• Journal of Korean Society of Forest Science
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• v.110 no.2
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• pp.266-279
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• 2021

This study applied the e-PBL (e-Project-based learning) method for "Urban Forest Management" courses in the Department of Forest Science at S University to progress in university forest education. e-PBL effectively motivates self-directed learning, problem-solving, communication skills, and learners' responsibility by enabling them to choose, design, and perform their projects. Due to the COVID-19 pandemic in 2020, learners were encouraged to use online media to carry out projects and submit presentations for the campus forest. Learners' educational effects were subsequently investigated through a five-point Likert scale. This study discovered a positive effect on learners' motivation and interest (4.17) through e-PBL. Learners responded that e-PBL also helped their understanding regarding the subject (4.17). In addition, this study provided evidence that the e-PBL method was helpful in problem-solving (4.25), communication (4.33), and decision-making skills (4.21). According to learners' responses, there are positive indications that learners were satisfied with e-PBL. Learners responded that interactions and communications with team members could improve their understanding of the subject. Hence, there is scope for improving an efficient and successful e-PBL model suitable for university forest education by providing more efficient instructional time management, e-PBL method guidelines, and institutional support.

• Journal of Korean Elementary Science Education
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• v.42 no.1
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• pp.17-33
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• 2023

This study examined inservice elementary teachers' thoughts on the development of educational apps by preservice elementary teachers and implications for TPACK education for preservice elementary teachers. A case study was conducted in which preservice elementary teachers developed a science education app, and the three teachers were surveyed for their thoughts regarding this. The results regarding the characteristics of the developed app by preservice teachers were as follows. First, "inquiry" had the highest value among educational goals intended by the preservice teachers. In addition, the scores for tool-type apps and apps in which interaction between learners and instructors occurs were relatively high. Second, most of the preservice teachers developed apps to meet curriculum goals, but their apps showed low-level characteristics in terms of the constructive and cooperative dimensions. The results of the analysis of the thinking of elementary school teachers regarding the education development apps are as follows. First, elementary school teachers assigned the lowest scores to the effectiveness of the apps, and to this problem, the achievement standard with respect to the curriculum and the evaluation and modification activities fir the apps were proposed. Second, the teachers indicated that it would be appropriate to provide the experience of making apps to directly improve the TPACK of preservice teachers. Third, the respondents thought that preservice teachers should develop block coding literacy to create apps using App Inventor. Fourth, the teachers considered it necessary to emphasize simulated instructions, as well as the experience of collecting and handling data through apps to improve preservice teachers' TPACK app development for educational use.

• Journal of the Korea Convergence Society
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• v.13 no.1
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• pp.89-99
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• 2022

Due to COVID-19, non-face-to-face cultures such as remote classes, remote work, and tele-medicine are spreading. The major contributors to the settlement of such a non-face-to-face society are small and medium SW companies and SW manpower. However, recently as large platform companies and foreign big tech companies hire thousands of SW manpower, SW small and medium-sized companies are experiencing a serious manpower shortage. Therefore, the purpose of this study is to suggest policy alternatives for SMEs to stably secure SW manpower and support continuous business operation. To achieve this purpose, this study examines the current status of the SW industry and manpower, then summarizes related issues and suggests policy alternatives to solve these issues. Those policies include the reinforcement of incentives to support manpower retention such as the Naeil Chaeum deduction system, youth housing union composition, special military service system, recruitment of manpower through the contract semester system of employment conditions, reinforcement of customized education through supplementation of the SW manpower training voucher system, SW field skill standardization, establishment of a governance system for nurturing SW manpower, preparation of countermeasures against the outflow of manpower to large companies, and a win-win cooperation program for large and SME SW manpower.

• 재활복지
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• v.15 no.4
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• pp.351-375
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• 2011

The purpose of this study is to research the actual condition of on-line and off-line computer education in order to create more opportunities for the possibility of effective learning and u-Learning - based IT vocational education development of persons with hearing impairments. To carry out this study, we had a preliminary education of this study for a sign language interpreters who had working in a association of the deaf in Daegu, and had conducted a survey study participating for 100 persons with hearing impairments living in Daegu-Kyungbook Region. The results of this study were as follows: First, during on-line and offline education environment for persons with hearing impairments, factors such as teaching methods and contents, screen organization, learning effects, offering lecture material and subtitle, subtitle and sign language video of position and size, offering computer instructor who have a sign language interpreter with IT mentoring, on-line educational user environment setting must be considered factors for u-Learning - based IT vocational education development. Second, 74% of the subjects showed their interest in taking a course, after u-Learning contents are developed for persons with hearing impairments. Third, the subjects preferred IT device was a tablet PCs and IT certification related courses as their IT vocational education curriculum. Also, to link between professional training and job opportunity, subjects will need a IT vocational education courses such as computer intermediate and advanced levels.

