• Title/Summary/Keyword: Education course and method

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Development and Application of Web-Based Report System for the efficiency of Social Studies Performance Evaluation (사회과 수행평가 효율화를 위한 웹 기반 보고서 시스템 개발 및 적용)

  • Yang, Jeong-Soon;Goh, Byung-Oh
    • Journal of The Korean Association of Information Education
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    • v.12 no.1
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    • pp.33-40
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    • 2008
  • In social studies the ability of a student to investigate after deciding the subject and individual planning to search for society and to put investigation reports in order has been taken as highly important. The social studies performance evaluation methods used most frequently in education is also one of the investigation report method. However, when most students get the task "Write the report", they might write the report without any distinct object or organized structure. The evaluation result given by the teacher at the end of term is thus one sided. The recent performance evaluation is to keep the existing evaluation and let only the result have importance, not the essential meaning. So this paper is to build and materialize a web-based performance evaluation system, to be able to evaluate a course of classes. This paper's purposes was to write the reports in setting the standard form that the students research and collect the various data as based in the system and to improve the quality of evaluation and to inspire the study motivation as acting the mutuality action among the students and between them and teachers as giving a feedback at once after evaluating among colleagues by suggested evaluation views.

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A Study on the Improvement Scheme of University's Software Education

  • Lee, Won Joo
    • Journal of the Korea Society of Computer and Information
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    • v.25 no.3
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    • pp.243-250
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    • 2020
  • In this paper, we propose an effective software education scheme for universities. The key idea of this software education scheme is to analyze software curriculum of QS world university rankings Top 10, SW-oriented university, and regional main national university. And based on the results, we propose five improvements for the effective SW education method of universities. The first is to enhance the adaptability of the industry by developing courses based on the SW developer's job analysis in the curriculum development process. Second, it is necessary to strengthen the curriculum of the 4th industrial revolution core technologies(cloud computing, big data, virtual/augmented reality, Internet of things, etc.) and integrate them with various fields such as medical, bio, sensor, human, and cognitive science. Third, programming language education should be included in software convergence course after basic syntax education to implement projects in various fields. In addition, the curriculum for developing system programming developers and back-end developers should be strengthened rather than application program developers. Fourth, it offers opportunities to participate in industrial projects by reinforcing courses such as capstone design and comprehensive design, which enables product-based self-directed learning. Fifth, it is necessary to develop university-specific curriculum based on local industry by reinforcing internship or industry-academic program that can acquire skills in local industry field.

The Effects of Emotional Sensibilities Using MTBL Approach in a College-Level Liberal Arts Class (대학 교양과목 수업에서 음악테크놀로지 기반학습 (Music Technology-Based Learning : MTBL)이 감성의 활성화에 미치는 효과)

  • Kim, Eun-Jin;Kang, In-Ae
    • Science of Emotion and Sensibility
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    • v.14 no.4
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    • pp.513-524
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    • 2011
  • Digital Technology actively utilized in all spheres by rapid changes in information and knowledge demands transformations not only in the sociocultural and educational spheres but also specifically in the field of arts education. Digital Technology becomes a challenging factor for the field of arts education. In this study purposed a new teaching-learning approach method in arts education, called "Music Technology-Based Learning"(hereafter, MTBL), which is to, first, take interdisciplinary approaches combining various subjects in the field of arts education. In the case study was conducted to examine the educational effects of the MTBL approach to the liberal arts course in university: mind maps derived from 2 sessions (pre-class and post-class), evaluation sheets regarding self-directed learning and in-depth interviews with ten voluntary learners after the class were used as methods for data collection. The result of case study shows positive changes in the terms of the degrees of emotional sensibilities of the learners. Moreover, the research confirmed the potential of MTBL as a new teaching and learning methodology in art education.

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Training future Korean medicine doctors to perform bee venom acupuncture and obtain informed consent using an objective structured clinical examination (객관 구조화 임상시험을 활용한 봉약침 시술 전 과정에 대한 교육효과)

  • Cho, Eunbyul;Jeon, Hyesoo;Kwon, O Sang;Hong, Jiseong;Lee, Jaehoon;Jung, Eunho;Park, Jiwon;Seo, Wookcheol;Lim, Kyu Sang;Cho, Nam geun
    • The Journal of Korean Medicine
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    • v.43 no.1
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    • pp.6-17
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    • 2022
  • Objectives: This study describes the implementation of a training course that aimed to increase the competency of undergraduate students of Korean medicine at a single college to obtain informed consent and perform bee venom acupuncture using an objective structured clinical examination (OSCE). Methods: We developed and implemented a short training course for 111 fourth-year students of Korean medicine during their clinical rotation at the Department of Acupuncture and Moxibustion Medicine. Lectures were conducted on the effects of and hypersensitivity reactions to bee venom acupuncture, obtaining informed consent, performing skin test and bee venom acupuncture. Due to the COVID-19 pandemic, some students were offered online lectures, and some could not experience the performance of OSCE in person. A survey with 16 closed and three open questions was used to investigate self-efficacy, opinions about the online lectures, and the OSCE. Results: Out of 111 questionnaires, 104 were completed (94%). Students were generally satisfied with the online lectures and OSCE. For the subjective questionnaire about what was helpful in the training of bee venom acupuncture techniques and OSCE, the authenticity of the teaching method was recorded the highest. Conclusions: This study showed that online lectures were effective in teaching clinical skills of Korean Medicine. It is necessary to produce standard educational materials for clinical skills of Korean Medicine, and studies to analyze the reliability and validity of OSCE are needed.

