• Journal of Digital Convergence
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• v.14 no.9
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• pp.53-61
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• 2016

This study aimed to understand the effectiveness of teachers' backgrounds and digital textbook training experiences on digital competency, understanding of the digital textbook, perception of the digital textbook effectiveness and attitude toward the digital textbook. A total of 101 valid elementary, middle and high school teachers participated in the survey and the data were analyzed using the SPSS statistical package. As a result, male teachers showed higher digital competency than female teachers. Also, teachers who experienced with digital textbook training understood more about the digital textbook. It was suggested that a newly structured professional development program for the digital textbook considering teachers' personal backgrounds should be developed.

• Journal of The Korean Association For Science Education
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• v.42 no.3
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• pp.325-340
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• 2022

This study attempts to analyze the causes of low affective achievement of elementary, middle, and high school students in Korea in science. To this end, a total of 27 students, three to four students per grade, were interviewed by grade from the fourth grade of elementary school to the first grade of high school, and a total of nine teachers were interviewed by school level. In the interview, related questions were asked in five sub-areas of the 'Indicators of Positive Experiences about Science': 'Science Academic Emotion', 'Science-Related Self-Concept', 'Science Learning Motivation', 'Science-Related Career Aspiration', and 'Science-Related Attitude'. Interview contents were recorded, transcribed, and categorized. As a result of examining the causes of low science academic emotion, it was found that students experienced negative emotions when experiments are not carried out properly, scientific theories and terms are difficult, and recording the inquiry results is burdensome. In addition, students responded that science-related self-concept changed negatively due to poor science grades, difficult scientific terms, and a large amount of learning. The reasons for the decline in science learning motivation were the lack of awareness of relationship between science class content and daily life, difficulty in science class content, poor science grades, and lack of relevance to one's interest or career path. The main reason for the decline in science-related career aspirations was that they feel their career path was not related to science, and due to poor science performance. Science-related attitudes changed negatively due to difficulties in science classes or negative feelings about science classes, and high school students recognized the ambivalence of science on society. Based on the results of the interview, support for experiments and basic science education, improvement of elementary school supplementary textbook 'experiment & observation', development of teaching and learning materials, and provision of science-related career information were proposed.

• Journal of Elementary Mathematics Education in Korea
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• v.18 no.1
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• pp.149-168
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• 2014

Growing in its size, the contents of the teaching-learning programs for mathematically gifted children from A program in Seoul Metropolitan Office of Education were examined in terms of the individual subjects provided through the courses of gifted education programs, and it was evaluated based on the revised version of the existing module. As a result, the educational objectives of teaching-learning program were clear, differentiated and obtainable. Among the program, the advanced parts were more than the selective parts, which mainly consisted of numbers and calculation, shapes, regularity and problem solving parts and had latest contents of research in balance. Additionally, every part of the program needs mathematical and creative thinking and approach and has proper evaluation index for problem solving. The presented materials in the programs are specific and appropriate, though some of them did not suggest the evaluation index for cultivating personality and value clearly and the reference books. The teaching-learning programs were focusing on problem-based learning and cooperative learning and using performance assessment for evaluation.

• Proceedings of the Korea Information Processing Society Conference
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• 2014.04a
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• pp.981-984
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• 2014

개인화된 서술형 수학 문제(mathematics word problem)는 오랫동안 연구된 분야로 학생들의 학업 성취도와 수학에 대한 태도에 관심을 가져왔다. 본 연구에서는 2013년 도입된 스토리텔링 수학에 개인화된 콘텐츠를 접목하여 그 효과를 알아보고자 하였다. 초등학생 26명을 대상으로 하여 약 110분 동안 수업을 진행하였으며, 무게에 대한 새로운 개념을 배우는 데 그 목적을 두었다. 각각 13명씩 개인화 그룹과 비 개인화 그룹으로 나누어 수업을 진행하였다. 학업 성취도(Learning Achievement)에서는 사전 시험(pre-test) 점수가 너무 높아 두 그룹 간에 서로간의 유의한 차이점을 발견하지 못했다. 수학에 대한 태도 부분과 몰입도(Flow) 부분에서는 다소 개인화 그룹의 값이 높았지만, 통계적으로 유의한 정도는 차이는 아니었다. 하지만 정성적 분석에서는 차이가 있었다. 개인화 그룹(Personalized group)은 비 개인화 그룹(non-personalized group)에 비해 개인화(personalization)가 수업의 재미있는 요소로서 보다 중요한 작용을 했다고 느꼈다. 또한, 테스트나 측정(measure) 부분에서 생겼던 문제점을 개선하여 재 실험이 있을 시엔 유의미한 값을 나타낼 것으로 기대된다.

