• Journal of the Korea Society of Computer and Information
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• v.24 no.1
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• pp.247-255
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• 2019

In this paper, we propose the effect of project-based robot education program on the interest toward robots and the computational thinking of elementary school students. Software education is being actively carried out around the world in order to cultivate software talents in accordance with the 4th industrial revolution. As a result, the importance of robots in education has increased, and education using robots has been actively introduced. However, the activities of simply assembling and repeating robots in schools were not effective in enhancing elementary school students' interest toward robots and computational thinking. Therefore, it is necessary to overcome traditional teaching-learning methods and to develop robot education. So, in this study, the robot education program that introduces project-based learning was developed for improvement of interest toward robots and computational thinking of elementary school students. In order to verify the developed education program, 114 elementary six grade students were selected as research subjects and the traditional teaching-learning method and project-based learning were applied to the experimental and control group. As a result, project-based learning was more effective for elementary school students' interest toward robot than traditional teaching-learning method. In computing thinking, the experimental group showed a significant improvement, but there was no statistically significant difference in the post-test.

• International Journal of Computer Science & Network Security
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• v.21 no.4
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• pp.241-248
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• 2021

The article reviews the social media as an Internet phenomenon, determines their place and level of popularity in the society, as a result of which the social networks are a resource with perspective pedagogical potential. The analysis of social media from the point of view of studying a foreign language and the possibility of their usage as a learning medium has been carried out. The most widespread and popular platforms have been considered and, based on their capabilities in teaching all types of speech activities, the "Instagram", "Twitter", and "Facebook" Internet resources have been selected as the subject of the research. The system of tasks of teaching all types of speech activities and showing the advantages of the "Instagram", "Twitter", and "Facebook" platforms has been proposed and briefly reviewed.

• International Journal of Advanced Culture Technology
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• v.1 no.2
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• pp.24-32
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• 2013

This paper determined students' ranks of difficulty on the use of materials in terms of 1) understanding the layout of the learning materials, 2) reading comprehension of the learning materials, and 3) realization on relevance to needs of the learning materials. It also determined students' 4) rank and frequency of attitude on the materials. With the data gathered through 128 survey questionnaires, 7 focused group discussions, and 10 interviews, the results were found out that there was an inappropriate assessment procedure set by this particular university. The researcher concludes that: 1) design of four types of classes by just using the two textbooks with their respective workbooks is grammar-based with limited conversation activities; 2) placement for these students in one big class size was implemented without considering their common interest and motivation and language levels; and, 3) qualification of teachers teaching these EFL students did not support students' real needs and the language program itself. Content professors who were made to teach may have the ability to input learning, but their teaching styles may differ from the ones who are real English teachers. This paper then recommends that teachers and school administration should have an appropriate placement exam before students attend the class, especially in a big class size. There could only be a few problems among students in one big class size when students' level of competence is proportioned. With this, topics and conversation activities can even be more flexible with the maneuver of art of questioning, various dimensions of thinking, strategic competence, learning attitude or behavior, etc. to ensure sustenance of communicative mode and level of interest and motivation in the classroom. Grammar-based instruction can only be taught when a need arises. Thus, the course description of each class will be able to transact the objectives ready for developing students' communication competence. Moreover, proper measurement can be utilized to validly assess the amount of students' learning and the progress of language curriculum design in terms of materials selection and teaching approach.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.2
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• pp.421-440
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• 2010

Our country has excessive amount of learning per hour compared with Japan and Singapore. And as there is no consistence for definition of time between grades, it deteriorates understanding of students. Our country teaches students focusing on time algorism whereas Japan and Singapore teaches their students focusing on flow of time. In composing of mathematics textbook in Korea, Japan and Singapore, textbook of our country contains far more of learning compared with the amount designated in textbooks. Textbooks of Japan contains less teaching elements, but instead it contains much activities to expedite time sense As time is distributed in activities of students, it is more important to construct textbooks with experience of students rather than algorism approaches. In addition, textbooks of Singapore contains various examples and clarified concepts compared with those of our country. Like above, time teaching deployment methods of Japan and Singapore gives us good lessons for teaching time in our country, and it is expected be good reference for future development of our textbooks.

• Journal of The Korean Association For Science Education
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• v.30 no.8
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• pp.1017-1030
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• 2010

In this study, an enriched in-service program for teaching scientific creativity was developed and implemented using the scientific creativity activities developed by Park, Park, & Lee (2008). In this program, science teachers performed scientific creativity activities by themselves and practiced the development of actual teaching materials. As a result, science teachers mentioned that they could achieve their goals by learning about various actual teaching materials and teaching strategies for gifted education. They also mentioned that the in-service program was interesting, had appropriate levels of learning difficulty, and that they would apply the teaching programs and teaching strategies to actual gifted education. Observing teachers' actual learning processes during the in-service training course, it was found that they actually participated in the in-service program for a long time intensively and could improve conceptual understanding in depth, but it was necessary to long-term creative thinking practice for being beyond the level of students' creative activities. Finally, from the analysis of teaching materials developed by teachers at the final step of the in-service program, it was found which aspects were developed well or were unsatisfactory, therefore, these findings could be applied for more improved in-service programs.

