• Proceedings of the Korea Information Processing Society Conference
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• 2004.05a
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• pp.943-946
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• 2004

최근에 중등학교 학내 전산망에서 동영상 위주의 멀티미디어 학습 자료를 이용한 학습이 많아짐에 따라, 실제 수업 시간이나 자율 학습 시간에 동영상 학습 자료를 활용했을 때 트래픽 특성이 구체적으로 어떻게 나타나는 지를 정량적으로 규명하는 것이 요구된다. 이에 본 논문에서는 고등학교 1개교와 중학교 1개교에 대해 동영상 학습 자료를 이용한 학습 시 학내 전산망에서 나타나는 트래픽 특성을 트래픽 분석 도구를 이용하여 분석하였다. 특히, 학교 내에 자체 웹 서버의 유무, 컴퓨터 접속 대수 등을 주요 변인으로 하여 동영상 실행 시 나타나는 현상들에 대한 측정 결과들을 제시하였다. 측정 결과로부터 다음과 같은 특성들을 얻어낼 수 있었다. 첫째, 학교 내에 자체 웹 서버의 유무가 전송 트래픽 량에 상당한 영향을 주었다. 둘째, 동시 컴퓨터 접속 대수의 증가가 끊김 현상과 같은 트래픽 특성에 영향을 주었다. 이러한 측정 및 분석 결과를 볼 때, 적게는 수십 명 많게는 수백 명의 학생이 동시에 인터넷을 통해 학습을 한다면 학내 전산망의 구성 형태나 동시 접속자 수에 따라 원활한 학습을 가져오지 못하고 많은 문제를 가져 올 것으로 예상되었다.

• Education of Primary School Mathematics
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• v.11 no.2
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• pp.121-139
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• 2008

This study analyzed problem presenting and solving activities in elementary school mathematics class to enhance insights of teachers in class for providing real meaning of learning. Following research problems were selected to provide basic information for improving to sound student oriented lesson rather than teacher oriented lessons. Protocols were made based on video information of 5th grade elementary school 'Na' level figure and measurement area 3. Congruence of figures, 4. Symmetry of figures, and 6. Areas and weight. Protocols were analyzed with numbering, comment, coding and categorizing processes. This study is an qualitative exploratory research held toward three teachers of 5th grade for problem solving activities analysis in problem presenting method, opportunity to providing method to solve problems and teachers' behavior in problem solving activities. Following conclusions were obtained through this study. First, problem presenting method, opportunity providing method to solve problems and teachers' behavior in problem solving activities were categorized in various types. Second, Effective problem presenting methods for understanding in mathematics problem solving activities are making problem solving method questions or explaining contents of problems. Then the students clearly recognize problems to solve and they can conduct searches and exploratory to solve problems. At this point, the students understood fully what their assignments were and were also able to search for methods to solve the problem. Third, actual opportunity providing method for problem solving is to provide opportunity to present activities results. Then students can experience expressing what they have explored and understood during problem solving activities as well as communications with others. At this point, the students independently completed their assignments, expressed their findings and understandings in the process, and communicated with others. Fourth, in order to direct the teachers' changes in behaviors towards a positive direction, the teacher must be able to firmly establish himself or herself as a teaching figure in order to promote students' independent actions.

• Journal of The Korean Association For Science Education
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• v.34 no.7
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• pp.635-645
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• 2014

The purpose of this study is to identify elementary school teachers' perceptions, practices, and background factors related to introducing students' everyday experience in science teaching process. The participants of this study were four elementary school teachers who have different features such as major, teaching period, gender, growth area, and age. The data was collected through semi-constructed and in-depth interviews. The results of the research are as follows: Teachers mostly used students' everyday experience during the introduction phase of science lessons for the purpose of motivation. They hold a positive view of using students' everyday experience during science lessons and thought that science teaching needs to actively use more of students' everyday experience, while in actual practice they disregarded or only passively introduced students' everyday experience. The various background factors found to affect teachers' practice are as follows: positive memory on their science class; educational experience of their own children; their own childhood environment; their learning style; their insufficient knowledge or enthusiasm; perceived educational value of everyday life in science education; teacher's duties; importance of students' achievement; difficulty in guiding experiment; reaction of students on introducing everyday experience; characteristics of science textbook and teacher's guidebook; lack of lesson time; realization of national common basic education; characteristics of their students; demands from parents or students; effect of introducing everyday experience. In addition, we found that the teachers behave not in accordance with what they thought due to external factors related to their profession and that, for a more active use of students' everyday experience in their teaching, teachers need support from textbooks and teachers' guidebooks.

