• 한국가정과교육학회지
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• 제12권2호
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• pp.65-79
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• 2000

The purpose of this study was to suggest the most effective method of group formation necessary fro the cooperative learning of the home economics in the middle school. For this purpose, 12 classes students in the 3rd grade of a middle school in Inchon City have been divided as 3 groups: 4 classes were consisted of the groups by the records, 4 classes by close friend. and 4 classes by lot. The STAD method of the cooperative learning methods has been evenly introduced to all 12 classes for 10 hours in 10 weeks. After those sessions. some questionnaires asking . and were collected from all students, Data, which were analyzed by the method of group formation for male and female students groups, showed following results: 1. The most effective group forming method was the group consisted by lot. This group was more effective than the group by close or the group by records. 2. While male students were influenced by the group forming method in the cooperative learning. female students were not. 3. More activity of the groups resulted more effects of the cooperative learning and made more positive attitude to the study of the home economics, and thus. teachers should care for the activity of each to make the students cooperative and to activate in the class.

• 대한수학교육학회지:학교수학
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• 제14권1호
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• pp.151-163
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• 2012

2006개정 교육과정에서 초등수학과의 교수 학습방법으로 학습자의 조작 활동을 통한 탐구방식의 학습이나 교사와 학생이 함께 학습활동 등으로 학습자의 능동적이고 적극적인 활동주의 학습 원리에 따른 학습 효과를 극대화 할 수 있는 방법을 요구하고 있다. 이에 본 연구에서는 초등학교 1학년에서 6학년까지의 수학교과서에 제시된 모든 학습내용에 따른 학습 활동을 10가지의 유형으로 조사한 후에 이를 수와 연산, 도형, 확률과 통계, 측정 그리고 규칙성과 문제해결의 5대 내용영역과 저 중 고학년군의 3개로 나누어 특징을 분석하였다. 그리고 이 결과를 교사들이 단원에 따라 개대되는 활동유형과 비교하고 분석하여 학습지도에 효과적으로 활용하도록 하였다.

• 대한화학회지
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• 제60권2호
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• pp.137-143
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• 2016

Effective teaching and learning is a continuous process of monitoring and re-organization of teaching method, so to benefit both students and educators. Reflective journal writing is an effective method for students to reflect on their learning experience about a new concept or subject taught and at the same time enables educators to improve on their academic skills. In the present paper, we have examined and evaluated the effectiveness of the Uncritical Inference Test (UIT) that was conducted in our basic organic chemistry course through a systematic network built based on students’ reflective writing. From the data analysis, the UIT has benefited students in three dimensions, namely cognitive, affective and group learning domains. Moreover, the UIT activity instilled an active learning environment in organic chemistry classroom and deeper learning among chemistry students as shown in the collected data. In future, this activity could be adapted as a teaching method to enhance students’ critical thinking skills and question-asking capability in other teaching courses.

• 영재교육연구
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• 제13권2호
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• pp.43-56
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• 2003

본 연구에서는 탐구 과정기술과 사고력을 중시하는 초등학교 과학과목의 특성을 고려하여 개발된 원격교육모형에 적용할 수 있는 학습 자료를 개발하고, 원격교수학습의 토론방 활동을 통해 나타난 학생들의 특성을 조사하였다. 탐구적 사고력을 향상시킬 수 있는 자료를 개발하여 원격교육을 실시한 결과 학생들은 토론방에서 활발한 토론을 통해서 다양한 사고와 실험 방법 등을 고안하고 수행하는 태도들을 나타냈다. 특히 주어진 과제들이 주변 환경 속에서 찾을 수 있는 실험 도구들을 사용하도록 구성되었기 때문에 web 환경에서 이루어지는 원격교육이 단점을 극복하면서 학생들의 탐구적 활동을 자극하였다.

