• Journal of The Korean Association For Science Education
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• v.35 no.5
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• pp.895-905
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• 2015

Citizens should be sensitive to the complex and controversial SSIs (Socioscientific Issues), be able to make a responsible decision with evidence and empathy, and furthermore take political action for the larger welfare. The premise of this research is that understanding the nature of science (NOS) takes an important role when students and adults participate in the discourse on SSIs because SSI reasoning requires individuals to examine information and counter-information with skepticism. We therefore designed SSI programs that were incorporated with NOS by adapting a contextualized-reflective approach. The leading research question was to what extent SSI contexts contributed to promoting students' understanding of NOS. A total of 71 11th grade students participated in this program. The school was located in an urban city near the capital city of Seoul, South Korea. We designed SSI programs to cover the issues of genetically modified organisms, climate change, and nuclear energy. Each issue required four to six class periods to complete. We conducted pre- and post-program tests using the revised VNOS-C, recorded group discussions or debates and collected student worksheets to observe the increase of student NOS understanding. As a result of this program, students showed moderate improvement in their understanding of NOS.

• The Journal of the Korea Contents Association
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• v.15 no.9
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• pp.652-661
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• 2015

The purpose of this study is to investigate the effects of EngageGram which is a motivator of e-learning participation on learners' online participation according to the types of social comparison motive. Research participation was 144 undergraduate students (male: 106, female: 38) who took the course entitled "Creative Thinking." Social comparison motive of learners were investigated by two methods: social comparison motive scales and learners' opinions on EngageGram. As results, there was no statically corelation between the types of social comparison motive by using scales and online participation, however, there was statically differences on e-learning participation according to the types of social comparison motives by analyzing learners' opinions. Learners mostly have self-enhancement motive in a learning context so they are motivated to participate actively by EngageGram. This study provide useful implication in the research area of learning analytics.

• Proceedings of the KGS Conference
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• 2002.11a
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• pp.127-132
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• 2002

정보화시대의 도래와 함께 급변하는 정보의 홍수 속에서 학생들이 학교에서 학습해야 할 지식의 양은 방대해진 반면에 미래의 변화하는 상황에 유연하게 대처할 수 있는 다양한 능력을 지닌 인재들에 대한 수요는 더욱 높아지고 있다. 이에 따라 미래의 사회가 필요로 하는 인간상을 구현하기 위해 많은 양의 지식을 가르치는 암기와 훈련 위주의 전통적 교수-학습방법을 탈피하고 학습에 필요한 핵심적 요소를 체계적으로 구조화하여 학습자 스스로 사고하여 문제를 해결하는 능력과 창의적 사고를 배양시키는 교수-학습방법의 필요성이 부각되고 있다.(중략)

• Communications of Mathematical Education
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• v.19 no.1 s.21
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• pp.253-269
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• 2005

수학시간에 많은 학생들이 흥미를 갖고 능동적인 학습활동을 할 수 있도록, 실세계 상황의 과제가 제시된 소집단 협력학습, 토론활동 위주의 문제중심학습(PBL:Problem-Based Learning)을 고등학교의 수학교실에 적용한다. 이를 위하여 본고에서는 학습여건의 조성, 적합한 학습과제의 특성, 교사의 역할 등을 중심으로 살펴보고, 발전적인 PBL학습모형을 개발하여 교실 실제에 적용함으로써 고등학교 학생들의 정의적 영역의 태도 변화에 미치는 영향을 살펴보고자 한다.

• The Journal of Korean Association of Computer Education
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• v.12 no.5
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• pp.35-47
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• 2009

Just as noted in some studies related to U-learning based on the ubiquitous technology, it is required to reflect both factors of the environments and contexts of learners on the teaching and learning strategy. For this, the current paper suggests an inquiry learning method and a mobile learning support device for the inquiry learning. Since the inquiry learning is operating on the basis of the contents that learners themselves experience in the fields, it naturally leads them to position in the learning environments and contexts. In this study some curricula are adopted and transformed for the inquiry learning, and the developed mobile device for the learning has a guide function, so that learners might follow the inquiry learning process. In addition, it is possible to reuse the acquired learning data by storing them on a remote learning sever, which may support the inquiry learning of students. These system and device are applied in the teaching sites of schools and, consequently, it is found that in regard with the learning interest and academic performance of students there is an advanced result, being statistically significant.

