• The Journal of Korean Association of Computer Education
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• v.23 no.4
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• pp.79-89
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• 2020

This study aims to verify the effectiveness of the programming-based TPACK educational program developed by Kim and Lee (2019) in improving the TPACK of pre-service teachers. The treatment used ICT-based (control) and programming-based TPACK educational programs (first, second, third, and final cycle) developed through design-based research. TPACK test tools were implemented pre and post treatment, and the test results were analyzed using ANCOVA. Therefore, the TPACK of pre-service teachers who implemented the programming-based TPACK educational program was significantly higher compared to the ICT-based TPACK educational program. Furthermore, through this design-based research, the effect of the developed final educational program on the TPACK of pre-service teachers was particularly the most outstanding. Therefore, it can be concluded that the programming-based TPACK education program developed through design-based research is effective in improving the TPACK of pre-service teachers.

• Journal of The Korean Association For Science Education
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• v.14 no.3
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• pp.272-284
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• 1994

The aim of this research was to compare and analyze the children's ideas on evaporation and condensation between pre- and post-intervention. Forty-eight children from six elementary schools in Seoul and Kyung Ki provinces were sampled by stratified random sampling. A set of structured activities was then provided which allow children to explore evaporation and condensation phenomena. All of these activities had a preliminary phase which required the child to predict or speculate on evaporation and condensation using their existing knowledge. These structured activities on evaporation and condensation were reviewed by three professors and eigth primary school teachers. Their comments were used to revise the original contents of the structured activities. The data analysed were gathered by the questionaire and the interview. Pre- and post-intervention data related to evaporation and condensation were collected by the same teacher, and analysed into the same category scheme. Data coding was carried out several times by the researcher to ensure reliablity. Data collected were then classified and analyzed according to the types of children's ideas. The findings of this study were as follows: Results of this study showed that the the vocabulary used to describe the evaporation phenomena varied according to the context, and the scientific term "evaporated" was more frequently used by the older children after post-intervention. But everyday terms such as"dried up","disappered", "gone up" were also used by children as much as the level of pre-intervention. Scientific conception on the location of evaporated water, the factor of evaporation, the ideas about getting the water back and assumption about the physical state of the missing water has been increased for the most of the children after intervention. It was found that the intervention using was effective SPACE strategies regardless of the grade level of the children.

• Journal of the Korean School Mathematics Society
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• v.13 no.4
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• pp.525-548
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• 2010

How to enhance the ability of underachieve students are unsolved problems for mathematics teachers despite of their best efforts to teach them. The purpose of this study is to explore the effectiveness of mathematical journal writing as a method of improving the mathematical attitudes and achievements for underachieve students. Seven students whose performances were below 40% on the final exam in the 1st semester were recruited in order to gather empirical data. Before journal writing procedures, the subjects' characteristics, learning styles and mathematical attitudes were investigated through personal interview and mathematical attitude test. After six-week journal writing, follow-up survey and mathematical attitude test were conducted. The results of this research are as follows: Mathematical journal writing had a positive effect to underachieve students on improving confidence in mathematics and a positive influence on active and effective learning attitude. And mathematical journal writing had an effect on improvement in their mathematics achievement comparing first semester's final exam with second semester's mid-term exam. Finally mathematical journal writing contributes positively to the relationship between students and their teacher.

• The Mathematical Education
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• v.44 no.2 s.109
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• pp.281-295
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• 2005

To evaluate students properly in mathematics, it is essential to clarify and specify the object of study. Proper assessment tools are also needed coupled with an effective assessment method. The assessment tools have to be reasonable and trustworthy. Conducting the assessment should always produce fair and positive results and effectiveness. Establishing standards for the student evaluation competence of mathematics teachers should satisfy such objectives. Referring to the previous study suggested by Korea Institute' of Curriculum & Evaluation(KICE), this study classified the elements of capacity for evaluation competence into the general assessment, the assessment content understanding, and the assessment conduct & application areas. The specific elements of each area are established as standards. At last, 13 standards were suggested and summarized. to describe the math teachers' student evaluation competence.

