• The Journal of Korean Association of Computer Education
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• v.6 no.2
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• pp.137-146
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• 2003

The Web programming techniques like CGI and server-sided script languages such as ASP, PHP and JSP have been used for developing on-line Web-based learning systems on SQL. But, the systems developed by using those techniques are dependent on the platforms on which the target DBMS's are located. Therefore, they can be hardly reused and maintained. In addition, it is not easy for them to provide a learner with the feedback information on processing his/her query and to give a teacher an opportunity of monitoring and guiding learner's learning process. In this paper, we propose an SQL learning system on the Web by using Java Applet and JDBC, which is independent on the target DBMS's. Moreover, it gives feedback information on learner's queries so that a teacher can monitor the learning process and teach them efficiently.

• Journal of Korean Home Economics Education Association
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• v.5 no.1
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• pp.87-95
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• 1993

본 연구는 교육부에서 의도하는 국민학교 실과 과목의 식품영양 단원의 지침서 내용과 현장에서의 교사 수업 실태를 교육관련 전문지인 새교육, 새교실, 새수업등에 게재된 현장교사들의 지도안 내용과 인천시내 공립국민학교 교사 510명과 학생 1,754명을 대상으로 설문조사를 통한 내용을 분석하였는데 그 결과는 다음과 같다. 1. 교사용 지침서에 제시된 교과목표 및 단원 내용과 현장 교사들의 지도안 내용은 완전일치 하였다. 2. 교육부가 제시한 수업시수가 알맞다는 응답이 4학년 88.7%, 5학년 87.4%, 6학년은 87.8%였으나 약 10%정도의 교사는 식품 영양단원에 더 시간이 필요하다고 응답하였고. 현재의 시간을 줄여야 한다는 응답도 4학년 0.8% 5학년 2.6% 6학년 2.4%나 되었다 또한 28-38%의 교사가 실과시간을 다른시간으로 활용한 적이 있다고 응답하였으며 3번이상 다른시간으로 쓴 경우도 4학년 6.5%, 5,6학년은 11%나 되었다. 3. 교육부가 제시한 교수방법보다 다양한 교수방법이 현장에서 실시되고 있었으나 가장 많이 사용되는 교수방법은 4, 5, 6,학년 모두 설명, 발표 판서, 교과서 읽기 등이었고 실험 조사, 역할 놀이, 토의, 시범 등은 드물게, 필름이나 슬라이드, 카세트 등은 거의 사용하지 않는 것으로 나타났다. 4. 사용된 학습자료로는 교과서, 교사용 지침서, 학습 과제장 등이 주된것이었으며 그 이외의 자료는 극히 활용도가 미약하였다. 5. 실험 실습을 위한 실습은 전혀 갖추고 있지 못한 실정이었으며, 조리 실습은 학생들이 재료와 도구등을 준비(4학년 96.5%, 5학년 96.1% 6학년 95.7%)하여 실시하고 있는 것으로 나타났다.

• Journal of the Korea Society of Computer and Information
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• v.13 no.1
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• pp.233-241
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• 2008

In order to increase the learning effect in minimal time, it is required that the lecturer tailor the materials to suit the needs and achievement levels of each individual. However, in lecture environments such as in junior colleges. many students enroll under one professor, and many courses are open under the same course title at each department. where each enrolled student possesses different academic needs and achievement levels Therefore. this paper proposes a learning system based on a hypothesis that if a lecturer shares his/her course material to students in other classes of the same subject, and opens up other professors' grading and marks of the same subject to his students, their achievement levels will improve by utilizing other peers' achievements and needs. Also, in order to improve the learning performance, we utilized an e-catalog in order to access students' grading, corrections and coaching, ultimately saving time and cost.

• Journal of Educational Research in Mathematics
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• v.18 no.2
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• pp.263-281
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• 2008

This study is to provide a base for discussions on teaching and teaming of radian through a theoretical analysis of it. Radian possesses two-fold comprehensive properties of measurement as a magnitude and a pure number. As a magnitude of an angle, it has some theoretical advantages in mathematics and in physics, in spite of its non-superiority to other angular measures in practical sense. As a pure number, it has some advantages in that it simplifies theoretical developments of trigonometric functions and justifies omitting the unit in the calculations and final expressions in physics. Radian should be taught and learnt with an appreciation of the advantages of the two-fold properties. Activities to measure angles from various viewpoints may be helpful for this. Students' awareness of the advantages of radian needs to be stimulated and deepened repeatedly as related content appears.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.25 no.11
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• pp.1655-1662
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• 2021

The purpose of this study is to draw implications through a case study on the curriculum operation of a professor who operated a programming subject as a PBL(project-based learning) method in an untact situation due to COVID-19. A survey was conducted for first-year freshmen students to determine their learning condition before project implementation. Based on the results of the questionnaire, individual interviews were conducted to identify the needs for education, and then, basic grammar for project completion and lectures that segmenting each stage of the project were composed. Repeated learning was induced through weekly quizzes, and feedback was given by giving time in advance until the project deadline. 23 students (40 students in total) completed the project. The remaining 17 students took the exam but did not complete the project. The purpose of this study is significant in that it investigated whether a project can be carried out through instructional design, execution, and interaction while operating a programming subject through PBL in the COVID-19 environment.