• 대한공업교육학회지
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• v.38 no.1
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• pp.87-103
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• 2013

This study was designed to identify the Attitude toward Engineering and Teacher Efficacy of pre-service teachers of engineering department, evaluate the validity of the difference and inquire into correlation between the Attitude toward Engineering and Teacher Efficacy. The study results are as follows. First, the Attitude toward Engineering of pre-service teachers of engineering department turned out to be 2.94, which is below average(3.00), and a bit lower figure than that of Teacher Efficacy(M=3.34). Second, there was no significant difference between the Attitude toward Engineering and Teacher Efficacy in a gender factor. In case of a major factor and grade variables, there was significant difference between Attitude toward Engineering and teaching efficacy of Teacher Efficacy. Third, as a result of analysis on the correlation between Attitude toward Engineering and Teacher Efficacy, it turned out that there was significant difference between in sub-area a few, which leads to conclusion that the attitude toward engineering and Teacher Efficacy will be gradually improved if educational institutes training pre-service teachers of engineering department operate teacher education courses considering major characteristics and learners' levels and give successful guidance to pre-service teachers. In addition, since the gender factor didn't make any significant difference between the attitude toward engineering and Teacher Efficacy, there is no need to develop and operate separate educational programs only for female or male pre-service teachers.

• Journal of Science Education
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• v.37 no.2
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• pp.261-277
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• 2013

This study aims to investigate the effect of a scientific inquiry worksheet-making class program on pre-service elementary school teachers' attitudes toward science and scientific inquiry in the class of elementary school science educational theory at education university. As for research subjects, this study selected 141 pre-service elementary school teachers who were in the third year of education university. The results of this study can be summarized as below. First, it was found that the scientific inquiry worksheet-making class program improved pre-service elementary school teachers' attitudes toward science and helped them realize it important to have knowledge about science, further making them find it more enjoyable to teach science at school in the future. Second, it was found that the scientific inquiry worksheet-making class program had positive effect on pre-service elementary school teachers' attitudes toward scientific inquiry. In other words, they came to think of inquiry-based learning styles as an important course of science class. Third, as a result of carrying out open-ended questions about what would be helpful in an actual education site through the scientific inquiry worksheet-making class program, this study found out that most of the research subjects responded it would be helpful when applying a class model, and thought it would be helpful for elementary school students to have scientific knowledge and understand the process of inquiry.

• The Journal of the Convergence on Culture Technology
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• v.8 no.6
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• pp.223-231
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• 2022

Covid-19, which has made a huge difference in our daily lives, has also brought major changes to our college education. As the class was changed from the traditional face-to-face class to a non face-to-face class, both teachers and students had difficulties in adapting, and problems such as the occurrence of academic achievement gaps due to non face-to-face classes were also raised. Therefore, this study aims to find out what attitudes students have toward non-face-to-face classes at universities caused by Covid-19. Accordingly, this study tried to identify the types of subjective perceptions college students have toward non-face-to-face classes by applying the Q methodology, and to suggest points for reference in the development and improvement of non-face-to-face classes in the future. Five types were found as a result of analysis using 30 P samples and 34 Q samples. First, learning efficiency-oriented type, second, class participation and communication-oriented type, third, non-face-to-face class active acceptance and utilization type, fourth, dissatisfaction type due to remote system and equipment operation errors, fifth, passive response type according to the situation to be. From the results of this study, it seems that it is necessary to develop an educational method for effective non-face-to-face class considering the characteristics of each type, and the merits of non-face-to-face classes, especially recorded lectures, in terms of learning efficiency, are evident. Therefore, even if face-to-face classes are conducted entirely at universities, it is believed that providing video-recorded lectures in class will be of great help to students' learning.