• 대한수학교육학회지:학교수학
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• 제4권2호
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• pp.283-296
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• 2002

In this study we tried to find the method of using the tangrams and the mosaic puzzles together for learning the elementary geometry in the Korean primary schools. The tangram and the mosaic puzzle activity-panels were developed and the activity-cards for them also were designed. The criteria to be used for the analyses of contents of the activity-cards were developed. We surveyed and analyzed the students' responses, A previous research had insisted that solely using the tangrams were not useful in learning about an obtuse-angled triangle in the elementary geometry (Welchman, 1999), but the combinative uses of the tangrams and the mosaic puzzles were found to extend the limits of the previous study in investigating the figures of the plain diagrams. Actually, the tangrams and the mosaic puzzles helped the students to learn the concepts of several elements of the plain diagrams such as 'angles', 'sides', and 'angular points', with students'operational comparison of the diagrams developed with them. They also provided useful clues in learning the relationship between the 'length' and the 'area' of the Plain diagrams. The students participated in the class with much activities, using the operational learning materials. They also comprehended the concepts and the principles of the elementary geometry more thoroughly, expressing their ideas in spoken or written languages through interactive communication. In conclusion, the tangram and mosaic puzzles can be used for learning the elementary geometry of the primary school level as motivative learning materials, helping students enhance diverse mathematical thinking and discover mathematical principles.

• 한국환경교육학회지:환경교육
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• 제24권3호
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• pp.34-43
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• 2011

Project-based learning is an innovative approach to learning that teaches a multitude of strategies critical for success in the twenty-first century. Students drive their own learning through inquiry activity, as well as work collaboratively to research and create projects that reflect their knowledge. The purpose of this study was to investigate the effects of eco-friendly school project activity which is applied from one of project-based learning approach on learning outcomes of students in ninth-grade environment course in middle school. The participants were given a questionnaire before and after the environmental project activities. In solving the school environment issues themselves, students have practiced invaluable problem solving skills. This study indicates that school students' awareness about the environment has positively changed by experiencing the eco-friendly school project. In addition, this project affects students' variety of environmental awareness. This project could be applied to school environmental education programs and to environment lessons, developmental activities or club activities for a positive impact on students' environmental awareness.

• 한국콘텐츠학회논문지
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• 제20권3호
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• pp.440-451
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• 2020

본 연구는 모바일 러닝이 한국어 말하기 수업의 단점을 보완할 수 있다 보고, 이를 효과적으로 활용할 수 있는 말하기 활동 방안을 제시하는 데에 그 목적이 있다. 현재 한국어 교육 현장에서 이뤄지는 말하기 수업은 교사 한 명과 학습자 여러 명의 수업 방식을 취하고 있기 때문에 개별적이고 즉각적인 상호작용이 어렵다. 따라서 교실 현장에서 학습자들의 말하기 능력을 향상시키기가 현실적으로 힘든 상황이다. 하지만 모바일 러닝을 활용하면 학습자가 자신의 발화를 녹음하여 즉각적이고 개별적인 말하기 평가를 받을 수 있다. 이에 본 연구는 모바일 기기를 사용하여 자신의 발음을 확인, 교정하며 발음의 정확성과 말하기의 유창성을 향상시킬 수 있는 본 활동과 이를 바탕으로 학습자간 경험 공유하기를 통해 담화 구성 능력을 향상시킬 수 있는 사후 활동으로 구성하였다. 이러한 활동 방안은 실제 교육 현장에도 적용하여 학습자들의 만족도와 모바일 러닝에 관한 의견 등을 조사하였는데 그 결과 모바일을 활용한 말하기 활동에 긍정적인 반응을 보인 학습자들이 많았으나 향후 APP 개발에 있어 보완해야 할 점들도 시사하고 있었다.