• Journal of Korean Home Economics Education Association
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• v.28 no.4
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• pp.97-109
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• 2016

The purpose of this study were to develop PBL(problem-based learning) program, and to examine the effects of PBL. This paper applied PBL to a "Culture of Clothing" class, comprised of 23 undergraduate students majoring in Home Economics. As part of the PBL curriculum, the class assigned students to design and create brochures about the culture of clothing by going on field trips to the National Folk Museum of Korea. The class met for five weeks, 3 hours per week. The effectiveness of PBL was measured based on the students' self-reflective journals, self-assessments, and satisfaction surveys. The study gathered three major feedbacks from the students after taking the PBL class. First, the students recognized the importance of cooperation and communication in problem-solving process. Second, the students appreciated that students themselves were implementing the self-directed learning. Third, the students were satisfied with the overall quality of the PBL class, based on their feedbacks and surveys. However, the students' self-assessments show their acknowledgement of the lack of creativity and critical-thinking skills. The study also observed relatively low-satisfaction ratings about the learning environment at the National Folk Museum of Korea.

• Journal of Science Education
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• v.42 no.1
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• pp.49-65
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• 2018

Astronomy is the subject that can easily draw students' interest in studying science, therefore plays an important role in developing scientific core competence. However, it is difficult to develop spatial thinking that is required in understanding astronomical concepts through the classroom lessons. Planetarium, along with the science museum, is one of the most representative informal educational institution where astronomical concepts can be taught beyond time and space constraints. In this study, we developed the astronomy education program that is operated in the planetarium and applied the program to the elementary, middle and high-school students to investigate the effects of the planetarium lesson compared to the classroom lesson. The duration of this research was about 8 months, and the number of the students involved is 761, including participants of the 1 night and 2 days camps in the Daegu National Science Museum. The newly developed planetarium lesson is comparable to the previous classroom lesson of which topics are cardinal points, constellation, and the rotation of the earth. Test items were developed to evaluate the understanding of the astronomical concepts. The study was conducted based on the pre- and post-test with non-equivalent groups design comparing classroom and planetarium lessons. The results of this study are as follows. First, planetarium lesson is more effective for understanding astronomical concepts such as the cardinal points, earth's rotation, and the constellation than classroom lesson. Second, planetarium has a positive effect irrespective of gender and previous knowledge. Third, planetarium for high school students has the same effect as additional observation activities followed by the classroom instruction. Therefore, planetarium can be used as an alternative, effective tool when night observation is not available. In summary, planetarium is an effective tool that helps students to understand the astronomical concepts.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.10
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• pp.6303-6309
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• 2014

In this thesis, PBL was applied to the subject for improving students' many skills that modern industrial society demands. Our engineering school developed PBL problems for PBL use, applied the problems to classes and confirmed the effectiveness of PBL. The study subjects were 63 freshman students in H University who took the 'Introduce of computer engineering'. We applied 5 PBL problems for 15 weeks. They wrote and submitted a reflective journal when they finished the every given PBL activity. In addition, they completed a class evaluation form after the activity of 5th PBL Problem ended. The study showed that the students experienced the effectiveness of PBL, such as the comprehension of the studied contents, the comprehension of the cooperative learning, authentic experience, creative problem-solving skills, presentation skills, communication ability, self-directed study ability and confidence. Some difficulties in gathering together and spending much time were also encountered. The students realized that the PBL learning activities were important methods because the students could develop into future intelligent engineers that modern industrial society demands through PBL learning activities. The main goal of an engineering school is to produce specialists with creative problem solving ability so that the effects of this study are quite promising for our engineering school.

• Journal of Korean Home Economics Education Association
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• v.20 no.3
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• pp.107-129
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• 2008

