• Journal of the Korean Society for information Management
• /
• v.25 no.4
• /
• pp.347-361
• /
• 2008

This study is to present cooperative instructional concept framework for the library-based instruction of teacher-librarians, based on 'Information and the Library' curriculum and instructional design procedure. The development of cooperative instructional units has been initiated in the school libraries, but the research based on instructional theories, including instructional design, is lacking. In this aspect, instructional theories and methodologies for the cooperative instruction of teacher-librarians are important. The cooperative instructional units for teacher-librarians should be developed by 'Information and the Library' curriculum and instructional design procedures. The objectives of the curriculum emphasize information use process based on information task. This study is to present cooperative instructional concept framework, and to help teacher-librarians develop specific cooperative instructional units based on the framework.

• The Journal of Korean Institute for Practical Engineering Education
• /
• v.2 no.1
• /
• pp.64-70
• /
• 2010

The purpose of this study is to understand students' use intentions of Web Based Collaborative Learning (WBCL) system. To meet this purpose, we developed a research model based on the Decomposed TPB. This model contains 5 influencing factors: Explicit social influence(EXSI) and Implicit social influence(IMSI), Perceived Usefulness (PU), Perceived easy of use(PEOU), Perceived Playfulness(PP). Data was collected 254 university students from two different institutions. Also, the analysis is conducted to do the hypothesis testing by using PLS 3.0. The result shows that influence factors except PEOU have a important and significant impact on user Behavior Intention(BI). Using WBCL system and learning tool, team leader(that is referent) and members can be a good interaction. For these same reasons, We found that especialy Explicit social influence(EXSI) and Implicit social influence(IMSI) are special influence factors in reference group.

• Communications of Mathematical Education
• /
• v.21 no.4
• /
• pp.575-596
• /
• 2007

This study investigates preservice teachers' development of subject-matter knowledge and pedagogical content knowledge in teaching function concept. This development takes place in the pedagogical mathematics courses in which the theory of constructivism and cooperative learning theory are aligned. Pre and post courses test were administered to examine the development and the follow-up interviews were conducted to gain more details. Analysis of the written questionnaire results and interview transcripts reveal that their limited concept image can be extended and developed in depth through pedagogical mathematics courses that apply reformed teaching methods.

• Journal of Korean Library and Information Science Society
• /
• v.32 no.2
• /
• pp.165-185
• /
• 2001

This study measured whether web-based library user education represent web-based instruction theories in education. 9 criteria used were course-related instruction, collaborative learning, evaluation of tutorials, education of information retrieval, contents tables, multimedia interaction between users and librarians, navigational aids, variation of menus. The result showed that both contents and design of web sites were important for good web-based library user education.

• Korean Journal of Heritage: History & Science
• /
• v.56 no.4
• /
• pp.248-267
• /
• 2023

Cultural heritage teaching and learning, which uses cultural heritage as educational content, has not been sufficiently analyzed and studied based on clear educational theories so far. Among educational theories, constructivism is a theory in which learning is a process of constructing learning contents determined by learners' individual experiences and interests, and the result is evaluated as a confirmation of whether or not they have the ability to carry out the process. Cultural heritage is a lively and interesting social and cultural product, and it is an educational content that has sufficient educational function and meaning for a textbook. It is considered to be a very meaningful study to apply the constructivist educational theory to the educational contents of cultural heritage with these characteristics. Based on this awareness of the problem, this study examined the characteristics and principles of constructivist teaching and learning, the characteristics of cultural heritage, and the principles of constructivist teaching and learning on a theoretical basis. In addition, from the perspective of constructivism, the current cultural heritage teaching and learning was analyzed and problems were derived. Based on this, the direction of cultural heritage teaching and learning is that the cultural heritage teaching and learning process should be learner-centered, the teaching and learning principle should be cognitive conflict, the teaching and learning content should be in the form of task solving, and teaching and learning activities should be cooperative. presented. In addition, an example of a program was presented to specifically show the actual state of teaching and learning of cultural assets from the perspective of constructivism. Cultural heritage teaching and learning research from the perspective of constructivism will be an opportunity to discover new meanings of cultural heritage that we have not yet found, and it will also serve as an opportunity to present and establish the direction of cultural heritage teaching and learning, which has been barren until now.

• 대한공업교육학회지
• /
• v.32 no.1
• /
• pp.33-54
• /
• 2007

The purpose of this study was to verify the effects of cooperative learning on academic achievement of the maintenance of intake and exhaust stroke education in the technical high school. The following null hypotheses were stated and utilized for the purpose of the study. (1) Taxonomy of educational objectives(cognitive, affective and psychomotor domain) and (2) the level of entering behavior To verify the hypotheses of the study, 2 parts(17 students in each part) of the second grades from technical high school were selected. The data were collected and interpreted statistically by t-test using SPSS(ver. 10) at the .05 level of significance. The result of this study were as follows; First, learning together cooperative learning had little effect on the academic achievement in the cognitive domain but the affective and psychomotor domain were more effective than the traditional teaching method on the taxonomy of educational objectives. Second, learning together cooperative learning was effective on the academic achievements of lower and higher ability group of students, while wasn't effective on middle ability group in the level of entering behavior.