• The Journal of Korean Association of Computer Education
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• v.14 no.1
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• pp.137-146
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• 2011

Edward de Bono's six thinking hats is effective to increase the excellence of the thinking and cultivate divergent thinking. In particular, this method is effective in finding a reasonable solution through analyzing issue from a variety of perspective. In this paper, we developed the system for an effective debate learning that student's own ideas based on six thinking hats are shared and expressed in speech and images through Android devices sensors. We analyzed the tools and guidelines by making design structural model for system design. The developed system was evaluated by the teacher through demonstration and practice and we analyzed through evaluation results the effectiveness and the improvement of the system. The evaluation results were analysed that the developed system is more effective improve motivation and debate ability than web based debate learning system.

• Journal of Digital Contents Society
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• v.14 no.3
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• pp.333-341
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• 2013

Robot education has the favorable influence on creativity and problem-solving ability of students. Therefore, it is commonly known to elementary school students, their parents and teacher through robot education for after school and contests. However, it has not been actively taught at university of education students because of the lack of systematic education program. In this paper, we have developed robot education program using problem-based learning and educational robot for pre-service elementary teachers. We have examined their recognition on robot education and education program after applying the developed program. Interviews for improving robot education program were also conducted. We find out robot education program has the favorable influence on the recognition, satisfaction and effectiveness for robot education. In particular, we know that education will related to robot was augmented by this education program.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.28 no.4
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• pp.260-267
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• 2017

Objectives: Since 2013, the Students' Emotional and Behavioral Screening Test (SEBT) has been conducted annually for 1st grade and 4th grade elementary school students, 1st year middle school students, and 1st year high school students. The SEBT has been considered to have effectiveness and strength for screening high risk students who have a strong possibility of harboring emotional or behavioral problems in school. Therefore, in this study, we conducted an investigation into the awareness of the SEBT based on the rating score of the parents and teachers to determine its future direction and management. Methods: A total of 731 parents and 149 teachers participated in this study. Each participant completed a self-administered questionnaire on their awareness of the SEBT. Results: 428 (58.5%) parents and 99 (66.4%) teachers rated their overall satisfaction at more than 4 points out of a total of 5 points. The test reliability was rated at more than 4 points out of a total of 5 points by 52.1% of the parents (n=381) and 47.7% of the teachers (n=71). Conclusion: Both parents and teachers consider the SEBT to be highly satisfactory and reliable.

• Journal of The Korean Association of Information Education
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• v.7 no.2
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• pp.175-185
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• 2003

The Ministry of Education gives increasing weight to ICT-in education to produce creative and positive people in response to the demands of the 21st century's Information Age. The use of ICT in teaching-learning process aims largely to facilitate the creative thinking and diverse learning activities of students to help achieve learning objectives. The purpose of this study was to sort out what's available for teaching- learning activities from among Edunet contents for teacher and to assist teachers to have easier access to them, as ICT-in education gains in importance. And it's found that this attempt would serve to make Edunet more accessible even to teachers who are not acquainted with ICT, and learning effectiveness would be greater by integrating well- organized and well-selected ICT-in education into academic education. Furthermore, this would enable teachers to have better computer skills and teach students with more confidence.

• Journal of The Korean Association of Information Education
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• v.4 no.1
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• pp.83-97
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• 2000

The utilization of Information and Communication Technology(ICT) has become increasingly important in educational endeavors. The purpose of this paper is to analyze the current status of the utilization of ICT in elementary schools and to investigate problems and tasks to be solved for the effective use of ICT. Concerning the first purpose, a survey was conducted in February 2000, and the results are reported in this paper. For the second purpose, hindering factors are analyzed in relation to hardware, software, teacher training, curriculum, and administrative and financial support. Undoubtedly, ICT has been playing an important role in education. The effectiveness of this role largely depends upon how ICT is utilized in educational setting. Thus educators should carefully consider all aspects of the implementation of ICT, and devote efforts to solve problems occurring in the process of the implementation.

• Journal of Digital Convergence
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• v.18 no.7
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• pp.1-8
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• 2020

This study aimed to develop a self-reporting assessment tool for digital literacy competence to use it as a tool for self-diagnosis or effectiveness verification in educational programs, considering that digital literacy competence is one of the core competencies for the present and future society. Based on the previous research on digital literacy competence, the tool was developed with 45 question items of 2 areas and 8 factors. The results of an exploratory factor analysis and confirmatory factor analysis conducted to determine suitability were generally satisfactory based on the assessment data from about 3,000 middle school students. The assessment tools developed in this study are primarily applicable to primary and secondary school and adult education. In future research, if the system is developed to be accessible to anyone online based on this tool, and the accumulated data provide educational information for each individual's self-development, it will greatly contribute to improving the digital literacy competence of the people.