• 한국초등과학교육학회지:초등과학교육
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• 제34권4호
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• pp.382-393
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• 2015

The purpose of this study was to examine the effects of elementary science teaching program strengthening aesthetic experiences on science learning motivation and achievement. The subjects of this study were divided into two groups. The experiment group practiced elementary science teaching program strengthening aesthetic experiences, while the control group practiced teacher guided-based instruction. The results of this study were as follows. First, science teaching program strengthening aesthetic experiences gave a significant influence on increasing the science learning motivation. Second, science teaching program strengthening aesthetic experiences gave a significant influence on increasing the science achievement. In conclusion, this study showed that elementary science teaching program strengthening aesthetic experiences gave a positive influence on the science learning motivation and science achievement in elementary school science.

• 대한지구과학교육학회지
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• 제5권1호
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• pp.75-87
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• 2012

The purpose of this study is to find out the effects of internet resource-based problem-based learning on the academic achievement in science and the attitude toward science of elementary school students. One experiment class and one control class of grade 6 students were selected to perform a prior investigation on the academic achievement in science and the attitude toward science, then the experiment class attended 4 weeks of lessons that was applied the internet resource-based problem-based learning, and the control class attended the traditional lessons based on the guidelines of teachers. After conducting lessons, a post investigation was performed for each class and the results were analyzed to produce the following conclusions. First, the internet resource-based problem-based learning could be seen to be effective in improving the students' academic achievements in science. The internet resource-based problem-based learning seemed to make students recognize the lesson details better and grasp well the questions given during lessons from the process of finding solutions among many informations and data on the internet. Second, the internet resource-based problem-based learning had a positive effect on all attitudes' areas toward science of students. It looked like that the internet resource-based problem-based learning taught the students to use the internet resources and gave them a friendly feeling, so the children could actively participate in class and had positive recognition on science. Third, from teacher observation and the result of the student recognition investigation, we could know that the students showed lots of interests in the internet resource-based problem-based learning, and they were able to understand the scientific theories in the process of solving problems that were relevant to real life, and thought science in a positive way.

• 대한지구과학교육학회지
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• 제6권1호
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• pp.50-59
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• 2013

Prezi, which is an implemented software in the form of flash-based online presentation, is considered to be a new appropriate smart-learning tool. This study aimed to investigate an impact of project learning utilizing Prezi on the creativity, attitudes toward science and science process skills of scientific gifted children in elementary school. The results of this study were as follows; First, after project learning utilizing Prezi, their creativity was raised meaningfully, especially in sub-elements of patience, adaptability and variety of interestings. Second, project learning utilizing Prezi showed meaningful effect on their improvement of science process skill, especially in integrated science process skills. Third, project learning utilizing Prezi improved their attitudes toward science meaningfully. In almost sub-elements, except the element of ordinariness of scientist, positive meaningful improvements were showed.

• 한국항행학회논문지
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• 제26권2호
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• pp.72-77
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• 2022

강화학습의 기법 중 Q-Learning은 주어진 상태에서 행동을 수행하면서 미래의 효율적인 기댓값을 예측하는 Q 함수를 학습하면서 최적의 정책을 학습하는 것이다. Q-Learning은 강화학습의 기본적인 알고리즘으로 많이 활용하고 있다. 본 논문에서는 Q-Learning을 바탕으로 정책과 보상을 설계하여 효율적인 경로를 선택하고 학습하는 효용성에 대하여 연구하였다. 또한 Frozen Lake 게임의 8x8 그리드 환경에 동일한 학습 횟수를 적용하여 기존 알고리즘 및 처벌 보상 정책과 제시한 처벌강화 정책의 결과를 비교하였다. 해당 비교를 통해 본 논문에서 제시한 Q-Learning의 처벌강화 정책이 통상적인 알고리즘의 적용보다 학습 속도를 상당히 높일 수 있는 것으로 분석되었다.

• 한국초등과학교육학회지:초등과학교육
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• 제30권1호
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• pp.83-92
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• 2011

The purpose of this study was to develop the learning program using sharing nature that can be utilized in Korean elementary science classes and explore the its effects of science academic achievement, inquiry ability, scientific attitude of students after applying it. Sharing Nature used a playful and inspirational teaching strategy and was named after Flow Learning based on universal principles of how people learn. To examine the effects of Sharing Nature Learning Program this learning materials were applied to elementary science curriculum, and an experimental group and a control group were selected from 4th graders at a elementary school located in Icheon City, Gyeong-gi province. The results of this study found significant difference in the student's enhancement of the science academic achievement, inquiry ability, scientific attitude. In conclusion, Sharing Nature Learning Program is useful to develop the elementary school student's science academic achievement, inquiry ability, scientific attitude and had better be widely applied to science education.

