• Journal of Engineering Education Research
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• v.15 no.4
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• pp.35-40
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• 2012

This study presents an analysis of the current situation (management, approach, adjustment, transportation, and others) of teaching portfolio by examining the teaching portfolio managers (staffs, researchers, teaching assistants, etc.) of 6 universities in the southeast of Korea. The rationale for the study focus is that the existing teaching portfolio either suffers a problem in the transportation, approach, adjustment and/or management or is likely to raise a problem in the future. In order to solve this problem, this study builds a web-based e-teaching portfolio. According to the analysis results, the engineering education system was established in all 6 universities (Ed- note that '6 universities' has already been specified as the study sample). The teaching portfolio was partially digitalized in this system, despite some problems of converting analog data into digital data, which induced difficulties in constructing the overall e-teaching portfolio. Therefore, this study focused on constructing an e-teaching portfolio without developing any additional system by using the existing system positively, and also on determining the appropriate components among the existing teaching portfolio components. Accordingly, in order to convert the analog data into the digital data required for this study, we used a digital camera as the conversion device and converted the teaching portfolio components into those appropriate for the e-teaching portfolio. Finally, we constructed an existing system appropriate for the e-teaching portfolio by using these devices and components.

• The Journal of Korean Association of Computer Education
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• v.11 no.3
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• pp.21-32
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• 2008

The purpose of this study was to explore components of affective domains for teaching activities regarding computer education in elementary school. In addition, we investigated various influences on the components from teachers' responses. This paper included qualitative data collected from a total of thirteen teachers. Using qualitative analysis methods, we identified teachers' positive and negative emotions, attitudes, self-efficacy, expectations, interests, and internal and external motivations as well as various influences on the affective components. Therefore, we emphasize the importance of teachers' cognitive domains as well as affective domains to achieve the goals of the teaching of computer education. This study will contribute to research pertaining to the affective domains supporting successful teaching of computer education.

• Educational Technology International
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• v.11 no.1
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• pp.119-143
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• 2010

This study was conducted to find out the relationship between teaching presence and self-directed learning readiness in e-learning environment. 219 cyber university students finished the web-formatted questionnaires. The Self-Directed Learning Readiness Scale-Adult Based Education instrument and Teaching Presence Scale instrument were used. The results of the present study can be concluded as follow. First of all, teaching presence and self-directed learning readiness have a very high relationship in e-learning environment. Secondly, all five components of teaching presence have significant correlations with self-directed learning readiness. Thirdly, depending on the results of multiple regression analysis, only components of instructional contents and facilitating communication predict the self-directed learning readiness.

• English Language & Literature Teaching
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• v.17 no.1
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• pp.37-52
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• 2011

The purposes of this study were to review developmental stages of acculturation, to establish dimensions and components of intercultural communicative competence, and to suggest teaching methods in the elementary school based on the dimensions and the components of the stages. In order to achieve these purposes, theoretical research on the nature of intercultural communicative competence and teaching methods of intercultural dimensions and components was carried out in terms of developmental stages of acculturation. The stages of acculturation have relation to cognitive domain, affective domain, and cultural awareness. In the domain of cognitive development, the models such as Cummins (1981), Wong-Fillmore (1983), and Ausubel (1968) were presented. In the affective domain of second language research, the models of Gardener and Lambert (1972), Maslow (1954), and Bloom (1974) were argued. Modifying the models of Ausubel, Cummins, Wong-Fillmore, the dimensions and components of intercultural communicative competence were established. In addition, it was suggested that cultural syllabus and lesson plan based on tourist and survivor stage should be considered.

• Research in Mathematical Education
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• v.4 no.1
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• pp.23-31
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• 2000

This research elaborated five components for pre-service mathematics teacher training: 1) Mathematical content knowledge, 2) Pedagogical content knowledge, 3) Pedagogical reasoning, 4) System of training, and 5) Mathematics teachers' beliefs. For the effect teaching, mathematics teacher program should be reformed. The key to improvement should be concerntrated on developing knowledge about effective teaching and translating it into algorithms those teachses can learn and incorporate in their planning prior to teaching. A theory of instruction should specify the most effective sequences in which to present the materials to be learned.