• Journal of The Korean Association of Information Education
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• v.14 no.1
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• pp.99-110
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• 2010

In order to adapt learners' individual differences in learning ability, individual learning and level-learning have been recommended. However, instructing each student accordingly is not easy issue. In this paper, an online learning support system based on Keller's Personalized System of Instruction theory is developed. As a class-based system, it supports teachers and students to conveniently conduct frequent formative evaluations. It enables students to study at their own learning pace and to reach their learning goals. And it adopts point system and level system to induce self-directed participation. Our implementation results confirm teachers can conduct formative evaluations efficiently.

• Journal of The Korean Association of Information Education
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• v.12 no.1
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• pp.23-32
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• 2008

This study was designed to create a situational and procedural simulation of web-courseware which will enhance students' self-directed learning styles during the economics class in elementary schools. When teaching the students how to be wise consumers, it is important to provide them with various experiences that will lead them to make active and rational decisions. Actual experiences are, however, rather limited in reality which consequently result in learning economics only vicariously at school. The purpose of the study was, therefore, to develop a courseware which allows the student to have indirect experiences through computer simulations. The courseware will not only assist the student in making decisions and taking actions appropriately during the various situations given in the program, but also overcome the limitations of the classroom setting by using the procedural simulation.

• Journal of Elementary Mathematics Education in Korea
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• v.23 no.3
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• pp.273-288
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• 2019

This study focuses on understanding proportionality, in particular, what constitutes relational understanding of a:b=c:d, which is called proportional expression. The meanings of a:b=c:d are analyzed and some suggestions are offered for improving the teaching and learning of it. The equation a:b=c:d has three different meanings. First, it represents two different structures in one proportional situation. Second, it represents a common structure in two different proportional situations. Finally, it represents a number or a quantity underlying in different proportional situations. It is important to choose and use a unit flexibly to understand the first and the second meanings of a:b=c:d, Double strip diagram and double number line are useful to visualize the meanings of a:b=c:d. In addition, what a number or a quantity in the third meaning of a:b=c:d refers to in proportional situations should be emphasized in teaching and learning of a:b=c:d.

• Journal of Korea Game Society
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• v.6 no.4
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• pp.79-87
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• 2006

This paper proposes the design and implementation of engine to control characters by using machine teaming techniques. Because the proposed engine uses the context data in the rum time as the knowledge data, there is a merit which the player can not easily recognize the behavior pattern of the intelligent character. To do this, the paper proposes to develop the module which gathers and trains the context data and the module which tests to decide the optimal context control for the given context data. The developed engine is ported to FEAR and run with Quake2 and experimented far the correctness of the development and its efficiency. The experiments show that the developed engine is operated well and efficiently within the limited time.

• 한국정보교육학회:학술대회논문집
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• 2009.08a
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• pp.213-219
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• 2009

정보사회와 함께 무선 인터넷이 발달하고 모바일 기기를 이용해 많은 정보들이 교류되면서 교육분야에서도 모바일기기 및 첨단 매체들이 활용되고 있다. 본 논문의 목적은 자폐아동의 의사소통 기능을 향상시키기 위하여 여러 논문을 성찰하여 강화된 환경중심 언어중재 (Enhanced Milieu Teaching : EMT)를 활용하여 의사소통을 신장시킬 수 있는 모바일 프로그램을 설계하였다. EMT는 아동의 기능적 의사소통을 촉진하는 환경 조절 전략과 상호작용을 촉진하는 반응적 상호전략을 결합하여 중재하는 것으로서 본 시스템의 특징은 다음과 같다. 첫째, 학교생활에서 의미있게 반복될 수 있는 5가지 상황을 주제 내용으로 선정하여 의사소통 목표어와 상황의 유기적인 관련성을 갖고 의사소통 능력을 학습하고 효과를 높일 수 있도록 설계하였다. 둘째, 시간과 공간의 제약을 벗어날 수 있는 모바일 시스템을 활용하여 무한하게 반복할 수 있음으로써 의사소통 목표어의 일반화에 도달할 수 있는 시간을 절약할 수 있다. 셋째, 학습자의 수준에 따른 개별적, 수준별 STEP을 제공하며, 의미 있는 상황을 통해 의사소통 목표어를 학습하게 되므로 자폐성 아동의 자발적 의사소통에도 긍정적인 영향을 제공할 수 있다.