• Journal of Industrial Convergence
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• v.20 no.2
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• pp.45-50
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• 2022

In this study, an e-portfolio system was constructed and utilized to communicate with students, while processing the overall procedure of teaching-learning activities as data for qualitative improvement in the non-face-to-face educational environment. The e-portfolio system was designed to support the entire process of reflection from the instructor's lesson planning, regular checking of the learner's understanding during the course operation process, online communication, and support for learner-centered educational activities. Analyzing the effectiveness of the communication-based learning effect between instructors and learners using the e-portfolio in liberal arts programming classes, which may be difficult for non-major students, a significant correlation was found in problem-solving skills, and midterm and final exams. Additionally, the result of analyzing the expanded applicability of e-portfolio satisfaction demonstrated a significant correlation with the students' computational thinking ability, test results, assignments, and academic performance. It was found to have a significant effect on the improvement of computational thinking ability. If non-face-to-face education is conducted using the proposed e-portfolio system type, it will be possible to improve the quality of online education, while communicating effectively with students.

• Journal of The Korean Association of Information Education
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• v.25 no.5
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• pp.803-812
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• 2021

This study explored the concept of artificial intelligence and the problem-solving process that can be explained through literature research. Through this study, the educational meaning and application plan of artificial intelligence that can be explained were presented. XAI education is a human-centered artificial intelligence education that deals with human-related artificial intelligence problems, and students can cultivate problem-solving skills. In addition, through algorithmic education, it is possible to understand the principles of artificial intelligence, explain artificial intelligence models related to real-life problem situations, and expand to the field of application of artificial intelligence. In order for such XAI education to be applied in elementary schools, examples related to real world must be used, and it is recommended to utilize those that the algorithm itself has interpretability. In addition, various teaching and learning methods and tools should be used for understanding to move toward explanation. Ahead of the introduction of artificial intelligence in the revised curriculum in 2022, we hope that this study will be meaningfully used as the basis for actual classes.

• Journal of Christian Education in Korea
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• v.74
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• pp.273-294
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• 2023

The purpose of this study is to use K-MOOC, which has limitations in utilization because it is centered on theory delivery, to derive tasks to activate the teaching methods of instructors, and to implement the derived tasks using the metaverse platform. to develop a prototype. According to the purpose of the study, the study was conducted as follows. First, from October 4 to November 15, 2022, a Delphi survey was conducted on 21 experts with experience of consulting, research, class development, and operation related to the K-MOOC project. Second, in order to realize the tasks in the teaching method field derived from the Delphi survey, matching with the teaching method class model elements to result of Delphi survey was applied was carried out. Finally, based on the results of expert Delphi and the elements of the class model applicable to the metaverse platform, a teaching method was developed. Through the process of the study, a total of 16 detailed items were derived for the teaching method-related tasks for the activation of K-MOOC: support strategic tasks, teaching method competency, aspect of class design, evaluation and sharing of learning outcomes. By applying the metaverse, the teaching model elements for K-MOOC revitalization were derived from four categories: self-directed repetition, individualized problem solving, practice opportunity expansion, and immediate feedback, and matched with the first 16 detailed items. A four-step teaching model was completed: course attendance (step 1), mission analysis by individual level (step 2), sharing of mission solutions (step 3), and mission evaluation and feedback (step 4). Through the results of this study, the possibility of using the metaverse as a teaching practice platform was confirmed even in terms of the introduction and development of specialized techniques.

• Korean Medical Education Review
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• v.15 no.3
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• pp.120-124
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• 2013

The clinical clerkship focuses students on developing their ability to perform comprehensive diagnosis and management of patients with common undifferentiated problems by the integration of knowledge and clinical reasoning. Therefore, the clerkship evaluation system should assess their actual problem solving and professional behavior. However, concern remains that clerkship evaluations are imprecise and highly variable. This review is designed to provide faculty members with concepts, options, and a methodology to actively teach and evaluate the clinical clerkship, as well as offer encouragement and inspiration to medical students. We reviewed past and current clinical clerkship evaluations and discuss several tips to improve clinical excellence such as continuity, transparency of the evaluation process, a faculty development program, practical examination of clinical skills, implementation of a checklist for recording exposure and skills, providing prompt and constructive feedback to students, self-evaluation of professional performance, varying multi-faceted assessment combinations, being outpatient clinic-centered, and having dedicated faculty members who give students one-on-one contact with a preceptor.

