• International Journal of Knowledge Content Development & Technology
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• v.11 no.2
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• pp.23-36
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• 2021

Makerspace offers an innovative way for university libraries to render services and achieve its core objectives. However, there is low level of adoption in Nigerian university libraries, hence the need to investigate the personnel's perception towards makerspace as an innovative learning platform. To achieve this, the descriptive research design was used to elicit data with the aid of a structured questionnaire, from the 96 library personnel in John Harris Library, University of Benin. Of the 96 copies of questionnaire distributed, 68 copies were returned and analyzed using descriptive statistics. The results showed that the library personnel were familiar with makerspace even though they still require more information about it. Also, that makerspace gives students the opportunity to acquire ew skill and enhances collaboration among learners. Moreover, the study revealed that budget constraints, high cost and maintenance of equipments, erratic power supply and lack of staff training are some of the perceived challenges to makerspace implementation. Consequently, the study revealed that university libraries should strategize on how to increase allocation of funds, organize makerspace webinar for personnel, ensure stable electricity supply and create a dedicated space for makerspace in the library. In conclusion, makerspace will provide students with the technological exposure and creative abilities required for the future, and as such effective planning should be made for its deployment and sustainability in Nigerian university libraries.

• Journal of Korean Public Health Nursing
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• v.35 no.3
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• pp.368-383
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• 2021

Purpose: The purpose of the study was to develop a smartphone app-based emergency coping education program to improve caregivers' emergency coping abilities and identify the program's effect on knowledge, attitudes and confidence in first aid. Methods: The study was conducted with 80 caregivers in elderly care facilities and home care centers. A total of 40 participants were assigned to experimental and control groups of caregivers working in elderly care facilities and home care centers using a nonequivalent control group pretest-posttest design. The data were analyzed using the 𝝌²-test and the independent t-test with the SPSS 25.0 program. Results: The experimental group had higher scores and a statistically significant increase in knowledge(t=6.26, p<.001), attitude(t=5.25, p<.001), confidence(t=3.38, p<.001) and emergency coping abilities(t=8.83, p<.001) was observed in comparison to the control group. Conclusion: The smartphone app-based emergency coping education program has proven the effectiveness of education by improving the ability of caregivers to cope with emergencies, suggesting the need to expand and apply it to more caregivers. In order to maximize the learning effect, app-based educational content should be developed in more diverse areas along with follow-up research with various education contents.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2021.10a
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• pp.287-289
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• 2021

Smart farming education service based on network are important factors for farming sector. The lack of time and space has to lead to their limited appliance to farmers. Limited information support and low background knowledge in farming production is a lot of trial and error in farming production. Smart farming education as a service based on cloud provide the farming information that is the farming knowledge, farming skill, and farmer's experiences and knowhow, etc. And real-time information such as climate change, soil environment and market trends is very important. This paper proposes a framework for applying farming education service based on cloud. It consists of smart farming function and smart farming education function

• Educational Technology International
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• v.13 no.2
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• pp.283-312
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• 2012

Problem-solving ability is one of the most important learning outcomes for students to compete and accomplish in a knowledge-based society. It has been empirically proven that visualization plays a central role in problem-solving. The best performing problem-solver might have a strong visualization tendency. However, there is little research as to what factors of visualization tendency primarily related to problem-solving ability according to phases of problem-solving. The purpose of this study is to identify the relationship between visualization tendency and problem-solving ability, to determine which factors of visualization tendency influence problem-solving ability in each phase of problem-solving, and to examine different problem-solving ability from the perspective of the levels of visualization tendency. This study has found out that visualization tendency has a significant correlation with problem-solving ability. Especially, Generative Visualization and Spatial-Motor Visualization as sub-visualization tendency were more strongly related to each phase of problem-solving. It indicates that visualization tendency to generate and operate mental processing can be considered a major cognitive skill to improve problem-solving ability. Furthermore, students who have high visualization tendency also have significantly higher problem-solving ability than students with low visualization tendency. It shows that the levels of visualization tendency can predict variables related to students' problem-solving ability.