The purpose of this study was to get insights and data from home economics teachers for the development of an in-service educational program on practical problem focused home economics program, which was planned to be held from January 21st and to 29th, 2008. For this, focus group interview, one of qualitative research methods, was used. One session of pilot and three sessions of main focus group interview in which total of 18 from October 31st, 2007 to November 14, 2007. Home economics teachers that participated were carried out. Participants requested the followings contents of an in-service educational program regarding the practical problem focused home economics curriculum. First, most of participants strongly desired to participate in an in-service educational program when a program provided. The participants wanted to be a professional, who is able to explain logically with philosophical background and knowledge about the practical problem focused home economics curriculum. Second, participants requested the followings regarding practical problem focused home economics curriculum for the contents of an in-service educational program: philosophy of home economics, setting a perspective on each content areas, development of practical problem, watching a sample class unit, developing teaching materials and motivation stimulating questions, designing of instruction and lesson plans, class presentation and peer evaluation, constructing paper and pencil test items, and feedback from expects on the practical problem focused home economics curriculum. Third, participants wanted an in-service educational program to be a combination of theory and practice, and at least 50% of it allotted to practice. Participants thought that both peer participants and experts from university would evaluate them whether they achieved the objectives of the in-service educational program if an in-service program has to evaluate participants. Participants would evaluate an in-service educational program excellent when they become empowered to teach other home economics teachers the theoretical aspects of the practical problem focused home economics curriculum and the practical aspects as well. Based on the results of this study a framework of the 30 hours practical problem focused home economics curriculum was proposed.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.27 no.3
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• pp.129-149
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• 2016

The purpose of this study is to examine in depth the personal experience of Instructor during National Competence Standards (NCS) Curriculum at Department of Library and Information Science. We conducted in depth interview (FGI) with participants who had recently experienced and data analysis was undertaken. We hope this study that an application of NCS would be activated fully in Library, educational institutes and qualifying examination institutes and that diverse feedbacks from related parties would makes leading to a better updated version of NCS development. As a result, First, The instructor had generally familiar with the background and purpose of the NCS. and they issued the inadequacies of job elements, non-reflection of the opinion on field education, the problems of classification of NCS. second, In the experience of NCS curriculum operating, There were the paperwork burden, Problems of methods of evaluation, evaluation period discrimination, the need to well communication with students. Third, In the problems on the NCS Curriculum operating, we found that there were The need on the proper Class size/hour, additional education, re-evaluation, Support system for NCS Curriculum operation, tools for practice, discrimination between relative evaluation and NCS evaluation, Enhancement for Competence/Standards. Fourth, On The ways of improving for NCS curriculum, We found that There were Class size, Support tools for practice, The improvement Competence/elements/standards based on LIS characteristic. The result of this study may contribute for improving the overall environment Based upon FGI analysis, several new directions for NCS education in the filed LIS curriculum are suggested.

• Journal of Korean Home Economics Education Association
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• v.18 no.2 s.40
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• pp.15-27
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• 2006

The purpose of this research was to develop and analyze the effects of ICT based teaching learning process plans for 'Designing My Home' unit of Technology Home Economics subject in High School. The seven housing contents were selected from 8 textbooks and 8 teaching resources at the analyses stage. A specific homepage(ieduhome.cafe.com) was built to utilize the eight ICT teaching learning process plan as well as many other resources at the planning & development stages. The number of 68 highschool students have participated for the application stage during September 4-26, 2003 and the same number have studied the same contents through regular teaching learning plans as a comparison group. Experimental groups have significantly more increased in the knowledge and understanding of the housing contents than have comparison groups. The same results occurred in the interests in Home Economics, Housing, and Internet utilized study. The Design reports were not statistically differed between two groups based on the objective evaluation criteria. The results of this study generally supported previous research and showed that the In teaching learning plans were more effective in various aspects than were the regular plans.

• Journal of Korean Home Economics Education Association
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• v.22 no.1
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• pp.1-19
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• 2010

The purpose of this study was to develop practical problem focused teaching learning process plan for housing for the later life in order to apply it to the older stage of family planning section of Technology Home Economics in a highschool. Practical problem focused method was used for the teaching learning process plans of 3-session lessons according to the ADDIE model. The global practical problem was "What should I do to plan a safe and comfortable housing for the later life?" In the development stage, 53 teaching learning materials (44 students activity materials, 2 students' and 5 teacher' reading texts, and 2 moving pictures) were developed for 3-session lessons. The planes applied to the 5 classes, 150 students, in the freshmen of B highschool during April 20th-24th, 2009. The 5 point likert questionnaire were used to evaluate the 3-session lessons about 4 contents related aspects as well as the methods and effects of the lessons besides 2 open ended questions. The overall evaluation was very positive in all 6 aspects of the lessons. Some students wanted to learn more about universal design and aging related jobs. Those results showed that the practical problem focused teaching learning process plan for housing for the later life which this study developed would be appropriate to teach the older stage of family planning section related to housing and could be adjusted to the condition of each school and regions.