• The Journal of Korean Association of Computer Education
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• v.17 no.5
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• pp.53-68
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• 2014

The purpose of this study has been found to be effective using ICT teaching-learning than traditional teaching-learning method on academic achievement applying the meta-analysis method. This study set the following questions to be answered. 1. The 85% subject of analysis of ICT-using teaching-learning selected in this study turned out to be clear effective than traditional teaching-learning method in academic achievement of students. 2. ICT-using teaching-learning is more effective for academic achievement of elementary school students and university students than for middle school students and high school students relatively. 3. ICT-using teaching-learning is a most effective method in subject of art and physical education and social subject but less effective in mathematics subject.

• Korean Journal of Child Studies
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• v.32 no.1
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• pp.1-11
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• 2011

This aim of this study was to investigate the effects of the music appreciation teaching-learning method on the musical ability of young children. The music appreciation activities were developed firstly in consideration of the 4 steps of the learning cycle (recognition, exploration, inquiry, application). One group was then taught music appreciation, taking into account the learning cycle. The results were then compared with another comparative group in terms of musical ability. The results indicated that the musical ability sum of the treatment groups improved more than the comparative group. More specifically, the treatment group for four-year-olds was seen to have improved significantly more than the comparative group in terms of musical ability. These results indicate that this music appreciation teaching-learning method has a number of positive effects upon young children`s musical ability. Therefore, it is suggested that kindergarten teachers conduct instruction with an appropriate accompanying learning cycle as part of the teaching-learning method when it comes to improving the musical ability of young children.

• Journal of the Korean Society of Hazard Mitigation
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• v.9 no.1
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• pp.9-13
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• 2009

A simple outline for teaching adaptive scheme based finite element method for planar problems as a part of computer aided teaching of structural engineering curriculum is presented. Displacement based finite element formulation for planar problems and representative strain value based adaptive scheme for mesh generation are considered. As examples, a cantilever beam with a concentrated load treated as a planar problem and stretching of a plate with a circular hole are analyzed with displacement based finite element method with adaptive meshes. The examples and outlines show how adaptive based finite element method may become an essential part of computer aided teaching of structural engineering.

• Journal of the Korean Institute of Intelligent Systems
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• v.9 no.4
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• pp.451-456
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• 1999

All the teaching items in a textbook are normally arranged in a prescribed teaching order. However, one can easily find that the textbooks of the same kind, even with the same teaching items, show different arrangements. Without learning preceding teaching items, students may have a difficulty in understanding the teaching items. In this sense, it is very important to decide how to arrange teaching items in terms of teaching sequence. As a solution to this problem, lsamu Matsubara presents a method based on the graph theory. The four types defined in his method are the straight type, the group type, the branch type, and the independent type. Among these, the three types except the straight type lack the objectivity. An objective solution to these three types, based on the fuzzy theory. is propopsed in this paper.

• Journal of The Korean Association For Science Education
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• v.23 no.2
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• pp.131-143
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• 2003

This study addresses the plan and methods of teaching/learning ethical aspects of science in the secondary schools, which were developed by the authors based on their 3 year research on ethical aspects of science and its teaching/learning. The general teaching/learning plan is composed of the instructional objectives of teaching/learning ethical aspect of science, its teaching/learning method and strategies, curricular content, and assessment. The article also attempted to describe a few words of care to keep in mind when apply the model and methods in the science classrooms.

• Journal of Institute of Control, Robotics and Systems
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• v.22 no.8
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• pp.656-664
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• 2016

While anthropomorphic robots are gaining interest, dual-arm robots are widely used in the industrial environment. Many methods exist in order to implement bimanual tasks by dual-arm robot. However, kinesthetic teaching is used in this paper. This paper suggests three different kinesthetic teaching methods that can implement most of the human task by the robot. The three kinesthetic teaching methods are joint level, task level, and contact level teaching. The task introduced in this paper is box packing, which is a popular and complex task in industrial environment. The task is programmed into the dual-arm robot by utilizing the suggested kinesthetic teaching method, and this paper claims that most tasks can be implemented by using the suggesting kinesthetic teaching methods.

