• 대한지구과학교육학회지
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• 제3권1호
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• pp.47-54
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• 2010

The purpose of this study is finding examine the Thinking Maps and how to use Thinking Maps effectively in Science Education. The result of this study were as follows: First, There are 8 type Maps, Circle Map, Tree Maps, Bubble Map, Double Bubble Map, Flow Map, Multi Flow Map, Brace Map, Bridge Map. Each Maps are useful in the following activities ; Circle Map-Express their thoughts. Tree Map-Activities as like determine the structure, classification, information organization. Bubble Maps-Construction. Double Bubble Map-Comparison of similarities and differences. Flow Map-Set goals, determine the result of changes in time or place. Multi Flow Map-Analysis cause and effect, expectation and reasoning. Brace Map-Analysis whole and part. Bridge Map-Activities need analogies. Second, each element of inquiry has 1~2 appropriate type of Thinking Maps. So student can choose the desired map. Third, the result of analysing of Science Curriculum Subjects, depending on the subject variety maps can be used. Therefore the Thinking Maps can be used for a variety on activities and subject. And student can be selected according to their learning style. So Thinking Maps are effective to improve student's Self-Directed Learning.

• 영재교육연구
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• 제14권4호
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• pp.1-13
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• 2004

Although over - 600 students in Incheon has been participated in the gifted education programs under the colleges and Office of Education Department every year, it is reported that the number of teachers have insufficient teaching abilities in primary, advanced, and after-advanced gifted classes. The Gifted Education Research Institute in Incheon University introduced R&E activities for the improvement of teachers' abilities in science research and student guiding. Professors in science department conducted the R & E activities to select the research thesis. The professors and the guidance teachers decided the directions of the research, and the guidance teachers who learned from the professors taught 3-5 students to practice the research. Five professor-teacher-student research teams in math, physics, chemistry and biology conducted the research after school and during the vacation for 7 months. The results of the research were submitted to the journals of research activities and the result papers were presented to the seminar. On this research, the possibilities and the difficulties of the R&E activities based of the journals of research activities, oral presentation and the research results reports were analyzed with a purpose of improving the professionalism of the science gifted teachers. Although the professors proposed many difficulties or problems about the R&E activities, the teachers reported that the R & E activities he1ped them to improve their research activities and student guiding techniques. The teachers acquired more knowledge on the principles of the science related areas than before. Moreover, they thought it was very meaningful experience in using the science related instruments, guiding the students' research and writing the research reports. The students also gave the positive responses with the increased interests in new science studies and with the experience of learning the way of research.

• 공학교육연구
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• 제13권1호
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• pp.70-77
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• 2010

본 연구는 학생포트폴리오 작성 경험을 분석함으로써 학생포트폴리오의 교육적 가치 및 작성지도의 방향을 제시하고자 한다. 연구의 목적을 달성하기 위해 질적연구를 수행하였는데, 포트폴리오에 대한 문헌연구를 토대로 인터뷰 문항을 구성하고 인천광역시 소재 I 대학의 학생 9명을 대상으로 인터뷰를 실시하였다. 인터뷰에 응한 학생들은 교내 학생포트폴리오 경진대회의 수상자 11명 중 일부로써 인터뷰 전 과정을 녹취하고 이를 전사하여 분석하였다. 인터뷰 결과 대부분의 학생들은 공학교육인증 평가를 위해 타의적으로 학생포트폴리오 작성을 시작하였으나 학생포트폴리오 작성이 필요하며 저학년 때부터 작성하는 것이 바람직하다고 인식하였다. 학생포트폴리오 작성시의 어려움으로는 자료 관리의 미비로 자료의 부족을 손꼽았으며 포트폴리오 자체에 대한 인식이 낮아 표준 양식을 제공해 준다고 하더라도 어떻게 작성해야 할지 어려워하고 있었다. 학생들은 학생포트폴리오를 작성함으로써 자기 반성의 기회를 갖고 기록의 중요성을 인식하며, 미래에 대한 준비를 할 수 있는 기회를 갖게 되었다. 이러한 과정을 통해 학생들은 또 다른 활동이나 능력 향상을 위한 동기가 생겨나고 자신감을 획득하게 되며, 꾸준한 포트폴리오 작성 과정으로 인해 문서작성 능력의 향상을 인식하게 되는 등 다양한 긍정적인 효과를 경험할 수 있었다.

