• Journal of Korean Elementary Science Education
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• v.37 no.4
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• pp.416-429
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• 2018

In social constructivist teaching, knowledge construction is achieved through learners' collective social interaction. Vygotsky argued that this process is mediated with language use, and the development of higher order thinking is realized through the transition from inter-personal psychological functions to intra-personal psychological functions. In so doing scientific concepts are internalized to learners. This study examined the third grade elementary students' inter/intra-personal psychological functions and their internalization processes during social constructivist teaching plan about strata and fossils. The lessons were designed along with Wells' dialogic inquiry and Leach and Scott's social constructivist teaching-learning sequences. Results showed that a teacher's utterances of talking with questioning to switch attention, creating cognitive disequilibrium, and expanding the width of students' opinions could make effective inter-personal psychological function. In addition, a learner's inner speech expressed into social discourse through talking about personal experiences, comparing epistemic idea with visual representation, or applying to different situation showed his/her intra-personal psychological function. Some cases of learners' internalization through language use could be at the stage of knowledge building and understanding of the spiral of knowing, but not all. Thus it is argued that a teacher's deeper insight into Vygotskian social constructivist teaching can make elementary science classroom teaching more effective in their inter/intra-psychological functions.

• Journal of The Korean Association For Science Education
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• v.30 no.2
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• pp.218-233
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• 2010

The purpose of this study was to explore science teacher's epistemological understanding of science and science teaching and learning, from the perspective of inquiry as the process of scientific knowledge building. Three science teachers participated in this study. The data were collected from individual in-depth interviews and classroom videotaping. The results show a case involving coherent and consistent data. It showed that the teacher's epistemological understanding of science and science teaching and learning consisted of five categories: scientists doing science with scientific thinking; scientific thinking as the process of knowing; science learner in the learning process of scientific thinking; science teacher as a man/woman with good understandings of science; and teaching and learning as the process of knowing science. Based on the results, discussions and implications about science education and science teacher education were presented.

• Journal of The Korean Association of Information Education
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• v.23 no.6
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• pp.513-520
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• 2019

The general learning method aims at conveying knowledge by conveying the contents of the learning set to numerous of learners. However, such a method is difficult to induce the interest of the learner, and the unilateral delivery method has a disadvantage in that the concentration of the learner can be lowered and the overall academic achievement can be lowered. In order to solve this problem, the gay learning method which induces the interest of the students themselves is studied, and the gay learning game which combines the education and the game can influence the learning by inducing the interest of the student. In this paper, we propose a method to prevent the forgery and falsification of the blockchain, which has been widely discussed by the 4th Industrial Revolution, as a card game, And suggests ways to contribute to the development of the process.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2022.10a
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• pp.258-260
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• 2022

In order to nurture talents who will lead the digital convergence era of the 4th industrial revolution that creates new knowledge and industries, research is being conducted on teaching methods that can improve the understanding of non-majors' SW concept, computational thinking ability, and convergence with majors is becoming Non-majors face difficulties in understanding and understanding the SW development environment, relevance to their major, and ability to converge. We used software education that is relatively easy to access for non-majors, and applied a demonstration-oriented model (DMM) that can be applied to beginners in SW education to understand the components and logical flow of ideas related to applications and majors used in real life. A convergence SW Learning method that combines repetitive implementation through instructor's demonstration and learner's modeling and learning motivational factors was proposed. In the experiment applying the teaching and learning method proposed in this paper, meaningful results were shown in terms of learning motivation and academic achievement in SW education.

• Journal of the Korea Society of Computer and Information
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• v.24 no.6
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• pp.37-43
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• 2019

This study focused on the design and development of contents using Unplugged CS method to learn computer science knowledge. With the strengthening of software education, all universities students including elementary and junior high school students are demanding knowledge of computer science centered on the computational thinking. We have developed educational contents using unplugged computing method as a way to effectively learn the concept of computer science. First, we analyze the related research of Unplugged CS theory and investigate the educational method accordingly. And we divided the areas of computer science and selected learning concepts in each area. The contents of learning were divided into basic and intermediate classes considering the level of the learner. The subject of learning contents was selected evenly in the area of computer science and it consisted of 16 basic subjects and 16 intermediate subjects based on concepts that are important in each field. In order to confirm the validity of the Unplugged CS learning topic and the development contents for computer science, we conducted expert reviews and content validity tests. As a result of the validity test, the validity of the learning topic and area selection was found to be more than .92 for the CVI value and the validity of the 32 subject learning contents was over .935 in basic level and .925 in intermediate level for the CVI values. Based on the design contents, we developed digital contents for online learning and put them in the system. We expect that this study will contribute to the understanding of computer science for all, including elementary and junior-high school students as well as students at software - oriented universities, and contribute to the spread of software education.