An Analysis of Proper Curriculum Organization Plan for Elementary and Secondary Invention/Intellectual Property Education (초·중등 발명·지식재산 교육과정의 적정 편성 방안 연구)

  • Lee, Kyu-Nyo;Lee, Byung-Wook
    • 대한공업교육학회지
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    • v.42 no.1
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    • pp.106-124
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    • 2017
  • This study used the secondary Delphi method for experts, in order to propse a proper formation plan for the goal and curriculum of elementary and secondary invention/intellection property education. Its results are as following; First, the key objective of invention/intellectual property education for each school level is evaluated as appropriate. With regard to the key objective, elementary schools are aiming at 'fostering awareness and attitude for invention'(M=4.5), middle schools, 'understanding of invention process and method'(M=4.2), general high schools, 'application and evaluation of invention method'(M=4.1), and specialized high schools, 'understanding and application of Employee Invention'(M=4.6). The objective and goal of education for each school level are also evaluated as appropriate. Second, although the proper formation plans for a key learning element of elementary and secondary invention/intellectual property education were almost identical to an actual formation of preceding literature, overall change is required for the formation balance of each learning element, according to the objective and goal of school-leveled invention/intellectual property education. An appropriate formation shall be focusing on basic learning elements (A, B, C, D, E, and F) for elementary and middle schools(73.2%, 65.1%), lowering somewhat the former elements and increasing expanded learning elements for high schools(51.0%), which are connected to the invention, course(H), and patent application(K). Third, elementary and secondary invention/intellectual property education system should be oriented to its objective and goal. In order to reach this, an appropriate formation plan should be made for each school level, based on the principle of Tyler's learning organization, such as continuity, sequence and integration, which are key learning element. Specialized high schools, in particular, need to be differentiated from general ones, as well as elementary and middle schools. Additionally, for understanding and applying an employee invention, invention/intellectual property education system needs to be established in the phase of secondary occupational education.

A comparative research between 4th-grade and lower grades in elementary mathematics (초등학교 4학년과 저학년 수학의 비교 연구)

  • Kim, Sung-Joon
    • Journal of the Korean School Mathematics Society
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    • v.10 no.4
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    • pp.415-435
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    • 2007
  • A transition from elementary to secondary school, and among grades, among learning contents is a essential problem in education. A connectivity between learning contents is important in student's growth and development. A gap between lower grades and higher grades in elementary school is no less extensive than a gap between elementary mathematics and secondary mathematics. In this paper, we start with a critical mind about a transition and connectivity between lower grades and higher grades in elementary school. In order to compare between elementary grades, we firstly focus 4th grade mathematics which finish lower grades and start higher grades at the same time. First, we make up a questionnaire to 4th grade students and teachers in charge 4th grade. A questionnaire is composed of questions about the degree of difficulty in the learning(and teaching) of 4th grade mathematics comparing with 3rd grade mathematics. Second, we compare to lower grades lessons(1st grade) and 4th grade lessons using a qualitative method. we analyze the lesson contents, activities and time through 'analysis of the learning course'. And we compare the pattern of eliciting questions, question patterns, nomination patterns and feedback patterns between 1st grade and 4th grade lessons. We hope that this paper is a fundamental sources in investigating a connectivity between lower grades and higher grades in elementary mathematics in the future.

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A Case Study on the Application of Creative Story Writing Project on Elementary Pre service Teachers (지구과학 창의적 이야기 쓰기 프로젝트 : 초등 예비교사들의 적용 사례 연구)

  • Kim, Yun-Ji;Jeong, Jin-Woo;Wee, Soo-Meen;Cheong, Cheol;Lee, Hyo-Nyong;Jang, Myoung-Duk
    • Journal of The Korean Association For Science Education
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    • v.30 no.2
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    • pp.234-248
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    • 2010
  • This study was conducted among 52 elementary pre service teachers not majoring in the natural sciences, who were taking Earth Science as an elective course at the University of Education located in central Korea. These elementary pre service teachers participated in story writing on the subject of earth system cycles over eight occasions. Changes in their understanding of the Earth's cycles were verified by comparing mind mapping exercises performed before and after the story writing. Afterwards, 43 out of the 52 subjects volunteered for structured interviews, in which they performed story-telling exercises. This study presents examples of story analysis that uses a variation of the wheel-shaped story map, and proposes story mapping as a preferred method of analysis. Before and after creative story writing activities, pre service teachers' mind mapping is analyzed to study possible positive changes. This study identified a gap between the instructional contents of the Earth system unit included in the 7th and current revised school curriculums on the one hand, and the conceptions expressed by the pre service teachers who studied these contents on the other.

