• The Journal of the Korea Contents Association
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• v.21 no.2
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• pp.362-373
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• 2021

This study sought to explore the enhancement of the introduction of teaching and learning methods for Problem Based Learning (PBL) and the evaluation factors to evaluate them effectively through an understanding lecture in Cultural Content Planning. It was intended to incorporate a practical zero-volume education methodology of problem-oriented learning and sufficient leading learning to reflect storytelling in the entire process of completing a cultural content with culture, cultural content, and content planning. To this end, the role of teaching methods should be faithful to ensure that teamwork and cooperation can be done organically according to the educational field, practice and situation. Students who take classes were asked to meet demand, reflect it through surveys, apply real-world problems, and acquire the entire course. Learners had to cooperate with each other until planning cultural content and completing the results through classes, and they evaluated themselves and colleagues in teamwork until the last result was completed from creative ideas. The results were shared together and the students were able to investigate the necessary PBL evaluation factors for themselves, and the prior research and survey on the method of PBL evaluation was conducted to derive the factors of understanding of cultural content planning. The derived assessment elements were able to identify priorities between the assessment elements using basic statistics, word cloud analysis, and AHP analysis. The components of the assessment derived were communication skills, basic knowledge, reasoning process, expertise, and evaluation techniques. Through this article, I was able to lead the understanding of cultural content planning to problem-oriented learning classes and encourage students to be familiar and smooth.

• Journal of The Korean Association For Science Education
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• v.44 no.1
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• pp.39-55
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• 2024

This study aimed to examine research trends related to Natural Language Processing (NLP) in science education by analyzing 37 domestic and international documents that utilized NLP techniques in the field of science education from 2011 to September 2023. In particular, the study systematically analyzed the content, focusing on the main application areas of NLP techniques in science education, the role of teachers when utilizing NLP techniques, and a comparison of domestic and international perspectives. The analysis results are as follows: Firstly, it was confirmed that NLP techniques are significantly utilized in formative assessment, automatic scoring, literature review and classification, and pattern extraction in science education. Utilizing NLP in formative assessment allows for real-time analysis of students' learning processes and comprehension, reducing the burden on teachers' lessons and providing accurate, effective feedback to students. In automatic scoring, it contributes to the rapid and precise evaluation of students' responses. In literature review and classification using NLP, it helps to effectively analyze the topics and trends of research related to science education and student reports. It also helps to set future research directions. Utilizing NLP techniques in pattern extraction allows for effective analysis of commonalities or patterns in students' thoughts and responses. Secondly, the introduction of NLP techniques in science education has expanded the role of teachers from mere transmitters of knowledge to leaders who support and facilitate students' learning, requiring teachers to continuously develop their expertise. Thirdly, as domestic research on NLP is focused on literature review and classification, it is necessary to create an environment conducive to the easy collection of text data to diversify NLP research in Korea. Based on these analysis results, the study discussed ways to utilize NLP techniques in science education.

• Journal of The Korean Association For Science Education
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• v.34 no.7
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• pp.625-634
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• 2014

This study has investigated the factors that make a science teacher effective by analyzing students' perception of teacher knowledge required in enhancing their science learning. The basic components of teacher knowledge identified by previous researchers have been confirmed through Exploratory Factor Analysis (EFA). Based on the findings of the EFA, the questionnaire has been further analyzed using Confirmatory Factor Analysis (CFA) by means of Structural Equation Modeling (SEM). In addition, the differences in students' perception on the identified factors of effectiveness have also been analyzed in terms of gender and achievement level. The findings of the EFA showed that five factors of science teacher effectiveness were identified; namely, substantive knowledge, syntactic knowledge, knowledge of students' understandings, knowledge of instructional strategies, and knowledge of assessment. These five components have been divided into two categories of teacher knowledge, SMK and PCK. What we found from the CFA was the respective high correlation between substantive and syntactic knowledge, knowledge of students' understanding and instructional strategies and the low correlation between substantive knowledge and knowledge of instructional strategies. Students perceived substantive knowledge as the most effective factor, knowledge of assessment as the least effective factor. Also, there have been considerable differences in students' perception by gender and achievement level. We proposed, based on the findings, that SMK and PCK need to be integrated into a coherent manner for the effective science teaching practice. This study provides some implications for science teacher professional development and the improvement of science teacher preparation program.