• Education of Primary School Mathematics
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• v.17 no.3
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• pp.205-230
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• 2014

New teaching and learning theory on various aspects about class is needed to implement education which reflects constructivism, ideally. For an ideal learner-centered mathematics class, tangible and intangible elements related to education(view of knowledge, view of leaner, teacher's role, evaluation, the form of class, learning, teaching material, etc.) should be integrated from a constructive perspective and especially, teaching material has to be premised on that learners have intellectual abilities to construct knowledge themselves, and reflect integrity of knowledge, diversity and others, and contain open attributes. In addition to this, teaching material should have characteristics different from those when objective epistemology applies, so there is a need to analyze whether teaching material has those characteristics. For this, this study compared and analyzed <1. Three-Digit Numbers> which belongs to the domain of numbers and operations out of the units of mathematics(3) textbook of the 2009 revised curriculum for the first and second grade that first introduced story-telling, and <3. Understanding of Place Values> for the second grade of constructive math class used in the U.S.

• Journal of The Korean Association For Science Education
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• v.33 no.6
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• pp.1219-1236
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• 2013

The purpose of this study was to investigate the association between subject matter knowledge (SMK) and pedagogical content knowledge (PCK) for science teachers. To this end, a total of 26 secondary Earth science teachers participated in this study and a concept diagnostic questionnaire and a lesson planning task of atmospheric pressure were devised to give an indication of participating teachers' SMK and PCK, respectively. The results of this study are summarized as follows: First, participating teachers showed a variety of SMK levels about atmospheric pressure. Second, teachers at high level of SMK focused on 'supplementary' and 'fundamental' curriculum contents for in-depth conceptual understanding, but teachers at low level of SMK, on the contrary, stressed 'applicative' curriculum contents. Third, teachers at high level of SMK grasped students' misconceptions and difficulties in learning atmospheric pressure far more concretely than teachers at low level of SMK. Lastly, teachers at high level of SMK showed a tendency to use learner-centered instructional strategy by utilizing students' prior knowledge, but teachers at low level of SMK were inclined toward teacher-directed concept explanation. Based on this study, some implications for effective science teacher preparation programs were also discussed.

• Journal of Internet Computing and Services
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• v.24 no.4
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• pp.37-45
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• 2023

Adaptive has gained significant attention in Education Technology (EdTech), with personalized learning experiences becoming increasingly important. Next-generation chatbots, including models like ChatGPT, are emerging in the field of education. These advanced tools show great potential for delivering personalized and adaptive learning experiences. This paper reviews previous research on adaptive learning and the role of chatbots in education. Based on this, the paper explores current and future chatbot technologies to propose a framework for using ChatGPT or similar chatbots in adaptive learning. The framework includes personalized design, targeted resources and feedback, multi-turn dialogue models, reinforcement learning, and fine-tuning. The proposed framework also considers learning attributes such as age, gender, cognitive ability, prior knowledge, pacing, level of questions, interaction strategies, and learner control. However, the proposed framework has yet to be evaluated for its usability or effectiveness in practice, and the applicability of the framework may vary depending on the specific field of study. Through proposing this framework, we hope to encourage learners to more actively leverage current technologies, and likewise, inspire educators to integrate these technologies more proactively into their curricula. Future research should evaluate the proposed framework through actual implementation and explore how it can be adapted to different domains of study to provide a more comprehensive understanding of its potential applications in adaptive learning.

• Journal of Science Education
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• v.39 no.3
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• pp.404-417
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• 2015

It is important for student to participate in classroom actively in order to raise effeciveness of education. In this study, we have considered the science textbooks as major factor which influence to participation in the science class, and aimed to find the problems of current sicence textbooks as tool to promote students' participation, and the improvement method. The questionnaire which include the questions to ask requirements for and problems of science textbooks for learner-centered instruction was developed, and then 99 science teachers and 821 students answered the questionnaire. As a result, students responded that current science textbooks lacked explanation, had many of difficult words and complex sentences, and were uninteresting. Teachers responded that current science textbooks had large in quantity, were written knowledge centered, and lacked of link with real life, and of story. To conclude, science textbooks revitalizing the students' participation had to strengthen the link with real life, increase students' activities, use words and sentences appropriate level for students, strengthen storyline, and provide sufficient chances to check the students' understanding by themselves.

• Journal of the Korea Society of Computer and Information
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• v.18 no.8
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• pp.167-174
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• 2013

The objectives of this study are to investigate core learning ability necessary for the 21st century and to develop core human resources required for social and national development in the future. The '21st Century Learning Ability Project' is to approach the existing knowledge and learning multidisciplinary and interactively based on the learning ability of each learner and individually and socially valuable themes. Even in Korea, a variety of intersubject integrative educational curriculum was attempted to cultivate learning ability. However, there are not enough teachers who can teach the differences between the content and characteristics for each subject by fully understanding them. Thus, it is difficult to apply them easily to the field of education. Thus, this study develops the multidisciplinary customized educational curriculum in order to develop the learning ability necessary for the 21st century, analyzes the reality of the educational curriculum integrating the academic knowledge in order to support this effectively. As a result, this study offers the interdisciplinary customized integrated model applicable to elementary and middle schools.