• Journal of the Korean Chemical Society
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• v.51 no.3
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• pp.279-286
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• 2007

In this study, we investigated the influences of cognitive conflict and situational interest induced by a discrepant event and an alternative hypothesis, attention and state learning strategies on conceptual change. A preconception test was administered to 486 seventh graders. They also completed the questionnaires of cognitive response and situational interest to a discrepant event before/after presenting an alternative hypothesis. After learning the concept of density with a CAI program as conceptual change intervention, the tests of attention, state learning strategies, and conceptual understanding were administered as posttests. Analyses of the results for 197 students having misconceptions about density revealed that post-cognitive conflict was significantly higher than pre-cognitive conflict. However, there was no statistically significant difference between the test scores of pre-situational interest and post-situational interest. Pre-cognitive conflict only exerted a direct effect on post-cognitive conflict, while post-cognitive conflict exerted a direct effect and Journal of the Korean Chemical Society an indirect effect via attention on conceptual understanding. Both pre- and post-situational interests were found to influence on conceptual understanding via attention. Attention had influences positively on deep learning strategy and negatively on surface learning strategy. There was a relatively small effect of state learning strategies on conceptual understanding.

• Journal of the Korean earth science society
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• v.27 no.3
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• pp.260-268
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• 2006

Students' affective attitude not only influences their achievement in a meaningful way but is also an important educational goal in its own right. This research investigated how students' interest in science varies among elementary, middle, and high-school students based on surveys and reviews of previous research results. We analyzed students learning attitude in terms of (1) interest in and enjoyment of science, (2) instrumental motivation in science, (3) science learning anxiety, and (4) self-concept in science. Major findings are that students showed more negative attitudes in intrinsic motivation, instrumental motivation, value perception of science, and confidence in science as they move in to a higher school level. According to the students' explanation, science classes get boring in higher grades because of difficult contents, lack of experiments and activities, and the teachers' monotonous explanations. Based on the results, recommendations on how to improve students' attitudes towards science are suggested. First of all, we need to secure more science instructional hours in the school curriculum than the 7th national curriculum to implement improved science teaching and learning methods.

• The Mathematical Education
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• v.58 no.3
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• pp.337-346
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• 2019

The purpose of this paper is to investigate the differences of the mathematics anxiety and mathematical achievement of high school students according to gender and grade, and to find out which mathematics anxiety causes have more influence on mathematical achievement and how much it is. The subjects of this study consist of 459 students selected for a class of unit, in high schools located in Seoul, Korea. Huh(1996)'s Mathematics Anxiety Scale was used. The collected data were analyzed by using the 24.0 SPSS program. The data were also tested by using the t-test, correlation and multiple regression. The major results of this study were as follows: Firstly, there was no difference in mathematics score according to gender, but mathematics anxiety was higher in girl students. Mathematics score and mathematics anxiety have significantly related each other. Boy students' mathematics scores were significantly explained by interest, Mathematical Achievement factor, and mathematical confidence factor. For girl students, mathematics achievement factor, interest were the significant predictors. Secondly, mathematical anxiety and mathematics scores were correlated in the first and third grades, and the variables that predict mathematics scores significantly in all grades were interest.

• The Journal of the Convergence on Culture Technology
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• v.8 no.6
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• pp.911-919
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• 2022

In this paper, we analyzed to find out the effects of phonological awareness game using teacher assisted robot on 5-year-old children's reading ability and reading interest. A total of 30 5-year-old children were equally divided into two groups: the experimental group and the control group. The experimental group conducted a total of 16 game activities using an educational robot twice a week for three weeks, the control group conducted the same 16 game activities without the robot during the same period. The results are as follows. Firstly, the experimental group was better in reading ability than that of the control group, especially total scores, word meaning, omission, and replacement. Secondly, the experimental group showed more interest in reading than the control group. From these findings, it can be suggested that phonological awareness games using the educational robot lay foundation to developing and enhancing on 5-year-old children's reading abilities and interest in reading.

• 한국HCI학회:학술대회논문집
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• 2009.02a
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• pp.508-511
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• 2009

In Interactive Storytelling, storyline is developed according to the user's interaction. Diffrerent from linear, fixed storytelling, users may select an event or make decisions which affect on the story plotting. Therefore user's feeling of immersion and interest may be greatly enhanced. In this paper, we used markers and multi-touch pad for user's interaction for interactive storytelling. Users could present his/her level of interest and provide feedback through markers and multi-touch pad, through which storyline was differently developed.

