• Journal of the Korea Institute of Information and Communication Engineering
• /
• v.26 no.11
• /
• pp.1615-1622
• /
• 2022

In order to overcome the limitations of the instructor-centered lecture-style teaching method, recently, flipped learning, a learner-centered teaching method, has been widely introduced. However, despite the many advantages of flipped learning, there is a problem that students cannot solve questions that arise during prior learning in real time. Therefore, in order to solve this problem, we developed DBbot, an assistant chatbot for database design course managed in the flipped learning method. The DBBot is composed of a chatbot app for learners and a chatbot management app for instructors. Also, it's implemented so that questions that instructors can anticipate in advance, such as questions related to class operation and every semester repeated questions related to learning content, can be answered using Google's DialogFlow. It's implemented so that questions that the instructor cannot predict in advance, such as questions related to team projects, can be answered using the question/answer DB and the BM25 algorithm, which is a similarity comparison algorithm.

• Journal of Digital Contents Society
• /
• v.11 no.2
• /
• pp.129-134
• /
• 2010

Today's elementary schools emphasize practice- and learner-based computer courses. In this research, we found solutions to the above issues by adapting a demonstration/practice teaching method led by multiple teaching assistants, expanding lessons tailored to each student's own level. We chose fourth graders from three classes at Elementary School as the subject for this research. Through this research, we have analyzed the students' study results, self-efficacy, response and interest in the computer courses by examining three groups of students: the first group led by a teacher's demonstration and practice, the second group by a teaching assistant's demonstration and practice, and the last by multiple teaching assistants' demonstration and practice. As a result, we were able to show that a computer course taught by multiple teaching assistants will help not only induce an interest and motive for a mutual learning environment among the students, but also bring positive effects on the study results and self-efficacy.

• School Mathematics
• /
• v.15 no.4
• /
• pp.921-940
• /
• 2013

This study is to analyze mathematically gifted middle school students' characteristics of mathematical thinking and the teacher's role in teaching and learning about the central projection and perspective drawing. And it will help to develop teaching and learning materials for the mathematically gifted. The result of this study is as followings : mathematically gifted middle school students show the various characteristics of mathematical thinking like as intuitive insight, generalization, logical thinking & mathematical abstraction and so on, and the teacher plays roles as instructional designer, facilitator, technical assistant and counselor.

• Journal of Korean Elementary Science Education
• /
• v.30 no.2
• /
• pp.152-161
• /
• 2011

The purpose of this study is to diagnose difficulties and problems that the preservice teachers experience when teaching inquiry-based classes in elementary science and to improve their professionalism through prescriptive instruction consulting utilizing PDRE (preparation, diagnosis, reflective implementation, evaluation) model. The result of this study was as follows. First, preservice teachers considered themselves to be lack of scientific knowledge, but this study confirmed that the application of instruction consulting improved their understandings in scientific concepts and principles and corrected their misconceptions. Second, preservice teachers experienced difficulties in variables that might influence the results of experiments, cautions for the experiments and unexpected results of experiments, and this consulting allowed them to gain instruction ability to cope with such circumstances and solve problems effectively. Third, preservice teachers experienced difficulties in applying instructional model into their classes and preparing lesson plans, but consulting actually made limited but positive changes in their abilities. However, from a longer-term perspective, quantitative increase in their teaching opportunities, the development and distribution of example manuals, and the utilization of various class materials provided by the assistant centers for teaching and learning should be achieved side by side.

• Journal of Practical Engineering Education
• /
• v.16 no.3_spc
• /
• pp.275-282
• /
• 2024

This study studied a teaching model for software education using generative AI. The purpose of the study is to use ChatGPT as an instructor's assistant in programming classes for non-major students by using ChatGPT in software education. In addition, we designed ChatGPT to enable individual learning for learners and provide immediate feedback when students need it. The research method was conducted using ChatGPT as an assistant for non-computer majors taking a liberal arts Python class. In addition, we confirmed whether ChatGPT has the potential as an assistant in programming education for non-major students. Students actively used ChatGPT for writing assignments, correcting errors, writing coding, and acquiring knowledge, and confirmed various advantages, such as being able to focus on understanding the program rather than spending a lot of time resolving errors. We were able to see the potential for ChatGPT to increase students' learning efficiency, and we were able to see that more research is needed on its use in education. In the future, research will be conducted on the development, supplementation, and evaluation methods of educational models using ChatGPT.

• The Mathematical Education
• /
• v.63 no.2
• /
• pp.139-163
• /
• 2024

The purpose of this study is to examine the capabilities of ChatGPT as a tool for supporting students in generating mathematical arguments that can be considered proofs. To examine this, we engaged students enrolled in a mathematics pathways course in evaluating and revising their original arguments using ChatGPT feedback. Students attempted to find and prove a method for the area of a triangle given its side lengths. Instead of directly asking students to prove a formula, we asked them to explore a method to find the area of a triangle given the lengths of its sides and justify why their methods work. Students completed these ChatGPT-embedded proving activities as class homework. To investigate the capabilities of ChatGPT as a proof tutor, we used these student homework responses as data for this study. We analyzed and compared original and revised arguments students constructed with and without ChatGPT assistance. We also analyzed student-written responses about their perspectives on mathematical proof and proving and their thoughts on using ChatGPT as a proof assistant. Our analysis shows that our participants' approaches to constructing, evaluating, and revising their arguments aligned with their perspectives on proof and proving. They saw ChatGPT's evaluations of their arguments as similar to how they usually evaluate arguments of themselves and others. Mostly, they agreed with ChatGPT's suggestions to make their original arguments more proof-like. They, therefore, revised their original arguments following ChatGPT's suggestions, focusing on improving clarity, providing additional justifications, and showing the generality of their arguments. Further investigation is needed to explore how ChatGPT can be effectively used as a tool in teaching and learning mathematical proof and proof-writing.

