• 공학교육연구
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• 제24권2호
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• pp.51-60
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• 2021

Although more than 15 years have passed since the introductory design courses were opened due to the introduction of engineering education certification in the civil engineering field, these courses have been operated somewhat unsatisfactorily compared to their importance as an introductory course for engineering design. This is partially because the quality of classes is affected by the instructor's individual ability due to the fact that a standard training plan for these courses has not been established so far. Therefore, in this paper, we try to present a reference model for the introductory design course by introducing a class operation case established through continuous improvement process over the last 10 years at Chungbuk National University. This case aims to cultivate students' problem solving and system design skills by carrying out projects to develop egg drop and wood bridge systems based on creative problem solving methodologies. As a result of a questionnaire survey conducted after the class, we found that students' problem solving and system design capabilities were improved significantly and there was a meaningful increase in level of interest and attention in civil engineering by taking this class.

• 정보교육학회논문지
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• 제21권5호
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• pp.537-545
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• 2017

대학교 프로그래밍 입문 수업에 짝 프로그래밍 방식의 실습을 도입하여 운영한 경험과 교훈을 소개한다. 짝 프로그래밍을 적용하지 않은 반과 적용한 반의 수업 성과와 설문조사 데이터를 통해 짝 프로그래밍의 효과를 분석하였다. 그 결과 상당 수준의 짝 프로그래밍 성과가 관찰되었지만 짝 프로그래밍 방식으로 실습한 학생 전반적으로 효과가 있다고 보기는 어려웠다. 일부 학생들에게서는 뚜렷한 학습 성과가 있었고 일부 학생들은 그렇지 못하였다. 짝을 어떻게 지어 주는가가 수업 성과와 학생 만족도에 영향을 주는 매우 중요한 요소임이 설문조사를 통해 드러났다. 이 수업 운영 경험을 바탕으로 짝 짓는 방안을 포함하여 짝 프로그래밍을 수업에 적용하는 방법을 제시한다.

• 공학교육연구
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• 제26권3호
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• pp.42-48
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• 2023

We compare engineering students' learning performance in introductory Statistics classes of the two class types, traditional in-classroom classes with a few reports and real-time online classes with quizzes. Rates of missing classes and turning in homeworks are also included to explain learning attitude. Scores of quizzes, midterm test and final test are used to assess performance. Upto the midterm, the class type is not significant, but rates of missing classes and turning in homeworks are significant. Since the midterm, in-classroom class type reveals better final performance than real-time online class type, rate of turning in homeworks is significant, but rate of missing classes is not significant.

• 한국CDE학회논문집
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• 제18권1호
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• pp.28-35
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• 2013

Product Life cycle Management (PLM) is an indispensable tool for manufactures to develop competitive products in an efficient way. This enlarges the number of participants for product development who should understand PLM for their supporting activities. However, burdens for developing example products, maintaining complex PLM systems and training prerequisite skills for engineering tools such as CAD systems prohibit an efficient introductory course to PLM. This paper proposes a comprehensive introductory course to PLM that bases on general product development process. In addition, it enables participants to build their example products with familiar Lego blocks and to construct 3D CAD assembly models by using predefined 3D elements. The PLM system for the course provides an intuitive and simple user environment for participants to specify their parts lists, associated 3D CAD models, and product structure of example products. Experiences on a class of the course show it is a valid and efficient education and training method for the PLM introduction.

• 응용통계연구
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• 제32권5호
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• pp.683-692
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• 2019

최근에는 기술의 도움 없이 통계를 가르친다는 것은 상상조차 하기 어렵다. 기술의 발전은 기초 통계학을 가르치는 방식과 교과서의 형태를 바꾸고 있다. 거의 모든 학생들이 항상 모바일 기기를 가지고 다니기 때문에 통계학 교과서를 디지털 형태로 제공한다면 학습자는 언제 어디서든 배울 수 있을 것이다. 또한 스마트폰은 학생들이 강의에 더 집중할 수 있도록 수업시간에 질의응답에 사용될 수 있다. 본 논문은 면대면 강의실에서 전자교과서를 이용할 때 발생하는 데이터를 분석하고 향후 전자교과서의 연구 방향을 제안한다.

• Communications for Statistical Applications and Methods
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• 제27권3호
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• pp.269-284
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• 2020

This study compares two teaching methods in an introductory statistics course at a large state university. The first method is the traditional lecture-based approach. The second method implements a flipped classroom that incorporates the recommendations of the American Statistical Association's Guidelines for Assessment and Instruction in Statistics Education (GAISE) College Report. We compare these two methods, based on student performance, illustrate the procedures of the flipped pedagogy, and discuss the impact of aligning our course to current guidelines for teaching statistics at the college level. Results show that students in the flipped class performed better than students in traditional delivery. Student questionnaire responses also indicate that students in flipped delivery aligned with the GAISE recommendations have built a productive mindset in statistics.