• Proceedings of the Korea Information Processing Society Conference
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• 2011.04a
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• pp.1588-1591
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• 2011

통합교육의 실시와 다문화 가정의 자녀 증가 등으로 학교 교실의 구성원들이 다양화 되고 있다. 그러나 제한적인 매체와 전통적인 교육과정, 교수방법 및 평가 등의 사용으로 학습자들의 다양성을 고려되지 못하고 있다. 본 연구는 디지털화 교수매체의 활용함으로써 다양한 학습자들의 정보에 대한 접근성을 보장해 주고 나아가 교육현장에서 보편적 학습설계(Universal Design for Learning: UDL)를 적용하여 학습자의 다양성을 보장하는데 그 목적을 둔다. 교육현장에 UDL 적용에 대한 예비교사와 현직교사의 그룹 토론을 통해, UDL의 적용가능성과 적용함에 있어서 어려움을 알아보았다. 그 결과, 정해진 교육과정과 교재, 다양한 학습자에 대한 교사의 전문성 부족, 학생들 간의 학습 차이, 학급당 많은 학생수, 교사의 많은 업무량 등 여러 가지 문제점으로 UDL 적용이 어렵다고 하였다. 해결방안으로 교수설계에 UDL의 적용과 다양한 디지털화 교수매체의 활용으로 접근성 보장을 제안하였다. 교육현장에서의 UDL 확대와 다양한 학습자들의 접근성이 보장된 교육을 할 수 있도록 교사들이 수업에서의 UDL 적용 방안에 대해 제시하였다.

• Journal of The Korean Association of Information Education
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• v.22 no.4
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• pp.473-489
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• 2018

Computer and Information Literacy(CIL) is one of Key Competences in 21st century. Many countries, including Korea, have adopted related contents in their national curriculum for conducting software education. With this movement, many book-type instruction materials for software education have been developed in Korea. However, it is scarce to find researches that evaluate the instruction materials from the perspective of CIL. In this study, we selected 4 instruction materials which were distributed by government with 'SW centered society' web site as well as were developed to teach physical computing for elementary students. Also, we analyzed if they can foster students' CIL. First of all, the evaluation framework was developed based on 'The Manual for Authorized and Approved Textbook' and 'The 2018 ICILS(International Computer and Information Literacy Study) Assessment Framework'. Then, 12 school teachers who have professional insight of software education evaluated the 4 instruction materials with the framework. Averaging the score given by evaluators, we determined that which instruction materials were superior or not. Finally, we figured out the characteristics of superior and inferior instructional materials. Based on the results of this study, we suggested implications for developing instruction materials for physical computing education to build students' CIL.

• The Journal of the Korea Contents Association
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• v.20 no.8
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• pp.152-161
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• 2020

The purpose of this study was to conduct a task-based field experience program for medical care support departments in hospitals for 1st medical students, and then to analyze the their experiences and its meanings phenomenologically. We selected the following department in hospital; nursing, medical records, pharmacy, diagnosis laboratory, radiology, administration, customer consulting center, organ transplant center, palliative medical ward, and international medical center. The students visited the department and used various methods such as interviewing, observation, and experience to solve the given task. As a result, in the program satisfaction, students rated the highest as having many department in the hospital and understanding their role. The essential structure of the experience of medical care support department in the reflection journal written by the students was the recognition of reality, respect and collaboration, and self-reflection from experience recognition.

