• Journal of the Korea Society of Computer and Information
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• v.27 no.3
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• pp.209-216
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• 2022

In this paper, we propose an effective software education program to promote employment of the disabled and verify the effectiveness of SW education through pilot operation. In this SW education program, we develop a SW curriculum consisting of the basic course, Unity programming course, and the advanced course, AR/VR digital content development course. The SW education achievement standard develops the basic and advanced course achievement standards in consideration of the level of the virtual reality content production job of the National Competency Standards(NCS) and the SW education achievement standards of youth with visual, hearing, and physical disabilities. SW education materials are developed on a project basis so that one AR/VR digital content can be implemented step by step according to the intellectual level of the disabled based on Unity. SW education pilot training is conducted as online education based on Blended Learning due to COVID-19. In order to derive the SW education effect and each learner's individual SW education academic achievement for the SW education pilot training, a survey is conducted on learners, and the results are analyzed. In the basic course, 77.3% of learners achieved academic achievement above excellent(80-90), and in the advanced course, 48.8% of learners achieved academic achievement above excellent(80-90). These results verify that the SW education program for the disabled developed in this paper is effective in activating employment for the disabled.

• Journal of Korean Elementary Science Education
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• v.41 no.3
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• pp.553-568
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• 2022

This study investigated the level of academic passion for elementary school teachers' science pedagogical content knowledge (PCK) and examined the factors that influence the passion. To this end, 161 elementary school teachers in Seoul were selected, and academic passion tests were then administered to evaluate their academic passion for science subject matter knowledge and science pedagogical knowledge. Individual in-depth interviews were also conducted with some of the participating teachers. The results revealed that 'importance' and 'harmonious passion' for learning science subject matter knowledge and science pedagogical knowledge were found at a high level. However, 'time/energy investment' and 'obsessive passion' for learning the knowledge were slightly higher or lower than normal. The 'like' for learning science subject matter knowledge was relatively high, but the 'like' for learning science pedagogical knowledge was slightly higher than normal. The differences in academic passion for science subject matter knowledge and science pedagogical knowledge were greater according to advanced major at undergraduate than teaching career. The teachers evenly selected some factors that influenced their academic passion for science subject matter knowledge and science pedagogical knowledge. These identified characteristics included 'individual interest', 'high school track', 'experience in advanced major at undergraduate', 'experience in science-related graduate school', 'experience teaching science in elementary school', 'experience teaching science at the gifted education institute', 'experience in charge of science subject teacher', 'experience in science-related teacher training', 'experience in developing science-related teaching and learning materials', 'experience in charge of science or science-gifted related work', and 'experience in a science-related teacher community'. However, a slight difference was noted in the selection ratio depending on advanced major at undergraduate. Based on these results, the practical implications for improving their academic passion for science PCK are suggested.

• Journal of Internet Computing and Services
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• v.24 no.4
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• pp.117-125
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• 2023

Flipped learning is an instructional approach that reverses the traditional order of in-class and after-class activities. It entails students studying course materials before attending class, and then utilizing class time for completing homework tasks. Due to collaborative support available from teachers and peers, flipped learning has gained extensive adoption in computer science and engineering courses, enabling students to effectively engage in homework assignments. Nevertheless, students are responsible for studying class materials independently, which can limit their understanding of advanced topics. We propose an approach that combines both flipped learning and the traditional method, allowing them to mutually enhance each other. In the proposed approach, students acquire foundational concepts prior to attending class, and subsequently delve into advanced topics during classroom sessions through lectures and guidance provided by the teacher. Afterward, students collaborate with their peers to solve problems that involve the application of the concepts they have learned, and exchange a variety of solutions and perspectives. We implemented the proposed approach in four computer science and engineering classes, spanning one to four semesters and observed an enhancement in students' comprehension and satisfaction levels. We anticipate implementation of the proposed approach across various computer science and engineering courses, while enhancing their overall quality.

• The Journal of the Korea Contents Association
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• v.21 no.6
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• pp.814-825
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• 2021

This study is the result of the operation of Project-Based Leaning (PBL) conducted at S Women's University's Teaching and Learning Center. This study investigated the learning outcomes and learning satisfaction of participating learners. The questionnaire for this study consisted of a total of 28 questions on learning strategies (peer learning strategies, critical review strategies, elaboration strategies, super cognitive, and online project activities) and learning satisfaction. For the survey, 300 students (first semester: 210 students, second semester: 90 students) participated in the 2020 project-based learning. As for the pre and post questionnaire results, the average of the post questionnaires of the first and second semesters was higher than pre-questionnaires result. After taking project-based learning in the first and second semesters, the average of learning strategy and learning satisfaction improved. It was confirmed that the project activities are helpful in learning activities and increase participation in class. Based on this, it implies that in-depth PBL research in a non-face-to-face learning environment should be continued.

