• Proceedings of the Korean Information Science Society Conference
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• 2000.10b
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• pp.583-585
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• 2000

과학 문명의 발달은 산업 분야뿐만 아니라 사회, 문화의 영역에 이르기까지 폭발적 발전을 가능하게 하였으나, 자연 환경을 함부로 파괴하게 되었고 인류의 삶의 터전을 회복불능의 상태로 만들어 인간을 포함한 모든 생명체의 생존을 위협하고 있다. 환경은 한번 파괴되면 이를 회복시키는데 많은 시간과 비용이 소요된다. 따라서 환경에 대한 인식과 지식 및 기능을 습득하고 올바른 태도를 기르는 환경교육이 절실히 요구된다. 그러나 현재 우리 나라 초등학교에서의 환경교육은 대부분 인지적 측면만을 지고하고 있어 환경보전 인식의 내면화를 위한 교수-학습 방법을 필요로 하고 있다. 최근 웹을 교육에 활용하는 다양한 방법이 시도되고 있으며, 특히 웹 기반 프로젝트 학습은 정보의 수용이 아니라, 학생들의 연구에 의한 학습의 개념을 도입하고 있어 교사의 지도에 의지하지 않고 학생들의 자발적인 노력으로 프로젝트를 완성해 가는 것을 가능하게 해준다. 본 논문에서는 웹 기반 프로젝트를 활용하여 개인 또는 학급내 및 타 학급간의 협력을 전제로 환경을 탐구하고 환경 문제를 발견하며 이를 해결해 나가는 환경교육이 가능한 시스템을 설계하고 구현하였다. 이러한 웹 학습 공간을 마련하여 학습자가 다양한 자료를 쉽게 얻을 수 있게 함과 동시에 상호 정보 교환을 통한 협력 학습을 함으로써 이들에게 자연의 소중함을 일깨우고 환경보전을 실천하는 기틀을 다질 수 있도록 하였다.

• Journal of The Korean Association of Information Education
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• v.15 no.4
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• pp.551-560
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• 2011

STEAM education is a topic-based curriculum to integrate the concepts into other subjects such as science, technology, engineering, art and mathematics in order to improve the students' interesting, understanding, integrated thinking and problem solving ability. In this paper, we designed STEAM curriculum in the form of Project-based Learning and developed the material for elementary students. We also developed the android-based application through searching for a utilization of IT simulation for enhancement the students' Project-based Learning effect.

• Journal of The Korean Association of Information Education
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• v.24 no.4
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• pp.391-400
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• 2020

While artificial intelligence (AI) is attracting attention as a core technology in the era of the 4th industrial revolution, needs for artificial intelligence education to cultivate AI literacy is emerging. In this regard, we developed and applied a project-based AI education program for elementary and middle school students, and analyzed its effects. Participants were assigned into teams with three members, and each team engaged in a project-based AI education program for two nights and three days. In the project, they selected an real-world problem they wanted and devised an AI-enabled artifact to solve it. The effectiveness of the program was investigated with the changes in attitude and efficacy of learners toward artificial intelligence. The results showed that the AI project learning positively changed both attitudes and efficacy toward artificial intelligence at a statistically significant level. This change was more pronounced as the level of perceived programming skills increased, and the level of interest in the project learning increased.

• The Journal of Korean Institute for Practical Engineering Education
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• v.3 no.2
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• pp.47-52
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• 2011

Recently, in order to increase the effectiveness of engineering education, it is a trend to get out of teacher-centered, traditional pedagogical strategy which emphasizes knowledge delivery and to utilize diverse pedagogical strategies such as project-based learning, problem-based learning, and so on. Especially utilization of project-based learning(PBL) that is very effective to improve practical ability by doing projects which students can apply their knowledge learned in class has been increasing. By the way, although students work on one or more projects in your course, only the fact shouldn't say that you properly utilizes PBL. That is, many teachers make students perform projects in their courses, but only a few teachers properly utilize PBL. This paper presents PBL procedures, evaluation criteria on project subjects, an evaluation method of team project, an evaluation table of PBL accomplishment, etc. based on many years experience in PBL as a guideline for PBL in engineering education. Also, this paper proposes some complements for better PBL by analysing strength and weakness of PBL.

