• 아동학회지
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• 제27권6호
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• pp.123-148
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• 2006

In this study of the formation of concepts of inclusion by non-disabled preschoolers in inclusive classroom settings, the researcher conducted participant observation and in-depth interviews from March 2004 through June 2005 in a single day care center offering inclusive education in Kyung-gi Province. The non-disabled children exhibited changes in their conception of disability through interactions with disabled children. The non-disabled children could be grouped into three categories: those who were wary of or disregarded disabled peers; those who disregarded disabled peers while helping them out; and those who actively cared for their disabled peers. Not all children went through the same developmental stages. The speed and degree of change in conception varied depending on the individual.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제17권3호
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• pp.181-198
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• 2013

Teaching and learning mathematics in a classroom setting is based on the interactions between the teacher and her students. Using classroom observations and interviews of students and the teacher, this research examines a first-year teacher and her students' interactions in the mathematics classroom. In this mathematics classroom, teacher and students interaction had inconsistency between mathematical topics and non-mathematical topics. For non-mathematical topics, their interactions were very active but for mathematical topics their interactions were very limited. This paper ends with raising questions for future research and calling for the opportunities for first-year teachers to reflect on their interactions with their students, in particular about mathematical topics.

• 가족자원경영과 정책
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• 제13권4호
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• pp.39-52
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• 2009

The purpose of this research is to introduce a new method for teaching family resource management using classroom experiments. Classroom experiments are very attractive in the sense that students are placed directly into the various environments being studied, and they enhance the effectiveness of the Socratic Method, as opposed to traditional lectures. The family resource management approach focuses on the resource allocation behavior of families in the utilization of their human and non-human resources to achieve goals. Therefore, there are many family resource decision situations to which classroom experiments may be fruitfully applied. Within this context, this research provides useful implications for applying managerial concepts of family resource management behavior in practical situations. The study results might be used to analyze an interactive framework that facilitates discussions of classroom experiments, family resource management behavior and human ecology.

• Educational Technology International
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• 제24권1호
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• pp.1-27
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• 2023

This study aimed to examine an augmented reality-based teaching simulation in a mobile application. We examined how AR-enabled interactions affect users' perceived scenario usefulness and avatar realism. The participants were forty-six undergraduate students. We randomly grouped them into two conditions: AR and Non-interactive video groups with equal sample sizes. This study employed an experimental design approach with a one-way multivariate analysis of variance with repeated measures. The independent variable is the presence/absence of AR interaction with a mobile application. The dependent variables were avatar realism and scenario usefulness. The measures explored how the student avatar's emotional intensity in a scenario influences user perception. The results showed that participants in the AR-interaction group perceived avatar realism significantly higher than those in the non-interactive video group. Also, participants perceived the high emotional intensity scenario (aggression toward peers) to be significantly higher usefulness than the low emotional intensity scenario (classroom disruption).

• 한국산학기술학회논문지
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• 제16권5호
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• pp.3643-3652
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• 2015

본 연구는 우리나라 일부 학교의 실내공기질 현황을 조사 및 평가하고, 학생들이 쾌적한 교육 환경에서 생활할 수 있는 관리 방안으로 활용하는데 기여하고자 한다. 학교별 실내공기질를 분석한 결과, 일부학교의 경우 $PM_{10}$은 학교보건법 기준 농도인 $100{\mu}g/m^3$을 초과한 것으로 나타났다. $CO_2$는 고등학교가 초등학교와 중학교의 농도보다 각각 1.18배, 1.06배 높은 수준으로 나타났으며(p<0.01), 일부 학교에서 학교보건법 기준 농도인 1,000 ppm을 초과한 곳도 일부 있는 것으로 나타났다. HCHO는 학교별로 유의한 차이를 나타내지 않았다. TBC는 초등학교가 중학교와 고등학교보다 각각 1.23배, 1.33배 높은 수준을 보였으나(p<0.01), 전체적으로 학교보건법 기준 농도인 $800CFU/m^3$ 이하의 농도 수준을 보였다. 전체학교의 교실(Classroom)과 비교실(Non-classroom)의 농도비를 분석한 결과, $PM_{10}$은 1.06, $CO_2$는 1.04, HCHO는 0.62, TBC는 1.16으로 나타났다.

