• Proceedings of the Korean Institute of Electrical and Electronic Material Engineers Conference
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• 2007.11a
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• pp.504-505
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• 2007

In 2004, a department of engineering education was established at Virginia Tech and Purdue university in the United States. Innovation of engineering education for improving the quality of engineering college education has been progressing. Content of subject of engineering exploration was developed newly for engineering college freshmen. And, effect of a sustainable energy design project on academic achievement for engineering freshmen at Virginia Tech in 2006 was researched. The project was performed throughout a 6 weeks period with one by 50 minutes lecture by professor and one 90 minutes workshop by TAs (Teaching Assistants) every week. To analyze the data, statistical package SPSS (ver. 15.0) was used. In responses to an open-ended question about freshmen students' perceptions of their improvement in design skills, the 3 most identified skills were teamwork, design process, knowledge. In, Korea, an innovation relating to engineering curriculum, facility, instructional strategy and so on will be required.

• Educational Technology International
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• v.8 no.1
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• pp.71-90
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• 2007

The purpose of this study was to suggest instructional strategies applicable to Blended e-Learning. After examining how traditional universities utilized e-learning, it is attempted to have an interview with three working-level people and seven instructors, who widely applied e-learning to their classes. As a result, it is found that the instructors had some wrong understanding of e-learning, and their wrong perception was rooted in their lack of experience of providing e-learning and their reliance on fragmentary, superficial information. It deterred them from putting e-learning into active practice. Besides, it's additionally attempted to describe how blended e-learning could respectively be applied to different types of lectures, how to improve its social presence and how it could be used for evaluation

• Educational Technology International
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• v.24 no.2
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• pp.143-168
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• 2023

This study aims to analyze the perceptions and educational needs of pre-service teachers for the use of Artificial Intelligence (AI) in education. To this end, we collected survey data from 25 undergraduate students who were enrolled in a teacher education college in Seoul. The purpose of the survey was to measure the importance and current performance for instructional AI use based on the technological, pedagogical, and content knowledge (TPACK) framework, and to explore the priority of educational needs using Borich's needs analysis and the Locus for Focus model. The results of the study confirmed that Ethics and TPK competencies are prioritized. Additionally, the results indicated a high demand for practical knowledge that can be implemented in the practice of education. Based on the results, it is necessary to develop a teacher education program that focuses on ethical aspects and teaching strategy competencies in AI-based education.

• Journal of Engineering Education Research
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• v.15 no.4
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• pp.85-93
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• 2012

This paper is to explore the effects of Robot Based Instruction(RBI) on the learning attitude of elementary school students. According to this research, researcher found out that there is significant improvement in learning attitude score after RBI was applied. The result of verification on the learning attitude is difference by sex showed that male students' learning attitude score is more high better than another group. In particular, it showed that there is more significant improvement in science art discretionary activities subjects. The above-mentioned results are based on as follows two reasons. First, RBI is efficient to improve students' internal motivation and ownership about tasks, and that is related to environment of learning and instruction focused on authentic task and practice. Second, educational advantages of robot media was reflected appropriately in RBI, also appropriate instructional environment for RBI was supported.

• 대한공업교육학회지
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• v.38 no.1
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• pp.195-219
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• 2013

The purpose of this study was to develop a Educational programs for cultivating of intergrative thinking person. For the study, various literature researches were reviewed intensively about STEAM, STEM, robot, new materials, space exploration. As the process of the Study, the strategy for educational program development, workbook for students and instructional Guide for teacher were developed. The workbooks and instructional guides were tested by pilot test. And the interviews with students and teachers were feedback. The result of the feedback, the programs for the 10 educational Programs for cultivating of intergrative thinking person were developed. Based upon the conclusion of this study, the theoretical rationale of educational program for cultivating of intergrative thinking person was presented. Finally, the application method of this study and subsequent studies for effectiveness vertification were proposed.

• Journal of Digital Convergence
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• v.12 no.6
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• pp.607-614
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• 2014

The need for integration of knowledge and technology among SMEs has been acknowledged, and lacks ways of convergence in practical education. Therefore contents of convergence in practical education of high quality are needed. In this study, a case-oriented curriculum and contents were developed to enhance employee's skills of SMEs. The curriculum consists of 3 steps. The first step is analysis of trends and current status of convergence of SMEs in the domestic and foreign areas. Thus drawing up measures of standards to analyze a successful case. The second step is collection of materials, and development of models through successful cases of convergence. The third step is the analysis of a curriculum to enhance employees' of SMEs and the development of an education program. This study may lead to strengthening competition of SMEs through knowledge and technology convergence based on developed curriculum.

• The Journal of Korean Association of Computer Education
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• v.14 no.2
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• pp.1-12
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• 2011

This paper is to explore the effects of Robot Based Instruction(RBI) on improving immersion learning. According to our research, we found out that there is significant improvement in learning immersion and there's 9 sub-factors score after RBI was applied. Also from the result that there is no significant difference between male and female students in learning immersion score, we can found that RBI can improve the learning immersion of students regardless of the learner's sex. The result of verification on the learning immersion is difference by subjects showed that there is significant improvement only in korean, science, art subject among 7 subjects. The above-mentioned results are based on as follows two reasons. First, RBI is efficient to improve students' internal motivation and ownership about tasks, and that is related to environment of learning and instruction focused on authentic task and practice. Second, educational advantages of robot media was reflected appropriately in RBI, also appropriate instructional environment for RBI was supported.