• Education of Primary School Mathematics
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• v.4 no.2
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• pp.111-125
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• 2000

This paper presents cross-national perspectives on challenges in implementing current mathematics education reform ideals. This paper includes detailed qualitative descriptions of mathematics instruction from unevenly successful second-grade classrooms both in Koran and in the U. S with regared to reform recommendations. Despits dramatic differences in mathematics achivement between Korean and the U.S student. problems in both countries with regard to mathematics education are perceived to be very similar. The shared problems have a common origin in teacher-centered instruction. Educational leaders in both countries have persistently attempted to change the teacher-centered pedagogy to a student-centered approach. Many teachers report familiarity with and adherence to reform ideas, but their actual classroom teaching practices do not reflect the full implications of the reform ideals. Given the challenges in implementing reform, this study explored the breakdown that may occur between teachers adoption of reform objectives and their successful incorporation of reform ideals by comparing and contrasting two reform-oriented classrooms in both countries. This comparison and contrast provided a unique opportunity to reflect on possible subtle but crucial issues with regard to reform implementation. Thus, this study departed from past international comparisons in which the common objective has been to compare general social norma of typical mathematics classes across countries. This study was and exploratory, qualitative, comparative case study using grounded theory methodology based on constant comparative analysis for which the primary data sources were classroom video recordings and transcripts. The Korean portion of this study was conducted by the team of four researchers, including the author. The U.S portion of this study and a brief joint analysis were conducted by the author. This study compared and contrasted the classroom general social norms and sociomathematical norms of two Korean and two U.S second-grade teachers who aspired to implement reform. The two classrooms in each country were chosen because of their unequal success in activating the reform recommendation. Four mathematics lessons were videotaped from Korean classes, whereas fourteen lessons were videotaped from the U.S. classes. Intensive interviews were conducted with each teacher. The two classes within each country established similar participation patterns but very different sociomathematical norms. In both classes open-ended questioning, collaborative group work, and students own problem solving constituted the primary modes of classroom participation. However in one class mathematical significance was constituted as using standard algorithm with accuracy, whereas the other established a focus on providing reasonable and convincing arguments. Given these different mathematical foci, the students in the latter class had more opportunities to develop conceptual understanding than their counterparts. The similarities and differences to between the two teaching practices within each country clearly show that students learning opportunities do not arise social norms of a classroom community. Instead, they are closely related to its sociomathematical norms. Thus this study suggests that reform efforts highlight the importance of sociomathematical norms that established in the classroom microculture. This study also provides a more caution for the Korean reform movement than for its U.S. counterpart.

• Journal of Industrial Convergence
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• v.20 no.5
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• pp.83-92
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• 2022

As cases of social and ethical problems caused by artificial intelligence technology have occurred, artificial intelligence ethics are drawing attention along with social interest in the risks and side effects of artificial intelligence. Artificial intelligence ethics should not just be known and felt, but should be actionable and practiced. Therefore, this study proposes an artificial intelligence ethics education model to strengthen the practical ability of artificial intelligence ethics. The artificial intelligence ethics education model derived educational goals and problem-solving processes using artificial intelligence through existing research analysis, applied teaching and learning methods to strengthen practical skills, and compared and analyzed the existing artificial intelligence education model. The artificial intelligence ethics education model proposed in this paper aims to cultivate computing thinking skills and strengthen the practical ability of artificial intelligence ethics. To this end, the problem-solving process using artificial intelligence was presented in six stages, and artificial intelligence ethical factors reflecting the characteristics of artificial intelligence were derived and applied to the problem-solving process. In addition, it was designed to unconsciously check the ethical standards of artificial intelligence through preand post-evaluation of artificial intelligence ethics and apply learner-centered education and learning methods to make learners' ethical practices a habit. The artificial intelligence ethics education model developed through this study is expected to be artificial intelligence education that leads to practice by developing computing thinking skills.

• The Journal of the Korea Contents Association
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• v.20 no.9
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• pp.129-139
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• 2020

This study was conducted to analyze the subjective perception types of college students majoring in cooking by applying flip-learning teaching and learning methods to the subject of cooking practice to improve the educational efficiency of cooking-related classes. Also, in order to study subjective perception of small students, we tried to grasp the common structure in subjective attitude and perception using Q methodology, and the analysis resulted in four types. Type 1 (N=5): Problem solving ability effect, Type 2 (N=6): Self-directed learning effect, Type 3 (N=3): Mutual cooperation practice effect, Type 4 (N=6) ): Theory learning effect was analyzed for each unique feature type. Flip-learning is applied to cooking practice classes, which is a learner-centered education that leaves the traditional teaching method. Interest was found to have a very positive effect on learners' opinion sharing and learning outcomes. However, it was revealed that all students need to find additional solutions to problems such as the operation plan for flipped learning and the free ride evaluation method in group learning.

