Journal of The Korean Association of Information Education
/
v.10
no.3
/
pp.403-412
/
2006
In seventh curriculum policy, operating the computer education is divided into two parts: they are the information communication technology (ICT) education and related areas in the computer curriculum. This study compares and analyzes the learning contents of "enjoyable computer"-ICT education teaching materials of Busan elementary schools. This paper researches the trend and the actual condition of computer education in foreign countries, and it surveys teachers and students to find out the recognition and demands of computer education. And this paper examines the revised Operating Guide of ICT Education and it compares to the contents system of current curriculum and demands of students and teachers.
Journal of the Korean Society of Earth Science Education
/
v.8
no.2
/
pp.152-163
/
2015
In this study, to raise the interest and curiosity of students and at the same time to learn science concepts meaningfully for students, the teaching and learning program was developed by applying the Frayer model. The purpose of this study was to find out the Effect of Elementary Science Teaching Program with Frayer model on Learning Motive and Learning Achievement. To this end, the 6th grade classroom of A-elementary school located in Seogwipo-city was selected the experimental group (26 patients). And the other 6th grade classroom in the same school was selected to the comparative group (27 patients). The experimental group was conducted applying the Frayer model. Comparison group has been conducted lesson program in accordance with the general science class teacher guide. Was through a pre-test of science learning motivation and academic achievement level can be assumed in the same group. After completing the experimental treatment by conducting a post-mortem examination was statistically validated. In this study, the following conclusions were obtained. First, elementary science class which applied Frayer model had the effect of to improve the scientific motivation. In particular, attention (p <.01), association (p <.01), confidence (p <.01) in the experimental group were higher than the scores of the comparative group, the difference was significant. Second, the Frayer model applied to elementary science class had a significant effect on improving science achievement. The experimental group which applied Frayer model was higher than the comparative group in science achievement post-test comparison. Between the groups showed a significant difference between the two groups (p <.01). The above findings, Elementary science class which applied Frayer model can be concluded to be effective in science and science achievement motivation. Therefore, applying the Frayer model of elementary science class could be useful in science teaching and learning methods. In addition, when it is determined through the previous study, applying the Frayer model classes will be able to derive a meaningful learning also subjected to a number of fields and areas.
Journal of the International Relations & Interdisciplinary Education
/
v.3
no.1
/
pp.29-50
/
2023
This study selected college students in Anhui Province as the research subjects and used a questionnaire survey method to understand the current implementation status of the integration of innovation and entrepreneurship education and professional education. The survey results indicate that college students have insufficient awareness of innovation and entrepreneurship; Poor integration of curriculum construction. This study analyzes the reasons for the problems from four aspects: the government, enterprises, and universities, as well as the subjective will of students. Based on qualitative and quantitative research, the following countermeasures and suggestions are proposed: firstly, strengthen top-level design; Secondly, promote the integration of curriculum construction; Thirdly, expand the teaching staff; Fourthly, a practical platform for school enterprise co creation; Fifth, cultivate students' innovative awareness and guide innovative practice.
Computer with various powerful functions has profound potential for mathematics instruction and learning. As computer technology progress, its applicability to mathematics education become more comprehensive. Not only its functional development but various psychological positions also changed the way computer technology utilized in mathematics education. In behaviorist's perspective, computer viewed as a teaching machine and constructivist viewed computer as microworld where students could explore various mathematical contents. Both theoretical positions emphasized individual aspect of learning because behaviorist tried to individualize learning using computer and constructivist focused on the process of individual construction. But learning is not only a individual event but also a social event. Therefore we must take social aspect into account. This is especially important when it comes to computer based learning. So far, mathematics loaming with computer weighed individual aspect of loaming. Even in microworld environment, learning should be mediated by teacher and collaborative learning activities. In this aspect, the roles of teacher and peers are very important and socio-cultural perspective sheds light on the computer based learning. In socio-cultural perspective, the idea of scaffold is very important in learning and students gradually internalize the social dimension and scaffolding is gradually faded. And in the zone of proximal development, teacher and more competent peers guide students to formulate their own understanding. In sum, we must take following points into account. First of all, computer should not be viewed as a medium for individualized teaming. That is, interaction with computer should be catalyst for collaborative activities with peers. So, exploration in computer environment has to be followed by small group activities including small group discussion. Secondly, regardless of the role that computer would play, teacher should play a crucial role in computer based learning. This does not mean teacher should direct every steps in learning process. Teacher's intervention should help student construct actively. Thirdly, it is needed to conceptualize computer in learning situation as medium. This would affect learning situation and result in the change of pre-service and in-service teacher training. Computer to be used effectively in mathematics classroom, researches on assessment of computer based learning are needed.