• Journal of Engineering Education Research
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• v.13 no.4
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• pp.87-92
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• 2010

It is strongly desirable to continuously study the program outcomes that are one of the requirements of engineering accreditation. In this paper, the results of program outcome evaluation obtained by using four tools - exit written exams, essay tests, capstone design, and an official English test - were compared to those of program outcome evaluation obtained by a course-embedded assessment method. The former evaluation was carried out for 15 students who graduated in February 2010 by using the four evaluation tools, while the latter was performed by using a course offered in the Spring and Fall semesters in 2009. Two evaluation results revealed no large difference in almost all 12 program outcomes, which indicates that course-embedded assessment would be one of the practical and effective program outcome evaluation tools.

• Proceedings of the Korea Information Processing Society Conference
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• 2015.10a
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• pp.1345-1347
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• 2015

본 논문에서는 응급상황이 신고되는 상황에서 수보자에게 전달되는 신고자의 주변음향신호로부터 신고자의 주변상황을 추정하기 위하여 음향의 주파수적 특성 및 변화특성의 모델링 성능이 뛰어난 Gabor 필터뱅크 기반의 특징벡터 추출 기술 및 분류 성능이 뛰어난 심화신경망을 도입한다. 제안하는 Gabor 필터뱅크 기반의 특징벡터 추출 기법은 비음성 구간 검출기를 통하여 음성/비음성을 구분한 후에 비음성 구간에서 23차의 Mel-filter bank 계수를 추출한 후에 이로부터 Gabor 필터를 이용하여 주변상황 추정을 위한 특징벡터를 추출하고, 이로부터 학습된 심화신경망을 통하여 신고자의 장소적 정보를 추정한다. 제안된 기법은 여러 가지 시나리오 환경에서 평가되었으며, 우수한 분류성능을 보였다.

• Journal of The Korean Association of Information Education
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• v.9 no.2
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• pp.299-308
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• 2005

This study attempts to analyze fifteen computer textbooks for the first and second grades in Korea. The textbooks were analyzed by content selection and organization. Evaluation criteria from previous works were selected for this computer textbook study. By analyses of current computer textbooks, some textbooks have a large volume for first and second grade students, and they do not provide enough integration with other subjects. Also, the textbooks provide various activities, practices, and teaching methods, but they do not provide examples of cooperative learning. They do not provide opportunities for individual learning, advanced learning, or remedial learning.

• Journal of The Korean Association of Information Education
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• v.3 no.2
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• pp.85-93
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• 2000

The good courseware must have the me끼ts of computer and must be designed according to principles of instruction. Therefore, we propose a model of learning structure for tutorial web courseware on the basis of elaboration theory that can give us the suitable design strategies of contents for web courseware. This model is suited to the level learning and individual learning because it is constructed of six factors - epitome, precedence learning, basis learning, depth learning, summarizer, synthesizer. We also make a tutorial web courseware to apply this model and evaluate effects in comparison with the existing tutorial web coursewares.

• Communications of Mathematical Education
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• v.25 no.1
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• pp.79-97
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• 2011

As the necessity of the special education for the gifted to develop their talents and national power is gradually recognized, many kinds of teaching-learning materials have been developed. However, the development tendency of the materials is not systematically studied because their database is not sufficiently constructed nor most of them are made public. In this research, we would like to provide the reference data to improve the quality of developed materials and reduce the deviation among the classified fields when we will develop the teaching-learning materials by collecting the already developed materials and analyse their development tendency by classifying them according to the contents.

• Journal of the Korean association of regional geographers
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• v.8 no.1
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• pp.110-121
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• 2002

The aim of this study is to develop multimedia courseware which can make studying picture map interesting in a more concrete and three-dimensional situation by using multimedia materials such as graphics, animation, and moving images, which breaks from the past teaching methods for picture map. The multimedia courseware used in this research can help learners understand the concept on picture map in a much easier way, and study wherever and whenever they want to. In addition, students can pass through the levels up according to their levels through the process of students' constructing the knowledge by themselves and individualized materials which can enhance their desire to learn and make the individualized learning possible.