• Title/Summary/Keyword: Simulation for Teacher Education

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The Perception for Software Education of pre-Service Special Elementary Teacher (프로그래밍 도구에 따른 로봇활용수업 학습방안)

  • Kim, Se-min;Ryu, Chang-su;You, Kang-soo
    • Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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    • 2016.10a
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    • pp.635-637
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    • 2016
  • The purpose of this study was to apply other programming tools such as robots parish. The robot was utilized for Lego Mindstorms NXT. Programming tools were used to block generic programming tools were used in the NXT-G, was used as a simulation programming tools MSRDS, mobile App Inventor is a programming tool (App Inventor). It can lead to interesting effects of learning and learning based on three programming tool above.

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Evaluating Information Credibility Toward Green Marketing in Indonesia

  • JAMAL, Fauziyah Nur;OTHMAN, Norfaridatul Akmaliah;SALEH, Raden Chairul;NURHANAY, Almira Husnun;ROHMAH, Wafrotur
    • The Journal of Asian Finance, Economics and Business
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    • v.8 no.2
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    • pp.427-438
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    • 2021
  • This study aims to identify variables, which have relationship to the information credibility toward brand trust. Other than that, this study also proposes a system dynamics approach method, where the time to achieve different credible information can be modeled efficiently and by using variable-oriented simulation methods. Data, which are used for testing, are derived from 400 questionnaires. Data for SEM are collected by using questionnaire and are processed using AMOS software to identify the result whether it is proper to determine the proper variables and the indicators, which will be processed in the simulation using Powersim. The result shows that, from six variables proposed, five are significant variables that support the information credibility. The value of information credibility has fluctuated in 10 years. The important aspect in business activity is a business strategy that incorporates marketing activities. Many companies are adopting green marketing practice to achieve a better business performance, so that information credibility factor is needed. Over the past few years, numerous industries in Indonesia have increased awareness toward green movement. Some companies apply the whole process of creating green products, while others only do so partially, but this is a good approach to green business development in Indonesia nonetheless.

The Exploring of Educational Meaning on Software Education for a 5-year-old (만5세 소프트웨어 수업에 나타난 교육적 의미 탐색)

  • Hong, Chan-Ui
    • Journal of Convergence for Information Technology
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    • v.10 no.9
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    • pp.183-190
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    • 2020
  • The purpose of this study is to conduct computational thinking-based software education for a 5-year-old, and to analyze educational meanings. For the study, a total of 10 activities were applied for 50 children at two kindergartens located in Seoul and the collected data were analyzed qualitatively. As a result of the study, the educational meaning that founded to young children in software classes was finding problems in prior experiences, approaching the simulation process with stories, and feeling of interest and achievement through software devices. The educational meanings that founded to the teacher were to ask questions to support the procedural thinking process, to lead the thought process to concrete experiences, and to move between group activities and individual activities appropriately. In the future, research on the effectiveness of computational thinking-based software education should be conducted.

A Study on Teaching-Learning and Evaluation Methods of Environmental Studies in the Middle School (중학교 "환경" 교과의 교수.학습 및 평가 방법 연구)

