• 한국수학교육학회지시리즈A:수학교육
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• 제57권4호
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• pp.371-391
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• 2018

The purpose of this study is to analyze manifestation examples and effects of group creativity in mathematical modeling and to discuss teaching and learning methods for group creativity. The following two points were examined from the theoretical background. First, we examined the possibility of group activity in mathematical modeling. Second, we examined the meaning and characteristics of group creativity. Six students in the second grade of high school participated in this study in two groups of three each. Mathematical modeling task was "What are your own strategies to prevent or cope with blackouts?". Unit of analysis was the observed types of interaction at each stage of mathematical modeling. Especially, it was confirmed that group creativity can be developed through repetitive occurrences of mutually complementary, conflict-based, metacognitive interactions. The conclusion is as follows. First, examples of mutually complementary interaction, conflict-based interaction, and metacognitive interaction were observed in the real-world inquiry and the factor-finding stage, the simplification stage, and the mathematical model derivation stage, respectively. And the positive effect of group creativity on mathematical modeling were confirmed. Second, example of non interaction was observed, and it was confirmed that there were limitations on students' interaction object and interaction participation, and teacher's failure on appropriate intervention. Third, as teaching learning methods for group creativity, we proposed students' role play and teachers' questioning in the direction of promoting interaction.

• International Journal of Advanced Culture Technology
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• 제8권2호
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• pp.176-183
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• 2020

This study inquired about the convergence learning program for childhood based on Erikson's play theory and design education for children's behavior development. I analyzed the convergence learning programs of Summer Camps in the Pacific Science Center, Galileo Learning. The contents of the programs show the most used imaginary and symbolic contents that represent the real-world problems which are related design thinking process. The curriculums and structure of the programs are based on the design thinking method and K-12 theory. The visual thinking method and the applications are used for expressing their creativity and approaching the technical skills easily. The play concept theory is an affirmative way to strengthen the children's psychological and social development. Therefore, the convergence learning program should integrate the design thinking process and apply the play concept theory for supporting and developing the children's behavior.

• 융합정보논문지
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• 제7권6호
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• pp.181-186
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• 2017

최근 아이들의 창의력 학습 및 놀이에 로봇이 활발하게 이용되고 있지만 대부분 로봇이 정형화된 형태를 가지고 있으며 프로그램의 의존도가 높아 창의력 학습 및 놀이에 어려움이 있다. 우리는 이러한 단점을 보완하기 위해 정형화 되지 않은 모듈 형태의 로봇구조를 가지고 있으면서 결합을 쉽고 안정적으로 할 수 있도록 하였고 하나의 버튼을 이용하여 사용자가 원하는 동작을 기억시키고 기억된 동작을 똑같이 재생하는 로봇을 제작 하였다. 또한 모듈 사이를 무선으로 연결하고 정보를 공유하여 다수의 모듈이 결합 되었을 경우 어느 모듈에서나 버튼을 한번 누르면 결합된 모든 모듈의 동작을 쉽게 조정할 수 있도록 하였다. 실제 동작을 검증하기 위해 두 개, 3개 및 5개의 모듈을 결합하여 자벌레 동작과 보행 로봇을 구현하여 제안된 구조와 알고리즘의 유용성을 보였다. 향 후 무선연결 방법을 보완하여 인터넷상에서 통제할 수 있는 지능화된 모듈라 로봇의 연구가 필요하다.

• 한국학교수학회논문집
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• 제25권2호
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• pp.195-224
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• 2022

본 연구에서는 예비수학교사가 고등학생들의 집단창의성 신장을 위한 모바일 수학 학습 콘텐츠인 애플리케이션 "집단창의성 발현을 위한 E-learning 고등수학"을 활용하여 사범대학 정규교육과정에서 테크놀로지 내용교수지식(TPACK)을 함양하고 수학 수업에서 학생과의 의사소통 능력을 신장하는 방안을 제안하였다. 집단창의성 발현을 위한 애플리케이션을 활용한 예비교사의 수학수업 전문성을 향상하기 위한 교육프로그램은 사전교육, 목표설정, 수업계획, 수업실습, 수업평가 단계로 구성된다. 이 과정에서 예비교사들은 테크놀로지 도구를 평가하였고, 앱의 두 활동에서 고등학생들이 집단창의성을 발현하도록 지도하기 위해 과제대화록, 레슨 플레이, 반성적 저널, 교수·학습지도안을 작성하였다. 교육프로그램 적용 결과, 예비수학교사의 TPACK을 함양할 수 있었고 집단창의성 발현을 위한 학생과의 수학적 의사소통 능력을 신장할 수 있었다.

• 부모자녀건강학회지
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• 제10권1호
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• pp.3-12
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• 2007

Purpose: The purpose of this study was to test a KPAAT(Korean Parent As a Teacher Test) and provide a basic data to develop parent education program. Methods: This is a secondary analysis study using 103 preschool mothers who were chosen from 2 kindergarten and child care center located at Kyounki-Do. Results: 1) Subjects' child-rearing attitude was above average at the point of $2.86({\pm}\;.20)$. 2) 16 sub-dimension(response to question, permissive attitude of play, control, control of play, expectation about child, understanding about learning, support of learning, encouragement of thinking, provision of imaginary play opportunities, support of play, encouragement of accomplishment motivation, propriety of child-rearing, affectional support, fixed idea, confidence about education, limitation) and 6 factors(response to question, permission of play, control & limitation, evaluation & support about child, encouragement of academic accomplishment, facilitation of the development of creativity) were above 2.50 except ($2.24{\pm}\;.29$) sub-dimension. 3) There was no significant difference statistically according to subjects' general characteristics. Conclusion: From this study, KPAAT can be utilized later childhood period. And nurses need to help mothers to have sound child rearing attitude.