• Journal of Korean Home Economics Education Association
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• v.32 no.4
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• pp.149-170
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• 2020

The purpose of this study was to develop and evaluate a Smart learning-based middle school home economics education plan to improve the online home economics education classes. The educational plan in this study was completed through the process of analysis, design, development, and evaluation. The results of this study are as follows. First, as a result of analyzing consumer life units in the middle school textbooks based on 2015-revised curriculum, Smart learning activities were presented in only two out of the 12 textbooks analyxed. Second, a Smart learning-based middle school home economics education plan was developed in this study with the following characteristics: the topics and contents are structured so that to help learners actively engage in the teaching and learning activities; the education plan to reflects various media and current issues that learners may be interested in; the lesson plans were structured with the premise of online classes; softwares that enable real-time discussion and collaboration are used; and the evaluation method are composed of online activities. Third, the expert evaluation scores for the educational plan and activity materials developed were 4.52 (5-point Likert scale), when averaged across subject, goal, content, teaching/learning activity, and evaluation, and the overall content validity index(CVI) was 0.95. The adequacy of execution, benefit, attractiveness, usefulness, and feasibility were highly with an average of 4.62. Based on the experts' comments, the education plan and activity materials were revised and completed. This study is meaningful in that it developed teaching and learning activities based on online classes after the COVID-19 outbreak, overcoming the limitations of offline classes. It has implications for face-to-face home economics classes due to COVID-19, as it suggests ways to blend online and offline teaching/learning activities depending on the situation.

• 대한공업교육학회지
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• v.36 no.1
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• pp.167-190
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• 2011

The purpose of this study is to identify the effect of problem solving with task-based activities on understanding of major concepts and learning attitude in 'Applications of ICT' subject. In teaching the 4th class of 'Applications of ICT' subject, problem solving with reasoning task-based activities are used for the experimental groups and instructor-oriented teaching for the comparative groups. The results are as follows: First, no meaningful difference was found in the pretest result of concepts of ICT, while posttest found that the students with problem solving with reasoning task-based activities in experimental group marked average 5.87 point higher than the control group and showed meaningful difference at significance level p<.05. Dividing concepts about Information Communication Technology into four domains, there were no meaningful difference between two groups in the concept test about communication principles and methods and network, while the test results about the other two concepts, that is, expressions and patterns of information and compositions and types of communication network, showed the meaningful difference at significance level p<.05. Second, the research proved that the experimental group with problem solving with reasoning task-based activity teaching, compared to the control group with lecture, showed desirable change in learning attitude. From the results, the solving with reasoning task-based activity model is better teaching-learning method compared to lecture, revealing positive change in understanding major concepts of information and communication technology and learning attitude.

• Research in Mathematical Education
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• v.27 no.3
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• pp.317-334
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• 2024

Technology has potential to support mathematics teaching and learning when technology is used in specific ways. This study examines how the use of mathematics learning technologies (MLTs) promotes students' Access, Power, and Achievement, as defined by Gutiérrez' (2009, 2012) equity-based framework. The article includes two cases that were collected during the authors' time engaging with students in mathematics classrooms through work in elementary school classrooms. The inductive qualitative analysis of data conducted during teaching episodes concluded that teachers' launch of the activities that used MLTs and their support during MLT use influenced students' Access, Power, and Achievement. Specifically, the more support that a teacher provided with direct telling was associated with decreases in Access and Power. There was also evidence of student engagement and Achievement based on teachers' actions during MLT activities. The article concludes with implications to support teachers' enactment of specific pedagogies during the use of MLTs in order to promote Access, Power, and Achievement.

• Journal of Fisheries and Marine Sciences Education
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• v.17 no.3
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• pp.373-382
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• 2005

The aim of this study is to analyze critically the meaning of 'good instruction'. In this article, the researchers emphasized the activities of teaching and learning as two essential elements of good instruction. The antecedent studies on good instruction have limitations in that they regarded good instruction as an instrument rather than valuable activity itself. This study consisted of three parts. Firstly, the researchers tried to clarify the meaning of good instruction underlying antecedent studies on instruction. Secondly, the researchers tried to analyze characteristics of good insturction suggested by antecedent studies. Thirdly, the researchers attempted to define a new meaning of good instruction. A new meaning of good instruction should be defined in accordance with characteristics of three commonplaces composing instruction such as teaching activity, learning activity and good interactions between teacher and learner. Good instruction can be defined as followings. Good instruction means an instructional activity which can change the student's meanings of experience as a result of interactions among teacher, learner, and educational materials.

• Journal of the Korean Society for Library and Information Science
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• v.54 no.1
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• pp.175-195
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• 2020

The purpose of this study is to propose a data curation service to support teaching and learning activities of university libraries. To this end, the concept of data curation has been summarized, and how to understand information services and teaching-learning information data curation of university libraries. As a traditional extension of library information services, the use of university library data curation services has been proposed. As a result of research, data curation suggests that it is appropriate to understand the data by focusing more on the utilization of data. The university library emphasized that the data curation service is needed through the establishment of an institutional repository of teaching-learning activity materials for the visible effects that contribute to the educational service of the parent university. Finally, the research was completed by presenting five levels of teaching and learning information data curation framework.