• Title/Summary/Keyword: 개념학습

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Design and Implementation of a Specific Search Engine for Systematic Concept Learning (체계적 개념 학습을 위한 전문검색시스템의 설계 및 구현)

  • Kang, Seong-Guk;Lee, Young-Houn;Kang, Sung-Hyun;Kim, Seong-Sik
    • The Journal of Korean Association of Computer Education
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    • v.4 no.1
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    • pp.11-18
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    • 2001
  • As the usage of computer and internet is growing, ICT-based teaching is required in education. So far almost web-based coursewares are learner-based individual teaching. Current learning theories and learning model in WBI are too focusing on courseware or too general to apply in education directly. In this view, learning model with subject-specific search engine might be a solution. In this thesis, we developed systematic concept learning model, promoting traditional concept learning to suitable model in education field and also, we developed CEhunt(Computer Education Hunter), that is computer education search engine providing the teaching materials and supporting the design of teaching and effective concept learning environment to learners. Also, we verified that this model could have a positive effect in systematic concept forming process of learners for subject concerned.

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Meaning and Practice of the Teaching and Learning based on Everyday Life in Geography Subject Matter (지리과 생활중심 교수-학습의 의미와 실제)

  • 장의선;김일기;이민부;박승규
    • Journal of the Korean Geographical Society
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    • v.37 no.3
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    • pp.247-261
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    • 2002
  • This study suggests that the contents and methods focusing on the leamer's geographical experience of everyday life and environments, are very effective for teaching and teaming in geography subject matter. The contents have to be selected and structurized from private geographies about their region of everyday life for teaming abstractive and scientific concepts of geography. Scientific concepts of geography, i.e. geographical concepts become 'scope'for selecting the contents and these systematic structure substitutes 'sequence'. The criteria by which selected contents of teaching and teaming based on everyday life may consist of three elements: region as leamer's place for everyday life; concrete experience of the place; and leamer's changing geographical experiences.

Relationships Between Student Cognitive . Affective Characteristics and Conceptual Understanding from Individual CAl for Science Learning (과학 학습을 위한 개별적인 CAI에서 학생들의 인지적.정의적 특성과 개념 이해도의 관계)

  • Noh, Tae-Hee;Kim, Kyung-Sun
    • Journal of The Korean Association For Science Education
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    • v.25 no.7
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    • pp.728-735
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    • 2005
  • In this study, relationships between student the cognitive affective characteristics and conceptual understanding from individual computer-assisted instruction were investigated. Tests regarding field dependence-independence, learning strategy, self-regulated ability, visual learning preference, goal orientation, self-efficacy on ability, and computer attitude were administered. After having been taught by means of a CAl program, a conception test on molecular motion was administered. It was found that student conceptual understanding was significantly related to field independence, learning strategy, self-regulated ability among the cognitive characteristics and visual learning preference, goal orientation, self-efficacy on ability among the affective characteristics. Multiple regression analysis of the cognitive characteristics on conceptual understanding found that field dependence-independence was the most significant predictor. Self-regulated ability and a deep learning strategy were also found to have predictive power. Lastly, analysis of the affective characteristics, visual learning preference and self-efficacy on ability exposed them to be significant predictors of student conceptual understanding.

The Effect of Cooperative Computer-Assisted Instruction on Middle School Students' Learning in Science (협동적인 컴퓨터 보조 수업이 중학생들의 과학 학습에 미치는 효과)

  • Noh, Tae-Hee;Kim, Chang-Min
    • Journal of The Korean Association For Science Education
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    • v.19 no.2
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    • pp.266-274
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    • 1999
  • This study investigated the effects of cooperative and individual computer-assisted instructions upon middle school students' science conceptions, achievement, perception of learning environment, and motivation. The cooperative, individual, and traditional learning groups were selected from a middle school, and taught about the motion of molecule for 5 class hours. Data analyses indicated that the students with cooperative computer-assisted instruction scored significantly higher than those with traditional instruction in the tests of conceptual understanding, perception of learning environment and motivation. Better understanding of the cooperative learning group was also found in a retention test of conceptions. In addition, there were significant interactions between the instruction and the level of prior achievement in the tests of retention of conceptions and motivation. Educational implications are discussed.