Journal of the Korea Academia-Industrial cooperation Society
/
v.16
no.8
/
pp.5121-5131
/
2015
The purpose of this study was to investigate competency and employ ability of labor market for college students who are majoring in sports and recreation studies. It was revealed that the stanine score 2 achievement is 1 college, the stanine score 3 achievement is 11 colleges, the stanine score 4 achievement is 32 colleges, the stanine score 5 achievement is 15 colleges, and the stanine score 6 achievement is 5 colleges. This result indicated that the colleges locating in large cities or providing with certification of the secondary school teaching are performed highly academic achievement record. In an analysis of competency test among students who are majoring in sports & recreation, or physical education, the mean scores of physical, social, emotional, cognitive, and management competencies among the students are 3.88, 3.61, 3.52, 3.30, and 3.21, respectively. This study is about preparation: getting it right at the beginning; giving the right training and educating to the right people to create an effective workforce for the delivery of sports and recreation market. This understanding, can be used as a guide to policies and possible actions related to training and recruitment.
Journal of The Korean Association For Science Education
/
v.32
no.6
/
pp.1072-1086
/
2012
Science, Technology, Engineering, and Mathematics (STEM) education in the U.S. has been identified as a significant national reform in K-16 education and curriculum in order to prepare students for the global economy of the 21st century. Korea has been facing very similar challenges to improve science, technology and mathematics education, in particular, the affective aspect of learning science and mathematics. Science, Technology, Engineering, Arts, and Mathematics (STEAM) education has become a crucial issue in Korean education system. The major purpose of this exploratory study is to inform the exemplary framework of STEAM education in the U.S. for Korea and to provide descriptive and analytical accounts on STEAM teaching and learning as an innovative integrated convergence education. This study integrates the outcomes of research papers on STEM education and recent literature. It employs content analysis methodology qualitatively by analyzing and synthesizing the findings, conclusions, discussions, and recommendations of accumulated research works related to STEM/STEAM education. This study will help gain a stronger sense of the STEAM framework and will guide to develop the educational programs for Korea.
The purpose of this study was to introduce PBL to dental hygienist education in an effort to raise a question about the inauthentic and inappropriate curriculum. PBL is one of learning methods to enhance the problem-solving ability of learners, and it's attempted to develop a PBL package focusing on dental hygienist roles to lay the foundation for producing competent and expert dental hygienists with a good problem- solving ability. The literature concerned was reviewed from November 2002 through January 2003 to determine whether or not PBL was applicable to dental-hygienist course, and that turned out to be effective for dental hygienist education. And then a PBL package was developed to train students to be knowledgeable and have a knowhow and excellent problem-solving skills. The characteristics of the PBL package could be described as follows: First, that focused on dental hygienist roles to serve the purpose of this study to remedy the current unrealistic and improper curriculum and improve the problem-solving skills of learners. Second, time factor was taken into account. In this four-week course for two credits, there are four classes a week, and it's required to take six or eight weeks to apply the PBL package, which is expected to demotivate students. Therefore, it's planned to conduct more weekly classes to make a proper progress. Third, a wide variety of teaching aids were put to use, and learner would be encouraged to be more interactive and utilize teaching aids properly, and eventually, they could have an opportunity to better express themselves. Fourth, online real-time learner discussion would be attended by this researcher. Learners would have a discussion in real time in the Internet cafe chat room, and different discussion time would be allocated to each team. This researcher would take part in each team's discussion once or more. Fifth, learners would prepare one or more journal(s) about four-hour Internet cafe learning. They have to make it twice a week at least, and it would be a good opportunity for learners to look back on themselves and their teams, and their learning effect would be greater. Specific rules were presented to help them make a successful self-examination. Sixth, there are some spaces in the lower part of objective test sheets to have students describe why they make a particular answer choice. They would be asked to depict the reason of their prior evaluation and lecture assessment especially because their responses would be important for more successful discussion and feedback. Seventh, problem-solving approach was designed to attain learning objectives, stimulate the creative thinking of learners and help them share a more systematic discussion. That would serve as a secondhand guide not to make them digress when they discuss by using information they acquire from a scenario presented in class.