  • 남상준
    • Hwankyungkyoyuk
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    • v.7 no.1
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    • pp.1-17
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    • 1994
  • This study was performed to determine appropriate teaching-learning and evaluation methods for Environmental Studies. To promote the relevance of our study to the needs of the schools and concerned educational communities of environmental education, we reviewed related literature, conducted questionnaire surveys, interviewed related teachers and administrator, held meetings with experts, and field-tested our findings. For selecting and developing teaching-learning methods of Environmental Studies, findings of educational research in general are considered. moreover, principles of environmental education, general aim of environmental education, orientations of environmental education, and developmental stages of middle school students in educational psychology were attended. In addition, relevance to the purpose of the Environmental Studies curriculum, appropriateness for value inquiry as well as knowledge inquiry, small group centered class organization, social interaction centered teaching-learning process, regional environmental situation, significance of personal environment, evaluation methods of Environmental Studies, multi- and inter-disciplinary contents of the Environmental Studies textbook, suitability to the evaluation methods of Environmental Studies, and emphasis on the social interaction in teaching-learning process were regarded. It was learned the Environmental Studies can be taught most effectively in via of holding discussion sessions, conducting actual investigation, doing experiment-practice, doing games and plate, role-playing and carrying out simulation activities, and doing inquiry. These teaching-learning methods were field-tested and proved appropriate methods for the subject. For selecting and developing evaluation method of Environmental Studies, such principles and characteristics of Environmental Studies as objective domains stated in the Environmental Studies curriculum, diversity of teaching-learning organization, were appreciated. We categorized nine evaluation methods: the teacher may conduct questionnaire surveys, testings, interviews, non-participatory observations; they may evaluate student's experiment-practice performances, reports preparation ability, ability to establish a research project, the teacher may ask the students to conduct a self-evaluation, or reciprocal evaluation. To maximize the effect of these methods, we further developed an application system. It considered three variables, that is, evaluates, evaluation objectives domains, and evaluation agent, and showed how to choose the most appropriate methods and, when necessary, how to combine uses of different methods depending on these variables. A sample evaluation instrument made on the basis of this application system was developed and tested in the classes. The system proved effective. Pilot applications of the teaching-learning methods and evaluation method were made simultaneously; and the results and their implications are as follows. Discussion program was applied in a lesson dealing with the problems of waste disposal, in which students showed active participation and creative thinking. The evaluation method used in this lesson was a multiple-choice written test for knowledge and skills. It was shown that this evaluation method and device are effective in helping students' revision of the lesson and in stimulating their creative interpretations and responces. Pupils showed great interests in the actual investigation program, and this programme was proved to be effective in enhancing students' participation. However, it was also turned out that there must be pre-arranged plans for the objects, contents and procedures of survey if this program is to effective. In this lesson, non-participatory observation methods were used with a focus on the attitudes of students. A scaled reported in general description rather than in grade. Experiment-practice programme was adopted in a lesson for purifying contaminated water and in this lesson, instruction objectives were properly established, the teaching-learning process was clearly specified and students were highly motivated. On the other hand, however, it was difficult to control the class when some groups of students require more times to complete their experiment, and sometimes different results. As regards to evaluation, performance observation test were used for assessing skills and attitudes. If teachers use well-prepared Likert scale, evaluation of all groups within a reasonablely short period of time will be possible. The most effective and successful programme in therms of students' participation and enjoyment, was the 'ah-nah-bah-dah-market' program, which is kind of game of the flea market. For better organized program of this kind, however, are essential, In this program, students appraise their own attitudes and behavior by responding to a written questionnaire. In addition, students were asked to record any anecdotes relating to self-appraisal of changes on one's own attitudes and behaviours. Even after the lesson, students keep recording those changes on letters to herself. Role-playing and simulation game programme was applied to a case of 'NIMBY', in which students should decide where to located a refuse dumping ground. For this kind of programme to e successful, concepts and words used in the script should be appropriate for students' intellectual levels, and students should by adequately introduced into the objective and the procedures of the lessons. Written questionnaire was used to assess individual students' attitudes after the lesson, but in order to acquire information on the changes of students' attitudes and skills, pre-test may have to be made. Doing inquiry programme, in which advantages in which students actually investigated the environmental influence of the areas where school os located, had advantages in developing students' ability to study the environmental problems and to present the results of their studies. For this programme to be more efficient, areas of investigation should be clearly divided and alloted to each group so that repetition or overlap in areas of study and presentation be avoided, and complementary wok between groups bee enhanced. In this programme, teacher assessed students' knowledge and attitudes on the basis of reports prepared by each group. However, there were found some difficults in assessing students' attitudes and behaviours solely on the grounds of written report. Perhaps, using a scaled checklist assessing students' attitudes while their presentation could help to relieve the difficulties.

