• Journal of Gifted/Talented Education
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• v.7 no.2
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• pp.47-67
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• 1997

Fourteen Special high schools for developing talents in Science, Foreign Languages, and Arts in Seoul Metropolitan city were analyzed in terms of their educational objectives, Students screening system, curriculum, teaching-learning methods, teachers, and consistency with higher education. Special high schools in talent area were more or less similar to each other in all the above aspects. However, special high schools in different talent areas were quite different in student screening, teaching-learning methods, teachers, and consistency with higher education. Public schools were more affluent than the private ones. Special high schools in Science, arts and Sports were providing individualized, activity oriented, process-oriented teaching-learning methods, while the Foreign languages high schools excercised teacher-centered, grammar oriented, lecture-focused teaching methods more. Special high schools in arts and sports could have consistency with higher education because the university focuses on talents in the specified field rather than academic scores. In conclusion, the schools have a great deal of rooms to improve in teaching-learning methods with which students can maximize their potential development. However, the special high schools were equipped with better learning environments than regular high schools in many aspects.

• Journal of Korea Society of Digital Industry and Information Management
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• v.15 no.4
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• pp.137-148
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• 2019

This paper is designed to examine the effectiveness of Computational Thinking and programming awareness by designing and applying programming classes using Havruta. In the present society, where the Fourth Industrial Revolution was in full swing, the capacity to be equipped has changed, and the education has been changed accordingly. Programming education is logically capable of thinking and improves comprehensive problem solving skills. This direction of programming education allows us to get ideas for solving problems based on computing thoughts and to create our own creative results. However, because they require the grammar of the programming language and many additional abilities, they are not easy for learners, and individual differences in competencies make learning less immersive and interesting. In this paper, to solve the problems of the uniform programming class, this study is designed and applied to the class applying the Jewish traditional teaching method, Havruta's teaching method, to find out the effect of computing thinking and programming perception.

• English Language & Literature Teaching
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• v.13 no.3
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• pp.133-156
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• 2007

Although the understanding of English tense system is a crucial factor for communicative English learning and teaching for EFL students, it has been neglected over the years. As with other areas of the grammar, difficulties may arise from the nature of the system itself or from differences between time, tense and aspect. Consequently, many learners face a considerable difficulty with the English tense system as they are more often unable to grasp the basic conceptual differences of present/present continuous, past/present perfect, will/be going to along with many others. More concerning fact is that lots of instructors or so-called native English teachers seem not to be aware of the importance of teaching English tense system. The purpose of this study is to review and examine various theories and practical usages of tense in order to establish and/or present better methods for teaching tenses. This paper is focused on comparatively exact distinction of time, physical notion from tense, grammatical category as well as sequences of tenses in view of school grammar and communicative function. At the end or middle of each chapter, efficient teaching and learning techniques or strategies on tenses are suggested to help instructors or learners who relentlessly face confusions in understanding tense and its usage for communicative English learning and teaching. This study attempts to influence learners' ability to recognize and write tense in authentic contexts not to mention spoken English.

• English Language & Literature Teaching
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• v.9 no.2
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• pp.213-241
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• 2003

As an attempt to characterize the English test section of CSAT (College Scholastic Ability Test) and to get some suggestions, this study raised the research questions, as 'What are the main factors that affect students' English test scores in CSAT, and how big influences do they have?' It has been hypothesized that among main factors are the L1 competence, represented by the Korean test scores in CSAT, background knowledge or intelligence, represented by the "total" scores in CSAT, and the two types of L2 knowledge (vocabulary and grammar on one hand and prosody m the other hand), measured by the test devised specially for this study. The individual effect of the L2 vocabulary and grammar (one kind of L2 knowledge) was 70%, that of background knowledge or intelligence 61%, that of the L1 competence 50%, and that of the L2 prosody knowledge (the other kind of L2 knowledge) 32%. According to the stepwise regression, the whole effect of these four factors was 74%. The findings suggest that first, although CSAT is based on the top-down model of comprehension, the bottom-up model of learning should be more emphasized in our English class. Also, since background knowledge or intelligence is the second most influential factor, the top-down model of learning that helps students learn to understand by activating their various schemata must also be very effective.