In this paper, a system configuration method that can practice Linux-based programming language online is presented. The proposed system utilizes the web-server function, which is the biggest feature of the Linux operating system, and simulates the telnet and FTP functions without firewalls or other security restrictions, so that it is possible to practice similar to the actual Linux console. To do this, we analyzed the functional elements that a programming tool should have on the web and established an algorithm to implement it. In particular, a method was implemented in which an error message caused by a user's mistake can appear in the same form as the actual telnet screen. As a result of using the implemented learning system in the class for students, it is possible to practice the Linux programming language online, as well as the instructor can directly check and guide all the learners, so the learner's satisfaction is similar to that of the offline class was confirmed.
The purpose of this paper is to compare and analyze the two different teaching methods of elementary mathematics in the traditional method and in the constructive view. To do so, the actual class in the constructive view has been made for about four months using a class of 45 students in the second grade of an elementary school. After the class was finished, we collected diverse data from the class, such as the responses from the children(self-evaluation, mathematics diary, observation by the investigator, daily report), class evaluation report by other teacher and so on. The results of this research are as follows: First, the traditional class reaches at the goal of learning in a unit time because the class is guided by the teacher but the class in the constructive view is a little flexible because it is contextual. Second, in the constructive process of mathematical knowledge we knew that small group activities or discussion without intervention of teacher was often ended in exhaustive argument without arriving at valid social consensus. Third, the attitude in mathematics was changed from the passive one to the self-regulated ones. Fourth, the class in the constructive view could extend not only the ability of mathematical communication but also the ability of self-directed learning of children. Fifth, it was a considerable change the role of teacher, that is, guide of instruction instead of unique specialist in the classroom. Sixth, finally, the evaluation was made after finishing a unit class in the traditional instruction but it was integrated in a class in a constructive view.
Recently, elementary schools has assigned students information communication technology class for 1 hour in every week, all more than 34 hours a year during the discretion activity classes in every grades. However, the guidelines for information communication technology class is only suggested, but the teaching materials that can be used in the information communication technology class are not various. We did an analysis of a guide to information communication technique education that the Ministry of Education and Human Resources Development announced. And then, We developed the materials which can improve fifth and sixth grade children's creativity. We tried to find out how this materials affect their creativity.
본 웹사이트에 게시된 이메일 주소가 전자우편 수집 프로그램이나
그 밖의 기술적 장치를 이용하여 무단으로 수집되는 것을 거부하며,
이를 위반시 정보통신망법에 의해 형사 처벌됨을 유념하시기 바랍니다.
[게시일 2004년 10월 1일]
이용약관
제 1 장 총칙
제 1 조 (목적)
이 이용약관은 KoreaScience 홈페이지(이하 “당 사이트”)에서 제공하는 인터넷 서비스(이하 '서비스')의 가입조건 및 이용에 관한 제반 사항과 기타 필요한 사항을 구체적으로 규정함을 목적으로 합니다.
제 2 조 (용어의 정의)
① "이용자"라 함은 당 사이트에 접속하여 이 약관에 따라 당 사이트가 제공하는 서비스를 받는 회원 및 비회원을
말합니다.
② "회원"이라 함은 서비스를 이용하기 위하여 당 사이트에 개인정보를 제공하여 아이디(ID)와 비밀번호를 부여
받은 자를 말합니다.
③ "회원 아이디(ID)"라 함은 회원의 식별 및 서비스 이용을 위하여 자신이 선정한 문자 및 숫자의 조합을
말합니다.
④ "비밀번호(패스워드)"라 함은 회원이 자신의 비밀보호를 위하여 선정한 문자 및 숫자의 조합을 말합니다.
