• School Mathematics
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• v.7 no.4
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• pp.337-352
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• 2005

In this study, we carried out a case study with 38 pre-service mathematics teachers. A theoretical basis of this study is the 'technology principle' by NCTM(2000) and teaching-learning methods by the 7th curriculum. Using mathematics program(Grafeq.), we executed classroom activities for developing materials assisting teaching-teaming for 7th-9th grade mathematics. Pre-service mathematics teachers constructed mathematical designs for each grade by Grafeq. program. We tried to find the results for three research problems. On the basis of observation data, interview data and document materials, we analysed our results as follows. First, our activities help Pre-service mathematics teachers to examine and understand each grade mathematics. Second, we can developamathematicaldesignineachgrade mathematics. Therefore mathematical designs developed in this study can be used middle school mathematics classroom. Third, pre-service mathematics teachers gained the belief that the activities using mathematical in this study can be applied program. effectively to teaching and loaming school mathematics.

• Journal of the Korean Chemical Society
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• v.66 no.5
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• pp.405-415
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• 2022

This study investigated the perceptions of high school students for 8 performance assessment methods in a chemistry teacher's class by using an explanatory sequential design. To this end, a survey was conducted with 439 students from 10 high schools, and after that, 28 students from 5 schools were interviewed to interpret the survey results. The findings were as follows: First, students were experiencing a biased assessment method rather than various performance methods. Second, intuitive confirmation, relevance to a career path, and internal growth were mentioned in the performance assessment method that felt fun, and readiness and unclear evaluation criteria were mentioned in the performance assessment method that felt difficult. Third, the students recognized that it was not an appropriate performance method if the assessment result was affected by individual abilities less relevant to the chemistry subject or the assessment criteria were unclear.

• Journal of The Korean Association For Science Education
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• v.36 no.4
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• pp.539-550
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• 2016

The purpose of the study is to conceptualize SSI-PCK by identifying major components and sub-components to promote science teachers' confidence and knowledge on teaching SSIs. To achieve this, I conducted extensive literature reviews on teachers' perceptions on SSI, case studies of teachers addressing SSIs, SSI instructional strategies, etc. as well as PCK. Results indicate that SSI-PCK include six major components: 1) Orientation for Teaching SSI (OTS), 2) Knowledge of Instructional Strategies for Teaching SSI (KIS), 3) Knowledge of Curriculum (KC), 4) Knowledge of Students' SSI Learning (KSL), 5) Knowledge of Assessment in SSI Learning (KAS), and 6) Knowledge of Learning Contexts (KLC). OTS refers to teachers' instructional goals and intentions for teaching SSIs. Teachers often present a) activity-driven, b) knowledge and higher order thinking skills, c) application of science in everyday life, d) nature of science and technology, e) citizenship and f) activism orientations for teaching SSIs. KIS indicates teachers' instructional knowledge required for effectively designing and implementing SSI lessons. It includes a) SSI lesson design, b) utilizing progressive instructional strategies, and c) constructing collaborative classroom cultures. KC refers to teachers' knowledge on a) connection to science curriculum (horizontal/vertical) and b) connection to other subject matters. KSL refers to teachers' knowledge on a) learner experiences in SSI learning, b) difficulties in SSI learning, and c) SSI reasoning patterns. KAS indicates teachers' knowledge on a) dimensions of SSI learning to assess, and b) methods of assessing SSI learning. Finally, KLC refers to teachers' knowledge on the cultures of a) classrooms, b) schools, and c) community and society where they are located when teaching SSIs.

• Journal of Technologic Dentistry
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• v.36 no.4
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• pp.277-296
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• 2014