• Journal of Engineering Education Research
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• v.26 no.1
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• pp.37-44
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• 2023

Recently, the Internet of Things is attracting attention as an important key technology of the 4th Industrial Revolution, and SW education using physical computing is suggested as a good alternative to supplement the problems raised by beginners in programming education. Among the many teaching tools that can be used for physical computing education, MODI is a modular manufacturing tool that anyone can easily assemble like Lego. MODI is a teaching tool that can improve learners' achievement by linking a self-linked block-type code editor called MODI Studio to lay the foundation for programming in a relatively small amount of time and immediately check the results in person. In this paper, a physical computing education method using MODI was designed to be applied to basic programming courses for programming beginners and applied to after-school classes for middle school students. As a result, it was found that students' interest and satisfaction were much higher in physical computing classes using MODI than in text-based programming classes. It can be seen that physical computing education that allows beginners to see and feel the results in person is more effective than grammar-oriented text programming, and it can have a positive effect on improving basic programming skills by increasing students' participation.

• International Journal of Advanced Culture Technology
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• v.9 no.1
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• pp.203-209
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• 2021

When carrying out computer programming, the process of checking and correcting errors in the source code is essential work for the completion of the program. Non-computer majors who are learning programming for the first time receive feedback from instructors to correct errors that occur when writing the source code. However, in a learning environment where the time for the learner to practice alone is long, such as an online learning environment, the learner starts to feel many difficulties in solving program errors by himself/herself. Therefore, training on how to check and correct errors after writing the program source code is necessary. In this paper, various types of errors that can occur in a Python program were described, the errors were classified into simple errors and complex errors according to the characteristics of the errors, and the distributions of errors by Python grammar category were analyzed. In addition, a coding learning process to refer error lists was designed to present a coding learning method that enables learners to solve program errors by themselves.

• International Journal of Advanced Culture Technology
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• v.10 no.4
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• pp.175-180
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• 2022

To develop computational thinking skills, university students are learning how to solve problems with algorithms, program commands and grammar, and program writing. Because non-computer majors have difficulty with computer programming-related content, they need a learning method to acquire coding knowledge from the process of understanding, interpreting, changing, and improving source codes by themselves. This study explored clone coding, refactoring coding, and coding methods using reconstruction tools, which are practical and effective learning methods for improving coding skills for students who are accustomed to coding. A coding learning process with the code reconstruction principle was designed to help non-computer majors use it to understand coding technology and develop their problem-solving ability and applied the coding technology learning method used in programmer education.

• Journal of The Korean Association of Information Education
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• v.5 no.1
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• pp.133-142
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• 2001

The conception of the computer education should be paid attention to use, as it has meaning of the education using the computer and the education learning the computer. As a notion of the latter, the computer education points at survey of calculation and study which is related programing. Especially study of programing demands various understandings of external fields in programing like operating system and knowledge of hardware with complex courses like coding, compiling, debugging. Existing programming has set importance on mechanical memorizing and using programing grammar so that it has not been suitable for cultivating logical thoughts. So this paper intends to analyze simple game sources coded by C which is based of programing language to develop a fundamental insight.

• The Journal of the Korea Contents Association
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• v.21 no.4
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• pp.50-59
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• 2021

To understand the research trends of English education in Korea for the last 20 years from 2000 to 2019, 12 major academic journals in Korea in the field of English education were selected, and bibliographic information of 7,329 articles published in these journals were collected and analyzed. The total number of articles increased from the 2000s to the first half of the 2010s, but decreased somewhat in the late 2010s and the number of publications by journal has become similar. These results show that the overall influence of English education journals has decreased and then leveled in terms of quantity. Next, 34 topics were extracted by applying latent Dirichlet allocation (LDA) topic modeling using the English abstract of the articles. Teacher, word, culture/media, and grammar appeared as topics that were highly studied. Topics such as word, vocabulary, and testing and evaluation appeared through unique keywords, and various topics related to learner factors emerged, becoming topics of interest in English education research. Then, topics were analyzed to determine which ones were rising or falling in frequency. As a result of this analysis, qualitative research, vocabulary, learner factor, and testing were found to be rising topics, while falling topics included CALL, language, teaching, and grammar. This change in research topics shows that research interests in the field of English education are shifting from static research topics to data-driven and dynamic research topics.

• The Journal of Korean Association of Computer Education
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• v.20 no.4
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• pp.15-25
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• 2017

The purpose of this study is to verify the effectiveness of the flipped class by comparing Python programming classes divided into flipped class and general class. The participants who participated in each class had 36 students, so that they could participate in the class without knowing the difference of the class method. The students's academic achievement was applied the two groups with similar test items, and then the overall achievement were compared. The analysis showed that the achievements in flipped class in the basic grammar and intermediate grammar were higher than those in the general class. As a result of gender achievement analysis, there was no effect on the type of instruction. However, male student were generally higher in academic achievement. In conclusion, flipped class in the programming is a good way to improve students' understanding.