• 교육녹색환경연구
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• 제12권2호
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• pp.43-52
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• 2013

This study aims to theoretically examine the educational and living elements that are needed for social education in the school system and suggest an approach to apply this result to the environmental aspects of the space in schools. To do this, characteristics of space in exemplary middle school oversee were analyzed. Also, the characteristics and status of the school space environment that foster socialization were examined. In order to increase students' social skills, the following community space should be considered. 1) teaching and learning spaces facilitating a variety of teaching methods, such as lecture, discussion, seminar classes, 2) open-spaces for communication among students, such as home base, hall, library, museum, and restaurant, 3) open-spaces for STEM education, 4) transparent windows located in the boundary wall between classrooms and hallways, 5) a large performance stage for presentation of student activities and experiences, 6) smart-learning spaces for fluent ICT system in classes and in public spaces, 7) restaurants and libraries located in the middle space of the school, and 8) ecological environments for student learning.

• International Journal of Advanced Culture Technology
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• 제5권2호
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• pp.26-43
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• 2017

This study investigated the effects of TBL nursing education(for the care of congestive heart failure patients) on self identity and self efficacy among nursing students. A one-group, pre-post design was utilized with 28 nursing students as the participants. The scenario of TBL nursing education was created based on PBL, and consisted of four states(1) Present a problem, (2) Problem Follow-Up Steps,(3) Present the results including presentation, and(4) Problem Conclusion and after resolution. And then In-depth interviews were conducted with volunteers on program experiences. The data were analyzed using descriptive statistics, Pearson's correlation coefficients and paired t-tests and Giorgi phenomenology analysis method was performed. The TBL program was effective in self - efficacy and self - identity (p<0.01) increased significantly after the education intervention and The meaning of the TBL experience is four (meaning that the learners embarrassed TBL, aggressive learning attitude change, effective collaboration for problem solving in a free learning environment, university classes imagined in high school), and 67 sub-components appeared as an element. The TBL program is an effective teaching method for nursing education and it can be used as basic data for the development of nursing education based on this research.

• 컴퓨터교육학회논문지
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• 제16권3호
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• pp.23-30
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• 2013

인터넷 확산으로 기존 윤리와는 다른 인터넷윤리가 하나의 학문으로 인식되고 있다. 초중고를 포함하여 대학에서도 인터넷윤리가 교양과목으로 자리잡고 있으며, 본 연구자도 이 과목을 수년째 강의하고 있다. 컴퓨터과학자로서 인터넷윤리를 학생들에게 효과적으로 전달하기 위하여, 인터넷윤리 관련 동영상을 활용하고 일부 시범 실습을 실시하는 수업을 진행하였다. 최신 UCC 제시 및 이에 대한 토론도 진행하여 학생들의 인터넷윤리 이슈와 문제점을 인식시켰다. 수강생 대상의 설문조사를 통하여, 제시된 수업방식이 학생들의 관심 유도에 효과적이며 미래 인터넷윤리 실천의지 향상에 도움이 됨을 확인하였다. 본 연구는 인터넷윤리 주제들을 대학생들에게 효과적으로 전달하는 수업 사례를 제시했다는 의의를 가진다.

• East Asian mathematical journal
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• 제31권2호
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• pp.211-244
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• 2015

The arithmetic operation have double-sided character. One is calculation as a process, the other is understanding in results as an outcome of the operation. We harbored suspicion on students' misunderstanding in an outcome of the operation, because the curriculum has focused on the calculation, as a process of arithmetic operation. This study starts with the presentation of this problem, we tried to find the recognition ability and character in the arithmetic operation. We researched the recognition ability for 7th grade 27 students who have enough experience in arithmetic operation when studying in elementary school. And we had an interview with 3students individually, that has an error in understanding in results of arithmetic operation but has no error in calculation. We focused on 3students' detailed appearance of the ability to understand in results of arithmetic operation and analysed the changing appearance after recommending unit record using operation expression. As a result, we could find the abily to underatanding in results of arithmetic operation and applicability to recommend unit record using operation expression. Through these results, we suggested educational implications in understanding in results of arithmetic operation.