• Proceedings of the Korean Institute of Intelligent Systems Conference
• /
• 1998.03a
• /
• pp.85-88
• /
• 1998

진화이론은 생명체들간의 투쟁과 적자생존의 원칙에 근거를 두고 있다. 그 중 협동으로의 진화는 공생이나 기생관계에 있는 생물들에서 발견되어 사화학, 생물학, 경제학 등의 분야에서 계속적인 관심의 대항이 되어 왔다. 특히 생명체들간에 존재하는 끊임없는 경쟁과 협동의 관계를 시뮬레이션하는 죄수의 딜레마 게임은 지금까지 많은 연구가 진행되어왔다. 죄수의 딜레마 게임이 시작된 근거는 협동으로의 진화에 관한 연구에서 시작되었다고 볼 수 있다. 대부분의 연구가 2명이 하는 죄수의 딜레마 반복게임인 2IPD에 집중되어 있는데 2IPD는 실제 세계에 적용시키는데 한계가 있기 때문에 보다 실세계에 가까운 형태를 모델링하는 N명 죄수의 딜레마 반복 게임(NIPD)에 관한 연구가 진행되고 있다. 이 논문에서는 진화 알고리즘을 이용하여 NIPD게임에서 게임자의 수와 협동으로의 진화와의 관계, 즉 죄수의 수가 증가함에 따라 협동의 정도는 어떻게 나타나는 가에 대해 고찰한다. 여러차례의 반복 시뮬레이션 결과 게임자의 수가 적을때는 대부분이 협동으로 진화하나 게임자의 수가 증가할수록 협동으로의 진화가 어렵다는 사실을 확인할 수 있었다.

• 한국정보교육학회:학술대회논문집
• /
• 2006.01a
• /
• pp.107-112
• /
• 2006

본 연구는 인지적 학습효과가 높아지고 자아 존중감과 협동심을 키울 수 있는 JigsawIII모형을 ICT 소양교육에 적용하는 방안에 대한 연구이다. JigsawIII를 토대로 ICT 소양교육의 이론과 기능분야를 학습하도록 학습환경과 학습절차를 구성하고 실제 현장에 적용하여 실험집단에 JigsawIII 모형을 실시하고, 통제집단에 전통학습방법을 실시하였다. 연구의 결과 이론 학습에서는 실험집단과 통제집단의 학습효과가 비슷하였으나, 기능학습에서는 JigsawIII를 적용한 실험집단이 평균점수의 검증결과가 더 높게 나타났으며, 통계적으로도 p<.05 수준에서 유의미한 것으로 나타났다. ICT 소양교육이 실생활에서 응용할 수 있는 ICT 지식을 익히고 능동적으로 활용하도록 하는 것에 그 목적이 있으므로 JigsawIII모형 ICT 교육에 활용한다면 긍정적인 교육적 효과를 이루어낼 수 있을 것이다.

• The Journal of Korean Association of Computer Education
• /
• v.4 no.2
• /
• pp.97-103
• /
• 2001

We developed a Web courseware using multimedia based on STS(Science-Technology-Society) and constructivism on fossil of fourth grade natural science in Primary school, which is recognized to be hard to simulate and watch the phenomena in real life. At present, there are several researches manifesting the effectiveness of the theory with off-line instructional materials. However, there are few results which demonstrate its ability on the Web. The main objective of the paper is to apply the STS theory on a Web courseware and to observe its efficacy. The Web courseware based on the theory allows students to observe and experiment in the Web environment and to have diverse experiences and thoughts through communication via Web. The paper shows that Web courseware based on STS theory can improve its effectiveness in a collaborative learning environment by providing Web facilities such as E-mail, Web search, information sharing, chatting, and so on.

• Journal of The Korean Association of Information Education
• /
• v.9 no.3
• /
• pp.407-416
• /
• 2005

Considering teaching methods for computer education is a must for effectively instructing students of knowledge and skills on computers. In this paper, we adopts STAD Cooperative Learning method, among many others, in order to reduce any burden teachers and learners may have. As a result, it finds out that practical training based on STAD Cooperative Learning is very effective in enhancing students' abilities for ICT data collection and manipulation. The teaching model driven out as a result of this study, will be a good example for teaching models in many computer-related departments. In the future, more studies on teaching models will have to take place for more effective teaching of computer courses.