• 대한수학교육학회지:학교수학
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• 제4권3호
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• pp.375-399
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• 2002

When a curriculum change is being an issue, the editorships and the promotive directions reflect to supplement the social requests. However it is often criticized that such changes in the textbook itself are not satisfactory enough as to coherent to the editoships. And we set the following research questions; (1) One of the most important changes in the new 7th curriculum is to encourage the students' activities. We checked if it is well suited in the new textbooks. (2) Often textbook itself is not important In class, while instructor or students want something else other than the one suggested in the textbook. We asked 187 teachers how they use the textbooks in class. To answer (1), we checked up the introductory - activity - contents with 7 categories, which are ${\circled1}$ of real life sources ${\circled2}$ in use of concrete manipulative ${\circled3}$ in use of computers or calculators ${\circled4}$ in use of historical resources ${\circled5}$ stimulating to recall a relevant previous knowledges ${\circled6}$ of coherence between the activity and the exploratory contexts. ${\circled2}$ were increased, rewarding to the decrease of ${\circled5}$, in the new textbooks, while changes in ${\circled3}$ and ${\circled4}$ were not enough to talk about increments. Especially slight decrease in ${\circled6}$ were detected and it seemed to attribute to the unmatchable use of ${\circled1}$ and ${\circled2}$ with the explanation of mathematical subjects, which also implies how difficult to match ${\circled1}$ and ${\circled2}$ with ${\circled6}$. Analyzing the reponses of (2), about 70% of the teachers used the introductory activities in the textbook, which led better attention of sudents, while 30% of teachers do not use it because they felt that its inroductory activities had not been adequate for their purposes. Teachers counted inadequacy reasons for not being helpful in class, lack of time or lack of support of students, etc. Those teachers use introductory activities invented of their own for classes. As some results of the study, we suggest firstly that authors of textbooks have to get more informations to provide ways to entcourage students' interest in mathematics classes. The ways must be practical and brain storming as well as More use of computers and calculators and mathematical history are expected. Secondly, we are emphasizing the feedbacks between the textbook authors and the users(teachers and students) through internet. Which, we anticipate, will get better communications between them and be a good foundations of continuous modifications of textbooks.

• 공학교육연구
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• 제17권4호
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• pp.58-61
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• 2014

This paper introduces a tool for effective teaching of introductory computer programming. In order for the class to be effective, we try to attain attention, relevance, confidence, and satisfaction based on Keller's ARCS model. A web-based tool is developed to help both the students and the instructors.

• 디지털융복합연구
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• 제10권9호
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• pp.449-456
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• 2012

초보자들은 프로그래밍 입문 수업을 통해 프로그래밍 언어의 문법적 지식뿐만 아니라, 알고리즘 구상과 프로그램 작성을 위한 문제해결력을 키우는 과정이 필요하다. 문제를 해결하기 위한 문제해결력을 키우는 과정 없이 프로그래밍언어의 지식과 문법위주의 교육이 주가 되는 현실에서 기초 학력수준이 상대적으로 낮은 전문대학의 컴퓨터전공 학생들이 프로그래밍언어 수업에서 느끼는 어려움은 더 크다고 할 수 있다. 본 연구에서는 교육용 프로그래밍언어인 스크래치를 활용한 학생들이 활용하지 않은 반 학생들에 비해 문제 해결력, 프로그래밍 작성 능력, 수업의 만족도면에서 크게 향상되었음을 비교 분석하였다.

• 대한음성학회:학술대회논문집
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• 대한음성학회 1996년도 10월 학술대회지
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• pp.168-168
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• 1996

In this paper I will examine some concrete examples of the obstacles faced by non-native speakers of Japanese when learning the language. I will go on to suggest ways in which these obstacles may be overcome. Nowadays there are numerous Japanese language books available for non-native speakers. However, most of these introductory Japanese language books focus on topics such as pronunciation, accent and intonation. Notable, these introductory textbooks provide insufficient emphasis on prosodic features of the Japanese language. The Japanese language has been considered by many teachers as relatively easy compared to other languages, due to its simple phonetic structure. This may be a partial explanation of the reason why the teaching of prosodic features has generally been given insufficient emphasis. To teach Japanese efficiently at a university level I have combined an emphasis on the teaching of prosodic features together with my experience of television announcing. This has entailed using television news programmes and contemporary reading materials in my class. Using taped material I intend to describe a case-study of teaching of Japanese articulation.