• Journal of the Korean Chemical Society
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• v.68 no.2
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• pp.93-106
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• 2024

This study investigated differences in presence, immersion, and situational interest in small group learning using augmented reality, based on the degree of tool sharing. 84 eighth-grade students participated in small groups of four. Each group was randomly assigned to one of three environments based on marker and device sharing: the shared environment (shared marker and device usage), the mixed environment (shared marker and individual device usage), and the individual environment (individual marker and device usage). Small group learning using augmented reality was conducted for three class periods, focusing on the "Characteristics of Matter" unit. One-way ANOVA results for the dependent variables revealed that, compared to the shared environment, presence and situational interest were significantly higher in the mixed environment, while immersion and situational interest were significantly higher in the individual environment. MANOVA results for the sub-components of each dependent variable showed significant differences in realness for presence, antecedents and experiences for immersion, and instant enjoyment, novelty, and total interest for situational interest. Analysis of interviews and classroom observations indicated that students in shared and individual environments tended to use their devices individually when utilizing augmented reality. However, in mixed environments, students showed a tendency to use their devices collaboratively, leading to more active interactions. Based on these findings, environments for using tools to enhance the effectiveness of small group learning using augmented reality are discussed.

• Journal of Korean Elementary Science Education
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• v.43 no.2
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• pp.233-251
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• 2024

Meaningful learning occurs through an active process of engaging with the content in a lively interaction between teacher and student. In this study, we explored teachers' learning, challenges, and changes as they learned and practiced responsive teaching (RT), a practice that supports students to put their ideas at the center of their lessons. As a result, we found that teachers initially embraced RT from different perspectives and struggled to implement it in ways they understood. We then explored RT more deeply by focusing on the case of a teacher who was teaching science herself, and found that her experience was both rewarding and confusing. However, by the end of the learning process, the teachers were able to define RT in their own ways, which strengthened their commitment to implementing RT in elementary science education. Based on this teacher learning process, it was suggested that teachers should be viewed as curriculum experts, that they should learn and explore collaboratively through a community of teachers, and that they should be researchers who continue to explore various practices in the field.

• The Journal of the Convergence on Culture Technology
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• v.10 no.1
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• pp.51-60
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• 2024

The purpose of this study is to explore the meaning of the 2018 'Comprehensive Plan for the Vitalization of Democratic Citizenship Education' centered on the '2022 Revised Curriculum General Discussion'. Research Results First, in the case of strengthening democratic citizenship education in schools, one of the main tasks in the general discussion of the 2022 revised curriculum emphasizes democratic citizenship education to cultivate citizenship. are doing Second, in the case of teacher professionalism enhancement and support for educational activities, development of teaching and learning materials and reinforcement of teacher training are promoted in the 2022 revised curriculum summary. Third, in the case of creating a democratic school culture, the 2022 revised curriculum outline guarantees student safety and learning rights through remodeling or remodeling old schools to restructure learning spaces and realize a digital-based learning environment. Fourth, in the case of revitalization of student autonomy, in the general discussion of the 2022 revised curriculum, the autonomy of the school curriculum considering the needs of students and school conditions is expanded, and classes centered on participatory experiences and self-government activities are strengthened. Fifth, in the case of establishing a democratic citizenship education support system, the 2022 revised curriculum outline establishes a mutual cooperation system that respects the roles and expertise of various educational subjects and a mutual cooperation system between the local community and the educational community.

• Journal of the Korean Society of Earth Science Education
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• v.10 no.2
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• pp.140-160
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• 2017

The purpose of this study was to develop computational thinking (CT) analysis tool that can be used to analyze CT practices; first, by defining what CT practices are, and then, by identifying which components of CT are reflected in STEAM classes. Exploring various kinds of CT practices, which can be identified while applying the proposed CT analysis tool for exemplary STEAM classes, is another goal of this study. Firstly, to answer the question of "What is CT in science education" and thereby to develop the proposed CT practice analysis tool, three types of published documents about CT definition as the main data in this study have been considered. In the first "analysis tool development" part of this study, the following five elements have been identified as the main components of CT analysis tool as follows; (1) connecting open problems with computing, (2) using tools or computers to develop computing artifact, (3) abstraction process, (4) analyzing and evaluating computing process and artifact, and (5) communicating and cooperating. Based on the understandings that there is a consistent flow among the five components due to their interactions, a flow chart of CT practice has also been developed. In the second part of this study, which is an implementation study, the proposed CT practice analysis tool has been applied in one exemplary STEAM program. To select the candidate STEAM program, four selection criteria have been identified. Then, the proposed CT practice analysis tool has been applied for the selected STEAM program to determine the degree of CT practice reflected in the program and furthermore, to suggest a way of improving the proposed CT analysis tool if it shows some weak points. Through the findings of this study, we suggest that the actual definition of computational thinking will be helpful to converge Technology and Engineering to STEAM education and a strong complement to reinforce STEAM education.