• The Journal of the Korea Contents Association
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• v.17 no.5
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• pp.90-99
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• 2017

Sports climbing requires repeated movements within a limited space, which may cause climbers to lose their constant interest in it. Furthermore, it is important that coaches should give lessons focusing on demonstrations to make sure that learners can understand the movements on their own, However, in traditional sports climbing lessons, they give instructions on almost every movement of learners' hands and feet. Hence, there have been constant calls for replacing these existing sports climbing lessons and presenting new methods to ensure that learners can observe their coaches' demonstrations in real time and emulate them. An introduction of the image training using spatial augmented reality techniques to solve these problems may have a positive effect on the improvement of learners' motor skills and attitudes toward lessons. This study aims to verify the effectiveness of the Climbing Character Animation (CCA) as a learning tool for sports climbing. To achieve this research objective, it applied it to actual sports climbing to verify its utility. As a result, it was shown that the lessons using spatial augmented reality-based CCA had a higher effectiveness than traditional sports climbing lessons in the degree of interest inducement, emersion and learning effects.

• Proceedings of the Korean Institute of Navigation and Port Research Conference
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• v.2
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• pp.608-611
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• 2006

COSPAS-SARSAT 시스템은 위성체와 지상 설비를 이용하여 항공기 또는 선박 등이 조난 시에 탐색구조(SAR: Search and Rescue) 활동을 도울 수 있도록 조난경보와 위치정보를 제공하는 시스템이다. COSPAS-SARSAT 서비스의 경우, 조난신호 접수에서 조난위치확정까지 평균 1시간 이상이 소요되고, 위치정확도가 수 Km 정도로 범위가 넓은 편이다. 이러한 문제점을 개선하기 위해서 중궤도 위성을 이용한 차세대 탐색구조 시스템 개발이 추진 중에 있으며 EU에서 2011년 FOC(Full Operation Capability)를 목표로 개발중인 갈릴레오 항법위성 프로젝트의 경우 SAR 중계기를 탑재하여 탐색구조 서비스를 제공할 계획에 있다. 갈릴레오 탐색구조(SAR/Galileo) 서비스는 수 m급의 위치정확도, 10분 이내의 조난신호 접수에서 구조까지 소요시간, 및 조난자에게 회신링크 서비스 제공 등 보다 향상된 탐색구조 성능을 제공하기 위해 개발 중에 있으므로, 갈릴레오 위성 서비스가 시작되면 탐색구조시스템 체계에 보다 신속하고 정확한 구조가 가능할 것으로 예상된다. 우리나라에서는 COSPAS-SARSAT 회원국으로 가입하여 현재 송도 해양경찰청 내에 LEOLUT와 MCC가 설치되어 운용되고 있다. 날로 더해가는 다양한 재난에 대한 인명구조를 신속하고 효과적으로 대처하기 위해 차세대 갈릴레오 탐색구조 지상국 도입이 절실하다고 할 수 있다. 따라서, 탐색구조 단말기를 포함한 지상국 인프라의 구축 등 갈릴레오 탐색구조 지상시스템 개발의 참여 방안에 관한 연구는 매우 시기적절하고 중요한 연구이다. 본 논문은 갈릴레오 사업에 참여하여 SAR/Galileo 개발을 주관하고 있는 중국의 사례를 분석함으로 우리나라가 차세대 갈릴레오 탐색구조 지상시스템 개발에 참여하기 위해서 필요한 참여방법 및 절차 등을 도출하고, 참여 가능한 개발범위, 참여전략 및 추진체계에 대해서 제안한다.법의 성능을 평가를 위하여 원본 여권에서 얼굴 부분을 위조한 여권과 기울어진 여권 영상을 대상으로 실험한 결과, 제안된 방법이 여권의 코드 인식 및 얼굴 인증에 있어서 우수한 성능이 있음을 확인하였다.진행하고 있다.