• Journal of Family Resource Management and Policy Review
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• v.14 no.4
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• pp.1-20
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• 2010

The purpose of this study is to provide fundamental information of the practice of coming-of-age ceremonies as a family event. In order to achieve the purpose of this study, research questionnaires were developed, and 321 mothers residing in Seoul, South Korea were selected as the research subjects. The study was conducted from April 15th, 2010 to June 25th, 2010. The collected data was analyzed using SPSS17 computer programs. The conclusions are as follows. 1. In the future, coming-of-age ceremonies will be necessary in family event. 2. Education for mothers (specifically for mothers under the age of 30) opposed to coming-of-age ceremonies is necessary. 3. The contents for the education of coming-of-age ceremonies must include ceremony processes, alcohol consumption etiquette, and sex education. 4. Coming-of-age ceremonies, as family events, will be desirable to have on the 19th birthday. 5. Education of coming-of age ceremonies must be done in schools or social educational institutions. The Healthy Family Support Center will especially be able to play a central role. 6. Education of coming-of-age ceremonies is necessary even from the popular media.

• Journal of Industrial Convergence
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• v.20 no.5
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• pp.83-92
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• 2022

As cases of social and ethical problems caused by artificial intelligence technology have occurred, artificial intelligence ethics are drawing attention along with social interest in the risks and side effects of artificial intelligence. Artificial intelligence ethics should not just be known and felt, but should be actionable and practiced. Therefore, this study proposes an artificial intelligence ethics education model to strengthen the practical ability of artificial intelligence ethics. The artificial intelligence ethics education model derived educational goals and problem-solving processes using artificial intelligence through existing research analysis, applied teaching and learning methods to strengthen practical skills, and compared and analyzed the existing artificial intelligence education model. The artificial intelligence ethics education model proposed in this paper aims to cultivate computing thinking skills and strengthen the practical ability of artificial intelligence ethics. To this end, the problem-solving process using artificial intelligence was presented in six stages, and artificial intelligence ethical factors reflecting the characteristics of artificial intelligence were derived and applied to the problem-solving process. In addition, it was designed to unconsciously check the ethical standards of artificial intelligence through preand post-evaluation of artificial intelligence ethics and apply learner-centered education and learning methods to make learners' ethical practices a habit. The artificial intelligence ethics education model developed through this study is expected to be artificial intelligence education that leads to practice by developing computing thinking skills.

• English Language & Literature Teaching
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• v.10 no.2
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• pp.133-158
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• 2004

The purpose of the present study was to scrutinize computer games that can motivate elementary school students through their interactive "edutainment" effects. The types of elements in computer games that students find interesting as learning media and their impact were studied. The current status of Korean computer games, issues related to learning English, and methods to stimulate the motivation and interest in learning by elementary school students were explored. A computer game model for efficiently teaching English to elementary school students through a connection between computer games and education was suggested. In this model, overall games were designed with the focus on the integration of curriculum and content subjects related to learning activities. For games not to be biased toward entertainment and to have systemized learning steps, the games are composed of an introduction, presentation, practice, production and evaluation, in that order. The model suggested by this plan and composition make it possible to approach learning efficiently with entertaining games based on a systematic learning curriculum. As shown above, developing the model of educational computer games can be seen as an opportunity, which can provide amusement and interests and a broad learning experience as an additional learning method.

• Journal of the Korea Society of Computer and Information
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• v.23 no.4
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• pp.175-182
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• 2018

In this paper, we propose a software education ecosystem model for activating software education donation. First, in order to investigate current software education donation status, we will conduct a survey on software education donors and analyze the results. 39.6% of the software education donors responded that they were introduced to software education donation activities through their affiliated companies, institutions, organizations. Therefore, it can be seen that the promotion of software education donation activities is the most effective by promoting through software companies, organizations, and organizations and using human networks. The subjects of software education donation activities were the highest at middle school students (73.9%), and the contents of software education donations were the highest at programming practice (63.3%). Donors' satisfaction with software education donation activities was 57.9%. The social support for SW education donors was in the order of software education contents support, activity cost support, equipment and network support, and place sponsorship. 87.4% of donors were willing to continue to donate to software education. The reason why they did not want to continue donating software education was 'lack of personal time' (65.4%). Therefore, it is necessary to develop appropriate social support and incentive system to overcome shortage of personal time in order to activate software education contribution. In order to promote sustainable software education donations, it is essential to establish a virtuous circle of software education donation ecosystem based on cooperation and solidarity with various organizations such as government, corporations, institutions, universities and civil society organizations.

