• Journal of the Korean School Mathematics Society
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• v.17 no.4
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• pp.565-587
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• 2014

Self-Regulated Learning Strategy is a kind of learning strategy that learners could choose and apply metacognitive, cognitive, motivational, and behavioral strategy autonomically and could take an active part in the classes. The purpose of the study was to identify aspects of self-regulated learning strategy with mathematical journal writing. Mathematical journal was composed of 13 questions and each of factor had 1~2 questions. The results of the study have revealed that metacognitive strategies were identified as setting up learning goals, seeking problem solving strategies, reflective thinking and providing examples. Cognitive strategy was identified as understanding the structure among ideas, sequential ranking and key ideas. Motivational strategy was identified as satisfaction and anxiety for studies, confidence and frustration for next studies. There are implications for mathematics education that self-regulated learning strategy can be improved with mathematical journal writing and help students to study mathematics efficiently and successfully.

• Journal of Korean Elementary Science Education
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• v.30 no.3
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• pp.353-366
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• 2011

An alternative vision for science inquiry that appears to be important and challenging is model-based inquiry in which students generate, evaluate and revise their explanatory model. Pre-service teachers should be given opportunities to develop and use their mechanistic explanatory models in order to participate in the practice of science and to have a sound understanding of science. With this view, this study described a case of pre-service elementary teachers' scientific modeling in magnetism. The aims of this study were to explore difficulties preservice elementary teachers encountered while they engaged in a model-based inquiry, and to examine how their understandings of the nature of scientific models changed after the model-based inquiry. The data analysis revealed that the pre-service teachers had difficulties in drawing and writing their own thinking because they had little experience of expressing their own science ideas. When asked to predict what would happen, they could not understand what it meant to make a prediction "based on their model". They did not know how to use or consider their model in making a prediction. At the end of the model-based inquiry they reached a final consensus of a best model. However, they were very anxious about whether the model was the "correct" answer. With respect to the nature of scientific models, almost all of the pre-service teachers initially viewed models only as a communication tool among scientists or students and teachers to help understand others' ideas. After the model-based inquiry, however, many of them understood that they could create, test, and revise their "own" models "by themselves". They also realized the key aspects of scientific models that a model can be changed as evidence is accumulated and a model is a knowledge production tool as well as a communication tool. The results indicated that pre-service elementary teachers' understandings of the nature of scientific models and their previous school science experiences could affect their performance on a model-based inquiry, and their experience of scientific modeling could help them enhance their understandings of the nature of scientific models.

• Proceedings of the Korean Institute of Building Construction Conference
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• 2009.11a
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• pp.219-224
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• 2009

Construction industry is an important key industry and many measures to revitalize it as local economy has been stagnant. However, construction industry works combined with governmental policies, global and local economies, populations, construction companies and many other related factors, and it is very hard for those counter-plans to meet every need and goal of the related. In this study, interviews and questionnaires of the professionals of the construction industry in Busan, were carried out, to find the cause of the inactivity of the construction market, the problems of the policies and regulations, and the problems of the construction companies in Busan and the solutions were suggested. The realistic master-plans and the reduction of the cost price for the problems of the redevelopment business having no feasibility, the reasonable relaxation of the restrictions for the problems of the governmental policies, the professional training and education for the lack of the high-quality human resources and the working system changes for the problems of the local construction companies turned out as results. The results of the study will be a chance to understand the different ideas of the professionals, and help with the plans to improve and to revitalize the local construction industry. The results of the study will be a chance to understand the different ideas of the professionals, and help with the plans to improve and to revitalize the local construction industry.

• The Journal of the Convergence on Culture Technology
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• v.9 no.6
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• pp.833-841
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• 2023

The study is to suggest the example of convergence capstone design operation in department of early childhood education at a college and intellectual property rights application and registration. Based on key experiences such as practical training, students derived ideas for solving problems across the field related to young child, and overlaps with existing intellectual property rights ideas were verified. Linkage with industry and engineering experts was established for mentoring, after going through a refinement process, it contains the process by which five teams among the winning works of the school competition achieved the result of patent application and registration. Through this, we revitalize convergence capstone design education that goes beyond a creative and practical competency-centered curriculum and is linked to the performance of securing intellectual property rights.

