• Communications of Mathematical Education
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• v.31 no.1
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• pp.85-101
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• 2017

The purpose of this study is to investigate how elementary school students understand and use the number line relating number concept and what is the main problem in the learning process. For the efficient achievement of this purpose, we investigated how the number line metaphor is related to the number concept and considered the role of the number line on Freudenthal's number concept teaching theory. The test conducted to find the degree of understanding and difficulty on using the number line by actual elementary school students consisted of two questions ; to find appropriate number corresponding to the given number on the number line and to identify contents of chapters about the use of number line on each grade. It was found that many students couldn't solve the problem represented by the number line though they could solve the problem represented by other ways such as number track and pictures. The only difference between the two problems was the way of representation, and they had same contents and structure. This study tried to figure out the meaning of this phenomenon. Also, by using various teaching-learning method (number track, pictures, empty number line, and double number line etc.), this study was aimed to provide the way to help learning 'related number concept' and to solve the difficulty on understanding the number line.

• Journal of the Korean Society for Library and Information Science
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• v.39 no.3
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• pp.105-119
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• 2005

With the introduction of Internet-based education such as online learning and virtual campuses. there are increased interests and demands for electronically delivering educational contents in comparison to the traditional educational methods. Our preilminary study showed that approximately $50\%$ of virtual groups formed online for the scope of collaborative learning encountered harriers that prevented them from forming an effective learning team and making satisfactory progress toward reaching the learning objectives. In this study, we asked the undergraduate students. who were the members of the online learning team, to work on the given discussion topics through the use of emails and threaded discussion boards. Then. we investigated the roles played by two electronic communication medium during the virtual discussion with respect to the learning outcome. We also studied how information was shared amongst the virtual learning team members. The results of our study showed that the email based online learning had the advantage of individualized and friendly information transfer. However. it also caused certain difficulty in exchanging ideas due to the one-sided nature of the email-based communication. On the other hand, the threaded discussion board provided easier information sharing and broadcasting. which enabled active participation by the virtual team members. However. It also had the disadvantage of difficulty in accurate information conveyance and duplication of the posted information. In summary, our study results showed that there was a high correlation between the characteristics of the electronic communication medium and the decision that the online learners made regarding which medium to use. There was a high correlation between the type of the electronic communication medium and the online learners' experiences in using these media.

• Journal of the Korean Chemical Society
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• v.51 no.5
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• pp.447-458
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• 2007

The purpose of this study was to explore high school teacher's and students' perceptions of learning difficulties of the ‘chemical bond' unit of the Chemistry II in the 7th national curriculum. The participants in this study were consisted of a teacher and his students(85) from the Chemistry II classrooms: they all answered to the questionnaire, and then some students and the teacher were interviewed individually. The results showed that there were big differences between the teacher's and his students' perceptions of 1) the most difficult unit for understanding; 2) concepts they learned; and 3) the most difficult concept for understanding in the classroom. Students thought that electro-negativity unit was the most difficult to understand while teacher thought molecular structure unit was the hardest unit to teach. And teacher taught all 32 subjects of chemical bond unit to students, but some students could not remember they learned all of them. Most difficult parts for students to understand were ‘Coulomb force' and ‘dipole moment', while the most difficult part for the teacher to teach was ‘the conceptual difference between atomic bond and intermolecular force'. The reasons caused the students' learning difficulties were analyzed and discussed based on the interview data, and then further study was presented.

• Journal of The Korean Association For Science Education
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• v.34 no.3
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• pp.295-301
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• 2014

The purpose of this study is to investigate the difficulties of teachers and students on the unit about 'measuring weight.' In this research, we have acquired data about teachers through survey, interview, and self-reflection journals, at the same time we have collected information on the students through survey, assessment test, and interview. We have extracted the difficulties from analysis with constant comparison method. In addition, we have analysed the curriculum of science and mathematics to know the leaning sequence. The analysis had been checked up by experts in science education. The result of the study is as follows: The difficulties of teachers are from the lack of teachers' descriptive knowledge, disorder of conceptual hierarchy in the curriculum, poor experimental instruments, and low psychomotor skill of students. The difficulties of students are from common misconceptions, opaque concepts, lack of manipulation skill, insufficiency of mathematical ability, difficulty of application of principles to the real situation, and lack of problem-solving ability. In addition, teachers have recognized that students face more difficulties in experiment class, while students think that they face more difficulties in conceptual understanding class.

