• Journal of Science Education
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• v.48 no.1
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• pp.15-30
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• 2024

This study aimed to analyze students' cognitive levels and the cognitive demands of mathematical concepts related to science to understand why students struggle to comprehend scientific concepts and tend to avoid learning them. Initially, the mathematics and science curricula of the 2015 revised curriculum were examined to extract learning elements related to mathematics within middle school science content. The Curriculum Analysis Taxonomy (CAT) was then employed to analyze the cognitive levels required by the learning content. In the domain of chemistry, among a total of 20 learning elements related to mathematics, 12 required an understanding at the level of initial formal manipulation (3A), while 3 necessitated comprehension at the level of later formal manipulation (3B). It was noted that cognitive logic types such as proportional reasoning, mathematical manipulation, and measurement skills were prominently employed in elements corresponding to both 3A and 3B. As for biology, out of 7 learning elements related to mathematics, 3 required an understanding at the level of initial formal manipulation (3A), and 2 necessitated comprehension at the level of later formal manipulation (3B). Elements corresponding to both 3A and 3B in biology predominantly involved correlational logic, indicating a somewhat different cognitive challenge compared to the domain of chemistry. Considering that the average percentage of middle school students capable of formal thinking, as analyzed through the GALT short form, was 12.1% for the first year, 16.6% for the second year, and 29.3% for the third year, it can be concluded that the cognitive demands of mathematics-related chemistry and biology learning content are relatively high compared to students' cognitive levels.

• Journal of The Korean Association For Science Education
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• v.18 no.4
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• pp.503-516
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• 1998

The purpose of the present study was to evaluate some variables, such as learner's cognitive characteristics and a training-program emphasized proportional logic, in proportional reasoning development. Seven hundred and ninety students in junior high schools were enrolled as subjects for the study which investigated learner's cognitive characteristics in proportional reasoning development and asked to perform tests of logical thinking, card sorting, planning, mental capacity, cognitive style, brain lateralization, information processing pattern and scientific reasoning. In addition, one hundred and thirty-three students who failed to solve proportional thinking items were administered a training program which has been applied to improve the subjects' proportional reasoning skills. The results showed a significant higher correlation between subjects' performance score on proportional thinking test, and their age and scores on scientific reasoning test, mental capacity, information processing test and perseveration errors on card sorting test. Also, the training program applied in this study showed an effective result in developing subjects' proportional reasoning skills. Further, this study may serve as a suggestion in the efforts to investigate factors of proportional thinking development and a contribution for the future research in other logical thinking development.

• Convergence Security Journal
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• v.5 no.1
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• pp.75-83
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• 2005

A purpose of the system proposed in this paper is to help learners pursue proactive and self-oriented education by allowing learners to proactively configure their own content, that is, learners no longer have to be restricted by prescribed sequence of lectures. In general, most LMSs cannot meet every individual's educational needs because they structure their programs by letting learners simply choose from a list of available lectures at prescribed level or difficulty. However the Self-Leading LMS eliminates such boundaries by allowing learners to choose contents and difficulty within the limit set by their own educational competence.

• Journal of the Korean School Mathematics Society
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• v.26 no.1
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• pp.21-47
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• 2023

This study examines the activity system of teaching and learning about informal statistical inference using sampling simulation, based on cultural-historical activity theory. The research explores what contradictions arise in the activity system and how the system changes as a result of these contradictions. The participants were 20 elementary school students in the 5th to 6th grades who received classes on informal statistical inference using sampling simulations. Thematic analysis was used to analyze the data. The findings show that a contradiction emerged between the rule and the object, as well as between the mediating artifact and the object. It was confirmed that visualization of empirical sampling distribution was introduced as a new artifact while resolving these contradictions. In addition, contradictions arose between the subject and the rule and between the rule and the mediating artifact. It was confirmed that an algorithm to calculate the mean of the sample means was introduced as a new rule while resolving these contradictions.

• 대한공업교육학회지
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• v.45 no.2
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• pp.131-158
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• 2020

The purpose of this study is to develop and apply an informal engineering education program for engineering education that is realized outside the framework of formal education. To this end, a non-format engineering education program was developed and rationalized, discussing participants' experience in participating in the program. The developed non-format engineering education program was applied to 90 high school learners interested in engineering in a one-night, two-day camp format, and the goal was confirmed through open surveys and in-depth interviews. The goal of the non-format engineering education program is to understand the importance of engineering and engineering design in real life and the principles of engineering design processes, and to use a variety of knowledge and tools to creatively solve engineering problems creatively. In addition, education programs were developed based on the fact that real-life examples allow engineers to understand what they do, design their own careers, and collaborate with colleagues to share various engineering issues and develop communication skills on engineering topics.

• Journal of The Korean Association For Science Education
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• v.35 no.4
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• pp.751-772
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• 2015

Valid and effective science education would require research-based decisions on multiple aspects of science education including policy decisions, science curriculum development, designing teaching resources and methods. However, this has not been the case. In order to provide a research base for science education practices and policy-making, this study reviewed research articles published in major science education research journals in South Korea in the last ten years. The analysis was focused on 8 areas including student conceptions, student thinking, inquiry, affective domain, student ideas about science, science curriculum, students' learning and classroom activity, and student learning in informal settings. General research trends found include: First, science education research conducted for the past decade focused on a certain limited topics/areas. Second, research participants were also limited to certain grade levels or types of students. Third, rather than examining developmental processes descriptive research was prevalent. Fourth, there was a lack of research on developing new areas of study or research on generation of new perspectives, theories or tools. Fifth, many studies were related to school science learning while relatively less studies were about other areas that would impact students' future. Based on the results, we suggest several implications for science curriculum development, policy development, science teaching and learning resources, and others.