• Journal of Science Education
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• v.37 no.3
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• pp.525-537
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• 2013

The purpose of this study was to investigate science integrated process skill of the students in science education center for the gifted. In order to do this, 'free-response test for the assessment of science process skills' developed by Yu-Hyang Kim(2013) was administered to 102 students(15 in elementary school science class, 58 in middle school science class I, and 29 in middle school science class II) who attend the program of science education center for the gifted in C university. The assessment tool measured 9 skills ; formulating inquiry questions, recognizing variables, formulating hypotheses, designing experiment, transforming data, interpreting data, drawing conclusions, formulating generalizations, and evaluating the designed experiments. As a result, the students in science education center for the gifted had relatively high scores in the area of 'formulating hypotheses' and 'recognizing variables', but they had relatively low scores in the area of 'transforming data', 'interpreting data', and 'evaluating the designed experiments'. The 2 items' percentage of correct answers were below 40% ; one is about a drawing a line graph in 'transforming data', and the other requires finding improvements of the experimental design in 'evaluation'. There was no significant difference between boys' scores and girls's one, and between the scores of students in the field of biology and those of students in the other fields(physics, chemistry, and earth science) in science integrated process skills. And there was significant difference according to the periods receiving the gifted education in 'formulating generalizations'. The teaching and learning has to focus on improving science integrated process skills in the program of science education center for the gifted and teaching and learning materials needs to be developed.

• Journal of Korea Technology Innovation Society
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• v.17 no.2
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• pp.380-420
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• 2014

We increasingly see the importance of employees acquiring enough expert capability or innovation capability to prepare for ever growing uncertainties in their operation domains. However, despite the above circumstances, there have not been an enough number of researches on how operational input components for employees' innovation outcome, innovation activities such as acquisition, exercise and promotion effort of employee's innovation capability, and their resulting innovation outcome interact with each other. This trend is believed to have been resulted because most of the current researches on innovation focus on the units of country, industry and corporate entity levels but not on an individual corporation's innovation input components, innovation outcome and innovation activities themselves. Therefore, this study intends to avoid the currently prevalent study frames and views on innovation and focus more on the strategic policies required for the enhancement of an organization's innovation capabilities by quantitatively analyzing employees' innovation outcomes and their most suggested relevant innovation activities. The research model that this study deploys offers both linear and structural model on the trio of learning, innovation capability and innovation outcome, and then suggests the 4 relevant hypotheses which are quantitatively tested and analyzed as follows: Hypothesis 1] The different levels of innovation capability produce different innovation outcomes (accepted, p-value = 0.000<0.05). Hypothesis 2] The different amounts of learning time produce different innovation capabilities (rejected, p-value = 0.199, 0.220>0.05). Hypothesis 3] The different amounts of learning time produce different innovation outcomes. (accepted, p-value = 0.000<0.05). Hypothesis 4] the innovation capability acts as a significant parameter in the relationship of the amount of learning time and innovation outcome (structural modeling test). This structural model after the t-tests on Hypotheses 1 through 4 proves that irregular on-the-job training and e-learning directly affects the learning time factor while job experience level, employment period and capability level measurement also directly impacts on the innovation capability factor. Also this hypothesis gets further supported by the fact that the patent time absolutely and directly affects the innovation capability factor rather than the learning time factor. Through the 4 hypotheses, this study proposes as measures to maximize an organization's innovation outcome. firstly, frequent irregular on-the-job training that is based on an e-learning system, secondly, efficient innovation management of employment period, job skill levels, etc through active sponsorship and energization community of practice (CoP) as a form of irregular learning, and thirdly a model of Yί=f(e, i, s, t, w)+${\varepsilon}$ as an innovation outcome function that is soundly based on a smart system of capability level measurement. The innovation outcome function is what this study considers the most appropriate and important reference model.