• East Asian mathematical journal
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• v.35 no.4
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• pp.467-488
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• 2019

The purpose of this study is to analyze multiplication facts(1st and 0th multiplication) in elementary mathematics. In the 2015 revised curriculum, students learn multiplication and multiplication facts in the 2nd grade. Many teachers experience difficulties in organizing the multiplication problem situation in multiplication facts(1st and 0th multiplication). This study aims to consider the causes of these difficulties and devise teaching methods. The method of this study is a comparative and analytic method. In order to compare textbooks, we select the Korean elementary mathematics textbooks(1st curriculum~2015 revised curriculum) and the six foreign elementary mathematics textbooks(Taiwan, Japan, Finland, Unites States, Hongkong, Singapore). As a result, the multiplication problem situation and the multiplication model assume the same bundle and bundle model. Also, we must consider the teaching timing of multiplication facts(1st and 0th multiplication) and the use of commutative law. In this study, we proposed a multiplication teaching scheme in consideration of the multiplication problem situation and teaching model, teaching period and commutative law etc.. to teach multiplication facts(1st and 0th multiplication) in elementary mathematics.

• Journal of Christian Education in Korea
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• v.74
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• pp.273-294
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• 2023

The purpose of this study is to use K-MOOC, which has limitations in utilization because it is centered on theory delivery, to derive tasks to activate the teaching methods of instructors, and to implement the derived tasks using the metaverse platform. to develop a prototype. According to the purpose of the study, the study was conducted as follows. First, from October 4 to November 15, 2022, a Delphi survey was conducted on 21 experts with experience of consulting, research, class development, and operation related to the K-MOOC project. Second, in order to realize the tasks in the teaching method field derived from the Delphi survey, matching with the teaching method class model elements to result of Delphi survey was applied was carried out. Finally, based on the results of expert Delphi and the elements of the class model applicable to the metaverse platform, a teaching method was developed. Through the process of the study, a total of 16 detailed items were derived for the teaching method-related tasks for the activation of K-MOOC: support strategic tasks, teaching method competency, aspect of class design, evaluation and sharing of learning outcomes. By applying the metaverse, the teaching model elements for K-MOOC revitalization were derived from four categories: self-directed repetition, individualized problem solving, practice opportunity expansion, and immediate feedback, and matched with the first 16 detailed items. A four-step teaching model was completed: course attendance (step 1), mission analysis by individual level (step 2), sharing of mission solutions (step 3), and mission evaluation and feedback (step 4). Through the results of this study, the possibility of using the metaverse as a teaching practice platform was confirmed even in terms of the introduction and development of specialized techniques.

• Korean Journal of Child Studies
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• v.22 no.4
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• pp.225-241
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• 2001

This study examines the effect that mathematics teaching efficacy has on teacher's mathematics education practices. Data was obtained from 220 kindergarten teachers who responded to the questionnaire, the mathematics teaching efficacy belief instrument (developed by Enochs). Among these 220 teachers, upper and lower 5 % of the teachers on mathematics teaching efficacy belief were chosen to identify the influence of mathematics teaching efficacy on mathematics activity style, teaching strategy, and teacher-child interaction. The results indicated that teacher's interest in math, previous participation in mathematics teaching method course mainly influenced mathematics teaching self-efficacy. Teachers with high mathematics teaching efficacy belief preferred providing mathematical learning activity than providing other learning areas. They employed effective mathematics teaching strategy such as high and medium cognitive distancing strategy and established positive teacher-child relationship. Implications for teacher education and professional development activities were discussed.

• Korean Management Science Review
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• v.19 no.2
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• pp.41-58
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• 2002

New attempt has been made on Management Science (MS) education since the end of 1990s. The most distinctive feature of the new attempt is using spreadsheet program like Excel as a teaching tool for MS course. The spreadsheet program gives an excellent tool for modeling and solvina MS problems. In order to improve the pedagogical effect through using the spreadsheet program for MS course, new teaching model based on spreadsheet encompassing new course contents, effective instruction method, and examination method is needed. For this purpose, professors teaching MS should share their own teaching experiences and methods. So this paper explains remarkable functions of Excel and how to use them for the MS tools. This paper also stresses the importance of team project and case study to improve the effect of MS education through the use of Excel and presents some tips on MS education.