• Journal of Korean Library and Information Science Society
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• v.53 no.1
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• pp.31-54
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• 2022

The purpose of this study was to examine the actual state of the curriculum on how qualification training is organized and operated based on the operation case of the K University Education and Training Institute, which operated librarian teacher (level 1) qualification training was held during the summer vacation of 2021. As a result of the study, a total of 111 librarians participated in the actual qualification training, of which 50 librarian teachers (4 males, 46 females) were from elementary schools, 24 (4 males, 20 females) from middle schools, and 37 (5 males, 32 females) from high schools. In addition, the curriculum for qualification training consisted of core competencies and subjects that met the scope of the job of the 'learner strength development' and the 'librarian role statement', and the satisfaction ratio of the 111 librarian teachers who participated in the qualification training averaged 4.76 out of 5. Overall, the satisfaction was high, but it was suggested on the areas that were either the lowest or lower than average.

• Journal of Korean Home Economics Education Association
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• v.32 no.4
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• pp.19-30
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• 2020

Maker education started on the basis of the maker movement in which makers gathered in makerspace share their activities and experiences, and the educational value pursued in maker education is based on the constructivist paradigm. The purpose of this study is to present maker education components to be used in school education, focus on the characteristics and educational values of maker education, and explore ways to use them. To this end, this study explored the theoretical grounds to re-conceptualize maker education, drew statements based on in-depth interview data of teachers conducting maker education classes, and reviewed its validity through experts. Based on these statements, by deriving the components for the use of maker education, the direction of maker education in school education was set, and an example framework that could be used in subject class and creative experiential learning was proposed. Research shows that in maker education, makers cooperate to carry out activities, share ideas with others and try to improve them, and include self-direction such as learning, tinkering, design thinking, sharing and reflection. can see. In addition, maker education emphasizes experiential learning that can solve real problems that students face, rather than confining specific activities to student choices as needed. It emphasizes the learner's course of action rather than the outcome of the activity, tolerates the learner's failure, and emphasizes the role of the teacher as a facilitator to promote re-challenge. In the future, it can be used in various ways in each subject (curriculum expert, teaching/learning expert, elementary and middle school teachers, parents, local educators, etc.) and school activities, and it will contribute to setting future research directions as a basic research for school maker education.

• School Mathematics
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• v.5 no.4
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• pp.421-440
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• 2003

It is difficult for the learner to understand completely the ratio concept which forms a basis of proportional reasoning. And proportional reasoning is, on the one hand, the capstone of children's elementary school arithmetic and, the other hand, it is the cornerstone of all that is to follow. But school mathematics has centered on the teachings of algorithm without dealing with its essence and meaning. The purpose of this study is to analyze the essence of ratio concept from multidimensional viewpoint. In addition, this study will show the direction for improvement of ratio concept. For this purpose, I tried to analyze the historical development of ratio concept. Most mathematicians today consider ratio as fraction and, in effect, identify ratios with what mathematicians called the denominations of ratios. But Euclid did not. In line with Euclid's theory, ratio should not have been represented in the same way as fraction, and proportion should not have been represented as equation, but in line with the other's theory they might be. The two theories of ratios were running alongside each other, but the differences between them were not always clearly stated. Ratio can be interpreted as a function of an ordered pair of numbers or magnitude values. A ratio is a numerical expression of how much there is of one quantity in relation to another quantity. So ratio can be interpreted as a binary vector which differentiates between the absolute aspect of a vector -its size- and the comparative aspect-its slope. Analysis on ratio concept shows that its basic structure implies 'proportionality' and it is formalized through transmission from the understanding of the invariance of internal ratio to the understanding of constancy of external ratio. In the study, a fittingness(or comparison) and a covariation were examined as the intuitive origins of proportion and proportional reasoning. These form the basis of the protoquantitative knowledge. The development of sequences of proportional reasoning was examined. The first attempts at quantifying the relationships are usually additive reasoning. Additive reasoning appears as a precursor to proportional reasoning. Preproportions are followed by logical proportions which refer to the understanding of the logical relationships between the four terms of a proportion. Even though developmental psychologists often speak of proportional reasoning as though it were a global ability, other psychologists insist that the evolution of proportional reasoning is characterized by a gradual increase in local competence.

