• 한국정보통신학회:학술대회논문집
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• 한국해양정보통신학회 2003년도 춘계종합학술대회
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• pp.477-480
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• 2003

원격교육의 발전은 해를 거듭할수록 많은 변화를 가져왔다. 기존의 원격교육은 학습자 특성을 고려하기보다는 학습내용의 반복훈련을 통해 기능을 습득하는 단순반복형 학습시스템 유형이 많다. 이러한 단순반복형 학습시스템은 학습초기 학습매체가 가지는 흥미와 동기가 학습이 지속될수록 반감되어 간다는 단점이 있다. 학습자들이 참여하지 않을 경우 교육 자체가 성립하기 어렵기에 원격교육에 있어서 학습 참여는 대단히 중요하다. 따라서 본 연구에서는 원격교육에서 학습자들의 참여도가 저조하다는 것을 인지하여 학습 참여도를 향상시키기 위해 학습자가 자기 주도적이고 상호작용적 및 수준별 학습을 가능하게 하는 시스템을 개발하여 응용해 봄으로써 다른 강의까지도 학습효과를 줄 수 있는 방안을 제시하고자 한다.

• 공학교육연구
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• 제18권3호
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• pp.3-12
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• 2015

The aim of this paper is to provide teacher awareness and the status of robot based instruction(RBI) by focusing on the school curriculum. To gather that information, we conducted a questionnaire survey composed of six items to 116 teachers who have had experiences on RBI. The questions are about the fit school year for RBI, the fit subjects for it, the possibility of applying it to regular subject, the fit students' learning levels for it, the fit learning styles for it and effective methods to apply it to regular subject teachers. The result is as follows: (1) RBI is suitable for fifth and sixth grade in elementary school and all grades in high school. (2) It is suitable for all regular subjects in all schools. (3) It is more effective for the students who have average learning level. (4) It fits into introverted students more than the other style of learners. (5) It is likely to be more effective in supporting of learning and understanding of the contents than merely assisting the teachers' instruction. (6) The teachers showed positive awareness on applying RBI to subject of creative activities. The results are significant in relation to the following two views. First, we can get the positive possibility in applying school curriculum using RBI. Second we can foresee that RBI will provide an innovative paradigm to school curriculum. In addition, the results of this paper can be used as preliminary information for developing models and programs on RBI.

• 한국초등과학교육학회지:초등과학교육
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• 제22권2호
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• pp.156-162
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• 2003

The purpose of this study was to explore effects of 4MAT system program on the creativity, science achievement and science-related attitudesof elementary school students. 4MAT learning program is a model based on the whole brain learning including the learning styles and the cognitive specialization of left and right hemispheres. The study was conducted for 10 weeks during the 1998 second semester in H elementary school which is located in Incheon. 4MAT learning program was applied to the 5th and 6th grade students. One hundred 5th grade students and eighty three 6th grade students are selected for this study. The experimental group was taught in applying the 4MAT system, and the control group was taught by the traditional manner. The results of this study were as follows: There was a significant difference on creativity between the instruction by applying 4MAT system and the traditional instruction. In the 6th grade, there was a statistically significant difference on science achievement and science-related attitude. In the 5th grade, there was slightly increased, but statistically onsignificant. In conclusion, the instruction by applying 4MAT system was more effective in developing student's creativity than the traditional instruction in both grades.

• Korean journal of medical education
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• 제30권4호
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• pp.339-346
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• 2018

Purpose: The purpose of this study was to examine whether non-cognitive student attributes such as learning style and personality type affected academic performance in a flipped learning classroom of a pre-dental undergraduate science course. Methods: 'Biodiversity and Global Environment,' a 15-week, 3-credit course, was designed as a flipped class in Seoul National University School of Dentistry in 2017. Second-year pre-dental students were required to enroll in the course and to engage in online learning and in-class discussion. The Kolb's Learning Style Inventory and the Myers-Briggs Type Indicator were conducted to measure non-cognitive student factors. Independent samples t-test and multivariate regression analyses were used to examine the relationships between self-rated measurements and academic achievement. Results: More than half of the students enrolled in the flipped science course had an assimilator learning style (50%), followed by convergers (24%), accommodators (16%), and divergers (10%), and their personality types were dominated by the introverted, sensing, thinking, and judging types, respectively. Examining group differences using the t-test demonstrated a significant relationship between the diverger group and higher academic success. In particular, the multivariate regression analysis indicated that both thinking types and female students performed better in discussion than feeling types and male students. Conclusion: To operate the flipped learning classroom more effectively in medical and dental education, the instructor should carefully develop and apply a more tailored facilitation and relevant assessment by considering student learning styles and personality types.

• 한국실내디자인학회논문집
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• 제25권1호
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• pp.65-72
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• 2016

In allowing visitors to manipulate objects or models with their hands, science museums can become informal education institutions. However, little research has been conducted analyzing the specific interactions of visitors at museums and the effects that specific characteristics of interactive exhibit have on visitors. This research classified exhibits according to the three characteristics: the presentation of concepts, interaction with exhibits and concept levels. Further, relationships among engagement behaviors, visitors'attraction to exhibits, and the holding power of exhibits were analyzed. Using the three characteristics, 55 exhibits were classified into five styles. The results suggest that intriguing content and novel interfaces, maximizing information on science and technology, should be developed for the educational purpose of encouraging visitors to engage in active learning with interactive exhibits. The results of this study provide useful data that planners, designers, and instructors of science museums can use to maximize visitors' participatory learning and interactions.