• 한국산학기술학회논문지
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• 제15권11호
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• pp.6922-6931
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• 2014

현대 과학기술과 컴퓨터공학의 발전은 정보통신 분야의 비약적 발전과 함께 생활양식에 많은 변화를 가져다주고 있다. 정부는 '미래교육 비전과 전략'을 통해 2030년의 미래사회를 예측하고 그에 맞는 인재 육성을 위해 미래지향적 관점으로 교육정책의 목표를 발표하였다. 교육과정의 변화에는 교육시설의 변화가 동시에 요구 되며, 교실운영과 교사공간정보는 연동된다. 최근 주목받고 있는 BIM 설계는 3D 형상정보 기반으로 설계할 수 있으며, 설계정보와 비형상 정보인 공간정보를 연계시킬 수 있다. 본 연구는 BIM 기반 교사공간정보를 활용하여 교육시설을 운영하고자 한다. 본 연구에서는 교사공간정보를 표준화하고 학교시설 BIM 발주와 운영을 위한 시나리오를 제안하고자 한다.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제19권1호
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• pp.81-88
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• 2015

This study used a posttest control group design and to find out differences between students' self-regulated learning strategies in traditional and non-traditional classroom. To this end, 131 first year university students within the experimental and control groups took part in the study. While ICT-based approach was used as the main medium of instruction in the experimental group, in the control group the paper-based traditional method was used. A survey adapted from Davaanyam [Davaanyam, T. (2013). The structural relationships among Mongolian students' attitudes toward mathematics, motivational beliefs, self-regulated learning strategies, and mathematics achievement. Ph. D. Dissertation. Jeonju, Jeonbuk, Korea: Chonbuk National Unversity.] was used to gather the data. The results of the study indicated a significant difference between the control and experimental groups in regard with their self-regulated learning. That is to say, the experimental group taught through ICT tools acquired higher levels of self-regulation as compared with the control group instructed through the traditional teaching method.

• International Journal of Contents
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• 제13권4호
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• pp.1-11
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• 2017

This paper studies the effect of flipping the classroom in undergraduate physics classes using English as the medium of instruction (EMI). Data on student use of learning strategies, course satisfaction level and perceptions of the flipped classes were collected through a survey including close-ended and open-ended questions. The sample size was 71 students in flipped classes, with 60 students in non-flipped classes used as a control group (total N=131). It was found that students in the flipped classes showed greater intrinsic goal orientation (p<.05), control of learning beliefs (p<.05), and use of critical thinking (p<.01) than those in the non-flipped classes. While the survey highlighted problems of student engagement with the pre-class activities, students who had previous experience with online classes committed more time to pre-class, suggesting that engagement may improve with exposure to blended learning. It is concluded that the flipped classroom helps students develop their identities as self-directed learners, but that more support is necessary for weaker students in the EMI context. Implications are drawn for the content design of flipped EMI classrooms.

• 한국환경교육학회지:환경교육
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• 제5권1호
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• pp.71-88
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• 1993

This study was conducted to develop and effective strategy for environmental education. At first, the environmental education strategy through personalization of environment was proposed. Then students in a middle school participated the program according to the strategy and its. effect was investigated. The strategy was designed in basis of the role of the limbic system in brain and involved field-oriented experience such as viewing the non-personal environment as the personal environment. Gokneung stream was selected as the site to conduct this environmental education. Students investigated water quality by senses and biological method. The same content was taught for the classroom group and simple outdoor group selected for the comparison by traditional instructional method. The pre- and post-test by the instrument to test environmental attitude, qualitative questionnaire, cognitive test, the pre- and post-interview were conducted to investigate the effect the program. The achievement of the classroom group(personalization group). But the change of the attitude toward environment of personalization group between pre- and post-test was significantly higher than the classroom group. In qualitative questionnaire and pre- and post-interviews, attitude toward environment differed between two group. The behavioral change to discover and to solve environmental problems was demonstrated in case the personalization group, but was unclear in the classroom group. These results indicated the environmental education strategy through personalization of environment was an effective strategy to change the awareness, attitude and behavior toward the environment compared with a traditional teaching strategy.

• 디지털융복합연구
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• 제17권3호
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• pp.227-234
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• 2019

본 연구는 교육인프라가 취약한 아프리카 국가들의 교육 콘텐츠, 교실환경, 그리고 ICT기술에 대한 종합적인 보급을 위한 블록형 스마트교실 모델 제시를 목표로 한다. 수업관리시스템, 전력관리시스템 및 교실환경 관리시스템을 통합하는 상황별 솔루션을 제시하고, 아프리카 지역의 국가별 경제적, 비경제적 여건에 최적화가 가능한 융합 모델이 될 것이다. 이는 기존의 서비스, 콘텐츠, 솔루션에 대한 독립적 연구개발이나 단일 컨테이너로 보급된 기존교실과는 차별화되는 효율적인 모델이 될 수 있을 것이다. 이러한 통합 연구 과정을 통해 기존 컨테이너교실에서 나타나는 공간과 기능적 한계를 극복하고 이러닝 기술 고도화에 대비한 융통성 있는 공간을 구축한다. 향후 보다 다양한 지역의 교육 및 인프라 여건에 부합하는 성능과 모델에 대한 탐구로 후속 연구의 깊이와 범위의 확장이 가능할 것이다.