제 3 조 (이용약관의 효력 및 변경)
① 이 약관은 당 사이트에 게시하거나 기타의 방법으로 회원에게 공지함으로써 효력이 발생합니다.
② 당 사이트는 이 약관을 개정할 경우에 적용일자 및 개정사유를 명시하여 현행 약관과 함께 당 사이트의
초기화면에 그 적용일자 7일 이전부터 적용일자 전일까지 공지합니다. 다만, 회원에게 불리하게 약관내용을
변경하는 경우에는 최소한 30일 이상의 사전 유예기간을 두고 공지합니다. 이 경우 당 사이트는 개정 전
내용과 개정 후 내용을 명확하게 비교하여 이용자가 알기 쉽도록 표시합니다.
제 4 조(약관 외 준칙)
① 이 약관은 당 사이트가 제공하는 서비스에 관한 이용안내와 함께 적용됩니다.
② 이 약관에 명시되지 아니한 사항은 관계법령의 규정이 적용됩니다.
제 2 장 이용계약의 체결
제 5 조 (이용계약의 성립 등)
① 이용계약은 이용고객이 당 사이트가 정한 약관에 「동의합니다」를 선택하고, 당 사이트가 정한
온라인신청양식을 작성하여 서비스 이용을 신청한 후, 당 사이트가 이를 승낙함으로써 성립합니다.
② 제1항의 승낙은 당 사이트가 제공하는 과학기술정보검색, 맞춤정보, 서지정보 등 다른 서비스의 이용승낙을
포함합니다.
제 6 조 (회원가입)
서비스를 이용하고자 하는 고객은 당 사이트에서 정한 회원가입양식에 개인정보를 기재하여 가입을 하여야 합니다.
제 7 조 (개인정보의 보호 및 사용)
당 사이트는 관계법령이 정하는 바에 따라 회원 등록정보를 포함한 회원의 개인정보를 보호하기 위해 노력합니다. 회원 개인정보의 보호 및 사용에 대해서는 관련법령 및 당 사이트의 개인정보 보호정책이 적용됩니다.
제 8 조 (이용 신청의 승낙과 제한)
① 당 사이트는 제6조의 규정에 의한 이용신청고객에 대하여 서비스 이용을 승낙합니다.
② 당 사이트는 아래사항에 해당하는 경우에 대해서 승낙하지 아니 합니다.
- 이용계약 신청서의 내용을 허위로 기재한 경우
- 기타 규정한 제반사항을 위반하며 신청하는 경우
제 9 조 (회원 ID 부여 및 변경 등)
① 당 사이트는 이용고객에 대하여 약관에 정하는 바에 따라 자신이 선정한 회원 ID를 부여합니다.
② 회원 ID는 원칙적으로 변경이 불가하며 부득이한 사유로 인하여 변경 하고자 하는 경우에는 해당 ID를
해지하고 재가입해야 합니다.
③ 기타 회원 개인정보 관리 및 변경 등에 관한 사항은 서비스별 안내에 정하는 바에 의합니다.
제 3 장 계약 당사자의 의무
제 10 조 (KISTI의 의무)
① 당 사이트는 이용고객이 희망한 서비스 제공 개시일에 특별한 사정이 없는 한 서비스를 이용할 수 있도록
하여야 합니다.
② 당 사이트는 개인정보 보호를 위해 보안시스템을 구축하며 개인정보 보호정책을 공시하고 준수합니다.
③ 당 사이트는 회원으로부터 제기되는 의견이나 불만이 정당하다고 객관적으로 인정될 경우에는 적절한 절차를
거쳐 즉시 처리하여야 합니다. 다만, 즉시 처리가 곤란한 경우는 회원에게 그 사유와 처리일정을 통보하여야
합니다.
제 11 조 (회원의 의무)
① 이용자는 회원가입 신청 또는 회원정보 변경 시 실명으로 모든 사항을 사실에 근거하여 작성하여야 하며,
허위 또는 타인의 정보를 등록할 경우 일체의 권리를 주장할 수 없습니다.