• Journal of Gifted/Talented Education
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• v.22 no.3
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• pp.575-596
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• 2012

Students' perception on a science program for gifted was investigated. The whole program was designed in consistency and integrity based on the Autonomous Learner Model suggested by Betts & Kercher(1999). 7th, 8th and 9th grade students were enrolled in this program, offered by G Education Institute for Gifted(GEI) located in Seoul. A survey was done to ask students' perception regarding the effect of the program. The survey consisted of statements about the expected effects of the program and students were asked if they agreed with the statements. Most students strongly agreed that GEI's program has positive effects. Students replied that they learned useful and interesting science contents, enjoyed meaningful experience of cooperating with members in small groups, and were challenged by the inquiry tasks. They recognized that they were being trained to become autonomous learners. They also said that their choices and decisions were respected, which resulted in positive effects on their ability to negotiate or to inquire actively. These implies that Autonomous Learner Model had been successfully applied. Although it was not clear autonomy of students was fully grown, the possibility of becoming an autonomous learner was evident. Satisfaction level is higher for the older students, implying that the integrity in the program gave accumulating effect. Students response showed that three sub-programs of GEI, the classes of each subject, conference at the end of the year and autonomous learner training played equally important role for students to learn the process of scientific inquiry and autonomous learning. This was a positive sign that the strategies for scientific inquiry and autonomous learning were embedded and integrated deeply in the program. The results of current research suggests that the integrity of a program based on a specific education model for the gifted could provide better education environment for the gifted students.

• Korean Journal of Agricultural and Forest Meteorology
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• v.15 no.2
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• pp.109-117
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• 2013

The Global Framework on Climate Services (GFCS) will guide the development of climate services that link science-based climate information and predictions with climate-risk management and adaptation to climate change. GFCS structure is made up of 5 pillars; Observations/Monitoring (OBS), Research/ Modeling/ Prediction (RES), Climate Services Information System (CSIS) and User Interface Platform (UIP) which are all supplemented with Capacity Development (CD). Corresponding to each GFCS pillar, the Commission for Agricultural Meteorology (CAgM) has been proposing "Global Initiatives in AgroMeteorology" (GIAM) in order to facilitate GFCS implementation scheme from the perspective of AgroMeteorology - Global AgroMeteorological Outlook System (GAMOS) for OBS, Global AgroMeteorological Pilot Projects (GAMPP) for RES, Global Federation of AgroMeteorological Society (GFAMS) for UIP/RES, WAMIS next phase for CSIS/UIP, and Global Centers of Research and Excellence in AgroMeteorology (GCREAM) for CD, through which next generation experts will be brought up as virtuous cycle for human resource procurements. The World AgroMeteorological Information Service (WAMIS) is a dedicated web server in which agrometeorological bulletins and advisories from members are placed. CAgM is about to extend its service into a Grid portal to share computer resources, information and human resources with user communities as a part of GFCS. To facilitate ICT resources sharing, a specialized or dedicated Data Center or Production Center (DCPC) of WMO Information System for WAMIS is under implementation by Korea Meteorological Administration. CAgM will provide land surface information to support LDAS (Land Data Assimilation System) of next generation Earth System as an information provider. The International Society for Agricultural Meteorology (INSAM) is an Internet market place for agrometeorologists. In an effort to strengthen INSAM as UIP for research community in AgroMeteorology, it was proposed by CAgM to establish Global Federation of AgroMeteorological Society (GFAMS). CAgM will try to encourage the next generation agrometeorological experts through Global Center of Excellence in Research and Education in AgroMeteorology (GCREAM) including graduate programmes under the framework of GENRI as a governing hub of Global Initiatives in AgroMeteorology (GIAM of CAgM). It would be coordinated under the framework of GENRI as a governing hub for all global initiatives such as GFAMS, GAMPP, GAPON including WAMIS II, primarily targeting on GFCS implementations.