.5
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• pp.512-523
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• 2014

The purpose of this study is to provide useful information for improving interaction between teacher and student by analysing gifted class in mathematics with the Flanders Category System. Research questions are as follow. In gifted class in mathematics, How is the result of analysis regarding interactions between the teacher and students, according to 1) Flanders' Coding system? 2) Flanders' language pattern? 3) Flanders' Index system? For this, 3 gifted classes in mathematics were recorded by video camera and analyzed by Advanced Flanders(AF) analysis program version 3.54. Results are as follow. 1) Code Category Analysis mostly consists of lecture, voluntary speaking and chaos, silence work. 2) Most class patterns are not in accordance with effective class pattern models. So teacher needs to accept student's opinion actively and give appropriate feedback. 3) In Indices Results, revised I/d ratio, teacher's question ratio, student's speaking ratio, Student question and wide answer ratio are higher than analysis standard, indirect ratio is lower than analysis standard.

• The Journal of Korean Association of Computer Education
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• v.18 no.4
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• pp.31-40
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• 2015

The objective of this study is to develop and implement a smart device based instructional analysis application to enhance the efficiency of teaching in class. The main design features for this application are as follows: first, User Interface(UI) has been simplified to provide teachers a clear and easy-to-understand way to utilize the application. Second, the characteristics of Korean language were considered, such as sentence structure. Third, multi-aspect analysis is possible through adopting three analysis types - Flanders' interaction analysis, Tuckman's analysis, Mcgraw's concentration of instruction analysis. The practical instructional analysis application has been developed through this study, and this user-oriented application will be able to help teachers improve the quality of teaching in class. Also, this study can be a starting point for further researches on design principles of instructional analysis, especially with the recent technology and theories, such as a voice-recognition system, an edutainment applied instruction and an experiential learning.

• Education of Primary School Mathematics
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• v.16 no.3
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• pp.211-227
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• 2013

This study is designed to help pre-service teachers to improve their teaching skills in elementary math class. For this, the consulting program with 5-steps was planned and applied to three elementary pre-service teachers. Each class the teachers performed was analyzed by both Flanders's Interaction Analysis Category System and participant observation. As results of consulting, the common characteristics of three pre-service teachers are shown. Firstly their teaching style is non directive, but they fail to induce their students spontaneously respond. They often ignore or don't use their students' respond they think incorrect to develop the next ideas. Simply saying, their classes are typically teacher-oriented but they are not authoritative. It is proved that consulting program is effective for improving developing non directive teaching skills, but is not much effective decreasing teachers' comment and increasing students' rolls in a math class.

• Proceedings of the Korean Society of Computer Information Conference
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• 2020.07a
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• pp.595-596
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• 2020

2020학년도 1학기는 외부 환경 요인으로 인해 대학교육시스템에 큰 변화가 발생한 시기라고 할 수 있다. 컴퓨터공학 분야의 대표적인 실습기반 교과목인 프로그래밍 수업에서 학습자들에게 온라인 수업이지만 대면 수업의 실재감을 제공하는 방법을 모색할 필요성이 대두되었다. 본 연구에서는 다양한 유형의 수업 방식을 온라인 수업에 활용하여 대면 수업 수준의 실재감을 학습자에게 제공하고 학습효과를 높이고자 하였다. 강의 동영상 수업과 상호작용을 포함한 실시간 수업을 혼합하여 수업한 후 설문 조사를 통해 실시간 수업을 선호하는 학습자들이 수업목표인 프로그램 개발 능력을 타 학습자들보다 잘 습득하여 수업 만족도가 높았고, 이를 통해 온라인 수업에서 실시간 수업이 능동적인 학습자들에게는 대면 수업과 동등한 수준의 학습 효과가 있었음을 조사·분석하였다.

• Proceedings of the Korean Society of Computer Information Conference
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• 2015.07a
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• pp.299-300
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• 2015

본 연구에서는 명지전문대학에서 시행되고 다양한 학습지원 프로그램을 프로그래밍 언어 수업에 적용하여 운영하였던 사례를 제시하고 학습자 의견 및 만족도를 조사하였다. 학습지원 프로그램의 참여는 자발적으로 이루졌으며, 분석 결과 전반적으로 학습자들은 학습지원 프로그램에 대해 만족하는 것으로 나타났고, 참여 학습자 그룹의 성적이 비참여 학습자 그룹보다 좋은 것으로 나타나 학습지원 프로그램이 학습에 도움이 됨을 알 수 있었다. 또한 참여 프로그램에 따라 학습자들의 참여 목적과 참여를 통해 얻은 좋은 점은 다른 것으로 나타났고 비참여 학습자들의 참여하지 않은 이유가 프로그램 운영 환경과 관련이 있는 것으로 나타나 학습지원 프로그램의 효과적인 활용을 위해서는 학습자의 학습 목적에 따라 참여 프로그램을 제안할 필요가 있음을 알 수 있었다.