• Journal of The Korean Association For Science Education
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• v.43 no.2
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• pp.125-137
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• 2023

This study analyzed the types of knowledge building discourse and knowledge building processes in small group learning using augmented reality. Eight 8th grade students took classes using augmented reality in solubility, boiling and melting points. These classes were carried out twice and all the classes were videotaped and recorded. Every student participated in a semi-structured interview. In the types of knowledge building discourse, the proportion of knowledge sharing and knowledge construction was similar. Beneath the knowledge sharing, the proportion of introductory level discussion was higher than identifying key elements of augmented reality. Recalling existing knowledge rarely appeared. Under the knowledge construction, the proportion of advanced level discussion was the highest and the proportion of sharing and critiquing ideas at a different level and efforts to rise above current levels of explanation was similar. The introductory level discussion and identifying key elements of augmented reality were developed into efforts to rise above current levels of explanation and sharing and critiquing ideas at a different level. Visualized results of knowledge building processes showed all the students' graph drew an upward curve, though cumulative number of impact value was different by each student. As a result of the study, effective ways of improving small group learning using augmented reality are discussed.

• Journal of The Korean Association For Science Education
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• v.37 no.1
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• pp.143-154
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• 2017

Science inquiry has long been emphasized in Korean science education. Scientific modeling is one of key practices in science inquiry with a potential to provide students with opportunities to develop their own explanations and knowledge thereafter. The purpose of this study is to investigate teacher's understanding of models in science and science teaching. A professional development program on Models (PDM) was developed and refined through three times of implementation while teachers' conceptions of models and modeling were examined. A total of 29 elementary and secondary teachers participated in this study. A survey based on model use of scientists in the history of science was developed and used to collect data and audio recordings of discussions among teachers and artifacts produced by the teachers during PDM were also collected. Three ways of ontological and two ways of epistemological understanding of models and modeling were found in teachers' ideas. After PDM, a quarter of the teachers changed their ontological understanding whereas very few changed their epistemological understanding. In contrast, more than two thirds of the teachers deepened and extended their ideas about using models and modeling in teaching. There were no clear relationships between teachers' understanding of models and ways and ideas about using models in science teaching. However, teachers' perceptions of school conditions were found to mediate their intention to use models in science teaching. The findings indicate possible approaches to professional development program content design and further research.

• The Journal of Information Systems
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• v.24 no.3
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• pp.133-154
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• 2015

Purpose This study re-analyzes Jung 2012's data using the time interval based analysis to examine if the process of idea generation is in good currency throughout the ideation sessions. In this way, the relationship between extraversion-introversion personality trait and ideation performance in the context of computer-mediated idea generation can be better understood. Design/methodology/approach A $2{\times}4$ factorial design was used, crossing personality differences (extraversion and introversion) with the degree of stimuli (0, 20, 40, and 80 high-quality ideas). Participants were randomly assigned to one of eight treatment conditions. The group simulator is used to measure individual level performance. The number of unique ideas generated by individuals and the exact time stamp when each idea was submitted were analyzed to compare performances. Findings The results show that introverts' performances significantly drops after about the middle stage of the ideation session, whereas extraverts do not seem to feel time constraints throughout the ideation session, resulting in superior divergent thinking, which is a major key to understand creative productivity in the problem-solving process. Since extraverts tend to yield a larger pool of ideas, another interpretation is that group composition with extraverts compared with introverts may create a logically larger group, which is important to improve the performance of idea generation group.