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Incremental Conceptual Clustering Using Modified Category Utility (변형된 Category Utility를 이용한 점진 개념학습)

  • Kim Pyo Jae;Choi Jin Young
    • Proceedings of the Korean Institute of Intelligent Systems Conference
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    • 2005.04a
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    • pp.193-197
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    • 2005
  • 점진적 개념 학습 알고리즘인 COBWEB은 클래스 정보가 주어지지 않은 사례들(instances)을 분류하기 위하여 사례의 속성과 값에 근거하여 학습하며 각 노드가 유사한 사례들의 집합인 클래스에 해당하는 분류 트리를 생성하는 알고리즘이다. 유사한 사례들을 같은 클래스로 분류하기 위한 기준으로 category utility가 사용되며 이는 클래스 내부의 유사도와 클래스간의 차이점을 최대화하는 방향으로 클래스를 분류한다 기존의 COBWEB에 사용되는 category utility는 클래스 사이즈와 예측 정확성 사이의 tradeoff 관계로 볼 수 있으며, 이로 인하여 예측 정확성은 약간 감소하나 클래스 사이즈가 커지는 방향으로 학습이 진행 될 수 있는 편향성(bias)를 가지고 있다. 이는 분류 트리에 불필요한 클래스 노드들(spurious nodes)을 생성하게 하여 학습 결과인 클래스 개념을 이해하는뎨 어렵게 한다. 본 논문에서는 클래스와 그에 속하는 사례들의 속성-값 분포를 고려하여 클래스와 속성의 연관성에 비례한 가충치를 더한 변형된 category utility를 제안하고, dataset에 대한 실험을 통하여 제안된 category utility가 기존의 큰 클래스 사이즈를 선호하는 bias를 완화시킴을 보이고자 한다.

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수학 개념의 자기 주도적 구성을 위한 교수 ${\cdot}$ 학습 모델 개발 - Cabri Geometry II와 MathView 활용을 중심으로 -

  • Park, Yong-Beom;Kim, Han-Hui;Park, Il-Yeong
    • Communications of Mathematical Education
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    • v.9
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    • pp.97-114
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    • 1999
  • 새로운 세기의 수학 교육은 직관과 조작 활동에 바탕을 둔 경험에서 수학적 형식, 관계, 개념, 원리 및 법칙 등을 이해하도록 지도되어야 한다. 즉 학생들의 내면 세계에서 적절한 경험을 통하여 시각적 ${\cdot}$ 직관적으로 수학적 개념을 재구성할 수 있도록 상황과 대상을 제공해야 한다. 이를 위하여 컴퓨터 응용 프로그램을 활용한 자기주도적 수학 개념 형성에 적합한 교수 ${\cdot}$ 학습 모델을 구안하여 보았다. 이는 수학의 필요성과 실용성 인식 및 자기주도적 문제해결력 향상을 위한 상호작용적 매체의 활용이 요구된다. 본 연구는 구성주의적 수학 교수 ${\cdot}$ 학습 이론을 근간으로 대수 ${\cdot}$ 해석 ${\cdot}$ 기하 및 스프레트시트의 상호 연계를 통하여 수학 지식을 재구성할 수 있도록 학습수행지를 제작하여 교사와 학생의 다원적 상호 학습 기회를 제공하는 데 주안점을 두고자 한다.

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Characteristics of Teaching Orientation and PCK of Science Teachers in Online-offline Mixed Learning Environment (온-오프라인 혼합 학습환경에서 과학교사의 교수 지향과 PCK 특징)

