Chuncheon National University of Education

cnue.ac.kr/
Chuncheon, South Korea

Chuncheon National University of Education is one of several national universities of education in South Korea. It provides training to future educators, primarily those bound for the primary level of the country's public education system. The campus is located in Chuncheon City, the capital of Gangwon province in the country's northeast. In 2004, 2,148 undergraduate students were enrolled, along with 531 graduate students. The current president is Shim Woo-yeop. Wikipedia.

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Jho H.,Dankook University | Jo K.,Chosun University | Yoon H.-G.,Chuncheon National University of Education
New Physics: Sae Mulli | Year: 2017

This study aimed at investigating students' visual representation competences for electric current and their difficulties in understanding the concept. Students' visual representation competences were categorized into 'interpretation', 'construction', and 'application'. A total of 99 middle school students were asked to answer a questionnaire after having learned the electromagnetism unit. When interpreting the visual representation, the students could not use scientific terms appropriately. They had difficulties in expressing the movement of negative charges in the wire and tended to explain the current with newly created charges or only one kind of charges during the construction and the application of visual representation. Some of them confused electrodynamic conditions and electrostatic induction. Based on the research findings, this paper discusses some pedagogical implications in terms of visual representations.


Kang H.,Chuncheon National University of Education | Scharmann L.C.,Florida State University | Kang S.,Jeonju National University of Education | Noh T.,Seoul National University
International Journal of Environmental and Science Education | Year: 2010

In this study, we investigated the relationships among cognitive conflict and situational interest induced by a discrepant event, attention and effort allocated to learning, and conceptual change in learning the concept of density. Subjects were 183 seventh graders from six middle schools in Seoul, Korea. A preconception test, a test of responses to a dis-crepant event, and a questionnaire of situational interest were administered as pretests. Computer-assisted instruction was then provided to the students as a conceptual change in-tervention. Questionnaires regarding attention and effort, and a conception test were admin-istered as posttests. The conception test was administered once more as a retention test four weeks later. The results of path analysis indicated that both cognitive conflict and situational interest induced by a discrepant event respectively had an indirect effect on students' conceptual understanding, which were mediated by attention and effort allocated to concept learning. Situational interest, however, was found to exert a stronger influence on conceptual change than cognitive conflict. It was also found that attention, either directly or indirectly through effort, influenced students' conceptual understanding. © 2010 IJESE.


Choi H.,Chuncheon National University of Education | Park J.,Ewha Womans University
Proceedings of International Conference of the Learning Sciences, ICLS | Year: 2016

Children in the digital age can express their ideas in both physical and digital spaces. Electronic textiles, or e-textiles, using the LilyPad Arduino provides opportunities for children to explore their design possibilities and to actualize their imaginations into physical objects. This work-in-progress study examines primary students' creativity as they engage in designing and implementing e-textile projects in the fifteen-week school club activities. This study aims to unpack the emergence of primary students' creativity in terms of technical, critical, creative and ethical practices of production. © ISLS.


Cha S.E.,Korea University | Jun S.J.,Korea University | Kwon D.Y.,Korea University | Kim H.S.,Korea University | And 8 more authors.
Computers and Education | Year: 2011

In the current information society, the need for securing human resources acquired with ICT competency is becoming a very important issue. In USA, England, Japan, India and Israel improving students' ICT competency has become a pedagogical issue. Accordingly, education on ICT competency is changing in many countries emphasizing the basis of computer science. The Korean government revised the ICT curriculum of 2001 focused on the basic concepts and principles of computer science as educational policy in 2005. However, it is still difficult to determine a student's ICT competency level and the outcome of ICT curriculum based on changed direction. Thereupon, this study has developed test tool for measuring the level of Korean elementary school students' ICT competency based on computer science. In this study, 'Content' and 'Information processing' are established as the two axes of the test frame standard through literature research, consideration and discussion. The validity and reliability of questions are verified though the preliminary test and the main test tool has completed through question revisions considering the distribution of answers. About 40,000 students, roughly 1% of the total elementary school students, are selected for the main test. There were several findings made in this study. Korea's elementary school students have a weakness in 'algorithm and modeling'. Information processing stage has been found to vary by grade. A modified 'Angoff method' is used to confirm the spread of the ICT competency levels of the target students. From the results, the cutoff score employed to divide the subjects into three levels, excellent, average and below average, the ratio of excellent levels decreases and the ratio of below average increases in higher grades. To solve these problems, we need to emphasize algorithmic thinking oriented more principal of computer science in ICT curriculum. For more effective ICT elementary education, teaching and learning strategies appropriate for young children to teach computer science should be introduced. © 2010 Elsevier Ltd. All rights reserved.


