• Journal of Elementary Mathematics Education in Korea
• /
• v.14 no.3
• /
• pp.807-825
• /
• 2010

Educational interest has been paid to ADHD students. Because of being easily distracted, lacking concentration, and committing hyperactive acts, they lag much behind other students in academic grades and their teachers have many difficulties in teaching them. This study aims to provide a case of enhancing an ADHD student's fraction-related achievement. To do this, we investigated his mathematical abilities in a preliminary study, devised an individualized teaching for the fractions unit, and applied them to him. And analyzing the results from observations and interviews of the student we can induce the following results: First, the ADHD student showed such types of errors in relation to fraction as lack of the concept of dividing into equal parts, lack of the concept of numerator and denominator, and errors in adding or subtracting fractions anc mixed fractions whose denominators were the same. And secondly, the fraction-related achievements of the ADHD student have improved thanks to the systematic teaching plan based on the accurate understanding of his academic gap relative to other students, his learning attitude, and his time difference. In addition, this study suggests several implications for ADHD students' learning of fractions.

• Journal of The Korean Association of Information Education
• /
• v.6 no.1
• /
• pp.42-52
• /
• 2002

For an effective listening to music, a repeated listening to music should be possible without any restriction of time and space as well as to music for a music class and the various multi-media learning materials for listening to music is required. However, an individualized and repeated listening is difficult and an individualized listening materials are lacking. To solve these problems, learning system for listening to music in elementary school sharing learning materials required for it and including learning factors of listening to music is required. Therefore, this study analyzes learning factors of listening to music in elementary school and the learning system for listening to music is designed and developed to make elementary students have their own active listening to music and feel achievement and confidence by teacher's evaluation of their writings after listening to music and experience a joyful musical activity. And it is applied to elementary school.

• The Journal of Korean Association of Computer Education
• /
• v.3 no.2
• /
• pp.31-37
• /
• 2000

We developed a test bank system which dynamically adjusts to students' achievement levels. In order to dynamically calculate the student's achievement level, our system uses the question-response theory which is usually adopted to CAT. The system proposes appropriate questions depending on the students' achievement levels so that they can do self-directed and individualized learning. The system consists of pre-test, main learning, and review stages. In the pre-test stage, the intellectual level of the student is examined to determine the starting point in the main stage. In the main learning stage, individualized learning is performed. Finally, a review session is added to re-examine the questions that the student gave wrong answers. The output from the learning process of the system is not the usual test scores but the level of the student's intellectual ability which is produced through the question-response theory. The intellectual ability level index objectively measures the degree of improvement of the student's learning ability.

• Journal of the Korean Data and Information Science Society
• /
• v.18 no.4
• /
• pp.1073-1079
• /
• 2007

The purpose of this study is to present the relationship between the computer learning and the paper and pencil learning through the math learning (simple computation and complex computation) and the cartoon learning and text learning. The canonical correlation and pairwise t-test of the SMR asymmetry brainwaves of the left and the right brain show the brainwaves with the respect to the manner in which they process information during the specified task by identifying the relative activity of the brainwaves of the left and the right brain. SMR brainwave which known as the scientific measure tool for the activity and the function of the neuronal cell were found to predict the level of the awakening to check the readiness of study preparation. Computer education as a medium of the individualized and the repetitive education shows the difference from the paper and the pencil test in the respect of the differences and the relationship of the SMR brainwave of the learning process.

• Journal of the Korean Society of Earth Science Education
• /
• v.9 no.2
• /
• pp.199-216
• /
• 2016

The purpose of this study is to figure out how much gifted science education teachers in charge of the class realize the necessity of individualized curriculum and program for scientifically gifted, to find out the problems of the gifted science educational institutions from exploring them in depth in the light of the reality in the gifted science educational institutions, and to draw implications about the applicable direction of more aggressive individualized curriculum and program for scientifically gifted. I chose 15 people with the incumbent teachers who have ever taught scientifically gifted and have a degree in the gifted education or science subject education as study participants and had a depth interview with them. According to result of the study, 14 of 15 study participants recognized the necessity of individualized education in science should understand the personal requirements according to the tendency of the gifted students and should be a study led by students themselves. Of the problems in gifted science education, teachers regarded the reduction in the financial support as the biggest problem and the vocation and professionalism of teachers were referred as a very important factor. With constraints of time and space, there were plenty of opinions that can't ignore the influence of educational environment associated with the university entrance examination. There were many opinions that there is excessive expansion of the agencies and the target for gifted students, no standardized measurement tools and programs and the lack of the system for the coherent observation as a teacher. Also, the unified curriculum of gifted science education institutions were pointed out as the problem and the individualized programs which were already under way have a lot of weakness and being offered marginally. Thus, from now on, to apply for individualized education of gifted science, teachers demanded optimized education conditions and consistent policy support, and expressed the opinion that there needs of a possible continuous observation system. Besides, the curriculum and programs matched the needs of the students should be taken priority the most, and there were another answers that fellow learning within the cooperative learning can be an alternative of the individualized. Along with that, there were lots of opinions that the treatment to overcome an inferiority complex according to the individualized should be followed.