  • Jisu Kim;Aeran Choi
    • Journal of the Korean Chemical Society
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    • v.67 no.6
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    • pp.441-461
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    • 2023
  • This study explore characteristics of teaching orientation and pck of science teachers in online-offline mixed learning environment. Data consisted of open-ended survey, semi-structured interview, class observation, field notes from 12 science teachers. We categorized teaching orientation considering both science education goals and science teaching·learning orientation. There were 8 different teaching orientations such as 'understanding science concepts-lecture centered' 'constructing science concepts-inquiry based' 'applying science concepts and inquiry-inquiry based' 'applying science concepts and inquiry-lectured centered' 'analyzing and judging science information-inquiry based' 'developing scientific attitude-inquiry based' 'developing scientific attitude-lecture centered' and 'developing perception of interrelationships among science, technology, and society-inquiry based'. Teachers with inquiry based teaching·learning orientation seemed to have knowledge of science curriculum specific to online learning environment for student inquiry. While teachers with 'understanding science concepts-lecture centered' teaching orientation appeared to have questioning strategy of checking student understanding and strategy of repeating a lecture, teachers with 'constructing science concepts-inquiry based' teaching orientation appeared to have knowledge of instructional strategies to perform online group activities targeting student construction of knowledge and to replace face-to-face group activities with virtual experiments and individual experiments. While teachers with 'understanding science concepts-lecture centered' teaching orientation did not show knowledge of student science learning, teachers with 'constructing science concepts-inquiry based' teaching orientation appeared to have knowledge of student difficulties in inquiry based learning.

A Study on a Prototype Learning Model (프로토타입 학습 모델에 관한 연구)

  • 송두헌
    • Journal of the Korea Computer Industry Society
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    • v.2 no.2
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    • pp.151-156
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    • 2001
  • We describe a new representation for learning concepts that differs from the traditional decision tree and rule induction algorithms. Our algorithm PROLEARN learns one or more prototype per class and follows instance based classification with them. Prototype here differs from psychological term in that we can have more than one prototype per concept and also differs from other instance based algorithms since the prototype is a "ficticious ideal example". We show that PROLEARN is as good as the traditional machine learning algorithms but much move stable than them in an environment that has noise or changing training set, what we call 'stability’.tability’.

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Inductive Influence of Algorithmic and Conceptual Problems (수리 문제와 개념 문제 사이의 유도 효과)

  • Noh, Tae-Hee;Kang, Hun-Sik;Jeon, Kyung-Moon
    • Journal of The Korean Association For Science Education
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    • v.24 no.2
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    • pp.320-326
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    • 2004
  • This study investigated whether algorithmic problem solving and conceptual problem solving influenced each other or not. Four classes of 12th grade (N= 112) that are equal in prior achievement were randomly assigned to group AC (Algorithmic-Conceptual problem) and group CA (Conceptual-Algorithmic problem). Students of group AC solved the conceptual problems after learning the related algorithmic problems, and those of group CA solved the same problems in reverse order. The results revealed that learning the algorithmic problems improved students' ability to solve the related conceptual problems, but learning the conceptual problems did not help students solve the related algorithmic problems. Regarding the confidence on problem solving, learning the algorithmic problems had little effect on the related conceptual problems. Learning the conceptual problems also had little effect on students' confidence on solving of the related algorithmic problems.

The Effects of Drawing and Analyzing Pictures in Concept Learning of the Particulate Nature of Matter: A Comparison Based on Student Visual Learning Style (물질의 입자 개념 학습에서 그림 그리기와 그림 분석하기의 효과: 시각적 학습양식에 따른 비교)

  • Han, Jae-Yeong;Lee, Ji-Young;Kwack, Jin-Ha;Noh, Tae-Hee
    • Journal of The Korean Association For Science Education
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    • v.26 no.1
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    • pp.9-15
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    • 2006
  • Students have often experienced difficulties in understanding the concept of the particulate nature of matter despite its importance in chemistry. Although various instructional methods have been suggested for teaching this concept, systematic studies have been rarely conducted. Therefore, this study investigated the effects of drawing and analyzing pictures. Three classes of 7th graders at a coed middle school in Seoul were assigned to the control group, the drawing group, and the analyzing group, respectively. Students were taught about the three states of matter and the motion of molecules for 8 class periods. The instructional effects on student conception, achievement, and science learning motivation were investigated by student visual learning styles. Results revealed that the scores of a conceptions test and a science learning motivation test for both the drawing group and the analyzing group were higher than those for the control group. Additionally, the scores of the science learning motivation test were also found to be higher for students with a more visual learning style than their counterparts.