• Journal of the Korea Society of Computer and Information
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• v.25 no.12
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• pp.349-357
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• 2020

In this paper, I propose a presentation examples of the development of teaching materials using Arduino. For this purpose, a six-step low-cost microcontroller teaching-learning development model was used, the steps being topic selection, exploration of implementation methods, experimentation, production of teaching and learning materials, implementing lesson plans, and improvement. After analyzing the composition of the source code and circuits introduced in the existing Arduino book, this content was reconstructed to fit the programming education context. A simple method of constructing a circuit using materials such as Arduino and a piezo buzzer is proposed to save time on circuit composition. Using this circuit, examples of use in teaching-learning activities for various programming content elements are presented. The core concept of this study is that it provides a direct experience of the content of C language programming exercises that can only be found on existing screens.

• The Journal of the Korea Contents Association
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• v.22 no.2
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• pp.317-325
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• 2022

The purpose of this study was to provide basic data for reconstructing middle school morality textbooks by analyzing the character traits introduced in the middle school Morality 1 course textbook according to the content and achievement standards. The study method was analyzed according to the analysis framework. The conclusion is as follows. First, in a case study of Kyohaksa, a total of 83 people were introduced, and in the case of MiraeeN, 65 people were introduced. Second, in the case of sincerity by core value, 50 students, 60.2%, future 29, 44.6%, consideration 22, 26.5%, future 29, 44.6%, justice 11 students, 13.3%, 7 in the future, 10.8%. Third, in the content and core values of Kyohaksa, there were concepts of morality that were not included: citizenship, social justice, understanding of North Korea, or a consciousness of unification ethics. Fourth, there are contents that are not covered in the content system and achievement standards in the textbook.

• The Journal of Korean Association of Computer Education
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• v.21 no.1
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• pp.43-50
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• 2018

The 2015 Revised National Curriculum emphasizes software education to develop creative and convergent talents in preparation of the Fourth Industrial Revolution. Accordingly, it is necessary to develop competency-based training programs for informatics teachers in a rapidly changing educational environment. In this background, this study selects a framework to analyze the content of in-service training for informatics teachers through review of previous studies. By analyzing the current training programs to strengthen competencies required for informatics teachers in secondary schools, the study aims to develop implications for future in-service training programs. To this end, the study conducted a questionnaire survey of experts who participated in the development of in-service training textbooks and consulted them, then analyzed the elements of competency-based training program content and the relative importance of each competency element using the analytical hierarchy process (AHP). According to the results of the analysis, the content was relatively concentrated on the competency of "Understanding and Reconstructing the National Curriculum" required for general and informatics teachers as well, which accounted for 47% of all, or 7 hours out of the total 15 hours. In contrast, the content structure lacked the competency of highly relative importance by competency element "Establishing and Using Teaching-Learning Strategies for Informatics," which took up the highest portion of 27%. These findings will be used as basic data for understanding and reflecting the areas that fall short of the development of in-service training programs for informatics teachers.

• Journal of Science Education
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• v.38 no.1
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• pp.133-143
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• 2014

The purpose of this study is to analyze elementary school teachers' perception on application of STEAM education. For this study, a survey was administered to 80 primary teachers. The result showed as follows: First, even though, elementary school teachers have known about the meaning and aims of the STEAM education in detail, they often took a neutral attitude toward the actual teaching method. In addition, they take a negative attitude toward having the gathering. Second, only a few elementary school teachers prepared and used the teaching materials related to the STEAM education in class and teach students the concept based on the STEAM education. Only a few elementary school teachers said that they used the developed modules. However, the demand, developing the modules, was extremely high. This result means that the easy and available modules should be developed to establish the STEAM education. Third, only a few elementary school teachers applied the subject, activity, and estimation related to the STEAM education in actual class. Forth, even though, after applying, there much be the positive affects, most elementary school teachers could not recognize the positive affects. At the same time, elementary school teachers suggested the curriculum should be reorganized for students to connect between the results of the STEAM education and the contents of the textbook, and the easy and available program should be developed and spread, also. The attitude of elementary school teachers toward the application of the STEAM education was normally negative. Therefore, it is needed to include more STEAM related contents in the science textbooks and to develop various STEAM education materials and circulate them as well as to establish adequate teaching and assessment methods for STEAM education.

• 대한공업교육학회지
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• v.41 no.2
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• pp.69-88
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• 2016

The study tried to investigate perception of the importance and educational needs of job performance competency of National Competency Standards based vocational education curriculum in technical specialized high schools and meister high schools. For this, the survey was conducted targeting 269 specialty subject teachers in technical specialized high schools and meister high schools. And the results are as follow: First, job performance competency were divided into 5 categories(curriculum guidance, school life guidance, class management, extraordinary activities and administrative duties) and 34 sub-categories. Second, higher importance values were curriculum guidance, extraordinary activities and school life guidance. Higher educational needs values were curriculum guidance, extraordinary activities and administrative duties in categories. Third, higher importance values were construction and reconstruction of NCS learning modules, organization and manage of NCS based vocational education curriculum, guide of the new laws and employment, student records manage, research activities of NCS, hands-on-background training, NCS projects in sub-categories. Fourth, the results show that the NCS experienced teachers more highly evaluated the importance and educational needs of the job performance competency than the NCS inexperienced teachers did.

