• 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.

• 교육시설 논문지
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• 제27권3호
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• pp.3-14
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• 2020

The purpose of this study is to discuss the planning direction of educational spaces to support children's healthy and creative learning based on bio_philic theory. This study analyzed the characteristics of the application of biophilic patterns in children's education space through case analysis. The conclusion of this study is summarized as follows. As a result of the analysis of children's classroom space, the pattern of 'A(Visual connection with nature), F(Dynamic & Diffuse Light), K(Prospect)' shows high application rate, but the pattern of 'C(Non-Rhythmic Sensory Stimuli), G(Connection with Natural Systems), I(Material Connection with Nature)' shows low application rate. In particular, there is a lack of connection with patterns such as hearing, smell, touch, taste stimulation and water experience, and curiosity through exploration of nature about 'B(Non-visual connection with nature), E(Presence of Water), N(Risk/Peril)' changes in nature and ecosystem. In the corridor and rest space, the pattern of 'A(Visual connection with nature), D(Thermal & Airflow Variability), F(Dynamic & Diffuse Light), G(Connection with Natural Systems), K(Prospect)' shows high application rate, but 'B(Non-visual connection with nature)' shows low application rate. In addition, the application of patterns related to the stimulation of curiosity through direct exploration of nature and the exploration of the patterns of 'E(Presence of Water), N(Risk/Peril)' is insufficient. Therefore, in the case of classroom spaces, the active use of nature as it is should be considered within the scope that does not cause visual confusion, and it should provide an area that can be experienced through the five senses. And corridors and rest spaces should be designed to introduce more active natural elements as spaces to recover stress caused by learning. In other words, the characteristics of children's education facilities need to be connected between classroom space, corridor, rest space and external space. This study is meaningful in that it analyzes and derives the application characteristics of 'biophilic design' which affects the 'Attention Restoration' of children's educational spaces through foreign cases.

• 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.

• 한국보육지원학회지
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• 제9권6호
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• pp.171-196
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• 2013

영아에게 어린이집 교실은 물리적 환경을 넘어서 영아와 교사가 서로 상호작용하며 관계를 형성해 가는 공간이며, 사회적 삶을 시작하는 공간이다. 영아가 교실 속에서 어떠한 문화를 경험하고 형성해 가는가를 이해하는 것은 영아의 바람직한 성격형성과 사회성 발달을 위한 기초 자료를 제공할 것이다. 이에 본 연구는 만2세 영아반 교실문화의 특성에 대하여 살펴보고자 하였다. 자료수집은 H어린이집 만 2세반 영아들을 대상으로 16회기 동안 비 참여 관찰, 교사면담을 통하여 이루어졌으며, 수집된 자료는 질적 연구의 주제 분석에 따라 주의 깊게 읽고 범주화 하는 과정을 거쳤다. 그 결과 만 2세 영아반의 교실문화는 '함께하기'로 나아가는 과도기적 문화, 몸을 통한 의사소통 문화, 교사를 향한 절대적 의지와 반응의 문화, 해체와 통합이 공존하는 문화의 4가지로 나타났다. 본 연구의 결과는 영아의 교실에서의 생활과 사회관계의 경향성에 대한 이해를 높이는데 도움이 되고, 교실문화의 주체자로서의 영아에 대한 재인식, 교사의 적절한 지도방향의 모색, 보육환경을 마련할 필요가 있음을 시사한다.

• 아동학회지
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• 제33권3호
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• pp.177-197
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• 2012

The purpose of this study is to discuss current problems and the directionality of multicultural education by examining the perceptions of teachers regarding the implementation of multicultural education and the actual practice of it within early childhood classroom. The study participants included a total of 7 teachers and 41 young children (3 children from multicultural families). Data were gathered by in-depth interviews with 7 teachers and non-participant observations in two classrooms. The results of our examination of teachers' perceptions of multicultural education were as follows. It is addressed only when there are children from multicultural families present in the classroom. Furthermore, it is only addressed in terms of specific life themes, and it requires external supporting instruction and resources because it is difficult to implement multicultural education by most teachers. The current practice of multicultural education is being addressed through an assimilative approach. It was also clear that teachers respond ambivalently to the issue of cultural particularity in children from multicultural families and use an individualized educational approach situated within the cultural deficit model. etc. Based on these results, the implications and limitations were also discussed.

• 제어로봇시스템학회논문지
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• 제20권5호
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• pp.513-519
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• 2014

Videoconferencing technology is increasingly used in classrooms to introduce children to people from other countries and cultures in order to provide a wider learning experience. However, with traditional screen-based video conferencing technology, research has shown that it is easy for students to miss non-verbal cues that play a key role in developing human relationships. To investigate how children interact differently when their interactions are mediated through screen-based video communication versus robot-mediated communication, we conducted a study with elementary students in Korea, comparing the use of both technologies to introduce classroom students with peer-aged individuals in America. Our findings show that the children displayed more positive emotions during certain tasks and exhibited more interest and intimacy to remote participants in the context of robot-mediated communication than with video-mediated communication.

