• 한국수학교육학회지시리즈C:초등수학교육
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• 제25권3호
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• pp.213-232
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• 2022

분수 학습에서 수직선 모델의 중요성에 따라, 본 연구에서는 초등학교 4학년 학생들의 수직선에서의 분수 개념 및 분수의 덧셈과 뺄셈에 대한 이해가 어느 정도인지 살펴보았다. 수직선 검사 도구는 분수 나타내기, 분수의 크기 비교, 분수의 덧셈 및 뺄셈과 관련된 문항으로 구성되었으며 구조화된 수직선과 반구조화된 수직선을 제시하였다. 연구 결과, 전반적으로 정답률이 높지 않았으며, 정답보다 오답의 반응이 높게 드러난 문항들도 있었다. 또한 구조화된 수직선에 비하여 반구조화된 수직선이 제시되는 문항에서의 정답률이 낮게 드러났으며, 다양한 오답 반응을 확인할 수 있었다. 본 연구의 결과를 바탕으로 초등학생들의 분수 이해 및 수직선 이해를 위한 교수·학습 방향에 관한 시사점을 논의하였다.

• 한국게임학회 논문지
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• 제18권5호
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• pp.93-102
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• 2018

본 논문은 이론과 실기 교육, 학계와 산업계의 융합 교육을 지향하는 게임 교과목 교육의 효과적이고 체계적인 학습 방법론을 제안하는 것을 목적으로 한다. 특히 교수자 중심 교육에서 학습자 중심 학습 환경으로 변화하고 있는 시대적 흐름을 반영하여 4PBL 모델을 제시하고자 한다. 4PBL 모델은 학습 접근 방식을 기반으로 하는 3P 모델과 문제기반학습(Problem based Learning) 방법론을 보강, 발전시킨 모델로 개인지(Personal based Learning), 문제기반학습(Problem based Learning), 프로젝트기반학습(Project based Learning), 실행기반학습(Performance based Learning)으로 구성된다. 본고에서는 구체적인 게임 교과목 교육 사례를 들어 각 단계별 PBL의 개념과 특징을 설명하였다. 이와 같은 시도는 변화하는 교육 패러다임 속에서 게임 기획과 개발에 대한 지식을 주체적으로 구조화할 수 있는 학습 환경을 제시할 수 있다는 점에서 유의미한 가치가 있다고 할 수 있다.

• 대한예방한의학회지
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• 제22권2호
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• pp.1-12
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• 2018

Objectives : Recently, the interest on medical education in flipped learning has been growing. Competency-based curriculum is also required through changes in teaching methods within the Korean medicine education. In this study, flipped learning method was applied to 'medical ethics' class to examine the perception and experience of flipped learning from the Korean medical student's perspectives. Methods : The study was conducted on 15 preparatory course freshmen students who took the 'medical ethics' course, in the second semester of the year 2017 at 'A' University. The study was proceded in two steps; 1) fill-in the questionnaire twice (before and after the class), and 2) in-depth interview with semi-structured questionnaire. The $1^{st}$ questionnaire in the first step was consisted of 'Experience on flipped learning before the class', 'Which section of the flipped learning class do participants have expectation', 'Interest and expectation on flipped learning'. In the $2^{nd}$ questionnare, the participants were asked 'Which section of the flipped learning section that the learning effect was maximized', 'Association between 'flipped learning' method and 'Medical ethics' course' with 5-point Likert scale and frequency. Results : The results showed that flipped learning method works very effectively in the 'medical ethics' course (63.6%). After the flipped learning class, the participants showed positive change in a attitude of the class (72.7%). However, this teaching method might be inappropriate for participants who had difficulties in pre-learning or a passive attitude and lecture-centered instruction (LCI) classes. Conclusions : Though applying flipped learning method to the 'Medical Ethics' was effective, to make pre-learning better, the instructors should prepare countermeasures for passive participants, help interact well among the participants, and plan a lesson thoroughly for changing LCI classes to student-centerd instruction(SCI).

• 한국컴퓨터정보학회논문지
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• 제3권3호
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• pp.55-61
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• 1998

CAI(Computer Aided Instruction)에서 학습의 데이터가 되는 교재의 학습 순서는쉬운 항목에서 어려운 항목의 순번으로 나열되어 있다. 학습자는 반드시 이 순서대로 학습하는 것은 아니다. 실제는 항목간의 전후를 시행착오 하면서 학습을 하고 있다. 본 논문에서는 지적 CAI(Intelligent CAI : ICAI) 학습으로 항목에 대한 이해도를 퍼지성의 시행착오로학습시켜 구조화된 학습을 퍼지 추론에 의해 모델화 한다. 방법으로는 각 항목간의 순서관계에 의해 학습과 이해의 차이를 고려하여 퍼지 추론 규칙에 의해 학습의 모델을 정식화했다. 추론 규칙을 간략화 하여 CAL 시스템의 처리로 시행착오의 학습을 제안한다.