• Journal of Science Education
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• v.41 no.2
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• pp.213-225
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• 2017

Most students have difficulties and negative perceptions about physics learning. Especially, it is difficult to understand the whole context by learning based on logical-scientific thinking which excludes narrative thinking. This study aims to develop a storytelling teaching-learning method using the narrative thinking in physics lessons for improving the difficulty of students of physics learning, For this purpose, a storytelling teaching-learning method that can improve scientific attitude and understand and change the concepts was developed through literature research. The following results were confirmed its effects to apply high school students and middle school students. First, the teaching-learning method using the storytelling for high school students with low interest in learning had a significant effect in science-related occupation, interest in science and science-related activities, criticism, openness, cooperation, and spontaneity. Second, the middle school students who are active in learning recognized that teaching and learning methods using storytelling helped to understand physics concepts. The storytelling teaching-learning method developed through this study is expected to stimulate students' interest and motivation in physics and to be useful for learning concepts by improving their scientific thinking skills.

• Journal of The Korean Association of Information Education
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• v.24 no.6
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• pp.519-528
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• 2020

Due to COVID-19, most schools are conducting online learning. In this study, a total of 12 block-type educational programming tool classes were conducted in the form of online learning for 6th grade elementary school students, and then quantitatively and qualitatively analyzed students' perceptions of their learning experience on entry learning. As a result of the analysis, it was found that the learner easily recognized the use of the entry program and the difficulty of learning contents, and the learning satisfaction was high. When students face difficulties, it was found that they received the most help from the hint function provided by the site itself, and they were found to be less aware of the necessity of teachers when learning entry. As a result of the qualitative analysis, it was found that the learner felt a lot of novelty and fun through easy and simple operation. On the other hand, it was found that the learning contents and hints were not understood, which made them difficult and felt that the hint contents were insufficient. It was found that students felt a sense of accomplishment by creating and manipulating programs as they wish.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.26 no.12
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• pp.1832-1837
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• 2022

In the SW education of non-majors who encounter liberal arts education experience difficulties in the SW development environment and understanding they encounter for the first time, relevance to their major, and convergence thinking ability. In order to compensate for the difficulties of non-major learners in liberal arts education, a relatively easily accessible software was used to utilize a demonstration-oriented model that can be applied to beginners in SW education. In order to understand the logical flow of applications and problem solving used in real life, we proposed a convergence SW teaching method that combines repeated implementation through demonstration by the instructor and imitation of the learner, and learning indicators to increase the learning satisfaction and achievement of the learner. In the experiment applying the teaching and learning method proposed in this paper, meaningful results were shown when evaluating the learning effect, academic achievement, learning satisfaction, and teaching and learning method aspects of SW education.

• Communications of Mathematical Education
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• v.18 no.1 s.18
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• pp.19-25
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• 2004

초등학교에서 고학년으로 갈수록 수학에 대한 흥미가 떨어지고 수학을 기피하는 학생들을 많이 볼 수 있다. 그러한 아동들의 대부분은 수학에 대한 어려움을 많이 호소하고 있는데 특히 비정형화된 문제들을 대할 때엔 그 현상은 더욱 심각하다. 초등학교 수학 교과서의 마지막 단원은 '문제 푸는 방법 찾기' 단원인데, 이 단원에 제시된 문제들은 대체로 비정형화된 문제들이다. 정형화된 문제에 익숙한 아동들은 이러한 비정형 문제들을 해결하는 데에 상당히 어려움을 나타내곤 한다. 본교에서는 이러한 아동들의 어려움을 해결할 수 있는 방안으로 협력학습을 택하였다. 또래들과의 상호작용 속에서 비정형화된 문제에 보다 친숙하게 접근하고 해결해 나가는 과정을 반복하다 보면 수학에 대한 흥미를 되찾게 되고, 문제 해결력과 수학적 사고력이 향상될 것으로 기대된다.

• Proceedings of the Korean Society of Computer Information Conference
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• 2017.07a
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• pp.356-357
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• 2017

프로그래밍 언어 수업은 단계별 학습 특성으로 인해 이전 단계를 이해하지 못하면 그 다음 단계로 넘어가는데 어려움이 많아, 학습 공백기를 갖는 복학생들에게는 복학 후 수업 적응에 보다 큰 어려움이 있다. 이러한 어려움을 극복하고 수업 적응 효과를 높이기 위해서는 수업 시작 전 이전 수업 내용 및 운영 방법 등을 알 수 있는 적절한 기회와 방법이 필요하다. 본 연구에서는 사전교육 프로그램을 프로그래밍 수업에 적용한 후 설문조사를 실시하여 사전교육 프로그램이 복학생들의 프로그래밍 언어 수업에 대한 적응 효과 및 만족도를 높이는 긍정적인 효과가 있었음을 조사 분석하였다.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2019.05a
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• pp.338-340
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• 2019

Recently, the speed and size of data accumulation are increasing due to the development of networks. There are many difficulties in classifying these data. One of the difficulties is the difficulty of labeling. Labeling is usually done by people, but it is very difficult for everyone to understand the data in the same way and it is very difficult to label them on the same basis. In order to solve this problem, we implemented GAN to generate new image based on input image and to learn input data indirectly by using it for learning. This suggests that the accuracy of classification can be increased by increasing the number of learning data.