• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2022.10a
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• pp.383-385
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• 2022

Recently, as the importance of computational thinking skills has increased, several schools have opened and operated software courses for all students. Software education aims to creatively solve various problems based on coding, but it is difficult to motivate non-major learners who do not have engineering knowledge or are not interested in the IT field. Motivation for learning plays an important role in improving learners' concentration and learning efficiency. In this paper, a method of motivating non-major learners for software subjects was studied and the results were evaluated through a questionnaire.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.23 no.11
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• pp.1391-1396
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• 2019

With the recent increase in the importance of software, software education is required in elementary schools in Korea. At this point, coding education combining play and education using smart toys is widely used. One of the most widely used smart toys is a block type smart toy. In this study, usability evaluation was performed to improve user's usability for block type smart toy with smartphone application. In order to achieve the purpose of this study, a heuristic technique with experts, one of various usability evaluation techniques, was performed. As a result of the analysis, it was found that the buttons and the switch of the menu were not well distinguished, and the cause of the error was not provided to the user. The results of this study can be the basis for improving the usability of applications for smart toy in the future.

• The Mathematical Education
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• v.60 no.4
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• pp.543-554
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• 2021

The dynamic geometric environment plays a positive role in solving students' geometric problems. Students can infer invariance in change through dragging, and help solve geometric problems through the analysis method. In this study, the continuous spectrum of the dynamic geometric environment can be used to solve problems of students. The continuous spectrum can be used in the 'Understand the problem' of Polya(1957)'s problem solving stage. Visually representation using continuous spectrum allows students to immediately understand the problem. The continuous spectrum can be used in the 'Devise a plan' stage. Students can define a function and explore changes visually in function values in a continuous range through continuous spectrum. Students can guess the solution of the optimization problem based on the results of their visual exploration, guess common properties through exploration activities on solutions optimized in dynamic geometries, and establish problem solving strategies based on this hypothesis. The continuous spectrum can be used in the 'Review/Extend' stage. Students can check whether their solution is equal to the solution in question through a continuous spectrum. Through this, students can look back on their thinking process. In addition, the continuous spectrum can help students guess and justify the generalized nature of a given problem. Continuous spectrum are likely to help students problem solving, so it is necessary to apply and analysis of educational effects using continuous spectrum in students' geometric learning.

• Journal of the Korea Society of Computer and Information
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• v.29 no.4
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• pp.31-38
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• 2024

This study proposes hyper-parameter settings for developing a generative AI-based learning support tool to facilitate programming education in online distance learning. We implemented an experimental tool that can set research hyper-parameters according to three different learning contexts, and evaluated the quality of responses from the generative AI using the tool. The experiment with the default hyper-parameter settings of the generative AI was used as the control group, and the experiment with the research hyper-parameters was used as the experimental group. The experiment results showed no significant difference between the two groups in the "Learning Support" context. However, in other two contexts ("Code Generation" and "Comment Generation"), it showed the average evaluation scores of the experimental group were found to be 11.6% points and 23% points higher than those of the control group respectively. Lastly, this study also observed that when the expected influence of response on learning motivation was presented in the 'system content', responses containing emotional support considering learning emotions were generated.

• Journal of Korean Elementary Science Education
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• v.40 no.2
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• pp.127-144
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• 2021

The purpose of this research was to conduct grounded-theory-based explorations on the types of motivation that make pre-service elementary school teachers learn science and on their type-based science-learning processes. One hundred thirty-two pre-service elementary school teachers' motivation types were analyzed, and amongst them, 12 were selected as the subjects to observe their science-learning processes to which grounded theory applied. As a result of analyzing their science-learning motivation types, it was found that the majority belonged to the type "accurators", followed in descending order by the types "directors", "explorers", and "coordinators". Coding various phenomena that appeared in their science-learning processes made it possible to derive 30 categories from them according to the grounded-theory paradigm model elements. Based on such categories derived, analysis could be made on their science-learning process flows by motivation types, according to the grounded-theory paradigm model. For example, the "accurators" were attending science lectures or reading science books to learn science knowledge and how to teach it, from a sense of obligation they took for granted as elementary school teachers. Although their experiences of science-learning processes could not be from pure intentions, due to the teacher certification examination, curriculum, or other environmental factors, they were found to have new perspectives on science with their individual efforts and participations.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.10
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• pp.433-445
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• 2019

This study was designed to create an innovative Korean school space plan. This was done by performing an analysis of cases of student-tailored class operations and the composition of school space in Sweden's Vittra Telefonplan School. To this end, the research team analyzed prior studies, the Vittra school space and the student-tailored classes through an analysis of the literature, documents and video images. First, the OpenSpace was operating classes tailored to each student's academic growth and needs. Second, the open-space school space played a role as the space for student life. Third, the teacher played a role as an active guide and facilitator of students. Forth, the students' individual learning management team actively conducted coding classes by utilizing IT-based learning platforms. The implications of the Vittra School are as follows. When designing a new school, it is recommended to design a small school as small as possible, organize an open space according to the grade and not by the class, and operate the curriculum around the students' grade. When reorganizing existing schools, it is proposed that standardized classrooms be modified for schools with spare classrooms to create learning spaces that can vary for large to small and to practice project-oriented classes at the grade level.