Purpose: This study intends to set standard for organizing the curriculum of short-term dental technicians and the change of job environment, as well as the knowledge & training, by identifying the importance and actual job performance of dental technicians following job analysis in the university education of Dept. of Dental Laboratory Technology, and furthermore to foster junior executives to cope with modernization and globalization. Methods: The tools used in this study are based on the job analysis of research report suggested by National Health Personnel Licensing Examination Board(Lee Gyu-seon, 2011), and it consists of general characteristic 7 items. Every competence duty was measured through Likert 5 point gauging, and internal consistency through Cronbach's Alpha. The competence importance of entire questionnaire was .984 and its performance was .874, reflecting considerably high level, and in terms of each competence duty, high credibility was proved and high internal consistency was verified with competence importance ranging from the minimum .655 to the maximum .966 and its performance ranging from the minimum .677 to the maximum .993. Results: Competence importance and its performance in each duty on the job analysis of dental technicians were measured. In competence importance in each duty, the highest was "checking design order form"(average, 4.52), followed by "selling dental prosthesis"(average 4.49), "making removable orthodontic appliance"(average, 4.48), "open managing dental laboratory"(average, 4.46) in order. However, "making complete denture" was found the lowest(average, 4.23), with importance of all competence dutys was considerably high level. In the performance of its competence duty, "checking design order form"(average, 4.04) was found to be the most importance competence, followed by "making conservative restoration"(average, 4.00), "making porcelain"(average 3.98), "checking working cast"(average, 3.90) in order. However it was found out that "making fixed orthodontic appliance"(average, 3.12) was the lowest, and the importance of all competence dutys was quite high level. Conclusion: The duties of dental technicians consist of 13 kinds, in total, and it was found out that "checking design order form"(average, 4.52) was the most important in the competence importance and job performance. In particular, it was revealed that there was a great difference between the competence importance and its performance in the order of "selling dental prosthesis", "open managing dental laboratory", "making removable orthodontic appliance", "making CAD/CAM prosthesis", and then "making fixed orthodontic appliance".

• Journal of Korea Entertainment Industry Association
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• v.15 no.4
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• pp.383-390
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• 2021

Recently, the drone industry is rapidly expanding as it is suggested that it will be used in various fields. As the size of the drone market grows, interest in drone-related certificates is also increasing. However, the current drone-related qualification system and education system are insufficient. Thus this study, analyzed the necessity of drone training, the features of functional games, and the effectiveness of educational training using AR through related technical studies to solve the practical difficulties of drone educational training. Later, drone educational training game contents using AR were divided into practice mode and test mode based on the drone national qualification course practical test, and the result screen was displayed at the end of the curriculum so that players could learn by level and evaluate the results on their own. In addition, constructed a hybrid processing system and network and AR operation system for response rate and response speed, implemented drone training game contents utilizing AR based on the design contents. It is expected that the use of game content using AR presented in this paper for drone training will further alleviate environmental difficulties and improve the sense of immersion in play, which will lead to a more effective drone educational training experience.

• Journal of Digital Convergence
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• v.20 no.2
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• pp.525-541
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• 2022

This study aimed to develop simulation practice program with PBL (S-PBL) for nursing students and evaluate the effect of the program on their problem solving ability, clinical performance competency, learning satisfaction and confidence. The participants were nursing students who applied for simulation practice courses at an university in J province. The study was a mixed-method design using a nonequivalent one group pretest-posttest design (n=91) and focus group interview (n=12). Quantitative data were analyzed using SPSS 23.0 program and qualitative data thematic analysis. Quantitative data showed S-PBL was effective in improving clinical performance competency, learning satisfaction and confidence of the participants, but not in improving problem solving ability. As a result of the qualitative study, four themes and eight sub-themes were derived, and the themes were "Learn integrated nursing care based on priority", "Experience team cooperation through communication," "Learn vividly critical care" and "Improved nursing competency". The S-PBL could be effective in practical education for nursing students. In further study, it is necessary to develop various simulation practice programs based on PBL through a mixed-method design and apply them to nursing curriculum.

• Journal of Educational Research in Mathematics
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• v.22 no.2
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• pp.179-202
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• 2012

To implement effective technology-based education, we need knowledge for functional aspects of technology as well as design and procedural aspects of curriculums. Also, we need positive teaching efficacy. In this regard, we investigate the effects on teachers' TPACK and technology teaching efficacy on mathematics after make the teachers design and teach technology-based classes according to the ASSURE model which is suitable in designing technology-based educations. First, we let the teachers design and teach two unit hour classes. The first class had been done with the teachers learned functional aspects of technologybased educations, and the second one with them designed based on the steps in the ASSURE model. To analyze the effects of ASSURE model, we have performed a case-study for one teacher who had taken part in our college class. As a result, we conclude that the teacher's experiences in designing classes based on the ASSURE model help improve the teacher's TPACK and technology teaching efficacy on mathematics in a positive way.