Kim K.,Kochi University of Technology | Kim K.,Chuncheon National University of Education | Ren X.,Kochi University of Technology | Gao Y.,Kochi University of Technology
Interacting with Computers | Year: 2016

To simplify the selection of remote targets on large displays, a novel technique called ShifTable is presented in this paper. With ShifTable, users move a finger or a pen towards a desired target, and the whole screen carrying the target shifts faster in the opposite direction, towards the finger or pen. We conducted two experiments to compare ShifTable with unaided direct selection (baseline), Gesture Select and Pan. The results show that ShifTable was significantly faster than unaided direct selection and Gesture Select in selection time, and outperformed Gesture Select in error rate. In addition, elderly participants were able to copy-and-paste targets significantly faster with ShifTable than with Pan. Although ShifTable's simple operation allows users to easily and naturally select remote targets on a large display, we also found usability issues that need to be addressed for this intuitive technique to be more widely accepted by the elderly users. © 2015 The Author.


Jo K.,Chosun University | Jho H.,Dankook University | Yoon H.-G.,Chuncheon National University of Education
New Physics: Sae Mulli | Year: 2015

This study aimed to investigate the types of visual representations of electromagnetism in the textbooks and to compare the representations according to school levels and topics. We developed a two-dimensional frame of representations with two criteria, abstractness of the referent (macroscopic, microscopic and symbolic) and its function (descriptive, explanatory and relational). Based on that, we investigated nine kinds of science textbooks for primary and secondary schools. The results showed that more representations and more categories of representations were revealed as the school level increased. On the whole, the largest portion was the macroscopic portion, but its proportion was decreased by as much as 10% points at the secondary level. The most frequent function was descriptive, and the portion of real objects decreased as the school level increased. In addition, explanatory and relational functions appeared only at the secondary level. Furthermore, analogical functions were seen only in middle-school textbooks while symbolic-explanatory and symbolic-correspondent functions were only seen in high-school textbooks. The implications of this research for education and the need for further research are discussed.


So H.-J.,Nanyang Technological University | Choi H.,Chuncheon National University of Education | Lim W.Y.,Nanyang Technological University | Xiong Y.,Nanyang Technological University
Computers and Education | Year: 2012

The aim of this study is to investigate the complexity of past experiences with ICT, pedagogical beliefs, and attitude toward ICT in education that the Net Generation student teachers have about their intention to teach and learn with technology. This study has a particular focus on their lived experiences as school students where ICT related policies were actively enacted in Korea and Singapore for the past decade. To unpack the profile of the Net Generation student teachers, we selected six factors (i.e.; past ICT experiences, personal computer use, constructivist belief, computer efficacy, attitude toward computer in education, and prospective computer use) related to ICT use and examined them empirically with 225 first- or second-year student teachers in Korea and Singapore. Overall, our findings indicate that student teachers in both countries tend to hold fairly constructivist beliefs and positive computer efficacy and attitude; attributes that teacher educators can tap on. Student teachers' perceptions about their use of computers for personal purposes and their past experiences with ICT were not relatively high compared to the other variables examined. This study also provides empirical evidence that students teachers who hold constructivist beliefs, have strong computer efficacy, and show positive attitudes toward computers in education are more interested in using computers in future teaching practices. As a conclusion, we argue that the profile of the Net Generation student teachers shows a more heterogeneous composition than we initially expected, and that teacher educators need to be cautious about making generational assumptions solely based on the structural and technological changes. © 2012 Elsevier Ltd. All rights reserved.