• Journal of the Korean School Mathematics Society
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• v.15 no.4
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• pp.719-745
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• 2012

This research is a study on student's understanding fundamental conception of mathematical curriculum, especially in geometry domain. The goal of researching is to analyze student's wrong conception about that domain and get the mathematical teaching method. We developed various questions of descriptive assessment. Then we set up the term, procedure of research for the understanding student's knowledge of geometry. And we figured out the student's understanding extent through analysing questions of descriptive assessment in geometry. In this research, we concluded that most of students are having difficulty with defining the fundamental conception of mathematics, especially in geometry. Almost all the students defined the fundamental conceptions of mathematics obscurely and sometimes even missed indispensable properties. Prior to this study, we couldn't identify this problem. Here are some suggestions. First, take time to reflect on your previous mathematics method. And then compile some well-selected questions of descriptive assessment that tell us more about student's understanding in geometry.

• Communications of Mathematical Education
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• v.18 no.2 s.19
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• pp.371-382
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• 2004

Kamii는 피아제의 발생론적 인식론이란 이론을 모태로 수학을 지도해야 학습자가 수학을 이해를 바탕으로 학습할 수 있다는 믿음을 지니고 있다. 본고에서는 Kamii가 이런 신념을 갖고 실시한 수업을 녹화한 비디오 자료에 나타나는 특징을 분석하였다. 첫 번째 특징은, 교사가 가르쳐야 할 지식을 직접적으로 지도하지 않는 대신에 학습자가 스스로 지식을 구성할 수 있도록 매개자의 역할을 한다는 점이다. 두번째, 기저지식으로서 학습자의 비형식적 지식을 학습자가 적극적으로 활용할 수 있도록 허용하는 분위기이다. 세 번째, 두 번째와 관련되어서 학습자의 사고과정은 성인이나 학문적 체계에서 운용되고 있는 사고 흐름과는 다르다는 것을 인정해 준다. 네 번째, 교사의 역할이 가르쳐야 할 지식을 가르치는데(전수하는데) 있는 것이 아니라 학습자들이 생성해 낸 여물지 않은 아이디어들을 익힐 수 있도록 환경을 조성하는데 있다. 다섯 번째, 학습자마다 기저지식이 다르기 때문에 동일한 학습주제라 할지라도 이해의 폭과 깊이가 다르다. 따라서, 전체학급을 대상으로 하는 수업 중이라 할지라도 개별적 학습을 염두에 두어야 한다. 학생들의 수학적 이해력이 저하된다는 염려의 목소리가 높아지고 있다. 이는 학생들이 이해를 바탕으로 한 수업을 받아 보지 못하기 때문이며, 이런 원인은 아마도 교사 자신이 이해를 바탕으로 한 수업 경험이 간접적으로든 직접적으로든 없기 때문일 것이다. Kamii가 실시한 수업이 학생 스스로 수학을 학습할 수 있다는 구성주의 원리를 적용한 성공적인 사례이며, 이와 같은 방향으로의 교수법의 변화가 있기를 기대한다.

• Journal of KIISE:Software and Applications
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• v.27 no.10
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• pp.1062-1071
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• 2000

한국어의 기반 명사구, 즉 비재귀적인 단순 명사구를 인식하는 비통계적인 규칙 기반 학습 기법을 제안한다. 학습 말뭉치에 기반 명사구에 대한 초기 예측이 표시되어 있고 목표 말뭉치에는 올바른 기반 명사구가 태그(tag)의 형식으로 표시되어 있다면, 규칙 기반 학습은 먼저 인접한 주위 형태소들의 다양한 문법적 정보를 나타내는 규칙 템플릿을 이용하여 기반 명사구 태그를 수정하는 규칙 후보들을 생성해 내고, 이 후보들 가운데 학습 말뭉치를 목표 말뭉치에 가장 가깝게 변환하는 일련의 규칙들을 차례로 얻어낸다. 국어정보베이스의 15만 단어 규모의 트리 태그 부착 말뭉치를 이용한 실험 결과 386개의 변환 규칙을 얻었으며, 이를 이용하여 90% 이상의 높은 기반 명사구 인식 정확도를 얻을 수 있다.

• 한국정보교육학회:학술대회논문집
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• 2005.08a
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• pp.385-394
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• 2005

컴퓨터와 통신의 발달은 멀티미디어 개발 및 보급에 기여하였으며, 특히 인쇄매체를 대체하고 '전자'화된 전자교과서 시대를 열었다. 그리하여 그 동안 많은 전자교과서 모형 설계 및 개발이 이루어져 왔으며, 그 효과 또한 입증 된 바 있다. 따라서 본 논문에서는 전자교과서의 이점을 살려 초등학교 특별활동 의식행사 활성화에 기여하고자 한다. 현행 초등학교에서 특별활동 일환으로 실시되고 있는 의식행사는 '교과교육 외의 활동'으로 취급 되어 지면서, 교과서 없이 지도서만 가지고 형식적이고 한시적인 내부계획에 따라 진행 되었다. 이에 초등학교 특별활동 의식행사 전자교과서 모형 개발을 제안한다. 이 모형은 학습자로 하여금 다양한 멀티미디어 자료 학습을 통해 흥미와 관심을 갖고 의식행사에 참여할 수 있게 설계 하였으며, 기존의 전자교과서 기능에서 전자노트 기능을 추가하였다. 또한 교수자 측면에서는 전자교과서를 쉽고 간단하게 학습에 적용시킬 수 있도록, 학습모형에 기반 하여 설계함은 물론, 학습자료 구성하기 및 훈화자료 만들기 시스템을 통해 전자교과서의 활용 폭을 넓혔다.