• Proceedings of the Korea Contents Association Conference
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• 2008.05a
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• pp.725-731
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• 2008

In this paper, we propose a novel construction scheme for the personalized e-Learning system based on IRT(item response theory), which can be applied to the content including non-hierarchical and horizontal learning objects in its learning nodes. Especially the proposed system performs tests and re-estimates examinee ability during the learning nodes are operating so that the results are directly applied to the next node. This scheme can be called a dynamic relationship between test and learning which is totally different from conventional customization based on learning procedures separated from test steps. Moreover, we should periodically modify the averages of node difficulties, item parameters, and ability parameters of students so that the system have more accurate personalized learning capability. As a result, this scheme maximizes learning efficiency offering the most appropriate learning objects and items to the individual students according to their estimated abilities and the system itself should obtain continuous improvements by modifying the parameters and fulfilling periodical feedbacks.

• Journal of Science Education
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• v.37 no.1
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• pp.221-232
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• 2013

The purpose of this study was to examine the effect of the CoRe-based density unit class on conceptual formation and on learner satisfaction with the class. For this study, two hundred and forty 8th grade students were chosen from six classes. The students were divided into two groups: an experimental group, which received a CoRe-based density unit lesson, and a control group, which was taught based on traditional teaching method. The CoRe-based density unit classes consisted of 4 periods based on the analysis of the previous studies on CoRe about density. The results showed the meaningful significant difference between the CoRe-based classes and the classes based on traditional teaching method both in the posttest on the extent of the conceptual formation on the density and in the retention test. The difference suggests that the lesson with CoRe is based on the consideration of the difficulties and limitations students face in various fields such as the students themselves, teachers, learning environment, evaluation, etc. during their learning process and even in the types of preconception they have, and the CoRe-based lesson is centered around the best teaching strategies to solve such difficulties. As a result of the analysis on the experimental group's class satisfaction, it is revealed that the students with a high level of attitudes related science or with a high level of science achievement showed especially high satisfaction in their learning. Analysis of questionnaire survey showed that the students in the experimental group got the opportunity through CoRe-based lesson to stretch their thoughts and ideas in a free way and preferred a teaching method which didn't just show the concept, but allowed them to find it for themselves or which let them predict the solution and then confirm the result on their own and a lesson which encouraged their active participation.

• School Mathematics
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• v.17 no.1
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• pp.135-156
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• 2015

There is a difference in quality between transition from elementary school to junior high school and the simple change of grades. This time is also a critical time that many students would be to abandon the mathematics. According to experience in conjunction with mathematics, this timing can be either bright or dark outlook with relation to mathematical development. Thus, at this turning point, it is necessary to analyze what changes the students are experiencing in teaching and learning mathematics, what such changes effect the students, whether or not there is room for improving such changes etc. Therefore, in this study, by comparing and analyzing math lessons of 6th grade in elementary school and 1st grade in junior high school, we investigate the difficulties of teaching and learning mathematics experienced by students who have been placed in the turning point and suggest implications to help them to land softly into junior high school.

• Journal of the Korean Home Economics Association
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• v.48 no.1
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• pp.137-161
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• 2010

The aim of this study was to identify the most effective methods with which to revitalize Korean high school culinary education. To achieve this aim, a culinary recognition questionnaire survey of 616 students from 9 culinary high schools was carried out. The 9 surveyed schools represented the following of 7 regions: Chungnam, Busan, Incheon, Daegue, Jeonbuk, Gyeongbuk, and Gwangju. Collected data were subjected to descriptive analysis, $x^2$-test, t-test, and one-way ANOVA using SPSS(version 14.0). The results of this study are as follows. Culinary practice interest and learning demand of most students were high. 6.8% of students indicated that initial theory learning, followed by video education, and finally live demonstration is an effective teaching methodology. They preferred practicing on actual ingredients as the primary teaching and learning method, nominating technician cooking as the most favorite. As for areas needing improvement in culinary practice education, difficulties with material preparation and insufficient learning hours were identified as prominent factors by 66.8% of respondents. There was unanimous agreement that culinary practice education can be enhanced by highly skilled teachers, while interest for the discipline itself can be fostered by initiating and encouraging cooking participation in the home. Freshmen and special high school students suggested that a cooking related website is necessary to expand the current information interface, which is currently limited to colleagues and employers. In relation to culinary education revitalization, consistent promotion of departments, or high schools that have proven student satisfaction rates and effective culinary curriculum are required. Furthermore, teachers can also aid this process by more effective student pastoral care in order to improve school life satisfaction. However, teacher job satisfaction is an important component of this process, and better employment conditions and remuneration packages reflecting extra work must be considered as part of an attractive teacher-incentive employment policy.

• Journal of Korean Home Economics Education Association
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• v.32 no.1
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• pp.145-165
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• 2020

This study developed teaching-learning materials for 10 class periods that applies design thinking process for the units of 'sustainable consumption' of home economic subject, and examined the learning experience of students in the class. After the classes, reflection journals and in-depth interviews from 276 male and female students in ten classes were analyzed. The main results are as follows: The five steps of the design thinking process of the Stanford University d-School were applied to develop teaching-learning materials for the 'Sustainable Consumption Practice Book Creation Project'. Students' positive learning experience was evidenced through sustainable consumption classes that applied design thinking. The students were able to reflect through the experience of sympathizing with the real problem, and experienced an improvement in problem-solving ability through the process of idea construction and prototyping. Students expressed difficulties in reaching consensus among the members, and in devising ideas and implementing prototypes. Based on the learning experience of students this study, it is suggested that home economic teachers further develop and implement classes of various topics to which design thinking process is applied. A future study may need to verify the effectiveness of home economic classes to which design thinking is applied.