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A Cyber Educational Environment on the Web using WMT (WMT를 이용한 웹 기반 가상교육 환경)

  • 심종채;박재흥;서영건
    • Journal of Korea Multimedia Society
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    • v.4 no.5
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    • pp.446-454
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    • 2001
  • A long-distance education method using the computational environment has been developed and implemented for quite some time. However, there has been some difficulty in the simulation of face-to-face instruction due to limitations in performance of the computers and the networks. Continued development of multimedia technologies has now made it possible to simulate face-to-face instruction, recording the teachers' instructions in the form of a screen dump. In this paper, we propose a system that allows the teacher to make loaming materials available on the Web using Window Media Technology(WMT). This technology also allows remote site users to view the contents at their convenience. A media encoder acquires the lessons and stores them as moving pictures. The lessons are displayed on the screen as the teacher explains them. The learning materials are stored in a Windows media file format, the file is stored on a lecture server and provided to the user using a streaming method in real time. The users can view the contents on the Web without requiring a special player. The proposed system consists of a lecture writer module, a lecture server module and a lecture client module.

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A Triple Connected Teaching & Learning Model to Improve the Educational Level of Information and Communication Ethics in Elementary School (초등 정보통신윤리 교육수준 제고를 위한 3중 연계교수학습모형 연구)

  • Lee, Dae-Ho;Cho, Gi-Hwan
    • Journal of The Korean Association of Information Education
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    • v.15 no.3
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    • pp.345-353
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    • 2011
  • Information and communication brings us some degree of convenient but also serious side effects. Especially, information and communication ethics is an important issue for elementary school children who are early stage in moral value. This paper proposes a triple-connected teaching and learning model. which can be applied to the elementary school children. in order to improve the educational level. The model is formed by selecting three discretionary teaching models, and applying independently them into the different classes with linking the contents for each class. A teacher can choose the teaching models based on what he wants to teach. Caring model, Home-Connected model and Simulation model were linked in our experiment. Experiments were conducted in the same condition but different learning models, Then, an educational effect was compared and analyzed in the educational level improvement point of view, between the Triple-connected teaching and learning model and the single teaching and learning model.

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An Analysis of Inquiry Activities Performed by Pre-service Elementary Teachers to Learn Optical Phenomena Using Algodoo Simulations (Algodoo 시뮬레이션을 활용한 초등 예비교사의 광학 현상 탐구 활동 분석)

  • Park, Jeongwoo
    • Journal of Korean Elementary Science Education
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    • v.41 no.3
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    • pp.538-552
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    • 2022
  • This study attempted to understand the characteristics of pedagogic activities performed by pre-service elementary school teachers. To this end, it applied Algodoo simulations to analyze the actions of students and obtain educational implications for optical learning. The study's participants comprised 79 first-year students enrolled in a teacher training college. Their activities could be classified as representation reproductions, verification experiments, and inquiry experiments. Students who performed representation reproduction exercises replicated renowned and authoritative exemplars, apprehending and demonstrating their principal features through simulations. Students performing verification experiments attempted to validate previously learned optical concepts by reviewing the relevant theoretical contexts. Such students primarily conducted simple experiments. Students accomplishing inquiry experiments used simulations to explore phenomena they did not know. Some of them even investigated optical phenomena beyond the domain of general physics. The above results confirmed that free optical experiments performed using Algodoo can effectively denote starting points for learners to engage in activities at varying levels. Additionally, students require assistance from instructors in addressing queries about the application of the principles and models related to optics. This study suggests ways in which instructors should help students at each level of activity. Additionally, the paper presents examples of varying levels of inquiry-related activities available on Algodoo. It also discusses the advantages and disadvantages of performing inquiry-based activities on Algodoo and suggests ways of enhancing the learning achieved through this platform.