• Journal of the Korea Convergence Society
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• v.10 no.2
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• pp.83-88
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• 2019

This study examines the effects of student-centered project-based learning for the development of creative problem-solving skills, communication skills, critical thinking skills, and cooperation. A college students' creative personality test was used and pre-and post-test were performed. and TOEIC Speaking practice test by Educational Testing Service were selected to measure the English communication skills. The SPSS 18.0 was used and validated at a significance level of 5%. The result of this study shows that in the case of 'independence', the post-test average of the experimental group was statistically significant at the significant level (p<.01), which also showed statistically significant difference. There was statistically significant difference between the control group ($M=127{\pm}08.2$) and in the experimental group ($M=132{\pm}18.7$) applying project-based and problem-based convergent learning to English class were positively changed.

• Journal of Elementary Mathematics Education in Korea
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• v.5 no.1
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• pp.37-53
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• 2001

This paper tries to find out about organizational and managemental aspect of Korean curriculum through a comparison between Korea's 7th elementary mathematics curriculum and that of Japan's elementary mathematics curriculum, which will start in m2 through researching various literatures. The main characteristic of this elementary mathematics curriculum is that Korea has organized a teaming program that tended to individual differences, and focused on student-centered activities and communication based on constructivism. On the other hand, Japan reduced learning contents a lot by running 5-schooldays a week so that 80% of teaching time can be spent to help the students master mathematical contents of the textbook. This leaves 20％ of teaching time to be used for improving mathematical thinking power as a foundation of creativity through mathematical activities. Korea's teaching time spent for elementary mathematics is about 80％ of Japan's, which is also less than that of other country's. Less time in teaming mathematics will lead to decrease in teaming ability. Therefore, there is a need for increased teaching time in mathematics. Korea's revision of curriculum is about 5 years which is often compared to that of Japan's 10 years. Frequent revising is good in that it reflects the social demand, but it can cause much confusion and problems in accepting and applying its program in a real classroom setting, which is why it needs to be looked at again. The direction, objective and assesment of revision fits the demands of international trends and essentials of mathematics. Japan puts its emphasis on learning through repetition and Korea puts its emphasis on problem solving and communication. Regarding assesment, both Korea and Japan is looking for ways to find various assessing ways which will focus on mathematical process rather than the mathematical results, and also will put emphasis on criterion-directed assesment to measure goal achievements. However Japan emphasize on using report cards of assesment to help mathematics learning.

• Journal of Korean Home Economics Education Association
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• v.19 no.4
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• pp.91-117
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• 2007

This study was to compare the contents and practical problems addressed, the process of teaching-learning method, and evaluation method of Korean Home Economics curriculum and of the Oregon and Ohio's Practical Problem Focused Family & Consumer Sciences Curricula. The results are as follows. First, contents of Korean curriculum are organized by major sub-concepts of Home Economics academic discipline whereas curricular of both Oregon and Ohio states are organized by practical problems. Oregon uses the practical problems which integrate multi-subjects and Ohio uses ones which are good for the contents of the module by integrating concerns or interests which are lower or detailed level (related interests). Since it differentiates interest and module and used them based on the basic concept of Family and Consumer Science, Ohio's approach could be easier for Korean teachers and students to adopt. Second, the teaching-learning process in Korean home economics classroom is mostly teacher-centered which hinders students to develop higher order thinking skills. It is recommended to use student-centered learning activities. State of Oregon and Ohio's teaching-learning process brings up the ability of problem-solving by letting students clearly analyze practical problems proposed, solve problems by themselves through group discussions and various activities, and apply what they learn to other problems. Third, Korean evaluation system is heavily rely on summative evaluation such as written tests. It is highly recommended to facilitate various performance assessment tools. Since state of Oregon and Ohio both use practical problems, they evaluate students mainly based on their activity rather than written tests. The tools for evaluation include project documents, reports of learning activity, self-evaluation, evaluation of discussion activity, peer evaluation in a group for each students for their performance, assessment about module, and written tests as well.