• 한국IT서비스학회:학술대회논문집
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• 한국IT서비스학회 2008년도 추계학술대회
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• pp.157-160
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• 2008

The recent successes of systems like Google, Wikipedia and InnoCentive suggest that the time is now ripe for more such systems. Thus, we want to explore these systems and exploit them from a viewpoint of social psychology prior to technological progress. First of all, we examine the difference between 'wisdom of crowds' and 'crowd psychology'. There are two classes, which are for senior management major students. Conditions of two are same, except a class time. Forty five students in one class are tested for this experiment. They form a group with five people and are divided into 9 groups. In a case of a morning class, peer-to-peer evaluations are given to individuals in a class when a group presentation for a final project is given. On the other hand, in a case of afternoon class, peer-to-peer evaluations are given to each group in a class. The result is quite fruitful. The first is that an expert's evaluation for a project agrees with students, who are beginners in this field in the degree of more than 95%. However, in the case of afternoon class, students' group evaluation turns out to agree with an expert's one less than 53%. Morning class experiment result proves the truth of collective intelligence again. It tunrs out independent and confidential opinions are more cost effective and give right answers to questions than group opinions.

• 한국농공학회논문집
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• 제54권3호
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• pp.81-89
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• 2012

This paper presents a set of controlled simulated statical and engineering mechanical experiments accessible via the virtual world environment (VWE) and virtual physics lab S/W. Online courses of the university offering courses and/or programs online are growing and the number of students want education in ways which fit their personal places, e-learning is becoming more important and ubiquitous each year. In this study, first of all, question is rather 'How do we execute the learning effectiveness of e-learning courses?' than 'Why does they need e-learnig or VW-learning?'. In particular, is it possible to effectively teach mechanical engineering courses online? The answer was 'No'. So, there is little research on many of these questions. And another important question is 'Is e-learning cost effective?'. For the answer, This research provided that an instructional design model is used to 'How to think and apply the Newtonian forces' in the virtual physics lab S/W. Collected data from student are administered in the spring semester when students studied 'Introduction to Bio-resources and Systems Engineering'. Results show that a cadre of students can take highly interactively physical properties of mechanical engineering in the virtual laboratory environment. Those show that VWE is greater than that of a similar real world presentation or experimental lab, since most of students are delighted to modify and retry modeling works in the VWE.

• 인간식물환경학회지
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• 제24권4호
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• pp.365-376
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• 2021

Background and objective: This study aims to develop and apply programs in agriculture and life sciences for promoting divergent thinking in STEAM using classroom wall gardens. The process of the STEAM program such as presentation of the situation, creative design, and success experience is proposed to utilize STEAM education as a distinguished program. Methods: Four types of classroom wall gardens were used in this program, such as the 'plaster pot wall garden', 'attachable LED wall garden'. 'coffee pack wall garden', and 'hanging wall garden' for each classroom. For this purpose, official letters were sent to relevant institutions (elementary schools) specified by the research institute, and classes were conducted on the selected elementary school students. Results: A satisfaction survey and effect analysis were conducted on the students participating in the program. The program was designed to take a total of 11 hours, comprised of teaching plans including the topics, purpose of production, subject outlines, learning goals, and elements of STEAM subjects and stages. Conclusion: According to the survey on student satisfaction and understanding, it was found that students participating in the program have a high level of understanding and participation, as well as increased interest in science. Also, the program helped the students to connect with other subject areas. The level of student satisfaction was especially high in the upper grades. It is believed that the results of this research contribute to the development of STEAM education programs in agriculture and life sciences as well as other subject areas.