• Journal of the Korean Society for Library and Information Science
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• v.44 no.4
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• pp.33-59
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• 2010

Library 2.0 advocates a socially rich, multimedia enabled, user originated and communally innovative environment that poses significant opportunities for the libraries to evolve and make themselves even more relevant and significant for her users. This paper presents a case study of the National Library Board of Singapore, in playing a vital role to facilitate the realisation of a long-term key national program, The Singapore Memory (SM) Project. SM embraces the attributes of the Library 2.0 environment to enable the nation's memory to be collected, organised, preserved, discovered, researched, augmented and created. The output of is an evolving collection of knowledge assets on Singapore along a Singapore Memory Content Continuum of existing content that is steadily augmented with new content. The content will be collected across all formats, in any language, from Singaporeans and non-Singaporeans, from any institution and agency, from Singapore and abroad, and from official and unofficial sources. The utopian scenario of SM Project is that any person, community, group or institution who has ever experienced Singapore in any way or has any material on Singapore will engage actively in the contribution, discovery and creation of content for the project, and thus become advocates to further encourage and catalyse more contribution, discovery and creation. The paper outlines the key approaches, concepts and ideas for the project. An important element is the proliferation, exposure and accessibility of the rich contents envisaged in the project. The SM proliferation plan along with examples of how two existing resources, namely, the Singapore Infopedia, a database of articles on Singapore's history, culture, people and events 4 and NewspaperSG, an online resource of current and historic Singapore and Malayan newspapers, have been designed are presented to demonstrate how content can be exposed, searched and discovered.

• World Technopolis Review
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• v.7 no.1
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• pp.2-14
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• 2018

Nowadays, we are standing in front of the $4^{th}$ Industrial Revolution that is featured by a great range of new and advanced technologies that influences all the domains of economies and industries. The great question that this revolution raises is how it can lead to a future that reflects the peoples' common objectives and values on how these advanced technologies can affect the life and transform the economic, social, cultural, and human environment. It is commonly agreed that to be adapted to these changes and needs and shape a society with competitive economies with highly-skilled individuals, we need to encourage innovation, entrepreneurship, new knowledge generation and exchange and true and effective collaboration and communication. In this complex scene, education seems to have a central and critical role on finding new ways of developing expertise and innovation within the existing knowledge procedures, with more and better cooperation between the key players. This paper argues the concepts, opportunities and challenges that are related to the learning ecosystem towards the needs raised by the $4^{th}$ Industrial Revolution. The education is discussed as catalyst but also as carrier of innovation and innovation practices and the basis of a relevant framework is presented that takes into account all the aspects, domains and key players of educational world and interacting domains. Having introduced the ideas of innovation, collaboration and technology advancement in this environment, this paper also presents a real case of practice, focusing on how more than 5.000 schools around Europe succeeded the last four (4) years to implement innovation activities in a collaborative way and under a unique but also flexible pedagogical innovation framework.

• Journal of the Korean Society of Earth Science Education
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• v.5 no.1
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• pp.51-59
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• 2012

The purpose of this study was to examine the effects of Future Problem Solving Program on creativity and scientific attitude. For this study the 4 grade, 2 class was divided into a research group and a comparative group. The class was pre-tested in order to ensure the same standard. The research group had the science class with FPSP, and the comparative group had the class with teacher centered lectures for 9 classes in 10 weeks. The FPSP was focused on finding problems, finding key problems, creating solutions, selecting the standard of judgement, making alternative solutions, and learning creative steps of solutions consisting of development of action planning. To prove the effects of this study, creativity was split up according to fluency, originality, abstractness, accuracy, and openness. Also, scientific attitude consisted of honesty, patience, curiosity, preparedness, autonomy, criticism, and openness. The results of this study are as follows. First, the science class with FPSP with finding problems, finding key problems, and creating solutions had the effect of developing the scientific creativity; fluency, originality, abstractness of the title, accuracy, and openness. Second, the FPSP had the effect of developing the scientific attitude. Students made ideas and solved the problems through divergent thinking and convergent thinking. During the class it had the effect of developing the scientific attitude; honesty, patience, curiosity, preparedness, autonomy, criticism, and openness. As a result, the elementary science class with FPSP had the effects of developing scientific creativity and scientific attitude. It means the science class with FPSP has potential possibilities and value to develop scientific creativity and scientific attitude.