• Hwankyungkyoyuk
• /
• v.11 no.2
• /
• pp.156-176
• /
• 1998

On the border between the Geography subject and the Science subject, much of the content area is found to be interrelated or shared in common due to the characteristics of each subject. This possibly causes a problem of which of the two subjects should treat these overlapping areas with more responsibility and importance, and, as a result, might cause teachers to neglect the areas and result in insufficient treatment of the areas on both sides. In other words, these overlapping area can be overlooked on both subjects. On the other hand, as the science subject treats these areas more deeply and widely in both quantity and quality, the geography subject might lose its original content area to the science subject and accordingly lose its characteristics as an independent subject. To conclude, the following suggestions must be taken into consideration when we develop and organize the environment-related unit in the geography subject. First, the various real cases damaged by pollution, the efforts and steps to avoid being polluted, the inquiry questions and activities to set up the value of the environment conservation, and sufficient assistant materials such as maps, graphs, photos, illustrations, statistics, which will help to realize the environment problem more directly and clearly, must be presented in the textbooks. Second, as the environment education is not just teaching the environmental pollution, the content should be composed for the students to realize the value of the environment and to change their awareness and attitude toward the environment. Third, the environment education cannot be restricted to a certain subject, or it needs to be approached in multi-subject areas. To exercise a effective environment education while we maintain the unique characteristics of the geography subject, a way to link the environment and the region, which is one of the main concepts of geography, should be developed. Finally, textbooks are indispensible materials to teaching-learning, but for more effective teaching the teachers of geography should try to recompose and reorganize the content and to develop newer and more effective teaching material-aids.

• The Journal of Korean Academic Society of Nursing Education
• /
• v.11 no.2
• /
• pp.169-176
• /
• 2005

Purpose: The purpose of this study was to analyze the present status of practicum of fundamentals of nursing in baccalaureate nursing programs. Method: This study used a descriptive design surveying status of practicum of fundamentals of nursing from 47 schools. The instruments developed by investigator based on Shin's(2003) findings. The data collected were analyzed by SAS and the content analyses. Result: 1) The aims of fundamental nursing practicum were 'the acquirement of knowledge on fundamental nursing skill and attitude, and their implementations'. 2) 45 schools had their own practicum labs and the number of a group was 5 or 6. The mean number of student was 37.8 and the mean size of the labs was 169m2(${\pm}\;93.6$). 3) The credit of lecture and practicum ranged from 3 to 4 and in 32% schools, one professor and one teaching assistant were responsible for the practicum of fundamental nursing. 4) The teaching methods of practicum were shown as demonstration, role play, case study presentation, special lecture, video, computer simulation, and so forth. 5) The practice evaluation was used practice examination and students' self evaluation. Conclusion: The studies require of the contents and the evaluation method corresponding to the course objectives.

• Knowledge Management Research
• /
• v.21 no.2
• /
• pp.119-135
• /
• 2020

Owing to pandemic (COVID-19), the traditional face-to-face education method has been changed to the non-face-to-face real-time online education methods. Using a real time-based video conference system, synchronous education can be adopted by face-to-face class easily. Specially, it is very important to minimize the difference in learning effects between face-to-face and non-face-to-face in Entrepreneurship education. In this study, in order to derive the factors that affect the satisfaction of learners in synchronous online education, authors collected data from learners taking a synchronous entrepreneurship course. Through previous research, learned the reality of education and the composition of lessons. Spatiotemporal effectiveness, mentor ability, and educational environment influence learning satisfaction. PLS-SEM results revealed that it was confirmed that only spatiotemporal effects affect learner satisfaction. However, the education environment (fluent operation and convenience of function use of real-time based online conference system) effect teaching presence, class structure, and spatiotemporal effects. Through this research, we hope to provide theoretical and practical support for developing effective teacher activities, proper lesson structure, convenient function of the conference system, and learner-centered online learning environment when developing synchronous online classes.

• The KIPS Transactions:PartA
• /
• v.13A no.5 s.102
• /
• pp.473-480
• /
• 2006

Recently, remote education systems for web-based teaching-studying are rapidly increased. Also, a request for customized courseware suitable for individual learner's level and learning pattern is increasing. But, most remote education systems do not provide customized learning service fit for each learner's level and lots of learners easily lose their interest in studying. Therefore, a lot of researchers have tried to provide personalized customized learning service by analyzing leaner's level and learning pattern automatically with agents. In this paper, we designed and implemented a customized courseware for studying the computer application. There are four agents such as professor, assistant, student, and monitor agent in CCA and they cooperate with each other to provide learning contents suited to each learner's level.