• 대한수학교육학회지:학교수학
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• 제8권1호
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• pp.69-88
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• 2006

학습 수준이 낮은 학생들일수록 교육 내용의 조직이나 제시 방식에 따른 영향을 많이 받는 것으로 알려져 있다. 따라서 교육 내용의 조직이나 제시 방식의 미묘한 차이에 따라 학습 수준이 낮은 학생들의 반응이 어떻게 달라지는지를 파악하는 연구가 필요하다. 이 논문에서는 2004년에 실시된 초등학교 3학년 국가수준 기초학력 진단평가의 한 영역인 기초 수학의 평가 결과를 토대로 하여, 동일한 성취기준에 속한 평가 문항일지라도 그 조직과 제시 방식에 따라 학생들의 정답률이 어떻게 달라지는가를 알아보았으며, 그러한 내용을 바탕으로 수학 기초학력에 미도달한 학생집단의 특성을 밝히고자 하였다. 그러한 분석 내용에 비추어 몇 가지 사례를 중심으로 현행 초등학교 수학 교과서와 교사용 지도서의 개선 및 부진아를 대상으로 한 교재 집필에 유용하다고 여겨지는 구체적이면서 실질적인 지침을 제시하였다.

• 한국초등과학교육학회지:초등과학교육
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• 제38권1호
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• pp.73-86
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• 2019

The purpose of this study is to investigate the characteristics of problem solving strategies that gifted students use in science inquiry problem. The subjects of the study are the notes and presentation materials that the 15 team of elementary and junior high school students have solved the problem. They are a team consisting of 27 elementary gifted and 29 middle gifted children who voluntarily selected topics related to dimple among the various inquiry themes. The analysis data are the observations of the subjects' inquiry process, the notes recorded in the inquiry process, and the results of the presentations. In this process, the knowledge related to dimple is classified into the declarative knowledge level and the process knowledge level, and the strategies used by the gifted students are divided into general strategy and supplementary strategy. The results of this study are as follows. First, as a result of categorizing gifted students into knowledge level, six types of AA, AB, BA, BB, BC, and CB were found among the 9 types of knowledge level. Therefore, gifted students did not have a high declarative knowledge level (AC type) or very low level of procedural knowledge level (CA type). Second, the general strategy that gifted students used to solve the dimple problem was using deductive reasoning, inductive reasoning, finding the rule, solving the problem in reverse, building similar problems, and guessing & reviewing strategies. The supplementary strategies used to solve the dimple problem was finding clues, recording important information, using tables and graphs, making tools, using pictures, and thinking experiment strategies. Third, the higher the knowledge level of gifted students, the more common type of strategies they use. In the case of supplementary strategy, it was not related to each type according to knowledge level. Knowledge-based learning related to problem situations can be helpful in understanding, interpreting, and representing problems. In a new problem situation, more problem solving strategies can be used to solve problems in various ways.

• 한국초등과학교육학회지:초등과학교육
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• 제38권4호
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• pp.439-452
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• 2019

This study aims to compare self- and peer-assessments of science-gifted elementary students' scientific creativity. A science-gifted program on the Pascal's principle was implemented to 40 fifth-graders in the Science-Gifted Education Center for two weeks. After that, students presented their results from a scientific creativity task using the principle in class. The task was to devise a new and useful tool using the principle, and it included the students' self-assessment about their idea. During presentation, students were asked to assess the works of peers and write down the reasons that they gave the scores they gave. Shortly, student self- and peer-assessments about students' scientific creativity outcomes were compared. Based on two essential components of creativity, ideas that satisfy both originality and usefulness can be counted as scientifically creative. The main results of this study are as follows: First, the average scores of student self- and peer-assessments were 71.5 and 61.9. Second, the standard deviations of student self- and peer-assessments were 14.47 and 5.79. Third, among scientific creativity, originality, usefulness scores, only originality had a significant correlation between student self- and peer-assessment (r=.42). Fourth, the students were categorized into four groups according to the levels of their scores by student self- and peer-assessment. And the frequencies of peer-assessment group had a significant difference at p<0.05 level, according to self-assessment group (Chi Square=4.0000, df=1, p=0.0455). Fifth, through a case study by group, the results suggesting that self-assessment could be affected by the students' self-efficacy and perfectionism and such effect could also influence peer-assessment have been found. The result showed that how the student self- and peer-assessment of scientific creativity are different and what the students' thoughts on the evaluation of scientific creativity are. The findings suggested that there are several things to consider for the educators to make efforts to construct consistent assessment methods for scientific creativity.