• 한국과학교육학회지
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• 제32권9호
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• pp.1443-1451
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• 2012

This study aims to investigate the gaze patterns of two expert and two novice teachers in one hour of lecture type class. Teachers recruited from the same middle school conducted the class each, wearing an eye-tracker. Gaze rate and gaze movement pattern were analyzed. The scene where teachers faced in the classroom was categorized into three zones; student zone, material zone, and non-teaching zone. Student zone was divided into nine areas of interest to see the gaze distribution within the student zone. Expert teachers showed focused gaze on student zone while novice teachers' gaze rate was significantly higher at the non-teaching zone, compared to expert teachers' one. Within student zone, expert teachers' gaze spread to the rear areas, but novice teachers' one was narrowly resided in the middle areas of the student zone. This difference in gaze caused different eye movement pattern: experts' T pattern and novices' I pattern. On the other hand, both teacher groups showed the least gaze rate onto the left and right front areas. Which change is required to teachers' gaze behavior and what must be considered in order to make effective teacher gaze in the classroom setting were discussed.

• 영어어문교육
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• 제8권1호
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• pp.85-102
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• 2002

Learners and users of a second language have to resort to a variety of conversational strategies or structures to enable them to communicate effectively and competently. Factors affecting effective communication among English as a second or English as foreign language (ESL/EFL) learners are diverse in nature because of different socio-cultural backgrounds. Gambits as a conversational strategy are used to a large extent and teachers must be made aware of such conversational strategies used by English as second or foreign language learners. Thus, studies focusing on conversational strategies among ESL/EFL learners in the English language classroom are important in order to identify the types of conversational strategies used and to help teachers to understand the appropriate conversational strategies and structures. Such understanding can be used to guide learners to use correct conversational strategies when communicating in English. The purpose of this paper is to highlight the use of gambits as a communication strategy in conversation among non-native speakers of English in an English as a second language(ESL) context based on Kellers conversational strategy signals. (175 words)

• 한국정보통신학회:학술대회논문집
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• 한국정보통신학회 2021년도 춘계학술대회
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• pp.592-593
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• 2021

지난해 7월, 대통령 주재 한국판 뉴딜 국민보고대회를 개최하여 그 핵심 전략으로 「한국판 뉴딜 종합계획」을 발표하였고, 교육 분야에서는 '그린스마트 미래학교' 사업이 한국판 뉴딜 10대 대표과제 중하나로 포함되었다. 그리고 작년 한해 COVID-19로 인한 비대면 수업 확산으로 일선 교육현장의 ICT기술의 요구가 빠르게 급증하였다. 따라서 본 논문에서는 과거 교실의 무선네트워크 및 유선 인프라의 문제점을 고찰하고 이후 비대면 수업 및 대면 수업시 사용가능한 초고속 무선네트워크를 보유한 그린 스마트 교실을 위한 유선네트워크 인프라와 무선 네트워크 장비들을 설계하고 실제 교실에 구축하기위한 예시를 제시하였다.

• 한국산학기술학회논문지
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• 제21권11호
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• pp.398-411
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• 2020

본 연구는 코로나19 환경에서 시작된 비대면 학습이 대학수업에서 효과적으로 이루어질 수 있도록 비대면 수업사례를 중심으로 탐색하고자 하였다. 본 연구의 내용 범위는 대학에서 코로나19 상황에 직면한 비대면 수업사례의 학습전개 과정을 수업 및 학습내용, 상호작용, 과제활동, 수업환경의 교수-학습활동으로 분석하였다. H대학교 유아교육과 1학년 학생의 창업기초 교과목 수강생을 대상으로 진행하였다. 연구결과 첫째, 학습내용으로 창업에 대한 관심이 증가하였다. 둘째, 교수학습과정을 탐색한 결과 학생들이 학습내용을 이해하거나 학습목표를 달성하는데 있어서 대면 교수-학습과 비대면 교수-학습과 큰 차이가 있다고 볼 수 없다. 셋째, 비대면 교수-학습에서 가장 아쉬운 것은 상호작용 활동이며, 이로써 과제수행에 있어 어려움을 호소했다. 넷째, 학생들은 새로운 비대면 교수-학습 환경에 적응하여 마무리했다. 이 연구 결과를 바탕으로 비대면 교수학습 모델 개발이 필요하며, 대학 및 정부차원에서 비대면 환경 플랫폼을 구축하고, 온·오프라인을 포함하는 교육적 상호작용 시스템이 필요할 수 있다는 논의를 바탕으로 새로운 시각과 접근을 다룰 수 있는 연구들이 지속되어야 함을 밝혔다.