• Journal of The Korean Association of Information Education
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• v.12 no.4
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• pp.375-384
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• 2008

Computer programming has educational effect on improving high-level thinking abilities. However, students initially have to spend too much effort in learning the basic grammar and the usage model of programming languages, which negatively affects their eagerness in learning. To remedy this problem, we propose to apply the Scratch to a Game Developing Programming Class; Scratch is an easy-to-learn and intuitive Educational Programming Language (EPL) that helps improving the Meta-cognition and Self-efficacy of middle school students. Also we used the Demonstration-Practice instruction model with self-questioning method for activating the Meta-cognition. In summary, a game developing programming class using Scratch was shown to significantly improve the Meta-cognition of middle school students. However it was shown to insignificantly improve the Self-efficacy of girl students group.

• Journal of The Korean Association of Information Education
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• v.20 no.2
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• pp.131-138
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• 2016

We have developed a UMC (Use-Modify-Create) strategy for the improvement of computational thinking in SW education. UMC model is an instructional strategy that students analyze examples of algorithms, modify-expand it and to develop new SW. First, we applied the UMC classes during 1 semester targeting pre-service teachers. To explore the effectiveness of the proposed model, we conducted a t-test for improving students' self-CT. Through a result, we found that is the UMC teaching-learning strategy helped the CT concepts and practice skills. In addition, we could see the Use and Create steps help to improve the ability of students' CT than directly teaching and Modify steps.

• Journal of the Korea Society of Computer and Information
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• v.21 no.9
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• pp.139-147
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• 2016

In recent, android application developments have been done widely that intensify smart phone utilization. In this paper, we propose a curriculum that undergraduate students can improve their mobile programming abilities as well as integrate experiences of application development based on android. And also a series of practices to advance their sense of accomplishment are added by offering an opportunity to carry out a real project to use a variety of sensors embedded in smart phone during the course of study. The project is composed of a series of modules for implementing a trekking App that helpful to people who enjoy spending time in outdoors through their favorite activities such as trekking, cycling, and climbing with their own smart phones. Through practical curriculum operation and project implementation, we show that the proposed curriculum is appropriate to a mobile programming education that combine learning and practice.

• The Mathematical Education
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• v.48 no.3
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• pp.213-234
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• 2009

College students have a diverse educational background with the recent multiplicity in university admissions standards and procedures. As a result, their mathematical preparation and performance varies widely. Teaching calculus to such a diverse student group is a demanding task. Differentiated curriculum has been conducted for the university calculus course in Yonsei university for the past five years. A case study on the differentiated curriculum in Yonsei university is presented for the curriculum improvement. With its ideal purpose, the differentiated curriculum has created issues and problems in practice. As an alternative to the ideal differentiated curriculum, this study shows that a computer-based approach using a numerical software could give aids to overcoming the difficulty of inadequately prepared students in the learning process while mathematically sophisticated students could keep interested in the course. This study also presents the useful topics in calculus that can be implemented for computer-based calculus education and provides guidelines for the effective usage.

• Journal of The Korean Association of Information Education
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• v.8 no.4
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• pp.501-510
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• 2004

The activation of the latest ICT(Information and Communication Technology)education has been putting more importance on the education of the application SW(software). By the way, the geometric progression of knowledge and the fast development of computer technology have continuously created new SW. Accordingly, the previous traditional SW learning paradigm runs into various problems. This study starts from the recognition of such problems. In this study, the SW adaptability is defined as the ability that learners can efficiently find and apply the suitable functions of SW to those problems in the problematic circumstances as well as promote retention and metastasis. With these premises, this paper makes an inquiry into the teaching-learning method. Besides, This paper explores the SW usability and the principles of UI(User Interface) design and deduces the SW learning strategy. Furthermore, it probes problems of the SW teaching-learning of the demonstration practice method and proposes the inquiring master for SW adaptability teaching-learning model.

• Journal of the Korea Society of Computer and Information
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• v.22 no.1
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• pp.123-134
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• 2017

The ability to use information technology has become increasingly important as technological advances continue to sweep through the computing world, and education for improving computational thinking has become globally instituted. In South Korea, informatics subjects have been modified in the 2015 curriculum and are now compulsory in primary and secondary education. However, despite substantial financial investment and numerous studies promoting informatics education, there continues to be a serious lack of pre-service teachers capable of teaching computational thinking. This study investigated pre-service teacher programming education using App Inventor, their perceptions of App Inventor, and how use of the program affected teacher problem-solving abilities and self-efficacy. In the pre-test, the control group and experimental group showed no statistically significant difference; however, the post-test revealed that the two groups showed statistically significant differences in problem-solving skills and self-efficacy. The participants initially showed interest in using App Inventor; however, after practice-teaching and project-based learning, the participants demonstrated a growing negativity toward the program when they made errors and the functional limits of App Inventor became apparent. Although most participants stated that they would not use App Inventor in their classes, the positive statistically significant differences in problem-solving skills and self-efficacy indicate that this study could be utilized as a basis for building a teaching-learning program using App Inventor and creating an educational plan for teaching computational thinking.