• 한국인터넷방송통신학회논문지
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• 제22권5호
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• pp.177-183
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• 2022

최근 COVID-19로 인해 홈 트레이닝의 관심도가 증가하고 있다. 이에 따라 HAR(human activity recognition) 기술을 홈 트레이닝에 적용한 연구가 진행되고 있다. 기존 HAR 분야의 논문에서는 동적인 자세보다는 앉기, 일어서기와 같은 정적인 자세들을 분석한다. 본 논문은 동적인 운동 자세를 분석하여 사용자의 운동 자세 정확도를 보여주는 딥러닝 모델을 제안한다. AI hub의 피트니스 이미지를 blaze pose를 사용하여 사람의 자세 데이터를 분석한다. 3개의 딥러닝 모델: RNN(recurrnet neural networks), LSTM(long short-term memory networks), CNN(convolution neural networks)에 대하여 실험을 진행한다. RNN, LSTM, CNN 모델의 f1-score는 각각 0.49, 0.87, 0.98로 CNN 모델이 가장 적합하다는 것을 확인하였다. 이후 연구로는, 다양한 학습 데이터를 사용하여 더 많은 운동 자세를 분석할 예정이다.

• 컴퓨터교육학회논문지
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• 제9권2호
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• pp.27-36
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• 2006

본 연구는 e-Learning 협력학습 기술 개발 지원을 위한 기반 연구로서, e-Learning 에서의 협력학습을 위한 기본모형 개발과 협력학습 활동에서 발생하는 학습자들의 학습행위요소를 세부적으로 분석 제시하는 것을 연구의 목적으로 하였다. 연구의 목적을 달성하기 위하여 면대면 교실수업에서 이루어져 온 다양한 협동학습 모형들을 분석하였으며, 면대면과 온라인 환경에서 협력학습 및 커뮤니케이션 활동을 강조하는 문제중심학습, 프로젝트 학습, 탐구학습, 토론학습 등 교수모형에 기초한 주요 학습모형들의 절차와 단계, 학습활동 등도 분석하였다. 연구 결과 e-Learning에서의 협력학습을 위한 일반 모형과 세부 학습행위요소들, 그리고 시스템적 지원기능들이 제시되었으며, 추후 연구를 위한 과제가 제안되었다.

• 한국HCI학회:학술대회논문집
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• 한국HCI학회 2006년도 학술대회 1부
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• pp.945-953
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• 2006

The researchers in the field of cognitive science and learning science suggest that the teaching activity induces the elaborative and meaningful learning. Actually, lots of research findings have shown the beneficial effect of learning by teaching such as peer tutoring. But peer tutoring has some limitations in the practical learning context. To overcome some limitations, the new concept of "learning by teaching" through the agent called Teachable Agent. The teachable agent is a modified version of traditional intelligent tutoring system that assigns a role of tutor to teach the agent. The teachable agent monitors individual difference and provides a student with a chance for deep learning and motivation to learn by allowing them to play an active role in the process of learning. That is, The teaching activity induces the elaborative and meaningful learning. This study compared the effects of our teachable agent, KORI, and peer tutoring on the cognition and motivation. The field experiment was conducted to examine whether learning by teaching the teachable agent would be more effective than peer tutoring and reading condition. In the experiment, all participants took 30 minutes lesson on rock and rock cycle together to acquire the base knowledge in the domain. After the lesson, participants were randomly assigned to one of the three experimental conditions; reading condition, peer tutoring condition, and teachable agent condition. Next, participants of each condition moved into separated place and performed their own learning activity. After finishing all of the learning activities in each condition, all participants were instructed to rate the interestingness using a 5-point scale on their own learning activity and leaning material, and were given the comprehension test. The results indicated that the teachable agent condition and the peer tutoring condition showed more interests in the learning than the reading condition. It is suggested that teachable agent has more advantages in overcoming the several practical limitations of peer tutoring such as restrictions in time and place, tutor's cognitive burden, unnecessary interaction during peer tutoring. The applicability and prospects of the teachable agent as an efficient substitute for peer tutoring and traditional intelligent tutoring system were also discussed.