• Proceedings of the Korea Multimedia Society Conference
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• 2001.11a
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• pp.786-792
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• 2001

가상교육에 대한 초등학교 아동들의 교육적 욕구가 증대되고 있는 상황에서 현재까지는 웹기반의 학습내용 게시 및 문제제출 등에 연구들이 많이 진행되어 왔다. 또한 현 교육과정에서 강조되고 있는 협동학습에 대해서도 이론적인 연구들이 많이 발표되었으나, 이를 학교 현장에서 실제적으로 협동학습 프로그램을 개발하여 운영하는 학교들은 거의 없다. 본 연구에서는 웹 기반의 학급 경영모델을 기본 환경으로 구축한 후, 이러한 학급경영모델에 협동학습을 지원할 수 있는 세부 내용을 설계하고 구현하였다. 현재 초등학교 1개 반을 대상으로 구현된 모델에 따라 학급을 운영하면서 학습현장의 문제점에 대해서도 고찰한다.

• School Mathematics
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• v.13 no.4
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• pp.581-598
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• 2011

Given the growing agreement that algebra should be taught in the early stage of the curriculum, considerable studies have been conducted with regard to early algebra in the elementary school. However, there has been lack of research on how to organize mathematic lessons to develop of algebraic reasoning ability of the elementary school students. This research attempted to gain specific and practical information on effective algebraic teaching and learning in the elementary school. An exploratory qualitative case study was conducted to the fourth graders. This paper focused on the associative law of the multiplication. This paper showed what kinds of activities a teacher may organize following three steps: (a) focus on the properties of numbers and operations in specific situations, (b) discovery of the properties of numbers and operations with many examples, and (c) generalization of the properties of numbers and operations in arbitrary situations. Given the steps, this paper included an analysis on how the students developed their algebraic reasoning. This study provides implications on the important factors that lead to the development of algebraic reasoning ability for elementary students.

• Journal of the Korean earth science society
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• v.25 no.7
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• pp.576-585
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• 2004

This study was conducted to analyze the relationships between terms, learning concepts and inquiries in ocean unit, the National Common Basic Curriculum. The several science textbooks were selected to use for study, written in accordance with the 7 current national curriculum for the fourth grade of elementary school, the seventh of middle school and the tenth of high school. The higher the school level becomes, the frequencies of using terms related with ocean region get. The explanation of terms, however, has a tendency to be less frequent in the high school level. In the perspective of learning concept, there are more concrete concepts than formal concepts regardless of school level. Pure scientific context appears most often in inquiry contest through the whole course of every school level. In respect to inquiry process, the frequency of integrative inquiry process is on the increase as the school level gets higher. From the viewpoint of inquiry activity, there have been a lot of discussions, experiments and investigations in every school level, while high school does not the present any field study and project. Through these result, it is considered that the explanation of main terms is inevitable in the textbooks as basic educational material without regard to school level. In learning concept and inquiry context, a well-rounded learning is needed in relation to students' cognitive development and science-technology-society. Especially for the inquiry activity of earth science education, the educational effect is remarkable through field study; its appropriate application is required, accordingly.

• Journal of Digital Convergence
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• v.14 no.1
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• pp.25-31
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• 2016

This study aims to suggest the improvement plan for the future church schools and the teachers after examining the reality and the situation of the teachers in church schools in Korea. In order to do this, the study examined the factors of the changes in Christian population in Korea, the factors of reduced number of Christian population and the factors of the reduced number of students in church schools. It also conducted the survey on the teachers in church schools to find the actual problems and situation of them. Based on the result and analysis of the survey, the study will suggest the alternative plans for improvement. The study asked 12 questions of 534 teachers to examine the real situations of the teachers in church schools in Korea and based on the analysis and result of it, the study will suggest a couple of alternatives to the teachers.

• Proceedings of the Korean Society of Computer Information Conference
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• 2019.07a
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• pp.5-6
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• 2019

본 논문에서는 데이터 기반 정보 고도화를 통해, 사격전술지휘 의사결정체계의 Assisted Decision-Maker인 AI 부전포대장을 구현하는 방법론을 제시한다. 전포대장은 지휘결심의 말단에 있는 지휘관으로서, 최종적인 의사결정자이다. 이들의 지휘결심이 보다 견고하고 신속하게 이루어지도록 하는 것이 전쟁 승패에 매우 중요한 요소이다. 화력체계를 언급하는 경우 JMEM 탄약효과가 자주 언급되고 한국형 구축 사업이 아직 진행 중이기도 하지만, 완료되더라도 임의의 지형과 전술상황 각각에 대한 유용성까지를 입증하는 데에는 또 다른 기간과 노력이 요구된다. 본고에서는 AI 플랫폼 구축의 실제 사례가 전무한 상황에서 AI 부전포대장 구축을 위해 필요한 연구의 범위와 그 대상을 살펴보고, 지능형 사격지휘체계의 구축 방안을 제안한다.