A Study on the Development of Educational Subjects for Nurturing Autonomous Ship Officers Using Delphi Survey (델파이 조사를 활용한 자율운항선 해기사 양성을 위한 교과목 개발에 관한 연구)

  • Son, Jang-Yun;Shin, Yong-John
    • Journal of Korea Port Economic Association
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    • v.39 no.3
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    • pp.33-46
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    • 2023
  • The Autonomous ships are equipped with a function to judge and navigate the sea conditions on their own, so the job of the ship officer who operates it changes. The educational curriculum to nurture ship officer with the ability to operate and manage autonomous ships must also be changed. This study aimed to develop the curriculum for training autonomous ship officer by using the Delphi survey method suitable for predicting the uncertain future. Among the current 61 subjects for training ship officer identified in the Delphi survey, 32 subjects with high importance should be maintained in the training for autonomous ship officer, and subjects with low importance should be abolished or integrated into other subjects. These subjects were collectively referred to as 'general courses'. The expert panel of the Delphi survey suggested 42 items as new subjects, with 18 items of 'high', 14 items of 'middle', and 10 items of 'low'. Through in-depth analysis of these items by experts, 27 subjects were adjusted and three courses were proposed : 1)'Basic course(10 courses)' for developing basic capabilities such as basic theories for understanding advanced technology and information applied to autonomous ships, 2)'Job course(10 courses)' for practical competency directly related to autonomous ship operation, 3)'Intensive course(7 subjects)' for fostering land remote operators of autonomous ships. Since the introduction and spread of autonomous ships will progress rapidly, research to develop and supplement autonomous ship pilot training courses should be continued by reflecting the level of autonomous navigation of autonomous ships.

Teachers' conceptual errors related to the definitions in the area of geometry of elementary school mathematics (초등수학 도형영역에 제시된 정의에 관한 교사의 인식과 오류)

  • Choi, Keun-Bae;Oh, Suk-Kyoung
    • The Mathematical Education
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    • v.47 no.2
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    • pp.197-219
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    • 2008
  • Unlike ordinary situations, deifinitions play a very important role in mathematics education in schools. Mathematical concepts have been mainly acquired by given definitions. However, according to didactical intentions, mathematics education in schools has employed mathematical concepts and definitions with less strict forms than those in pure mathematics. This research mainly discusses definitions used in geometry (promising) course in primary schools to cope with possibilities of creating misconception due to this didactical transformation. After analyzing problems with potential misconceptions, a survey was conducted $\underline{with}$ 80 primary school teachers in Jeju to investigate their recognitions in meaning of mathematical concepts in geometry and attitudes toward teaching. Most of the respondents answered they taught their students while they knew well about mathematical definitions in geometry but the respondents sometimes confused mathematical concepts of polygons and circles. Also, they were aware of problems in current mathematics textbooks which have explained figures in small topics (classes). Here, several suggestions are proposed as follows from analyzing teachers' recognitions and researches in mathematical viewpoints of definitions (promising) in geometric figures which have been adopted by current mathematics textbooks in primary schools from the seventh educational curriculum. First, when primary school students in their detailed operational stage studying figures, they tend to experience $\underline{a}$ collision between concept images acquired from activities to find out promising and concept images formed through promising. Therefore, a teaching method is required to lessen possibility of misconceptions. That is, there should be a communication method between defining conceptual definitions and Images. Second, we need to consider how geometric figures and their elements in primary school textbooks are connected with fundamental terminologies laying the foundation for geometrical definitions and more logical approaches should be adopted. Third, the consistency with studying geometric figures should be considered. Fourth, sorting activities about problems in coined words related to figures and way and time of their introductions should be emphasized. In primary schools mathematics curriculum, geometry has played a crucial role in increasing mathematical ways of thoughts. Hence, being introduced by parts from viewpoints of relational understanding should be emphasized more in textbooks and teachers should teach students after restructuring this. Mathematics teachers should help their students not only learn conceptual definitions of geometric figures in their courses well but also advance to rigid mathematical definitions. Therefore, that's why mathematics teachers should know meanings of concepts clearly and accurately.

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A Study on Teacher-learner Feedback Method for Effective Software Project Execution of Non-Computer Major Students (컴퓨터 비전공자의 효과적인 소프트웨어 프로젝트 수행을 위한 교수자-학습자 피드백 방법에 관한 연구)

  • Jung, Hye-Wuk
    • The Journal of the Convergence on Culture Technology
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    • v.5 no.1
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    • pp.211-217
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    • 2019
  • The term project executed at the university is a learner-centered learning method in which students select their topics, draw up their plans, and produce results by themselves based on the content they have learned during the semester. Through the term-end project of the subjects relating software, students learn various techniques for the programming language and produce the outcomes of their project by the creative program development process. However, non-computer majors who take software course as liberal arts subjects have difficulty in understanding the programming language, so it is necessary to provide feedback from their professor for encouraging students in carrying out their projects smoothly. Therefore, a feedback method by the discussions between a professor and learners that can be applied to the term-end project of programming subject for the non-computer majors is proposed. The proposed method was apply to the actual term-end projects and the meaningful results were confirmed through the analysis of the project processes and outcomes.