• Journal of Educational Research in Mathematics
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• v.23 no.3
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• pp.335-351
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• 2013

This research assumes that abduction is so important as much as all the creative plausible reasoning to be based upon. We expect it to be deeply appreciated and be taught positively in school mathematics. We are noticing that every problem solving process must contain some steps of abduction and thus, we believe that those who are afraid of abduction cannot solve any newly faced problem. Upon these thoughts, we are looking into the middle school mathematics textbooks to see that how strongly various abductions are emphasized to solve problems in it. We modified types of abduction those were suggested by Eco(1983) or by Bettina Pedemonte, David Reid (2011) and investigated those books to see if, we may regard, various types of abduction be intended to be used to solve their problems. As a result of it, we found that more than 92% of the problems were not supposed to use creative abduction necessarily to solve it. And we interpret this as most authors of the textbooks have emphasis more on the capturing and understanding of basic knowledge of school mathematics rather than the creative reasoning through them. And we believe this need innovation, otherwise strong debates are necessary among the professionals of it.

• 대한공업교육학회지
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• v.45 no.1
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• pp.42-62
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• 2020

The Ministry of Education has been quick to apply National Competency Standars (NCS) to industrial sites and educational·training institutions in order to resolve discrepancies between practical affairs in industrial sites and vocational education, training & requirements. Full implementation of NCS-based curriculum in vocational education of vocational high schools has been mandatory since 2018. This research used a region-stratified sample of 350 from teachers in 'machinery' and 'machine·metal' majors in mechanical departments of vocational high schools to investigate the awareness of practical courses for metal machining among the teachers. The research results are as follows. First, a majority of the respondents indicated the availability of turning process, milling process, computer integrated manufacturing and measuring courses in mechanical departments. Second, capabilities required by the industry are considered most in selecting practical courses and competence units. Third, positive changes with the introduction of practical courses in the school education are students' practical skills improvement and satisfaction of industrial requirements. Fourth, negative changes with the introduction of practical courses in the school education are too difficult learning modules used in practical courses for students and students' difficulty in learning because of the difference between equipment in schools and industrial equipment in learning modules. Fifth, teachers' satisfaction with practical courses classes and overall conditions is above the average, and their satisfaction with the level of practical courses and bookbinding or purchase of rearranged textbooks of practical courses is below the average. Therefore, application conditions of above-mentioned representative 4 practical courses should be examined and taken care of for consistent improvement to stabilize NCS-based educational courses in mechanical departments.

• 대한공업교육학회지
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• v.38 no.2
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• pp.89-113
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• 2013

The study started from the point that learners should be basically equipped to quickly respond to changes in demand for future human resources efficiently and effectively, and an attitude to take part in learning voluntarily should thus be cultivated. To this end, the author applied the TAI model based on a module as a class strategy to solve problems related to several classes occurred in specialized high schools. This application of the TAI model was also motivated by the necessity for designing an appropriate teaching-learning method that encourages improvement of self-learning capacity, consistent learning motivation, and willingness rather than external factors. Through this work, the author aims to heighten the interest of learners and improve endurance in learning. The study results are as follows. First, the learning unit was structuralized as a module and then learning stages were proceeded with so that capacity to adapt to learning would improve. The achievement standard (learning goal) was structuralized in a module type by analyzing and reorganizing the textbook considering the link between the actual practice field and a curriculum based on subject characteristics. Through the process of module type learning stages, the student's capacity to ascertain characteristics of units and to adapt to learning both improved. Second, through application of a TAI model based on a module, Self-Directed Learning capacity and capacity to adapt to a new field improved. By applying the module, Self-Directed Learning could be accomplished more effectively than in the existing passive learning environment. By grafting cooperative learning of the TAI model, students had greater interest and achievement in classes, self-confidence and community consciousness, and an opportunity to broaden their thinking. In particular, improvement of self-confidence is effective in cultivating the capacity required in industrial society to transcend the learning of simple functions and knowledge, as well as the capacity to adapt to new environments. Third, by solving tasks focused on fields related to industrial sites, not only actual survey capacity but also additional capacity to identify and solve tasks through various experiences improved. Furthermore, it was helpful for students to have interest and motivation about their own life and learning to cultivate the qualities and capacity to adapt to the working world where new knowledge and technology rapidly change. Fourth, by applying a standard-based assessment system for technical subjects introduced in 2012 to model design for learning plans, clearer and more objective assessment criteria were arranged, and individual learning through instruction at each achievement level could be accomplished. This improved achievement level of individual learners was helpful in reaching achievement goals at specific levels by overcoming the disadvantages of cooperative learning in each group.