• School Mathematics
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• v.5 no.3
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• pp.385-399
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• 2003

In our present elementary mathematics curriculum, natural numbers are taught by using the a method of one-to-one correspondence or counting operation which are not related to measurement, and fractional numbers are taught by using a method which is partially related to measurement. The most serious limitation of these teaching methods is that natural numbers and fractional numbers are separated. To overcome this limitation, Dewey and Davydov insisted that the natural number and the fractional number should be taught by measurement of quantity. In this article, we suggested a method of teaching the natural number and the fractional number by measurement of quantity based on the claims of Dewey and Davydov, and compare it with our current method. In conclusion, we drew some educational implications of teaching the natural number and the fractional number by measurement of quantity as follows. First, the concepts of the natural number and the fractional number evolve from measurement of quantity. Second, the process of transition from the natural number to the fractional number became to continuous. Third, the natural number, the fractional number, and their lower categories are closely related.

• Journal of Elementary Mathematics Education in Korea
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• v.7 no.1
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• pp.45-64
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• 2003

This study analyzes divisor and multiple in elementary school mathematics textbooks published according to the first to the 7th curriculum, in a view point of the didactic transposition theory. In the first and second textbooks, the divisor and the multiple are taught in the chapter whose subject is on the calculations of the fractions. In the third and fourth textbooks, divisor and multiple became an independent chapter but instructed with the concept of set theory. In the fifth, the sixth, and the seventh textbooks, not only divisor multiple was educated as an independent chapter but also began to be instructed without any conjunction with set theory or a fractions. Especially, in the seventh textbook, the understanding through activities of students itself are strongly emphasized. The analysis on the each curriculum periods shows that the divisor and the multiple and the reduction of a fractions to the lowest terms and to a common denominator are treated at the same period. Learning activity elements are increase steadily as the textbooks and the mathematical systems are revised. The following conclusion can be deduced based on the textbook analysis and discussion for each curriculum periods. First, loaming instruction method also developed systematically with time. Second, teaching method of the divisor and multiple has been sophisticated during the 1st to 7th curriculum textbooks. And the variation of the teaching sequences of the divisor and multiple is identified. Third, we must present concrete models in real life and construct textbooks for students to abstract the concepts by themselves. Fourth, it is necessary to develop some didactics for students' contextualization and personalization of the greatest common divisor and least common multiple. Fifth, the 7th curriculum textbooks emphasize inquiries in real life which teaming activities by the student himself or herself.

• Education of Primary School Mathematics
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• v.24 no.4
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• pp.233-246
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• 2021

Two-dimensional shapes have a great influence on elementary school students' learning and are closely related to other content areas. Therefore, in this study, The Teaching and Learning Elements that should be taught in two-dimensional shapes were extracted from the literature. It also was analyzed that revised mathematics textbooks in the year 2015 were properly implemented with the teaching and learning elements. As a result of the analysis, in the case of Understanding The Concept, the activities in the textbooks are not able to recognize 2-D shapes which are focusing on shapes of the actual object. In the case of Classifying two-dimensional shapes according to the Criteria, the classification criteria were presented differently from what was learned in the previous course. In the aspect of Applying the Concept, the activities in order to Discuss two-dimensional shapes were not sufficient. Lastly, in view of the fact the 2015 revised curriculum is not considered with the relationship between two-dimensional shapes. For that reason, the following Knowing Relationships parts are insufficiently presented; Understanding the Relationship Between shapes through Definitions and Properties, Identifying the relationship between shapes throughout classification activities, and Discussing the relationship between shapes. Based on the analysis result of two-dimensional shapes, it is suggested that the finding of this research helps to enlarge the teaching methodology of triangles and provide educational perspectives for development in other shape areas.

• The Journal of the Korea Contents Association
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• v.22 no.5
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• pp.576-584
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• 2022

As an important branch of cognitive psychology, "constructivism" is called a "revolution" in contemporary educational psychology, which has a profound influence on the field of pedagogy and psychology. Based on "WOS" database, this study selects "WOS Core database" and "KCI database", uses CiteSpace visualization software as analysis tool, and makes knowledge map analysis on the research literature of "constructivism" in the field of education in recent 35 years. Analysis directions include annual analysis, network connection analysis by country(region) branch, author, institution or University, and keyword analysis. The purpose of the analysis is to grasp the subject areas, research hotspots and future trends of the research on constructivism, and to provide theoretical reference for the research on constructivism. There are three conclusions from the study. 1. Studies on the subject of constructivism have continued from the 1980s to the present. It is now in a period of steady development. 2. Countries concerned with the subject of constructivism mainly include the United States, Canada, Britain, Australia and the Netherlands. The main research institutions and authors are mainly located in these countries. 3. Currently, the keywords constructivism research focus on the clusters of "instructional strategies", and the development of science and technology is affecting individual learning. In the future, instructional strategies will become the focus of structural constructivism research. With the development of instructional technology, it is necessary to conduct research related to the development of new teaching models.

• Journal of KIISE:Software and Applications
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• v.37 no.3
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• pp.222-232
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• 2010

The purpose of this investigation was to help university professors for making their systematic design of instruction easily and scientifically. To increase of learner's studying ability, the systemic instructional design is imperative. But most of university professors could not get proper experiences to know develop instructional design system, specially to develop web-based system. This new system made it possible to select the proper instructional methods and the media type suitable for the corresponding data. And also every professor who is involved to know this system, can put informations for the target learners, learning contents and learning objectives, and present the proper media types and the many different conditions in the process of the each instructional design process. Finally, the results of the learner's study will be effective and professors showed their positive opinions for the using of the system.