• Journal of The Korean Association For Science Education
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• v.39 no.6
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• pp.777-790
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• 2019

The purpose of this study is to investigate the experience of teachers who apply Smart-technology in elementary school STEAM class and the reasons, difficulties when applying the technology and required support. Semi-structured in-depth interviews were conducted with six elementary school teachers with specialized knowledge in STEAM education who have experienced STEAM lessons several times before. The research findings are as follows: First, research participants utilized a variety of Smart-technology in STEAM class, most of which were experiential or interactive technology. Among the STEAM learning criteria, the Smart-technology in 'Creative Design' course was most often applied. Second, they adopted Smart Technology in STEAM class to encourage students to feel interested, actively participate in the class, enjoy indirect experience, and nurture interest in state-of-the-art technology. They used it to prepare for future societies and organize classes that are suitable for STEAM learning criteria. They also used Smart-technology because it was easy to use. Third, they found it difficult to find, secure, and use suitable Smart-technology when applying Smart-technology in the STEAM class. They also had trouble restructuring the curriculum. In addition, there were difficulties in using Smart-technology in the class such as lack of class hours, increased level of activity, insufficient physical environment and unexpected malfunction of Smart-technology, thus interrupted the class. After the class, it was hard to manage Smart-technology and also, there were difficulties in assessment, record, and negative awareness of surrounding people. Fourth, they mentioned that's suggesting education guidelines, develop, and distribute educational materials are required to enable 'Creative Design,' reduce educational content, provide training, secure Smart-technology equipment and provide Wi-Fi, support teacher's club and communities and create an atmosphere to emotionally support teachers in order to activate using Smart-technology in STEAM class.

• Journal of Korean Classical Literature and Education
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• no.32
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• pp.119-158
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• 2016

In this thesis we set forth the reasons for teaching classical river novels in secondary education, and investigated the guiding principles for content design of high school literature textbooks. Although classical river novels have great significance in cultural and narrative histories, they were previously consistently disregarded in secondary education. First, we looked at the need for including classical river novels in the secondary school curriculum to create a well-balanced education of classical novels, to link this with modern river novels, to teach the narrative styles and esthetics of river novels, and to let students understand the various cultures of the late Joseon Dynasty. Second, we examined two ways of educating students about classical river novels. For exclusively teaching classical river novels, we recommended the means of teaching and provided detailed guidelines by which they can be taught, as well as provided complete information about the family tree, the story unit, and the scene deployment. To establish the link between classic river novels and their modern counterparts, we recommended the process of teaching accession and transition of tradition by introducing the commonalities and the differences across three generations stories, besides discussing the viewpoints of female writers. When classical river novels are introduced in literary textbooks, students will realize the existence of such novels though they may not understand all aspects of the novels. We suggest that teaching and introduction of classical river novels in secondary education as soon as possible.

• Communications of Mathematical Education
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• v.36 no.1
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• pp.171-199
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• 2022

In this study, we review contents to supplement the descriptions of the history of mathematics in the 2015 mathematics textbooks and teacher guides for the elementary school level and offer our opinion on them. For this purpose, we conducted a literature review on 24 types of 2015 mathematics textbooks and teacher guides for the elementary school level. The results of this study are as follows: A total of 10 topics were found whose contents were supplemented with descriptions. They were the "Arithmetic of the Ancient Egyptians," the "A'h-mosè Papyrus in Mathematics Textbooks of the Ancient Egyptians," "The Old Akkadian Square Band in Mesopotamia," "The Relationship of the Old Babylonians in Mesopotamia with the Angle," "The Pi of the Ancient Egyptians and the Old Babylonians," "The Square Roots 2 of the Ancient Egyptians and the Old Babylonians," "The Relationship of the Islamites with the Decimal Fraction," "Two Arguments for the Roots of the Golden Ratio," "The Relationship of Archimedes with the Exhaustion Method," and "The Design of Flats." Then, their specific supplements were suggested. It is expected that this will overcome the perspective of the history of the Axial Age and acknowledge and accept the perspective evidencing the transfer of mathematical culture from Ancient Egypt and Old Babylonia to Ancient Greece and Hellenism, and then through Central Asia to Europe.