• Journal of Gifted/Talented Education
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• v.27 no.1
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• pp.17-35
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• 2017

The purpose of this study is to analyze the learning objectives characteristics of educational programs of centers for the university affiliated science-gifted education using semantic network analysis, we examined the applicability of semantic network analysis in analyzing learning objectives by comparing the results of analysis with Bloom's revised taxonomy. For this purpose, 702 learning objectives presented in 169 science subjects were selected as subjects to be analyzed. After classifying and coding the learning objectives according to Bloom's revised taxonomy, we conducted a semantic network analysis to investigate the relationship between learning objectives. The results of the analysis are as follows. First, we looked at the number of learning objectives used for each subject, and about 3 elementary school levels and about 6 middle school levels were used. Second, the knowledge dimension such as 'factual and conceptual knowledge' and cognitive process dimension such as 'remember', 'understand', and 'create' was high regardless of the research method and school level. Third, the results of analysis based on the weighting through the semantic network analysis method, the elementary school level emphasize activities th be applied to the actual experimental process through learning about scientific facts, while the middle school level emphasize the understanding of scientific facts and concepts themselves. As a result, it can be seen that the semantic network analysis can analyze characteristics of various learning objectives rather than the conventional simple statistical analysis.

• Journal of Science Education
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• v.41 no.1
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• pp.36-59
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• 2017

The purpose of this study was to develop a theory appropriate to the context by identifying the career motivation formation process from the perspective of academic high school students using a grounded theory approach. In this study, participants were selected among non probability sampling was used for sampling by artificially reputational case selection methods. Forty two highschool students(21 male, 21 female) were participated in this study. Research data were collected mainly collected using in-depth interview data were analyzed by applying the grounded theory method of Strauss and Corbin (1998). According to the results, 319 concepts and 56 sub-categories, and 19 categories were derived n the open coding process. Academic high school students' formation of STEM career motivation were influenced by contextual conditions of "STEM-related career think that the instruments' causal conditions and 'STEM education experience in inside and outside of school' named 'STEM career understanding and self-understanding' using the strategy of being influenced in interventional conditions of social support and obstacle 'for the central phenomenon of "STEM efforts to achieve career goals, it appeared as a result of" satisfaction for STEM careers. And it had a 5-step process over time that the formation process of STEM career motivation. This is expected to provide homes, schools, communities, and contribute to have a new insight on the education of the country, given the direction of career education and counseling intervention and the basic data used to develop and apply STEM career education.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.15 no.3
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• pp.33-46
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• 2020

This study analyzes the entrepreneurship education phenomena for agri-food entrepreneurs whose main business is the production of agricultural products and the sale of processed products, using the qualitative study Strauss & Corbin(1998)'s evidence theory approach. From the entrepreneur's point of view, I would like to summarize the phenomena that appear in education, and to prepare a theoretical basis for explaining the phenomena. The importance of entrepreneurship education is emphasized to cultivate the ability to develop and provide products tailored to customers. The necessity of education leads to an increase in demand according to the situational awareness of the founders, and the quantitative increase in entrepreneurship education in the agri-food sector is a clear trend. Inevitably, the need for various discussions on systematic and effective entrepreneurship education is raised. For the study, an interview was conducted with preliminary or entrepreneur who have experienced entrepreneurship education in the agri-food sector. As a research method, I use Strauss & Corbin(1998)'s approach and analyze qualitative data using QSR's NVIVO 12 program. Through this study, it was found that contextual and systematic entrepreneurship education in the agri-food sector has the effect of strengthening competitiveness and strengthening sales. There is a need for follow-up management of trainees. Strengthening the competitiveness of start-ups is based on training professional manpower through education and linking regions with cities. Strengthening sales is based on product planning and market development. This study explores entrepreneurship education in the agri-food sector, which has not been actively conducted in the past. Exploratory analysis on the experiences of the founders of agri-food sector as education demanders has an important meaning for understanding the phenomenon of start-up education.

• Journal of Korea Society of Digital Industry and Information Management
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• v.13 no.4
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• pp.201-211
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• 2017

This study provided a rubric prior to the performance of a task in a coding class and aimed to verify its effect. As for the research contents, this study redesigned the rubric developed in the preceding studies for the purpose of this study, presented that to the students and conducted a verification of its effects on the computer efficacy and academic achievement of the students who participated in the experiment, conducting a class. For this purpose, with 41 students in an experimental group, to which the rubric was presented to conduct the class and 39 students in a control group to which the rubric was not presented to conduct the class, this study conducted a six-week class and conducted a survey on their self-efficacy in the computer and a test to measure their academic achievement before and after the experiment. As a result, there were more positive effects on both computer efficacy and academic achievement in the group to which a rubric was presented and in which a rubric evaluation was conducted than in the control group. Through the result of this study, it was noted that the evaluation method presenting more specific and more detailed standards for performance and the level of the standards would have positive impacts on the learners' learning.