• Journal of The Korean Association For Science Education
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• v.9 no.2
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• pp.89-97
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• 1989

어떤 현상에 대한 학생들의 수업전 개념구조가 과학자들의 그것과 다를때 이 수업전개념을 간단한 정성적인 퀴즈를 통하여 학생 스스로 인식하게 하고 실험 또는 관찰을 통하여 학생 자신의 수업전개념 보다는 과학자들의 개념이 실험결과를 더 잘 설명할 수 있다는 것을 깨닫게 함으로써 학생들의 수업전 개념구조를 변화시키려는 교수모델을 고안하여 그 효과를 검토하였다. 고등학교 1학년 남학생 115 명(실험집단 58명, 비교집단 57명)과 고등학교 2학년 여학생 120명(실험집단 59명, 비교집단 61명)을 대상으로 뉴우턴 제2법칙에 대한 학습에 적용하고 2주후에 뉴우턴 제2법칙에 관한 시험(13문항)을 실시하였다. 그 결과, 퀴즈에 사용한 것과 유사한 상황을 다룬 문제에서는 실험집단의 성적이 비교집단의 성적보다 유의하게 높았다. 그러나, 같은 개념을 다루나 새로운 상황의 문제에서는 그 효과가 유의한 차이를 나타내지 않았다. 한가지 개념이 여러가지 새로운 상황속에 나타날때 학생들에게 이미 친숙한 상황과 새로운 상황사이의 유사점을 강조하며 위의 교수법을 계속하여 사용한다면 학생들의 뿌리깊이 밝힌 수업전 개념구조를 변화시킬 수 있으리라 사료된다. 위의 교수법은 학생들이 자신의 수업전 개념구조를 명확히 인식하고 그 불합리함을 깨달아야 하므로 자신의 수업전 개념구조에 근거하여 어떤 결과를 예측할 수 있는 예측논리(Expectation or biconditional Reasoning)가 형성된 이후의 학생들에게만 효과가 있으리라 가정하였으나 교수방법과 예측논리 사이에 유의한 상호작용효과(interaction offect)는 나타나지 않았다. 다만 여학생의 경우에서만 학생들에게 새로운 상황의 문제에서도 예측논리를 이미 형성한 실험집단의 평균이 이에 상응하는 비교집단의 평균보다 높았다. 이것은 남학생과 여학생을 지도한 교사의 교수경력과 학생들의 수업전 개념구조에 대한 교사의 인식정도에 큰 차이가 있었음을 고려할 때, 위의 수업방법을 사용하는 데 있어 교사가 학생들의 수업전 개념구조가 학생들의 개념획득에 얼마나 커다란 영향을 끼치는가에 대해 인식하는 것이 중요한 요인임을 시사한다.

• Journal of Korean Home Economics Education Association
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• v.20 no.1
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• pp.21-44
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• 2008

The purpose of this study was to analyse the possibilities and legitimacies for using integrated essay on Home Economics Education, and to suggest the instructional design. Integrated Essay consisted with three composers, subject(students), object(texts), and strategy(thinking abilities). The results of theoretical analysis, socio-constructionalism by Vygotsky, the deconstructional literacy criticism by Derrida, and cognitive psychological approach by Beyer, Wood et al, Hayes were supported the integrated essay in instruction for Home Economics Education. Also, essay tests types of university entrance exams in Korea, previous researches of thinking ability in Home Economics Education, and essay questions in textbook were analysed. As results, theoretical framework, instruction process, and instruction design for integrated essay in Home Economics Education were developed. The possibility of integrated essay is high but it's real estimate will success when Home Economics Education realize it's nature.

• Human Ecology Research
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• v.56 no.3
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• pp.247-262
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• 2018

This study investigates the process of PCK formation for 2017 novice teachers in Busan. This study was conducted parallel to quantitative research using the H-PCK measurement tool as well as qualitative research methods through an open questionnaire and after-interview. Consequently, the H-PCK level of novice teachers was 3.51. The knowledge of perspective on home economics education (KP) was 3.87, knowledge of home economics curriculum (KC) was 3.37 and the knowledge of home economics instructional strategies (KI) was 3.39. Study participants reported that curriculum knowledge, curriculum content knowledge, and teaching strategy knowledge were formed through preparation for appointment; however, it was not possible to judge if PCK was formed for the restructuring ability or the reconstruction ability. Knowledge related to curriculum content was learned through teacher training, internet teacher community, and internet information materials. Knowledge of teaching strategies was learned through 1-2 teaching consulting or peer scholarship. It is necessary to revise the university curriculum (such as expansion of curriculum education, expansion of experience in teaching practice, and actual case study) order to form PCK. Second, it should be developed and operated various training programs for the formation of home economics education curriculum knowledge. Third, it is necessary to organize a nationwide system to support the mentor. In the future, it is necessary to study PCK analysis for each unit and topic as well as to explain methods that can be provided to field teachers.