• The Journal of Asian Finance, Economics and Business
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• 제8권8호
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• pp.251-258
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• 2021

In recent years, there have been several studies on service quality in higher education, however, research on service quality and sustainable activities affecting student loyalty has been largely ignored in previous studies. This paper investigates the role of service quality in creating student loyalty, and how university sustainability practices and student satisfaction mediate the relationship between service quality and student loyalty. The paper draws attention to university sustainability practices and understanding its impact on student satisfaction and loyalty in Vietnamese public universities. A quantitative methodology is explored, and data was collected through an online structured questionnaire. Responses are gathered from 278 students of public universities in Ho Chi Minh City, Vietnam. Structural equation modeling is used to examine the associations between the constructs by using the PLS-SEM approach. The results show that service quality has a significant effect on university sustainability practices, student satisfaction, and student loyalty. In addition, university sustainability practices and student satisfaction also mediate the relationship between service quality and student loyalty. The author's findings may guide the key decision-makers in universities to incorporate service quality and universities' sustainability practices in their strategy and thereby improve student satisfaction and student loyalty.

• 영어어문교육
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• 제5호
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• pp.27-48
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• 1999

College students frequently feel their grammar knowledge from primary and middle school is not useful when they are asked to speak in college conversation classes. Because of their frustration at their lack of communicational ability as well as inappropriate teaching methods and class textbooks that have little to do with the student's major course of study, the student often has a low motivation to study. It is not uncommon for students to seek English education outside of their college classrooms by going to language institutes or studying abroad. College teachers need to find a way to use the student's background in grammar from primary and secondary schools. Despite the student's sentiment about his/her grammar education, grammar is an essential key to successful English conversation. Some ways that teachers can close the gap between primary and secondary school grammar education and college conversation classes are: to use a theme-based methodology, cue cards, and modeling. Activities such as Grammar Clinic, Grammar Police, and Show and Tell can be effective ways to bridge this gap. Teachers can use these activities and methods to correct such student errors as: incorrect word order, missing or unnecessary be verbs, confusion between be and do verbs, subject-verb agreement. and incorrect tense.

• 공학교육연구
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• 제25권2호
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• pp.13-21
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• 2022

In many existing studies, the analyses on the application and effect of the project-based learning model (PBL), a student-centered teaching and learning strategy, have been emphasized and carried out in various majors and courses. This case study analyzes the effects of applying a project-based learning model to the engineering accounting course for engineering students in 2021 in the context of the COVID-19 pandemic, compared with the offline course in 2019 and the simple online course in 2020. Project team consisting of 2-3 students carried out online collaborative learning activities for solving open-ended problems through the 5-step PBL procedure including presenting the final result. Except for this online PBL application in 2021, textbooks, lecture contents, assignments, and tests were implemented the same for each semester for three years. Through lecture evaluation and survey by students, the online PBL application semester showed higher effects in inducing student-centered learning, lecture satisfaction, and student competency improvement compared to the non-applying semesters, further, it was evaluated that the online PBL application to the course and evaluation method were more appropriate than other semesters. It is expected that the online PBL method and operation procedure applied in this study can be utilized as a best practice for the design and operation of various online courses for student-centered collaborative learning activities and educational effects.