• Proceedings of the Korea Multimedia Society Conference
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• 2003.11b
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• pp.864-867
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• 2003

e-러닝이 세간의 관심을 모으는 이유는 교육의 패러다임이 바뀔 수 있다는 점이다. 교육은 모든 분야에 필수적이고, 교육 방식이 바뀐다는 의미는 새로운 시장이 만들어진다는 것이다. 하지만 온라인 교육이 가질 수 있는 장점들을 제대로 활용하지 못한다면 새로운 시장이 만들어진다 하더라도 쉽게 시들어 갈 것이며, 최근에 나와 있는 e-learning과 관련된 사이트들을 보더라도 전자상거래나 쇼핑몰 혹은 검색, 포털 사이트처럼 빠르게 성장할 수 없다 우리는 학창 시절에 어떠한 친구를 만나느냐, 혹은 어떠한 짝꿍을 만나느냐에 따라서 본인의 학습 성취도는 매우 다르다는 것을 경험해 보았을 것이다. 이에 본 논문에서는 학습자들에게 보다 쉽게 짝 찾는 방법과 짝 짓는 방법을 제공하여 학습자들간의 상호협력을 이루어 문제해결 능력과 새로운 지식을 만들어 갈 수 있도록 하였으며, 짝 프로그래밍을 통해서 학습자는 최적의 짝꿍을 만나 지속적인 상호작용으로 흥미와 집중을 유지하여 적극적이고 완전한 학습이 이루어질 수 있도록 하였다. 끝으로 본 연구가 웹 상의 학습자들에게 서로간의 대화를 통해 에러의 원인을 효과적으로 찾아 바로 잡을 수 있는 짝 프로그래밍을 제공했다는 점에서 새로운 학습 시스템의 개발방법을 제시했다고 결론지을 수 있다.

• Proceedings of the Korean Information Science Society Conference
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• 2005.11b
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• pp.811-813
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• 2005

최근 아동들이 흥미와 이해, 창의적인 교육을 위한 도구로 게임을 주목하고 있다. 그러나 기존의 아동용 게임은 키보드와 마우스 같은 한정된 입력 장치를 사용하고 있어 아동들이 보다 편리하고 용이하게 게임을 즐길 수 있는 인터페이스의 개발이 요구된다. 본 논문에서는 기존의 입력 장치를 손동작을 이용한 실감형 인터페이스로 대치하는 아동용 게임설계를 제안한다. 카메라를 통해 들어온 동영상에서 손동작을 인식 및 추적하고 추적된 손동작의 의미를 기존 입력 장치의 입력 값으로 변경하여 게임의 입력 값으로 전달한다. 본 논문에서는 제안된 손동작 인터페이스를 아동용 게임에 적용시킴으로써 그 효용성을 증명한다.

• Communications of Mathematical Education
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• v.27 no.3
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• pp.249-266
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• 2013

The purpose of this research is to investigate the principles for the development of mathematics textbook based on storytelling through literature review, textbook development, and classroom implementation. Mathematics textbook based on storytelling has been developed to help students learn mathematics interesting and meaningful. The principle for the development principles include as the principle of context, process-oriented, communication, and diversity. The developed mathematics textbooks was implemented in high school mathematics classes in order to investigate the effectiveness of the textbooks. We analyzed the data collected by the survey and the interview to find that the mathematics textbook based on storytelling had positive effect on teaching and learning of mathematics. We discussed the implication for the future development and implementation of mathematics textbook based on storytelling.

• The Journal of the Convergence on Culture Technology
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• v.5 no.3
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• pp.165-170
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• 2019

This study examined the meaning of employees' university-graduate school experiences for job conversion. For it, date was collected and analyzed by in-depth interview for 7 employees with university-graduate school experiences from Jun. to Doc. 2018. As a result, 3 great ranges and 8 sub-factors of the meaning of employees' university-graduate school experience for job conversion. were drawn. First is the change of value changing new view and recognition. Second is confidence improvement, motivation, and psychological change recovering interests and aptitudes. Third is changes of actual life that obtain pleasure of leaning, formation of personal network, and family supports. From the above results, employees' university-graduate school experience may let them challenge new works with confidence and be analyzed as appearance of identity finding the work suitable for their aptitude and living a subjective life.

• Journal of The Korean Association For Science Education
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• v.35 no.4
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• pp.549-555
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• 2015

In this study, we investigated the influences of Integrated Science on the views of 10th graders with regards to the nature of science (NOS), STS, interest in science, and science aspiration, in order to explore the effects of Integrated Science developed under the 2009 Revised National Curriculum. Participants in this study were 214 10th graders in Seoul. The survey was administered at the beginning and at the end of the Integrated Science course. The analyses of the results revealed that there was no statistically significant difference in the scores of the pre-test and post-test on the NOS survey. However, the post-test scores of the tentativeness of scientific knowledge and the use of imagination, which are the sub-constructs of the NOS, were found to be significantly lower than the pre-test scores. There were no statistically significant differences in the frequencies of the responses to each item of the STS survey. The pre-test and post-test scores of the interest in science and the science aspiration were also not significantly different. The results indicated that Integrated Science did not have any impact on students' views on NOS, STS, interest in science, and science aspiration. Educational implications of these findings are discussed.