• Hwankyungkyoyuk
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• v.6 no.1
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• pp.63-99
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• 1994

The international environmental activities and environmental education began in 1970's. Environmental education in Korea was emphasized since the Forth National Curriculum. 'The Environmental Education Curriculum' will be separated as one of the most important parts in the Sixth National Education Curriculum in Korea. The purpose of this study was development. of 'Environmental Science' of high school appropriate to Sixth National Education Curriculum. First step was to state goals of environmental education in detail based on analysis of goals about environmental education in our country and other countries. Second was to analyse seven environments-related texts of Korea, America and England. Third, to measure how much environmental education has achieved in Fifth National Curriculum of Korea. Fourth, to develop a new environmental text of high school level. Fifth, to verify the effect of developed environmental text. The environmental part of 'Science I'(unit V. Life and Environments) and high school environments-related reference text(Survival and Environments) in Korea, American knowledges. American 'Environments' was stressed in many skills but they didn't include various teaching strategies. On the other hand, American 'Science-Technology-Society(S-T-S)' and British 'Science and Technology in Society(SATIS)' were stressed in knowledges and skills, and they included many teaching strategies and student actions. American 'S-T-S' was the only one stressed in values and attitudes. And all seven texts were not interested in behaviors and participations. To measure the achievement of environmental education by questionnaire, 497 high school students in total were selected from five different schools. Actually, most students had a positive thinkings and attitudes in their hearts about environmental problems, about environmental problems, but many of them did not take actions to solve environmental problems and to protect environments. The higher the score students got in 'knowledges and informations', the higher the score in 'skill'. It implies that learning of skills is based on learning of knowledges and informations about environments. On the other hand, much knowledges and information about environments has not always ensured positive thinkings and attitudes or active behaviors and participations to solve environmental problem. In view that ultimate aim of environmental education is forming responsible environmental behaviors and the goals of values and behaviors are as important as knowledges and skills. A new environmental text of high school level was developed and it was based on analysis of seven texts and environmental education in Fifth Korean Curriculum. This text have seven units, 1. Habitates : What're the meanings?, 2. Nuclear Energy : Can't be Avoid?, 3. Acid Rain : What're the Messages?, 4. Ethanol : Is this Future Fuel?, 5. Wastes : A New War!, 6. What're the National and Gloval Environmental education and avoided from the array of knowledges. Therefore included various teaching strategies and independent actions of students. 'Open-ended value learning' and 'free behavior learning' in text were special learning parts for aquisition of values and formation of behaviors. To verify the effects. of new developed environmental text, the direct learning was carried out by 286 students in total. Post test scores of experimental groups per each units were significantly higher than those of control groups from five different schools were as follows. For validity of selecting contents for units, 74% of respondent replied positively. For classification and presentation of four goal-groups, 90% replied positively in validity and 82%, in utility. For validity of various teaching strategies, 88% and for the degree of including student-centered independent actions, 86% replied positively, For importances and expected effects of 'open=ended value learning' and 'free behavior learning', showed positive responses respectively, 88%, 92% Therefore this text is effective to achieve four goals of environmental education equally.

• International Journal of Computer Science & Network Security
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• v.24 no.4
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• pp.163-169
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• 2024