Suh S.,Chuncheon National University of Education | Kim S.W.,Ajou University | Kim N.J.,Yonsei University
Journal of Computer Assisted Learning | Year: 2010

This study investigated the effectiveness of massive multiplayer online role-playing game (MMORPG)-based (massive multiplayer online role-playing game) instruction in elementary English education. The effectiveness of the MMORPG program was compared with face-to-face instruction and the independent variables (gender, prior knowledge, motivation for learning, self-directed learning skills, computer skills, game skills, computer capacity, network speed, and computer accessibility) were examined to see how accurately achievement was predicted in MMORPG instruction. The results indicated that students studying English utilizing online role-playing games showed higher scores in areas of listening, reading, and writing than those who attended face-to-face instruction classes. It was also found that prior knowledge, motivation for learning, and network speed were factors affecting achievement in English learning. These findings suggest that MMORPGs can play an important role in improving English communicative skills. © 2010 Blackwell Publishing Ltd.


Kang H.,Chuncheon National University of Education
Journal of the Korean Chemical Society | Year: 2013

This study investigated the characteristics of elementary science-gifted education teachers' reflection on their science teaching. To do this, the reflective journals of 33 elementary science-gifted education teachers were analyzed in terms of 'productive reflection'. The results revealed that most of reflective journals included the aspects of 'instructional strategies and instruction for science-gifted education (100.0%)' and 'science-gifted students (90.9%)'. 'Curriculum for science-gifted education (42.4%)' was also frequently included although fewer than two previous aspects. However, 'subject matter knowledge' and 'assessment in science-gifted education' were included less than 10%. The mean score of the inclusion scores was 2.48 on a scale of 5 points and was not significantly correlated with the teaching careers in science-gifted education. 18.2% of the journals showed no integrations, which were unproductive reflection. 66.7% of the journals integrated only two aspects and 24.2% of the journals integrated three aspects. Only 6.1% of the journals integrated four aspects and no journals integrated all five aspects. Especially, the integrations between 'science-gifted students (81.8%)' or 'instructional strategies and instruction for science-gifted education (81.8%)' and the other aspects were most frequent. The integrations between 'Curriculum for science-gifted education (30.3%)' and the other aspects were also frequently included. However, the integrations between 'subject matter knowledge (6.1%)' or 'assessment in science-gifted education (0.0%)' and the other aspects were hardly included. The mean score of the integration scores was 2.12 on a scale of 5 points and was not significantly correlated with the teaching careers in science-gifted education.


Park J.E.,Chuncheon National University of Education | Kang H.,Chuncheon National University of Education
Journal of the Korean Chemical Society | Year: 2014

This study investigated the characteristics of science-gifted elementary students' reflection of their science classes. To do this, 91 reflective journals of 20 science-gifted elementary students were analyzed in terms of 'productive reflection'. The results revealed that the mean score of the inclusion scores, which mean the number of aspects of teaching included, was 2.99 on a scale of 5 points and was not significantly correlated with grade level. Most of the reflective journals included the aspects of 'science-gifted students (93.4%)'. 'Instructional strategies and instruction for science-gifted education (70.3%)', 'subject matter knowledge (68.1%)', and 'curriculum for science-gifted education (57.1%)' were also frequently included. However, 'assessment in science-gifted education (9.9%)' was hardly included. The mean score of the integration scores, which mean the number of aspects of teaching integrated as an index of productive reflection, was 2.84 on a scale of 5 points and was not significantly correlated with grade level. 6.6% of the journals showed no integrations. 34.1% of the journals integrated only two aspects, 39.6% of the journals integrated three aspects, 25.3% of the journals integrated four aspects, and no journals integrated all five aspects. Especially, the integrations between 'science-gifted students (100.0%)' and the other aspects were included in all journals. The integrations between 'instructional strategies and instruction for sciencegifted education (70.3%)' and/or 'subject matter knowledge (65.9%)' and/or 'curriculum for science-gifted education (53.8%)' and the other aspects were also frequently included. However, the integrations between 'assessment in science-gifted education (9.9%)' and the other aspects were hardly included. There were no statistically significant differences between experimentcentered instruction and theory-centered instruction in the inclusion and integration scores. However, there were more diverse inclusion and integration types, and more aspects tended to be included or integrated in experiment-centered instruction than in theory-centered instruction.

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