• 치위생과학회지
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• 제22권2호
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• pp.115-125
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• 2022

Background: In the dental hygiene curriculum, efforts are being made to introduce an integrated curriculum based on the competency of a dental hygienist. Because there is a connection and overlap in learning contents between Dental Nutrition and Oral Biochemistry, which are basic dental hygiene subjects, it is possible to integrate these two subjects. This study aims to derive Nutritional Biochemistry as an integrated curriculum for Dental Nutrition and Oral Biochemistry, and to develop learning goals and competencies for Dental Nutritional Biochemistry. Methods: The learning contents of the integrated curriculum were composed by referring to the contents of the Dental Nutrition and Oral Biochemistry textbooks, and learning goals were derived from the learning contents. Moreover, competency was developed by analyzing the duties of a dental hygienist that can be performed through the learning goals. The Delphi survey was conducted twice to verify the content validity ratio (CVR) of the competence and the learning goal of the integrated curriculum. Results: In the first Delphi survey, the CVR for two competencies was 0.56 or higher. Moreover, it was revised based on expert's opinions, and as a result of the second Delphi survey after the revision, the CVR was either increased or maintained. Eighty-five learning goals were derived by referring to the textbook. According to CVR and expert opinions, after the first Delphi survey, the number of learning goals was reduced to 69. After the second Delphi survey, 68 learning goals were finally derived. Conclusion: The development process of the integrated curriculum conducted in this study can be utilized for integration between subjects in basic dental hygiene.

• 과학교육연구지
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• 제38권3호
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• pp.509-524
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• 2014

이 연구의 목적은 중학교 과학학습 부진아를 위해 다양한 학습전략을 활용한 프로그램을 개발하여 적용하고, 이 프로그램이 그들의 학습전략 사용 능력과 과학학업 성취도 향상에 효과가 있는지를 확인하는 것이었다. 이를 위해 2009 개정 교육과정의 1학년 과학 내용을 중심으로 다양한 학습전략을 활용한 프로그램 11차시를 개발하고, 과학학습 부진아 중 특히 학습전략 수준이 낮은 3명을 대상으로 프로그램을 투입하였다. 그리고 학습전략 검사, 총괄평가와 학생활동지, 연구일지, 수업 관찰, 수업 전사내용, 학생 인터뷰 등을 통해 프로그램 효과를 분석하였다. 연구 결과, 과학학습 부진아의 이미 고착화된 학습전략이 변화되는 것이 쉽지 않아 제한적으로 향상되었으며, 반면에 학업성취도는 크게 향상된 것을 확인할 수 있었다. 이는 학습전략을 활용하면서 과학 학습에 대한 흥미가 생겼고 과학 공부에 관심을 가졌기 때문이었다. 이러한 연구 결과로부터 과학학습 부진아를 위한 학습전략을 활용한 프로그램이 학습전략과 학업성취도의 향상에 효과적임을 알 수 있었다.

• 한국과학교육학회지
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• 제24권1호
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• pp.121-128
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• 2004

This study was to investigate high students' conceptions of acids and bases, and their views on learning science. Multiple sources of data were collected over six months with a participation of sit tenth graders and their science teacher. The transcripts of interviews and other data were examined with an eye toward students' conceptions of acids and bases, and their views of learning science. Students' views of science are displayed the representative pattern. Each pattern is represented with an episode. Students' views of learning have been found to reflect the transmissive models of science educational practice. Students accept passive and difficult-to-modify views of the learner roles that they should play in the science classroom. Students identified science classes as conservative places, despite the introduction of science literacy as a goal of Korean science education since 1980. Behaviorism remains the major influence in their expectation, design, and practice in school science. Moreover, 'transmission' remains the persistent and dominant classroom cultural dynamic for both teaching and learning of science.

• 인지과학
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• 제17권4호
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• pp.375-398
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• 2006

인간은 보고, 듣고, 따라하고, 행하고, 느끼면서 배운다. 이 모든 과정에 뇌가 관여한다. 최근 뇌과학 연구의 비약적 발전과 뇌과학 연구와 인지과학 연구의 활발한 협력은 '뇌기반 학습과학(Brain-Based Learning Science)', '교육신경과학(Educational Neuroscience)', 혹은 신경교육학(Neuro-Education)이라 불리우는 새로운 연구 분야를 탄생시켰다. 뇌기반 학습과학은 기존의 '학습과학'을 넘어서 실제 학습과 교육환경에 적지 않은 변화를 줄 것으로 기대되는 만큼 그 가능성에 대해 회의적인 입장도 공존하고 있다. 이 논문에서는 뇌기반 학습과학의 정의와 기본가정을 살펴보고, 인지신경과학의 최신 연구가 어떻게 이루어지고 있는지를 소개하고 이러한 연구결과에서 교육적 함의를 도출해 보고자 하였다. 또한 신경계에 대한 신화적 사고와 그 문제점을 열거하고, 뇌과학과 학습-교육 현장의 연계 가능성 및 향후 뇌기반 학습과학의 전망과 한계에 대해 논의하였다.

• Journal of Information Science Theory and Practice
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• 제4권3호
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• pp.6-27
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• 2016

There has been a growing interest and enthusiasm for the application of virtual worlds in learning and training. This research proposes a design framework of a virtual world-based learning environment that integrates two unique features of the virtual world technology, immersion and interactivity, with an instructional strategy that promotes self-regulatory learning. We demonstrate the usefulness and assess the effectiveness of our design in the context of information security learning. In particular, the information security learning module implemented in Second Life was incorporated into an Introduction to Information Security course. Data from pre- and post- learning surveys were used to evaluate the effectiveness of the learning module. Overall, the results strongly suggest that the virtual world-based learning environment enhances information security learning, thus supporting the effectiveness of the proposed design framework. Additional results suggest that learner traits have an important influence on learning outcomes through perceived enjoyment. The study offers useful design and implementation guidelines for organizations and universities to develop a virtual world-based learning environment. It also represents an initial step towards the design and explanation theories of virtual world-based learning environments.