• Communications of Mathematical Education
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• v.37 no.2
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• pp.159-181
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• 2023

The purpose of this study is to explore secondary mathematics teachers' perceptions on Artificial Intelligence (AI). For this purpose, we conducted three focus group interviews with 18 secondary in-service mathematics teachers and analyzed their perceptions on AI for math and math for AI. The secondary in-service mathematics teachers perceive that AI allows to implement different types of mathematics instruction but has limitations in exploring students' mathematical thinking and having emotional interactions with students. They also perceive that AI makes it easy to develop assessment items for teachers but teachers' interventions are needed for grading essay-type assessment items. Lastly, the secondary in-service mathematics teachers agree the rationale of adopting the subject ＜Artificial Intelligence Mathematics＞ and its needs for students, but they perceive that they are not well prepared yet to teach the subject and do not have sufficient resources for teaching the subject and assessing students' understanding about the subject. The findings provide implications and insights for developing individualized AI learning tools for students in the secondary level, providing AI assessment tools for teachers, and offering professional development programs for teachers to increase their understanding about the subject.

• 한국체육학회지인문사회과학편
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• v.55 no.2
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• pp.35-46
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• 2016

This study aims to observe the operation aspect of physical education during before class and further, to search for the utmost improvement direction using IPA (Importance-Performance Analysis). 500 middle & high school students have chosen through a purposeful sampling method, and 430 was used for analysis. The results were as follows. The quadrant I is "the keep up the good work" part. And the quadrant I includes "de-stress", "the pleasure of school life", "improvement in performance", "peer relationship", "help for P.E.", "health promotion", "sport facility surroundings", "rules", "teacher leadership", "passionate coaching", "fair coaching", "improvement in exercise ability", "understanding P.E." The quadrant II is "the concentrate here" part. And the quadrant II includes "develop talent", "excercise time", "safety management for exercise facility", "new sports event", "consider needs and interests", "consider level" "consider gender". The quadrant III is "the low priority" part. And the quadrant III includes "change of personality", "ability to do various sports event", "develope thinking ability". "communication with peer" "an intelligible explanation" In order to improve the quality of before classes, first, "safety connected program" second, "emotional and intellectual development program", third, "divided classes per level and gender", and the last, "professional manpower for developing the quality of class" are needed.

• Journal of Korean Library and Information Science Society
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• v.54 no.2
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• pp.67-88
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• 2023

The aim of this study is to survey the process in which the curriculum standards of 'library and information life' are implemented as textbooks and to find implications for improving of textbook publication. In the development process of accredited textbooks, it is essential for the curriculum standards and textbooks to align, both in form and content. 『Library and Information Life』(2011) are recognized textbooks systematically developed based on curriculum standards. To this end, the level of response to the numbers of 'topic' in the curriculum standard and the numbers of 'midle unit' in the textbook was identified. As a result, elementary and middle school textbooks exhibited a "one-to-many" response level, where one topic spanned approximately around two middle units, while high school textbook tended to have a "many-to-one" response level, converging two topics into one middle unit. In the case of elementary schools, the curriculum standard follows a single content-system, whereas textbooks are developed separately for lower and higher-grade levels. Therefore, some adjustments, such as curriculum content and subject titles, need to be considered for each elementary school level.

• Journal of Korea Entertainment Industry Association
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• v.13 no.7
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• pp.409-417
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• 2019

Recently, English education of educational institutions is gradually invigorated as the importance of English education for preschooler is increasing. Role-play, in particular, is known as an effective way to learn English for children because it promotes children's interest in language and naturally encounters English-speaking culture. Therefore, in this paper, we tried to find out how to effectively use UCC in role-playing for English education for preschoolers. First of all, questionnaires for pre and post-test were conducted for preschoolers. The results are analyzed by SPSS to find out children's understanding of UCC, interest in English, interest in role-playing, and interest in acting. As a result of the analysis, most children knew UCC well and showed strong interest in watching and producing UCC. Also, the more interested in English and role-playing, the more they wanted to show more advanced English and acting through the feedback of the contents they produced. Therefore, even in preschool children's English education, the development of language and acting can be shown by producing UCC through role-playing under the teacher's control and receiving feedback on it. The results of this study are expected to be effectively used when planning English education through role-playing in daycare centers or kindergartens.

• Journal of The Korean Association For Science Education
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• v.43 no.6
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• pp.521-531
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• 2023

In this study, we analyzed contextualized NOS lessons planned by preservice teachers from the perspectives of PCK. Eight preservice teachers who had completed all of the curriculum at the College of Education located in Seoul participated in the study. CoRe and teaching and learning guidance were collected. Interviews were also conducted. We used analytical induction to analyze the collected data. The analyses of the results revealed that the NOS learning goals selected by the preservice teachers were different depending on the context of the NOS lessons. In addition, the preservice teachers were unable to sufficiently explain the value of learning NOS. All of the preservice teachers were worried that their students would not understand NOS properly, and they faced various difficulties in dealing with NOS and science content. They thought that if their students conducted experiments, errors could cause problems for students learning NOS. Meanwhile, they guessed their students' preconceptions and misconceptions of NOS based on their experience. The preservice teachers also thought that their students' concept of science and cognitive development stage would affect their NOS learning. Although the preservice teachers used various strategies to teach NOS, NOS was often not explicitly addressed. Also, they were reluctant to evaluate NOS in lessons. Based on the above results, educational implications for preservice teacher education were proposed.