• Journal of Digital Convergence
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• v.12 no.10
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• pp.531-539
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• 2014

This is an exploratory study to verify the impact of applying SNS to lecture on the professor trust and students achievement. The subject of the study is two groups which consist of SNS applied class and the group using legacy online class supporting system and the contents, material, activities of class are same. We verified the differences between two groups with the professor trust divided into 4 constructs such as intimacy, expertise, teaching ability, leadership based on the literature review and students achievement classified into midterm and final. The results shows that intimacy and final evaluation are statistically significant between two groups.

• Journal of Korean Library and Information Science Society
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• v.51 no.3
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• pp.81-102
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• 2020

The purpose of this study is to examine the students' and teachers' perception about the roles and qualifications of teacher librarians. For this purpose, data were collected through survey from students and teachers at secondary schools and the data were analyzed by semantic network analysis. The results of the research are as follows: First, students usually perceived the role of teacher librarians as 'library management', and teachers did as 'reading education'. Second, among the roles of teacher librarians, it was confirmed that students' and teachers' perceptions of 'information literacy instruction and library instruction' were very weak. Third, while the students' perception of the role of a teacher librarian as a 'teaching collaborator' such as 'teaching and learning support' and 'library assisted instruction and collaborative instruction' was weak, teachers recognized the role of teacher librarians as 'teaching collaborators'. Fourth, students and teachers perceived high levels of 'information service', which consists of 'book recommendation and guide activities'. Finally, it was investigated that 'professionalism' plays a central role in the students' and teachers' perception about the qualities of teacher librarians. These results can be used to establish the role of teacher librarians, develop response strategies for students and teachers, and improve their awareness.

• Journal of The Korean Association For Science Education
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• v.40 no.3
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• pp.307-320
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• 2020

This study explores how the positioning of two pre-service science teachers (PSTs) is reflected in their different epistemic understandings of inquiry-based lessons. We collected the PSTs' products during their design and enactment of an inquiry-based lesson and recorded their practices in the enacted lesson. Interviews were recorded and transcribed for analysis. The results indicate that one PST, Dohyung was positioned as a subject of evaluation throughout the course and the other, Jinwoo, was positioned as a preservice teacher and a subject of evaluation. Their positions were reflected in their epistemic understandings of inquiry-based lessons, which were developed when designing these lessons. During lesson design, both PSTs showed a shared understanding; they explained inquiry-based lessons as students setting and evaluating hypotheses under teachers' guidance. However, as they faced unexpected situations during lesson enactment, they developed different epistemic understandings. To receive a good grade, Dohyung showed a strong preference for anticipating situations that could occur in class and planning responses to them. He understood inquiry-based lessons as ones in which students conduct experiments to produce results expected by the teacher. On the other hand, Jinwoo emphasized the reasoning process based on students' prior knowledge and explained inquiry-based lessons as ones in which students construct new knowledge through a scientific reasoning process based on their knowledge. The findings of this study will contribute to developing strategies to support PSTs' development of their epistemic understandings of knowledge construction in inquiry-based lessons.

• Convergence Security Journal
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• v.15 no.6_1
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• pp.3-16
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• 2015

Ten years have passed since an arm-college joint education system with the goal of efficiently acquiring future non-commissioned officers (NCOs), and approximately 4,000 annual graduates of the programs have already actively been in position in Korean Army. We evaluated the effectiveness of the system based on an empirical survey for 100 respondents, all sergeants-first-class and above. The analysis shows that the graduates' general performance and attitude as NCOs appear to be superior to those who were recruited from the general public, while there were no statistically significant difference in some other areas. NCOs from the departments of the program showed higher capacity to conduct his duty of expertise, better accountability, and more positive attitude toward the routine tasks. Several policy messages are also drawn. We suggest that the Army and the relevant schools take appropriate measures like more active institutional support for upgrading the system. Additionally, their initial selection process for prospective NCOs, high school graduates, should also be improved.