• 공학교육연구
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• 제15권5호
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• pp.87-92
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• 2012

Independent study is a major ability of engineering students. In independent study training practice, we need to use different instructional strategies and responds to individual student needs and learning styles. The purpose of this paper is to demonstrate a four-step student independent study training mode we applied to teaching the Biomedical Engineering students in Dali University, China. We developed this teaching mode to fulfill the goals of the first years' undergraduates training and improve the students learning skills. The four-step teaching mode includes both in-class and out-of-class activities. The emphasis is on how to train students to get information from the reading materials, understand the concept, develop critical thinking and eventually become independent learner.

• 한국정보처리학회논문지
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• 제4권12호
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• pp.3023-3032
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• 1997

본 논문에서는 최소한의 구조성을 갖는 하이퍼스페이스 학습 환경에서의 수업 진행에 있어서 두가지 개별적 인 차이에 관하여 연구하였다. “펄 하버”라는 하이퍼 스택의 사용에 있어서 GEFT(Group Embeded Figure Test)를 통해 보면, 장 종속적인(Fleld Dependsnt) 사용자는 장 독립적인(Field Independent) 사용자보다 더욱 자주 지침서를 사용하였으며, 연구후 FI 사용자가 궁극적으로는 더욱 높은 시험 결과를 보여 주었다. 또한, FD 사용자가 일정한 형식의 진행 과정을 보여 주지 않은 데 반해, FI 사용자는 일정한 형태의 학습 진행 과정을 나타내었으며, 영상 사고가 높은 학습자가 하이퍼스페이스 학습환경에서 더욱 큰 교육 효과를 얻게되는 것으로 나타났다．

• 한국과학교육학회지
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• 제32권3호
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• pp.502-523
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• 2012

The purpose of this study is to explore the relationship between selected components of conceptual ecology that are reflected in high school science students' statements, when answering questions. This study follows from a position that there is reason to believe that, in the process of answering questions, many aspects of conceptual ecology are likely to play a role. Data were gathered through six audio-taped interviews, the science teacher's profiles of each student, the students' personal journals, their assignments, and their examinations and participation in class. Kay and KY were selected as the focus of this study because theirs were both dramatic as well as representative cases. As the findings suggest, learning styles differ according to distinctions within individuals' conceptual ecologies. Thus the way in which a person learns science varies according to the construction of her/his conceptual ecology. This suggests that different forms of pedagogy may be effective with different types of learners. This also suggests that science educators may have a role in assisting students to develop into constructed, rather than received, learners.

• 영어어문교육
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• 제8권2호
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• pp.197-218
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• 2003

The purpose of this study is to help the students in middle school improve their English listening comprehension by presenting effective teaching and learning techniques using animation. A good animation provides a self-contained world with language expressed in a virtual context. A few animation such as "Mulan", "The Emperor's New Clothes", and "Gulliver's Travel" are presented. The materials are primarily for English listening comprehension, enhance awareness of American culture and life-styles, and to encourage students' active role in learning English. It is suggested that their use with content-based instruction, where animation provides relevant schema background, makes language relevant and comprehensible. Practical aspects of classroom instruction are discussed, focusing on the adaption of pre-viewing, while-viewing, and post-viewing activities to the selected animation. It is concluded that careful animation selection, purposeful lesson planning, and the integration of pre-viewing, while-viewing, and post-viewing activities into the content-based lesson encourage natural language skills, especially the listening comprehension and students' interest in English.

• 컴퓨터교육학회논문지
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• 제7권6호
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• pp.59-68
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• 2004

협동적 웹기반 학습이란 웹을 매개로 학생들이 동료 학생, 전문가, 교수, 지역사회 인사, 다른 기관의 연구원 등과 함께 학습을 하는 것이다. 본 논문은 점차 활성화되어 가고 있는 협동적 웹기반 학습에서 학습자들을 공정하고 공평하게 평가하기 위한 도구를 제안하는 것을 목표로 하고 있다. 결국, 공정한 평가를 통하여 협동적 웹기반 학습이 가상공간에서도 체계적으로 원활히 이루어질 수 있도록 유도하고자 한다. 본 논문에서는 우선 협동적 웹기반 학습이 이루어지기 위한 환경 및 수업 방식을 조사한다. 이를 위해 실제 교실 수업에서는 협동학습 시 어떤 방식으로 학습자들을 평가하는지 조사 분석하고 이를 바탕으로 하여 협동적 웹기반 학습을 위한 학습자 평가 항목을 개발한다. 또한 팀 구성방식과 수업유형을 고려하였을 때 재안한 평가항목 중에서 참여도 측면, 협동성 측면과 개별책무성에 대해 학습자들의 평가사례를 분석한다.