② 당 사이트가 관계법령 및 개인정보 보호정책에 의거하여 그 책임을 지는 경우를 제외하고 회원에게 부여된
ID의 비밀번호 관리소홀, 부정사용에 의하여 발생하는 모든 결과에 대한 책임은 회원에게 있습니다.
③ 회원은 당 사이트 및 제 3자의 지적 재산권을 침해해서는 안 됩니다.
제 4 장 서비스의 이용
제 12 조 (서비스 이용 시간)
① 서비스 이용은 당 사이트의 업무상 또는 기술상 특별한 지장이 없는 한 연중무휴, 1일 24시간 운영을
원칙으로 합니다. 단, 당 사이트는 시스템 정기점검, 증설 및 교체를 위해 당 사이트가 정한 날이나 시간에
서비스를 일시 중단할 수 있으며, 예정되어 있는 작업으로 인한 서비스 일시중단은 당 사이트 홈페이지를
통해 사전에 공지합니다.
② 당 사이트는 서비스를 특정범위로 분할하여 각 범위별로 이용가능시간을 별도로 지정할 수 있습니다. 다만
이 경우 그 내용을 공지합니다.
제 13 조 (홈페이지 저작권)
① NDSL에서 제공하는 모든 저작물의 저작권은 원저작자에게 있으며, KISTI는 복제/배포/전송권을 확보하고
있습니다.
② NDSL에서 제공하는 콘텐츠를 상업적 및 기타 영리목적으로 복제/배포/전송할 경우 사전에 KISTI의 허락을
받아야 합니다.
③ NDSL에서 제공하는 콘텐츠를 보도, 비평, 교육, 연구 등을 위하여 정당한 범위 안에서 공정한 관행에
합치되게 인용할 수 있습니다.
④ NDSL에서 제공하는 콘텐츠를 무단 복제, 전송, 배포 기타 저작권법에 위반되는 방법으로 이용할 경우
저작권법 제136조에 따라 5년 이하의 징역 또는 5천만 원 이하의 벌금에 처해질 수 있습니다.
제 14 조 (유료서비스)
① 당 사이트 및 협력기관이 정한 유료서비스(원문복사 등)는 별도로 정해진 바에 따르며, 변경사항은 시행 전에
당 사이트 홈페이지를 통하여 회원에게 공지합니다.
② 유료서비스를 이용하려는 회원은 정해진 요금체계에 따라 요금을 납부해야 합니다.
제 5 장 계약 해지 및 이용 제한
제 15 조 (계약 해지)
회원이 이용계약을 해지하고자 하는 때에는 [가입해지] 메뉴를 이용해 직접 해지해야 합니다.
제 16 조 (서비스 이용제한)
① 당 사이트는 회원이 서비스 이용내용에 있어서 본 약관 제 11조 내용을 위반하거나, 다음 각 호에 해당하는
경우 서비스 이용을 제한할 수 있습니다.
- 2년 이상 서비스를 이용한 적이 없는 경우
- 기타 정상적인 서비스 운영에 방해가 될 경우
② 상기 이용제한 규정에 따라 서비스를 이용하는 회원에게 서비스 이용에 대하여 별도 공지 없이 서비스 이용의
일시정지, 이용계약 해지 할 수 있습니다.
제 17 조 (전자우편주소 수집 금지)
회원은 전자우편주소 추출기 등을 이용하여 전자우편주소를 수집 또는 제3자에게 제공할 수 없습니다.
제 6 장 손해배상 및 기타사항
제 18 조 (손해배상)
당 사이트는 무료로 제공되는 서비스와 관련하여 회원에게 어떠한 손해가 발생하더라도 당 사이트가 고의 또는 과실로 인한 손해발생을 제외하고는 이에 대하여 책임을 부담하지 아니합니다.
제 19 조 (관할 법원)
서비스 이용으로 발생한 분쟁에 대해 소송이 제기되는 경우 민사 소송법상의 관할 법원에 제기합니다.
[부 칙]
1. (시행일) 이 약관은 2016년 9월 5일부터 적용되며, 종전 약관은 본 약관으로 대체되며, 개정된 약관의 적용일 이전 가입자도 개정된 약관의 적용을 받습니다.