• The Journal of Korean Association of Computer Education
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• v.19 no.4
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• pp.45-58
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• 2016

This paper tried to analyze cases of one year team-based project of gifted students who spent two year programs in a math-IT integrated class as part of formative evaluation and extracted the factors associated with future enhancement for the program. The researcher as an advisory professor tried to guide the students as minimally as possible considering their levels of IT skills so that they could self-directedly perform the IT-fused project on a team basis. The data collection included documents, annual report, photos, video, artifacts and interview data with the students for the whole team project carried out between February and December, 2015. The overall pattern of the project activities has been stabilized in the middle of the course compared to the initial stages of brainstorming and design work even though the students revealed the differences of their programming skills and preferences toward the project theme. Their project outcomes were qualitatively analyzed according to the 9 steps of R&E model and has shown individual differences according to low, middle and high level. At the end, the analysis suggested several implications for further improvement of the mentorship program.

• The Journal of Korean Association of Computer Education
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• v.9 no.4
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• pp.25-34
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• 2006

Although the e-learning system is being introduced in elementary and secondary education, incorporating it into the regular curriculum is difficult. Other problems include the lack of sessions and connection to regular courses in realistically applying project-based learning in the regular school curriculum. Therefore. this study established, applied, and analyzed the blended learning strategy to resolve such issues. Specifically, a theoretical investigation on the concept of blended learning and IT-oriented, project-based learning was conducted. The theme for learning based on integrated courses was also selected, and the 5-stage project-based teaching and learning strategy, concretized. The concretization strategy involved discussion, role division, and alternative evaluation strategy. The class progressed in formats of on-class online, on-class offline and off-class online. As a result, students experienced inconvenience since the project only lasted for a short period of time. Nonetheless, they responded positively to the effect of project-based learning in general. This study was able to suggest the possibility of applying e learning in regular school curriculum and propose the direction for digital and learner oriented teaching.

• Journal of The Korean Association of Information Education
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• v.17 no.3
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• pp.291-304
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• 2013

Considering the change of educational environments and strategies for the future, this research attempted to develop project learning that uses various smart technologies, and integrates formal education within a school with informal learning experiences outside of the school. For effective learning, the processes of the project learning, instructional activities for each process and supporting materials were specified and developed as a learning package. The project learning program and the instructional package were applied to 18 fifth graders in an elementary school located in Seoul. The results of the pilot test were collected with observations, interviews, and assessment of learning processes and products. And then the results were analyzed in regard of 'the whole processes of project activities', 'learning materials and tools', and 'informal learning experiences'. Based on the results, some suggestions were provided for implementing the smart project learning for integrative learning experiences.

• The KIPS Transactions:PartA
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• v.9A no.4
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• pp.621-630
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• 2002

Web based lecture & learning system has changed the conventional learner-oriented educational environment by adding mutual interactions. From the learner competency-based education. the necessity of the learner-oriented education and the mutual cooperation among the learners has been increased. A project-based education system will achieve a progressive development in understanding and the competency for the job to be performed by the mutual interactions between the learners and between the learners and the lecturer. This paper presents the project-based learning system in order to facilitate and achieve the goals of the industrial business processing system implementations in the ongoing popular Internet environments. In the proposed project-based system, the lecturer presents a problem to be solved and leads the education as a supervisor The learner can maximize the efficiency for study by taking advantage of the learner-oriented comparison study and the patterning.

• Education of Primary School Mathematics
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• v.18 no.3
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• pp.175-190
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• 2015

This study investigated the effect of team project activity for game making on the elementary mathematically gifted students' community care and organizational management capacity. 7 mathematically gifted students of 4th grade are selected and participated. After 15 hours activities during 2 months of team project on game making, their community care and organizational management capacity were improved. This results suggested that leadership education is possible in mathematics curriculum for mathematics gifted students.

• The Journal of Korean Association of Computer Education
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• v.22 no.2
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• pp.39-50
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• 2019

We designed and applied team project based learning for effective computer programming education and analyzed the effect on learning effect. Throughout simplified traditional theories and practices, teamed up with random lottery, divided role & responsibility, and conducted problem solving projects in a competitive way for a given task. When after completion of the course, we conducted questionnaires on learners in order to grasp the influence factors on the learning effect. As a result of the structural equation model analysis, it was shown that Team Project had a direct effect on the learning effect. The learning effect based on the relationships among the factors derived through exploratory factor analysis. Based on this analysis, we propose a more effective computer programming education way.