• The Korean Journal of Archival Studies
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• no.78
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• pp.251-283
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• 2023

Compared to the word "memory" in general, the word "record" can be unfamiliar. This study addressed the problem that elementary school students do not have enough learning opportunities due to the lack of content on records in the curriculum. An educational program using Korea's UNESCO Memory of the world was conducted for three classes of 6th graders at J Elementary School, and the effect of the program was analyzed by administering pre- and post-surveys to students and in-depth interviews to teachers. The results of the student survey showed a significant improvement in their understanding, knowledge, satisfaction with the lessons, and need for records and Korean UNESCO Memory of the world. Teacher interviews confirmed the effect of the program, but suggested that it should be adjusted to fit the limited time available. Based on this, we verified the effect of the developed program and suggested directions for improvement of future record education programs.

• The Journal of the Convergence on Culture Technology
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• v.9 no.5
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• pp.897-907
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• 2023

The purpose of this study is to find out the development direction of adult learners' blended learning class as a study on the class satisfaction of adult college students according to the blended learning class participation type. To this end, a survey was conducted targeting adult learners at two schools that are carrying out the LiFE project (lifelong education system support project). The analyzed research results are as follows. First, in the case of adult learners, the proportion of participating in liberal arts + major classes as a blended learning subject was 77.8%, and home was the highest with 69.8% as a place to participate in online classes. Second, satisfaction with the blended learning teacher/instructor teaching method was generally satisfied with 95.2% of average or higher. Third, 96.8% of the students answered 'yes' or higher regarding the level of satisfaction with the blended learning method. The above research results show that blended learning is one of the important teaching and learning methods in providing adult-tailored education to adult learners who combine work and study. It can be seen that the blended learning teaching method is an effective teaching method that enables interactive communication between the instructor and the learner rather than the one-way teaching-oriented content delivery class of the traditional classroom.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.17 no.4
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• pp.127-142
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• 2022

According to social change, entrepreneurship education at university is drawing attention as a means to cultivate convergent creative competency required by the times. Currently, the number of entrepreneurship education at university is increasing every year, and quantitative expansion is taking place, but quality advancement of education remains a task. In this context, this study conducted an action research with the aim of revitalizing entrepreneurship education and upgrading quality, and developing a entrepreneurship education program suitable for general elective courses operated by universities. In the process of the study, first, through literature analysis related to entrepreneurship education at university, educational contents and teaching methods of entrepreneurship education were confirmed. Based on this, the IPA analysis was used to analyze the educational needs of students for entrepreneurship education contents and design a program that reflects this. The designed program was applied and operated to the entrepreneurship education of A University, and improvements were derived and improved by analyzing the opinions of learners in the action research process. The entrepreneurship education program developed through this study was composed as follows. The necessity of entrepreneurship education at the beginning of the lecture is sufficiently presented, and the knowledge necessary for start-up, including idea discovery and business model design, is delivered through theoretical lectures by teacher-centered method. In the second half of the lecture, students with similar interests are gathered into teams and learner-centered practical activities are operated. The contents of the activities include information on idea discovery, business model design, business plan and pitching. Practical activities for each team are conducted during class hours, and the professor advice on difficulties for each team.

• Journal of Korean Elementary Science Education
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• v.43 no.1
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• pp.185-200
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• 2024

This study explored the changes in the elementary science teaching expertise of teachers who participated in an in-school professional learning community for elementary science instructional research. Six elementary school teachers from grades 4, 5, and 6 at an 18-class S elementary school in a medium-sized city in Chungcheongbuk-do conducted collaborative instructional research on elementary science lessons as part of an in-school professional learning community, which was held 26 times over 7 months in 2020. During the professional learning community, video and audio recordings of the activities, research lessons, course materials, and professional learning community reflection activities were collected for analysis. The collected data were analyzed using qualitative research methods; data processing, reading, note-taking, description, classification, interpretation, reporting, and visualization; and the instructional professionalism elements were extracted based on the instructional professionalism framework. In the early professional learning community activity stages, the participating teachers first discussed their teaching perspectives, their experiences, and their goals for teaching science, which resulted in a selection of research questions. The teachers then collaboratively designed and implemented research lessons for each grade level, after which lesson reflections were conducted. The teachers' abilities to engage in qualitative reflection on the research questions improved after each reflection iteration. It was found that this professional learning community collaborative lesson study experience positively contributed to teaching expertise development. Based on the study findings, the implications for using professional learning communities to improve elementary teachers' science teaching expertise are given.

• Journal of The Korean Association For Science Education
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• v.26 no.4
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• pp.518-526
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• 2006

Science career education is for every student as well as for students who want to become scientists. In this study, we developed and applied science career education materials using TV programs which showed successful application of science in industry and business. The effects of the programs were surveyed mainly by questionnaire on 'Science Career Orientation', which have four categories.Video materials using TV programs were effective in changing science career orientation (p<0.05) of junior high school students, but only when the teacher added some cognitive explanation on the scientific concept involved. Providing only video materials were not enough to make meaningful change on science career orientation. The results implied science career education should be linked with science teaching and learning. It also showed the possibility and the way of using informal education like TV program in science career education.