• 영어어문교육
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• 제8권1호
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• pp.1-13
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• 2002

One of the benefits of the internet-assisted instruction is that it can improve L2 Learners' motivation to express themselves in English. The purpose of this paper is to investigate an effective approach to British-American fiction learning in Korean universities, which can emphasize communicative strategies drawing on video-conferencing system, a chat system(CUSeeMe), and an e-mail system. Students are passive participants who cannot assert their creativity in the traditional teaching method of British-American fiction, which mainly relies upon reading and translation far from literature lessons. In CCDL(Cross-cultural distance learning) class, students can play active roles in asserting their own ideas and assuming considerable responsibility for making a presentation in English. A professor can play a role as a coordinator in supporting the students' activities and in winding up the class. The main significance of this article lies in providing a paradigm for CCDL class beyond the limitation of the traditional teaching method of British-American fiction in Korea and futhermore in exploring the eclectic integration of the traditional one and CCDL.

• KSII Transactions on Internet and Information Systems (TIIS)
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• 제16권8호
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• pp.2831-2845
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• 2022

Compared to the significant approach of project-based learning research, a data-driven design project-based learning has not reached a meaningful consensus regarding the most valid and reliable method for assessing design creativity. This article proposes an advanced information data-interactive learning system for creative design using a service design process that combines a design thinking. We propose a service framework to improve the convergence design process between students and advanced information data analysis, allowing students to participate actively in the data visualization and research using patent data. Solving a design problem by discovery and interpretation process, the Advanced information-interactive learning framework allows the students to verify the creative idea values or to ideate new factors and the associated various feasible solutions. The student can perform the patent data according to a business intelligence platform. Most of the new ideas for solving design projects are evaluated through complete patent data analysis and visualization in the beginning of the service design process. In this article, we propose to adapt advanced information data to educate the service design process, allowing the students to evaluate their own idea and define the problems iteratively until satisfaction. Quantitative evaluation results have shown that the advanced information data-driven learning system approach can improve the design project - based learning results in terms of design creativity. Our findings can contribute to data-driven project-based learning for advanced information data that play a crucial role in convergence design in related standards and other smart educational fields that are linked.

• 디지털산업정보학회논문지
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• 제15권3호
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• pp.119-128
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• 2019

Minecraft game is a sandboxed game based on a high degree of users' freedom; the game encourages its users to recreate various play patterns to increase their immersion. Although recently there were many studies that use Minecraft game techniques to improve the teaching methods but still not well adapted due to being applications-based techniques. In this paper, we present a teaching model that utilizes the same concept of the Minecraft games in where learners customize the class concepts based on their needs. Moreover, Minecraft-based learning games attempt to be used for learner-led, creativity and programming instruction, to overcome these use-cases limitations, by our study we aim to include the Minecraft-based learning games in class teaching activities, theoretical and practical lessons. In this way, we intend to increase interest in programming lessons, and to increase immersion as another way of game learning. In the future, we attempt to measure various effects of the uses of Minecraft-game-based teaching in programming classes compare to the traditionally used methods.

• 전기전자학회논문지
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• 제18권4호
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• pp.572-580
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• 2014

본 연구에서는 교육 및 놀이를 통해 창의력 증진이 가능한 재구성 모듈러 로봇에 대하여 다루고 있다. 보통 모듈러 로봇은 각각 셀들의 조합으로 변형 재구성하고 다양한 형태의 구조를 만드는데 적합한 로봇으로 설계되어 있지만 이를 이용하여 교육과 놀이를 주제로 한 연구는 국외에 소수 있으며 국내에는 전무하다. 제안하는 형태는 기존 모듈러 로봇과 같이 같은 동작만 반복하는 모듈이 아니라 소리를 내는 소리모듈, 바퀴가 달린 바퀴모듈, 시각적 표현을 위한 LED모듈, 전원공급을 위한 전원모듈, 통신을 위한 블루투스모듈, 움직이는 동작을 구현 가능하도록 하는 관절모듈이 있는 구조로 설계되어 있다. 이와 같은 다른 능력이 부여된 각 모듈의 다양한 결합을 이용하여 창의적 활동이 가능하도록 하고, 아이들이 쉽게 사용 할 수 있도록 한다. 본 연구에서는 모듈별 각기 다른 능력을 부여하여 교육과 놀이가 가능하도록 하는 방식의 모듈러 로봇의 설계 및 동작을 다루고 있다. 그리고 연구된 동작은 실제 제작 및 실험을 통해 동작의 유용성을 보였다.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제15권2호
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• pp.141-158
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• 2011

In recent years, an increasing number of viewpoints hold that students should be engaged in a learning environment where understanding and knowledge transfer take place. This study introduces Mathematics Created by You (MCY)-mentoring program, which allows students to construct artefacts that are required to learn. This program is online-based and so can be shared by several people and mathematics leaning takes place through interactions within this carefully designed environment. Also, MCY intends to provide students a series of sequential activities related to creative play, creative learning and creative inquiry based on a Constructive and interactive environment. Furthermore, a creative activity- constructing a creative product using building blocks- was presented as an example. Finally, we investigate the pedagogical implications and suggest directions for the further development.