India is a developing nation and has come with comprehensive way in modernizing its reducing poverty, economy and rising living standards for an outsized fragment of its residents. The STEM (Science, Technology, Engineering, and Mathematics) education plays an important role in it. STEM is an educational curriculum that emphasis on the subjects of "science, technology, engineering, and mathematics". In traditional education scenario, these subjects are taught independently, but according to the educational philosophy of STEM that teaches these subjects together in project-based lessons. STEM helps the students in his holistic development. Youth unemployment is the biggest concern due to lack of adequate skills. There is a huge skill gap behind jobless engineers and the question arises how we can prepare engineers for a better tomorrow? Now a day's Industry 4.0 is a new fourth industrial revolution which is an intelligent networking of machines and processes for industry through ICT. It is based upon the usage of cyber-physical systems and Internet of Things (IoT). Industrial revolution does not influence only production but also educational system as well. IoT in academics is a new revolution to the Internet technology, which introduced "Smartness" in the entire IT infrastructure. To improve socio-economic status of the India students must equipped with 21st century digital skills and Universities, colleges must provide individual learning kits to their students which can help them in enhancing their productivity and learning outcomes. The major goal of this paper is to present a low cost, effective learning mechanism for STEM implementation using Raspberry Pi 3+ model (Single board computer) and Node Red open source visual programming tool which is developed by IBM for wiring hardware devices together. These tools are broadly used to provide hands on experience on IoT fundamentals during teaching and learning. This paper elaborates the appropriateness and the practicality of these concepts via an example by implementing a user interface (UI) and Dashboard in Node-RED where dashboard palette is used for demonstration with switch, slider, gauge and Raspberry pi palette is used to connect with GPIO pins present on Raspberry pi board. An LED light is connected with a GPIO pin as an output pin. In this experiment, it is shown that the Node-Red dashboard is accessing on Raspberry pi and via Smartphone as well. In the final step results are shown in an elaborate manner. Conversely, inadequate Programming skills in students are the biggest challenge because without good programming skills there would be no pioneers in engineering, robotics and other areas. Coding plays an important role to increase the level of knowledge on a wide scale and to encourage the interest of students in coding. Today Python language which is Open source and most demanding languages in the industry in order to know data science and algorithms, understanding computer science would not be possible without science, technology, engineering and math. In this paper a small experiment is also done with an LED light via writing source code in python. These tiny experiments are really helpful to encourage the students and give play way to learn these advance technologies. The cost estimation is presented in tabular form for per learning kit provided to the students for Hands on experiments. Some Popular In addition, some Open source tools for experimenting with IoT Technology are described. Students can enrich their knowledge by doing lots of experiments with these freely available software's and this low cost hardware in labs or learning kits provided to them.

• Journal of The Korean Association of Information Education
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• v.9 no.3
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• pp.533-548
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• 2005

According to the increasing of the internet infrastructure and growth of contents technology, the users can access an education service at anytime and anywhere. In a field of English education, especially, internet technology has enabled learners to communicate with their teachers and multimedia contents technology has been able to provide learner not only lots of interests, but also good effect on English learning. In this paper, we propose a method diagnosing learner's level by using some question-items, which consist of item's type and item's function. Futhermore, the proposed system can support three devices which are PC, PDA, and Mobile Phone on wired and wireless internet communication environments. Also, the system provides multimedia contents including flash movies, image, and audio contents. We have applied the system into real classroom, and we verified that the question-items that system provides has no problem, and our method could improve each learner skill on English education. Therefore, we expect that learner who uses the proposed system will get level-based English learning service at anytime and anywhere.

• Journal of Practical Engineering Education
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• v.12 no.1
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• pp.109-116
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• 2020

The effects of mentoring education bring positive effects such as mentees' capacity building, knowledge improvement and positive attitude. The major difficulties that nursing college students experience in clinical practice are low adaptability, lack of confidence, etc. Therefore, this study developed mentoring education program to improve the problem-solving ability, learning attitude, and confidence in nursing skill before clinical practice for nursing college students and evaluated their effectiveness. In order to develop the program, a group of experts consisting of professors and clinical nurses selected 11 topics after discussing nursing skills and knowledge, which were most required in clinical practice. The program involved 14 mentors who operated practice, counseling, video clips, and contextual discussions for two days to a group of 9 to 10 people. Nursing college students who received the mentoring education program showed a significant increase in learning attitude and confidence in performance of nursing skills, but there was no statistically significant difference in problem-solving ability. This study is meaningful in that it has improved the educational effect by using mentoring methods, away from formal in-school practice education. In the future, it will be necessary to evaluate whether the mentoring education program affect the problem-solving ability of nursing students by applying it before, during, and after clinical practice rather than in a short period.