태도와 유아의 창의성간에는 상관이 없는 것으로 나타났고, 일반 유아의 아버지 양육태도와 유아의 창의성간의 상관에서는 아버지 양육태도의 성취-비성취 요인에서와 창의성제목의 추상성요인에서 상관이 있는 것으로 나타났다. 따라서 창의성이 높은 아동의 아버지의 양육태도는 일반 유아의 아버지와 보다 더 애정적이며 자율성이 높지만 창의성이 높은 아동의 집단내에서 창의성에 특별한 영향을 더 미치는 아버지의 양육방식은 발견되지 않았다. 반면 일반 유아의 경우 아버지의 성취지향성이 낮을 때 자녀의 창의성을 향상시킬 수 있는 것으로 나타났다. 이상에서 자녀의 창의성을 향상시키는 중요한 양육차원은 애정성이나 비성취지향성으로 나타나고 있어 정서적인 측면의 지원인 것으로 밝혀졌다.징에서 나타나는 AD-SR맥락의 반성적 탐구가 자주 나타났다. 반성적 탐구 척도 두 그룹을 비교 했을 때 CON 상호작용의 특징이 낮게 나타나는 N그룹이 양적으로 그리고 내용적으로 더 의미 있는 반성적 탐구를 했다용을 지원하는 홈페이지를 만들어 자료 제공 사이트에 대한 메타 자료를 데이터베이스화했으며 이를 통해 학생들이 원하는 실시간 자료를 검색하여 찾을 수 있고 홈페이지를 방분했을 때 이해하기 어려운 그래프나 각 홈페이지가 제공하는 자료들에 대한 처리 방법을 도움말로 제공받을 수 있게 했다. 실시간 자료들을 이용한 학습은 학생들의 학습 의욕과 탐구 능력을 향상시켰으며 컴퓨터 활용 능력과 외국어 자료 활용 능력을 향상 시키는데도 도움을 주었다.지역산업 발전을 위한 기술역량이 강화될 것이다.정 ${\rightarrow}$ 분배 ${\rightarrow}$ 최대다수의 최대행복이다.는 역할을 한다. 따라

• Journal of The Korean Association For Science Education
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• v.20 no.1
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• pp.101-111
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• 2000

The present study was carried out to investigate the actual condition of the evaluation of science learning in the secondary school, and to develop the basic data for the improvement of the science learning assessment. Various questions for three evaluative domains were asked to 51 science teachers with the questionnaire during the in-service training course for certificate on summer in 1998. The cognition of the table of specification appeared high as 98% responses to the questionnaire, but the teachers' ability to distinguish behavioral elements was low as 47% responses. The evaluative rate of three domains for knowledge, skill and attitude appeared as 45%, 35% and 20% evaluation in both diagnostic and formative evaluation and 40%, 40% and 20% evaluation in summative evaluation. The evaluation of process skill appeared a tendency depending on laboratory reports as 61%, and was higher rather than in the formative evaluation or summative evaluation. In the evaluation of attitude domain, about a half of teachers answered that they evaluated the domain with laboratory reports as 43%, and some teachers evaluated the domain with teacher's observation as 33%. Also there were a few teachers who did not evaluate the attitude domain as 8%. The rate for the elements of the process skill appeared 86% responses in the interpretation of data, 31% in the observative ability, 18% in the predictive ability, 14% in the classified ability, 12% in the measuring and data-investigating ability, 4% in the discussion ability, and 2% in the investigating ability. We could find out that many teachers had given higher rate in the evaluation of process skill and attitude rather than before the present study, therefore there was more improvement in the evaluation for process skill and attitude domain after the 6th curriculum.