• Journal of Information Processing Systems
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• 제1권1호
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• pp.107-111
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• 2005

When a pedagogical agent system aims to provide students with interactive help, it needs to know what knowledge the student has and what goals the student is currently trying to achieve. That is, it must do both assessment and plan recognition. These modeling tasks involve a high level of uncertainty when students are allowed to follow various lines of reasoning and are not required to show all their reasoning explicitly. In this paper, the student model for interactive edutainment applications is proposed. This model is based on Bayesian Networks to expose constructs and parameters of rules and propositions pertaining to game and problem solving activities. This student model could be utilized as the emotion generation model for student and agent as well.

• 한국학교수학회논문집
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• 제18권1호
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• pp.61-82
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• 2015

다문화권 학생인 중국인 국제학생 자오밍의 대학 수학수업에서 학습의 방해요소가 무엇인지 그리고 그 방해요소를 극복하도록 어떻게 도울 수 있는지를 정성적 연구방법을 바탕으로 조사하였다. 예비교사를 위해 2014년 2학기에 개설된 교수 학습을 위한 강좌에서 학습조력자에 의해 자오밍의 활동이 관찰되었고 학습과정의 자료들이 수집되었다. 방해요소로는 한국어 문장이해력 부족, 한국어수학어휘력 부족, 수학개념이해력 부족, 공학도구충실도의 부족으로 나타났고, 이를 극복하기 위해서 이중언어 효과, 자기주도적 시각화표상활동, 반복활동, 조별활동을 통해 학습의 성취가 이루어졌다. 이러한 자오밍의 학습의 성취는 학습조력자의 역할에 의해 가능했다고 볼 수 있는데 일반적으로 대학에서 영어가 기본적으로 제공되고 있지만 자국어로 학습할 수 있는 이중언어강화 환경구성이 매우 중요함을 알 수 있었다.

• 한국초등과학교육학회지:초등과학교육
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• 제39권2호
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• pp.183-203
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• 2020

The purpose of this study is to investigate the factor for improving elementary and secondary students' positive experiences about science (PES). In-depth interviews with 32 students and 8 teachers from 8 elementary and secondary Science Core schools were conducted to explore the factors for improving the student's PES. The analysis of the results reveal that the eight key factors which had a decisive impact on a student's PES were 'practice-centered exploratory activities', 'student-led class', 'positive and professional feedback', 'construction of knowledge through exploration', 'class considering student's interest and aptitude', 'use of materials related to real life', 'smooth communication and collaboration in group activities', and 'appropriate difficulty in learning content'. There were also five environmental factors that affected these key factors: 'teacher's professionalism for science classes', 'science class environment', 'teacher community in unit schools', 'change in curriculum', and 'scientific activities other than regular classes'. Based on these results, the practical implications for improving the student's PES are suggested.

• 공학교육연구
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• 제18권1호
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• pp.61-73
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• 2015

이 연구의 목적은 공학교육의 질 개선을 위해서는 학생들의 학습과정에 대한 분석이 함께 이루어져야 한다는 가정 아래, 공과대학생들의 학습과정을 분석하고 이를 통해 학습지원의 방향을 탐색하는 것이다. 학습과정 분석은 다섯 가지 영역-수업내활동, 수업외활동, 상호작용, 학습성과, 학습지원체제-으로 이루어졌으며, 수도권에 위치한 S대학의 공과대학생들을 대상으로 설문 조사를 하였다. T-test, Anova, 위계적선형모형을 활용한 회귀분석을 활용하였다. 연구 결과 전공과 교양 수업 만족도는 높았으나, 자기주도적 학습활동이나 교수와의 상호작용은 낮았으며, 고등사고력 활동에 많이 참여하고 있지 않았고 학습성과 역시 낮았다. 학습성과에 중요한 영향을 미치는 요인은 교수와의 상호작용, 고등사고력 활동, 수업에의 적극적인 참여였다. 이러한 결과를 토대로 고등교육의 질 개선을 위해 수업에의 적극적 참여와 고등사고력 활동을 강조하고 글쓰기 지원 및 교수-학생간 상호작용 활성화 등을 제안하였다.