• 한국환경교육학회지:환경교육
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• 제20권3호
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• pp.31-44
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• 2007

The solution of the environment problem is the common issue all over the world, for this reason the necessity of the environmental education of school has emphasized. On this a variety method for environmental education is needed, this paper planned and applied the 'ecology & environment' for high school which are based on GBS theory and presented a new model of environment education. GBS(Goal-Based Scenario) is that learners are presented with an end goal that is motivating and challenging. This goal is structured such that, in order to successfully meet it learners are required to build a predetermined core set of skills and knowledge by process mission and scenario. GBS is an active learning environment in which learners are trained in study that have a real-world context. When they are back in real-world they have increased ability to apply what was learned by reflecting on the GBS learning experience. This study was designed on GBS theory and taught a class by using internet Blog. As a result, when carefully reviewing the materials such as final presentation reflect journal, we conclude that the students' awareness of a learning environment is improved and the students seems to try to apply the learning outcome to a real life.

• 한국간호교육학회지
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• 제16권1호
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• pp.5-13
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• 2010

Purpose: This study investigated the effects of Web-Contents Learning by nursing students on nursing knowledge, self-directed learning and clinical competence. Method: This study was a quasi-experimental, nonequivalent control group pre-post test. For the study, 146 nursing students were selected from three colleges. Seventy-six were experimental subjects and 70 were control subjects. The subjects in the experimental group studied Web-Contents along with four weeks of clinical practice. Data were collected by structured questionnaires and analyzed using the SPSS program. Result: The experimental group showed significant increase in their nursing knowledge (t=-3.866, p=.001). However, no significant differences were observed between the two groups in self-directed learning (t=-.759, p=.449) and clinical competence (F=.891, p=.347). Conclusion: From our investigation, the present study suggests some implication for learner-related variables. Elaboration of experimental design to validate the effects of Web-Contents Learning should be carried out.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제16권3호
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• pp.195-206
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• 2012

We adopt a spirit of Problem based learning to the class of Multivariable Calculus in a school of scientifically talented students and observed effects of our teaching-learning method in the Spring Semester of 2010. Twelve students who enrolled in this class participated in this research. We have proceeded with classroom experiment for the half of semester after midterm exam so that the students could compare our teaching-learning method with usual traditional one in the subject of multivariable calculus. Especially, we investigated changes in the learning attitude and cognitive development of the students toward definition and theorem of mathematics. Each group of 4 students worked on a sheet of our well-designed structured problems of several steps in each class and presented how they understood the way of constructing new definition and related theorems. Instructor's role in this research was to guide students' activities as questioner so that students could attain the clear meanings of definitions and theorems by themselves. We firstly analyzed students' process of mathematization of definition through observing their discussions and presentations as well as their achievements in the quizzes and final exams. Secondly, we analyzed students' class-diaries collected at the end of each class in addition to pre/post surveys.

• International Journal of Control, Automation, and Systems
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• 제6권2호
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• pp.269-277
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• 2008

This paper proposes a necessary and sufficient condition of convergence in the $L_2$-norm sense for a feedback-based iterative learning control (ILC) system including a multi-input multi-output (MIMO) linear time-invariant (LTI) plant. It is shown that the convergence conditions for a nominal plant and an uncertain plant are equal to the nominal performance condition and the robust performance condition in the feedback control theory, respectively. Moreover, no additional effort is required to design an iterative learning controller because the performance weighting matrix is used as an iterative learning controller. By proving that the least upper bound of the $L_2$-norm of the remaining tracking error is less than that of the initial tracking error, this paper shows that the iterative learning controller combined with the feedback controller is more effective to reduce the tracking error than only the feedback controller. The validity of the proposed method is verified through computer simulations.

• 컴퓨터교육학회논문지
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• 제21권6호
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• pp.49-62
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• 2018

본 연구에서는 성찰저널과 피드백을 적용한 PBL 기반의 피지컬 컴퓨팅 프로그래밍을 적용한 교수 학습 전략을 개발하고 효과성을 검증하였다. 분석을 위해 초등학교 5학년 학생 91명을 대상으로 실험집단과 통제집단으로 구분하여 18차시 학습 내용을 6주간 적용하였다. 그 결과 논리적 사고력에서 유의한 차이를 보여 PBL을 적용한 피지컬 컴퓨팅 기반의 프로그래밍 학습이 논리적 사고력 향상에 효과가 있음이 증명되었다. 본 연구 결과를 바탕으로 피지컬 컴퓨팅 기반의 프로그래밍 학습 효과를 높일 수 있는 정교한 교수 학습 전략을 개발하고 이에 대한 적용 가능성을 확인할 수 있었다.

• 한국임상보건과학회지
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• 제10권1호
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• pp.1569-1577
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• 2022

Purpose: This study was conducted to investigate academic self-efficacy, metacognition and major satisfaction which influence learning flow in nursing students. Method: The subjects of this study were 239 nursing students in D college. Structured questionnaire was self-administered from May 3 to 30, 2021. The date was analyzed by t-test, ANOVA, Pearson'correlation coefficients, stepwise and multiple regression using SPSS/WIN 22.0. program. Results: In academic self-efficacy, there were significant differences in age. In metacognition, there were significant differences in age, school record. There was a statistically positive correlation between learning flow and academic self-efficacy(r=.211, p=.001), metacognition(r=.357, p<.001), major satisfaction(r=.281, p<.001). The factors influencing learning flow were metacognition(t=.682, p<.001), major satisfaction(t=2.147, p=.023)Multiple regression analysis description is 61.2%. Conclusion: To improve the learning outcomes for nursing students, it is necessary to develop teaching program and curriculum for increasing, metacognition and major satisfaction.