• Proceedings of the KSPS conference
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• 2000.07a
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• pp.220-234
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• 2000

This paper focuses on how and where to set learner goals in English phonetic education in Japan, especially at the threshold level, and on what components are necessary to achieve them both from practical and theoretical perspectives. It first describes some issues mainly through the speaker's own teaching plan and a literature review of various researchers such as Morley (1991), Kajima (1989), Porcaro (1999), Matsul (1996), Lambacher (1995, 1996), Dalton and Seidlhofer (1994), and Murphy (1991). By comparing and analyzing these and other researchers, the speaker tries to set and elucidate reasonable and achievable goals for students to attain intelligibility for comprehensible communicative output. The paper then suggests detailed components that form an essential part of desirable pronunciation teaching plan in order to realize a well-balanced curriculum between segmental and suprasegmental aspects.

• Journal of Korean Elementary Science Education
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• v.37 no.4
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• pp.430-439
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• 2018

The preservice elementary teachers' goal orientations for science teaching (mastery/ability-approach/ ability-avoidance/work-avoidance goal) were measured. We also examined how the goal orientations were related to their images of science class (preferred/avoided). The results showed that the student teachers (75 males and 82 females) tended to have the mastery or ability-approach goals rather than the ability-avoidance or work-avoidance goals for science teaching. For avoided class, they tended to show teacher-centered components (eg., teacher: lecturing, students: watching and listening, environment: chalkboard), while rarely to show such teacher-centered components for preferred class. Regarding the relationships between the goal orientations and the images of science class, the significantly positive relationship was found between the ability-approach goal orientation and teacher-centered image of avoided class. However, the teacher-centered image for preferred class was positively related to the ability-avoidance goal orientation. The educational implications and future directions were discussed.

• International Journal of Computer Science & Network Security
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• v.21 no.6
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• pp.7-10
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• 2021

The article analyzes and concretizes the understanding of the differences between the concepts of competence / competence according to the criterion general - personal. Based on the identified characteristics of competence (completed personal quality, activity character, educational result, successful implementation of professional and educational activities), the concept of competence as an integrative dynamic quality of a person, manifested in effective activity in a specific area, is defined. The structure of the IC has been substantiated, including motivational and value; information technology; communicative and reflective components. The content of the named IC components is disclosed. The article analyzes the essence of the characteristics of basic concepts (competence / competence), consideration of information competence in the research of famous scientists in order to concretize the studied phenomenon; concretization of the identified pedagogical conditions in educational process.

• Journal of Korea Multimedia Society
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• v.24 no.8
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• pp.988-999
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• 2021

AOI (Automatic Optical Inspection) of PCB (Printed Circuit Board) is a very important step to guarantee the product performance. The process of registering components called teaching mode is first perform, and AOI is then carried out in a testing mode that checks defects, such as recognizing and comparing the component mounted on the PCB to the stored components. Since most of registration of the components on the PCB is done manually, it takes a lot of time and there are many problems caused by mistakes or misjudgement. In this paper, A components classifier is proposed using YOLO (You Only Look Once) v2's object detection model that can automatically register components in teaching modes to reduce dramatically time and mistakes. The network of YOLO is modified to classify small objects, and the number of anchor boxes was increased from 9 to 15 to classify various types and sizes. Experimental results show that the proposed method has a good performance with 99.86% accuracy.

• Journal of Korean Home Economics Education Association
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• v.30 no.3
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• pp.91-109
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• 2018

This research aimed to develop teaching-learning plans applying character education components and STAD cooperative learning strategy focusing on the 'Housing and residential environment' unit in accordance with the 2009 revised Technology·Home Economics curriculum. In order to achieve the purpose of the research, this study was conducted in order of analysis, design, development, and evaluation. The results of this study is as follows. First, at the analysis stage, relevant literature, Technology·Home economics curriculum, and the contents of "housing and residential environment" unit from 12 textbooks published by 12 publishers were analyzed. Second, at the design stage, teaching-learning plans, teaching materials, and learning activity sheets applying character education components and STAD cooperative learning strategy were designed to increase the interest degree of the learner and character of middle school students. Third, at the development stage, a total of 8 classes of teaching-learning plan was developed. In the evaluation stage, the primary and secondary validity evaluation procedures were done by Home Economics education professors and Home Economics teachers. Teaching-learning plans and learning activity sheets were revised and complemented based on the feedback from the first validity evaluation. As a result of secondary validity evaluation, it can be seen that the teaching-learning plans and learning activity sheets developed in this research are reasonable and suitable for improving character of middle school students. It is expected that these teaching materials applying STAD and character education components will be utilized as a helpful source for curriculum developers and in-service teachers.