• Journal of The Korean Association For Science Education
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• v.31 no.4
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• pp.513-527
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• 2011

There have been studies about conceptual ecology making a profound study of conceptual changes in learners' cognitive structure. Because learners' cognitive structure have been compared to ecology, it is natural to think that conception in learner's cognitive structure have a niche as species in ecology have niches. Therefore, it is necessary to study niche approach about conception that learners recognize in their cognitive structure. The purposes of this study were to identify relationships among conceptions that 5th grade elementary school students recognize about photosynthesis and to identify how these relationships among conceptions about photosynthesis change before and after a class of photosynthesis in curriculum in terms of an approach of ecological niche which are composed of 3 domains - diversity of conceptions, relevance and frequency rate of conceptions, and competition among conceptions. Open ended questionnaire was developed by 4 fields: photosynthetic place, photosynthetic products, photosynthetic materials needed and environment factors of photosynthesis. The subjects sampled in this study were 310 5th grade elementary students in 5 cites. Before and after classes in photosynthesis in science curriculum, students were asked to write down conceptions that they knew about the 4 fields of photosynthesis of questionnaire and to write down scales of relevance from 1 to 30 about how they think the conceptions are related to the field of photosynthesis. The results of this study showed the following: First, most students have had a variety of conceptions and commonly recognized 'light' and 'water' as concepts in photosynthesis. Second, students still recognized their preconceptions like 'soil' and 'root,' etc. that were far from scientific conceptions of photosynthesis although they took classes in photosynthesis. Third, students needed to take the various strategies of teachers because they did not recognized scientific conceptions appropriately about photosynthetic fields. Fourth, it appeared that photosynthetic conceptions recognized by students had status in terms of relevance and frequency rate of conceptions, and competition among conceptions, and that they looked like the niche of conceptions in their conceptual ecologies.

• Journal of The Korean Association of Information Education
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• v.8 no.3
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• pp.321-332
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• 2004

Recently, learning how to learn is a matter of concern among many pedagogists and become the important subject matter of school education. That's why there are many learners who fail to get good results compared with their potential abilities and efforts, as well as the necessity to educate independent and self-determined learner by teaching learning strategies that can help leaners to get new information and skills by themselves in an information-oriented society was emphasized. Therefore, this study is to utilize the learning strategy in order to improve the learners study skills, and grope for the method of self-directed learning about the social studies centered on the learners. And, it is to utilize the reciprocal teaching with the learning strategy for improving the learners study skills. Also, it is to make the learners induced to participate in the teaching for social studies actively, grafting the characteristics of web on the reciprocal teaching. According to this intent, this study was developed as three steps. As for the first step, it investigated the reciprocal teaching, a teaching-learning theory to apply to the program, and the theoretical background about web utility in the social studies. On the second step, it embodied the reciprocal teaching-learning system about the we-based social studies that will be available in the self-directed learning centered on the learners. Lastly, it analysed the change of recognition about the learners social study skills and the learning the social studies after applying the materialized website to the actual lesson.

• Proceedings of the Korea Contents Association Conference
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• 2005.05a
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• pp.19-30
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• 2005

This study examined student's and teachers' perceptions of learning style on internet-based learning. Many research have studied student's learning style both in traditional learning settings and inter-based learning settings. These studies emphasized that student's learning style is one of the important indicators of establishing learning strategies and expecting positive learning outcomes. However, it has been rare to find the comparative analyses between learners and teachers to see how differently they perceive the learning style on internet-based learning. This study analyzed 386 elementary and 627 middle school students and 130 cyber teachers. They filled out the 15 items questionnaire on internet-based learning style. The results showed that the student's and teachers preferred the self-directed internet learning style rather than cooperative and dependent styles. However, the teachers judged the students more self-directed and dependent style preferred than the students self perception. In conclusion, this study suggests the differentiated teaching-learning design and development strategies on internet learning, especially based on subject matter. Also, there should be advanced tutor strategies considering learners' different learning styles. Finally, many research on internet learning styles should be conducted in various learning areas and learner ages and characteristics.

• Journal of The Korean Association of Information Education
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• v.25 no.6
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• pp.973-985
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• 2021

The purpose of this study is to suggest the direction and implications of learning with AI in the future by analyzing the trends of research learning with AI in the field of education. For doing this, the final 78 papers published in domestic journals over the past three years from 2019 to July 2021 were selected for analysis through review. The analysis results are as follows. First of all, papers in 2020 among the three years were most published, and the most utilized research method was the qualitative research. In addition, according to the analysis by study subject, studies on elementary school students were the most common, followed by studies on college and graduate students. In the analysis by subject, research related to foreign language education was most utilized and chatbot was most used in the AI technology type. Finally, the research learning with AI accounted for the majority, and student support accounted for the majority as the type of education system learning with AI at the implementation stage among the areas of teaching and learning and evaluation. Based on these results, the direction and implications of learning with AI in the future were presented. This study is meaningful in that it grasped research trends of learning with AI in domestic from an overall perspective, and examined learning with AI focusing on the instructor-learner and the teaching and learning design process.