• Journal of the Korean earth science society
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• v.35 no.7
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• pp.572-584
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• 2014

The purpose of this study was to find out the effects of astronomical STEAM program using co-teaching on self-directed learning attitude. For this purpose, we developed an astronomical STEAM program and applied it to elementary science gifted students. Thirty six, $5^{th}$ and $6^{th}$ grade elementary science gifted students were participated in this study in total having 16 students in experimental group and 20 students in control group. The results were described as follows. First, astronomical STEAM program using co-teaching was effective in improving self-directed learning attitude. Second, the program was effective in improving participants' openness to learning opportunities and problem-solving. Third, students were satisfied with the co-teaching that provided ample feedbacks and detailed explanations, and teachers perceived that co-teaching was helpful to overcome a lack of professional knowledge, and to solve difficulties of evaluation and preparing teaching materials for STEAM classes. With findings, we discussed implications for co-teaching of STEAM lessons to improve students' self-directed learning attitude at the end of paper.

• Journal of the Korea Society of Computer and Information
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• v.19 no.1
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• pp.191-201
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• 2014

The purpose of this study is to propose strategies of puzzle-based learning for Informatics gifted education through analyzing Informatics gifted elementary students' computational problem solving approaches in puzzle-based learning contexts. Six types of educational puzzles, which are constraints, optimization, probability, statistically speaking, pattern recognition, and strategy, were used in teaching 14 Informatics gifted students for 8 sessions. The results of pre and post test and each students' answers were analyzed to identify why students were not able to solve the puzzles. We also analysed what essential computational strategies are needed to solve each type of puzzles, and what students did not know in solving puzzle problems. We identified some problems caused by puzzle representation methods, and various students' intuitions that disturb puzzle solving. Also, we identified essential computational strategies to solve puzzles: backtracking, dynamic programming, abstraction, modeling, and reduction of big problem. However, students had difficulties in applying these strategies to solve their puzzle problems. We proposed the revised puzzle-based learning strategies, which is based on the improved problem representation, just-in-time cognitive feedbacks, and web-based learning system.

• Journal of East Asia Management
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• v.2 no.1
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• pp.93-103
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• 2021

Struggle refers to the process of overcoming various difficulties for a goal. The spirit of struggle is a positive attitude and reaction reflected in the process of struggle. Cultivating the spirit of struggle of college students is the call of the new era. In essence, the cultivation of the spirit of struggle is a process of learning, which is in line with Bandura's Observation Learning Theory(Bandura, 1977):Attention, Maintenance, Reproduction and Motivation. The cultivation of College Students' spirit of struggle in the new era is also a learning process of enriched experience. It is necessary to cultivate the spirit of struggle into the soul of college students and make it become a habit of students. Moreover, it is crucial to carry out adaptive transformation of Bandura's observation learning theory. By studying the mechanism of the spirit of struggle of college students, taking innovation and entrepreneurship education as a means, and aiming at cultivating the connotation of President Xi's thought on socialism with Chinese characteristics for a new era, this paper constructs the AIST model for cultivating the spirit of struggle of college students in the new era. This model includes online learning acceptance platform(Acceptance), classroom experience stimulation platform(Inspiration), iterative training solidified platform (Solidification), and competition practice transfer platform(Transfer). The purpose of this model is to provide a practical way for universities to fulfill the fundamental task of moral education and cultivate qualified socialist builders and successors. The number of students using the online learning acceptance platform ranked the first among that of the similar courses in China; The classroom experience stimulation platform and the iterative training solidified platform support each other, with an effective rate of 97%; The competition practice transfer platform has realized the continuous growth of the number of awards won in competitions for three years. The direction of future efforts is to establish the external mechanism of the spirit of struggle, to ensure the effectiveness of classroom experience and iterative training, to cultivate teachers with coaching skills, and to accurately measure the transformation point of external and endogenous motivation.

• Journal of Digital Convergence
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• v.12 no.7
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• pp.217-227
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• 2014

Since 2010, the universities in Korea have been faced severe difficulties on the selection of students and on the delivery of high quality education services, as the number of students is reduced and the college entrance rate is declined. To solve these problems, the universities have introduced the various and professional education services such as team-based projects, case study, e-learning, action learning, etc. The purpose of this study is to examine the effect of team-based project learning on the student's satisfaction in business education. The 4 factors(team cohesiveness, teamwork, team performance and goal achievement) are measured by using questionnaire survey and data are collected from 134 students(34 teams) for 4 subjects. The results show that the structure of team cohesiveness${\rightarrow}$teamwork${\rightarrow}$student's satisfaction is statistically significant, and that team performance and goal achievement are not significant. The student's satisfaction in team-based project learning would highly be related with team cohesiveness.

• Journal of The Korean Association of Information Education
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• v.15 no.2
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• pp.201-208
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• 2011

By result of statistics, over half of teachers college students recognized the computer science education is not important for elementary education as well as is having difficulties of learning in their real lectures. To solve these problems, this study proposed new edutainment learning program using unplugged computing. Firstly, we developed the learning content in computer science having edutainment attribute with unplugged computing and the teaching-learning methods. We also applied to college students in computer education that programs in two lectures and tested the efficiency of that program. As a result of test, the students have improved the self-lead learning and has a high level of academic achievement. Moreover, we found their perceptions were changed positively and felt the computer science as a worthy subject.