• Journal of Gifted/Talented Education
• /
• v.7 no.2
• /
• pp.47-67
• /
• 1997

Fourteen Special high schools for developing talents in Science, Foreign Languages, and Arts in Seoul Metropolitan city were analyzed in terms of their educational objectives, Students screening system, curriculum, teaching-learning methods, teachers, and consistency with higher education. Special high schools in talent area were more or less similar to each other in all the above aspects. However, special high schools in different talent areas were quite different in student screening, teaching-learning methods, teachers, and consistency with higher education. Public schools were more affluent than the private ones. Special high schools in Science, arts and Sports were providing individualized, activity oriented, process-oriented teaching-learning methods, while the Foreign languages high schools excercised teacher-centered, grammar oriented, lecture-focused teaching methods more. Special high schools in arts and sports could have consistency with higher education because the university focuses on talents in the specified field rather than academic scores. In conclusion, the schools have a great deal of rooms to improve in teaching-learning methods with which students can maximize their potential development. However, the special high schools were equipped with better learning environments than regular high schools in many aspects.

• The KIPS Transactions:PartA
• /
• v.11A no.4
• /
• pp.297-302
• /
• 2004

In the information-oriented society, the paradigm of education has changed from the existing traditional teaching-centered education to the learning-centered education. In the Web-based Learning System which an learning-centered educational environment using the internet, students should have responsibility of their learning as taking more opportunities to participate their learning positively, to control their process of learning and to evaluate their learning by themselves to improve self-directed loaming ability. In this paper, the Web-based Learning System with a Self-Study Plan to lead students to select own purposes and methods of the study and write a self_evaluation is developed. The Self-Study Plan is a guide to lead the process, an order to have an individualized study and a report to evaluate own study. In addition, the suggested System is designed through object-oriented method using the extension mechanism of UML to archive the improvement of reuse and maintenance.

• Journal of Engineering Education Research
• /
• v.24 no.3
• /
• pp.21-31
• /
• 2021

Flipped learning, which involves listening to lectures at home and performing dynamic group-based problem-solving activities in the classroom, is recently evaluated as a learner-centered teaching method, and interest and applications in engineering education are increasing. Therefore, this study aims to provide practical guidelines for successful application through empirical research analysis on the use of flipped learning in domestic engineering education. Through the selection criteria and keyword search, a systematic review of 36 articles was conducted. As a result of the analysis, flipped learning research in engineering education has increased sharply since 2016, focusing on academic journals and reporting its application cases and effects. Most of the research supported that flipped learning was effective not only for learners' learning activities(e.g., academic achievement, satisfaction, engagement, learning-flow, interaction), but also for individualized learning and securing sufficient practice time. It was often used in major classes with 15 to less than 50 students, especially in computer-related major courses. Most of them consisted of watching lecture videos, active learning activities, and lectures by instructors, and showed differences in management strategies for each class type. Based on the analysis results, suggestions for effective flipped learning management in future engineering education were presented.

• Journal of Multimedia Information System
• /
• v.9 no.1
• /
• pp.51-60
• /
• 2022

This paper raised the need to examine how the online education environment triggered by COVID-19 and the smart learning environment can be established in consideration of the improvement of education and learning through learning analysis. Many studies are being conducted in Korea, and the Ministry of Education is continuously striving to build a smart school by promoting strategies for promoting smart education on the way to a talent powerhouse. Nevertheless, there is no unified definition of smart learning, and it can be seen as customized (individualized) learning using smart devices. However, most of the discussions on the construction of smart schools so far have limitations in that they are limited to physical spaces. Accordingly, the opinions of teachers and learners were not sufficiently reflected in the establishment of the facility. This study intends to study smart learning in various departments. In addition, the subjects students in charge of the co-researcher of this study were analyzed. The total number of subjects was 951, and 434 responded to this study survey. In addition, students were well accepting the online environment, and in the future, regardless of COVID-19, research will be presented to improve mutual communication between professors and students in smart learning.

• (The)Korea Educational Review
• /
• v.23 no.1
• /
• pp.231-260
• /
• 2017

The Fourth Industrial Revolution foreshadows radical changes in our lives. In the era of the fourth industrial revolution called the digital revolution, individualized learning based on ubiquitous learning is emphasized. The contents of learning will be centered on procedural knowledge rather than narrative knowledge, and fusion education in which boundaries between learning domains are broken down will be achieved. First of all, learners in the fourth industrial revolution era should have critical thinking and problem solving abilities. Metacognition based on self-control and cognitive flexibility is important for effective self-directed and active learning. Creativity-based collaborative activities, social vision skills, and social and emotional skills are also important competencies. Therefore, in order to provide individualized learning contents to learners in the fourth industrial revolution era, they should be transformed into learning paradigm based on personal characteristics such as learners' self-efficacy, interest, curiosity and creativity. In addition to this, evaluation forms should be diversified according to changing teaching and learning methods. In order to cultivate teachers to lead such educational innovation, it is necessary to reconsider the teaching capacity. Teachers should be able to construct creative lessons by skillfully exploiting technology in future learning environments. In addition to this, it should also have the ability to collaborate and cognitive flexibility to converge with other academic disciplines. Along with these discussions, we proposed the need for policy intervention along with changes in education.