• Journal of the Korean Society for Library and Information Science
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• v.34 no.2
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• pp.159-173
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• 2000

This study criticizes aspects of discourse on digitizing school library in Korea. What the writer emphasizes is reinforcement of school library based on physical resources, real space, and human elements.

• School Mathematics
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• v.16 no.3
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• pp.633-657
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• 2014

This study aims to verify the effect of the situated learning-based instruction on mathematics learning of sixth-grade elementary school students. For this purpose, this study examined the differences in mathematical learning achievement and mathematical attitude between a group participating in the situated learning-based class and a group participating in the normal instructor-led mathematics class. Moreover, this study verified the educational effect of the situated learning-based class by analyzing teacher's role in the class and students' way of participating in the class. The study results are as follows. First, the situated learning-based class positively influenced students' mathematics achievement and mathematical attitude. Second, teacher performed a role as a learning guide and facilitator. Third, other became an object to give help to or to learn from in the situated learning-based class. These situations had a positive influence on the organization of knowledge through active efforts of students for communication and problem solving which belongs to a cooperative socialization process happening in the class.

• KIPS Transactions on Computer and Communication Systems
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• v.4 no.4
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• pp.117-124
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• 2015

As recent developing computing environments, service is provided without time or place's limitation, and it is constituted dynamically. Above all, in terms of education supporting system, there is need to conceive user's information and provide optimal service as to right with applying context awareness under Ubiquitous computing environment. It should have groundwork based on user location and time. It is requires service providing based on user location under the condition of class to offer appropriate service with the context. In addition, context information providing technology is needed to offer right education support service in the class, where are different context information. Hence, in this research it is suggested education supporting system to provide context-based for instructor. The framework of this system has a foundation within previous work about Multi-agent based Distributed Framework. To examine implementation of context-based education supporting system in Ubiquitous computing environments suggested by this report, arranging system can fit information relates to instructor's location for service applying in the class.

• Journal of The Korean Association For Science Education
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• v.39 no.4
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• pp.479-488
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• 2019

The purpose of this research is to derive competencies necessary for students with future convergent STEAM talents, and to explore ideal student images, teaching-learning strategies, evaluation methods, and teachers' competencies and their training methods for future schools developing students' competencies. In order to figure out the features of the future schools, 25 experts from related fields, including in-service teachers, administrators, and college students in science and technology, participated in a future workshop. According to the results, students with future convergent science and technology talents are expected to have flexible thinking and creative thinking competencies to solve problems in innovative ways rather than traditional ways. In other words, it takes the power to accept and accommodate unexpected situations and solve problems appropriately in those situations. To cultivate such competencies, therefore, future schools should also be flexible and proactive. Rigid schools delivering knowledge-based information make it impossible to cultivate flexible and creative talents. Future schools should change into leaner-centered project-based classes so that students can naturally cope with various situations and solve large and small problems, and prepare assessment systems that can provide feedback based on the student's performances rather than achievement standards.

• Korean Journal of Culture and Social Issue
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• v.22 no.1
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• pp.119-135
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• 2016

We tried to develop the school violence prevention program which focuses on the bystanders. In the context of school violence, most students are bystanders. They can either reinforce the violence or stop the violence. We hypothesized that the students who know their own temperament dimensions such as novelty seeking, harm avoidance, and reward dependence (Cloninger, 1994) will show more tendencies to defend victims from school violence when they learned the methods to prevent school violence in accordance to their temperament dimensions. 351 Korean middle school students participated the 4 sessions of school violence prevention program. The students completed the questionnaires to identify their own behavior in school violence situations. In the experimental group(temperament group), students learned the methods to help the victims that suits with their own temperaments. Whereas, the comparison group just attend the class regardless of their temperaments. Both groups showed significant increase in the trend of defending the victims. However, the temperament group showed more tendency to protect/defend the victims than the comparison group when they faced with school violence. These results show that students can learn the methods of defending victims from school violence more easily by knowing their own temperament dimensions, and can be the prepared and the effective defenders.