• Journal of the Korean Society for Aviation and Aeronautics
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• v.30 no.4
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• pp.215-221
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• 2022

본 연구는 민간항공 조종사 훈련 및 평가에 중요하게 고려되고 있는 8가지 핵심 역량 향상을 위한 기초자료 마련을 위해 수행되었으며, 그 중 가장 중요하다고 판단되는 상황인식(situation awareness) 및 작업부하 관리에 대해 분석하였다. 예비 조종사를 대상으로 항공기 접근 및 착륙 단계를 진행하는 동안 PM(pilot monitoring) 역할을 수행하며 인식하는 항공기 상황과 작업부하량에 대해 평가하였다. 평가 시나리오는 기본비행훈련장치(basic aviation training device)를 사용하여 지형적 상황인식, 공간/시간적 상황인식, 시스템 상황인식, 환경적 상황인식을 평가할 수 있는 요소로 구성하였으며, 모니터링 도중 의도적인 주의분산 상황을 추가하였다. 연구 결과, 전체 비행 단계에 대한 상황인식은 32.3%이고, 지형적 상황인식(60.3%)이 가장 높고, 시스템 상황인식(18%)이 가장 낮은 것으로 나타났다. NASA-TLX 평가방법으로 측정한 작업부하량은 10.8점(20점 만점)으로 나타났다. 또한, 기초공중항법학을 수강한 예비 조종사들이 대체로 높은 상황인식을 하였고, 작업부하 결과는 지형적 상황인식과 밀접한 상관관계를 가지고 있었다.

• Journal of the Korean earth science society
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• v.28 no.2
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• pp.169-178
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• 2007

In this research we diagnosed the actual status of the 7th National science elective curriculum and suggested a way to select and organize the content of the new science elective curriculum. The first science education reform was grounded in the structuralism where the structure of discipline was valued above everything else. On the other hand, the second science education reform suggested alternative interpretations of students' opportunity to learn, putting a brake on the structuralist thinking. According to the survey result, the majority of the science elective courses are in need for revision because the contents are overcrowded, too difficult in light of students' learning readiness, failed to draw students' interest in science, and are overlapped and repeated among the 10th grade science, high school science I and II. In particular, Earth Science II and physics II are the most unfavorable courses among students. Thus, we recommended a fundamental change be made in the new curriculum in addition to the optimization of the content. In this paper, we suggested 'topic-centered content organization' for the science elective course I, i.e., Physics I, Chemistry I, Biology I and Earth Science I that is designed for both science track and non-science track students. Since curriculum provides students with an 'opportunity to learn', a curriculum study should focus on what the 'opportunity to learn' is that students ought to be offered. Based on the result of this study, we recommended one way to select and organize the content of high school elective curriculum.

• Proceedings of the Korean Society for Emotion and Sensibility Conference
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• 2007.05a
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• pp.132-135
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• 2007

본 연구에서는 브랜드 개성이 제품의 개성을 판단하는데 영향을 미치는가에 대하여 설문을 통해 살펴보았다. 동일한 제품에 대하여 개성이 상이한 브랜드가 적용되었을 경우 제품의 개성을 판단함에 있어 브랜드 개성의 특성이 반영되는지 여부를 확인하고자 하였다. 설문을 위하여 두 켤레의 신발을 준비하였으며 각각은 상징적인 측면이 강조된 여성용 하이힐 제품과 기능적인 측면이 강조된 운동화로 구성하였다. 각 제품에 대하여 명품브랜드(Versace), 일반 상용 브랜드(독일: C&A, 한국: 밀리오레), 그리고 브랜드가 부착되지 않은 총 6장의 사진을 준비하였다. 실험에 앞서 별도의 피험자들이 상기 사용된 브랜드들에 대하여 "frohlich/유쾌함(cheerful)", "ehrlich/정직함(honest)", "provokativ/도발적인(provocative)"의 형용사로 평가를 하였다. 본 실험에서는 실험참여자에게 각 신발들의 3가지 사진 중 무작위로 선정된 사진을 한 장씩 보여주고, 각각에 대해 브랜드 측정에 사용했던 동일한 평가항목을 이용하여 평가하도록 했다. 더불어, 본 연구는 개인주의 문화권에 비하여 집단주의 문화권에서 브랜드의 영향이 더 두드러지게 나타나는 지를 알아보기 위하여 독일의 만하임대학(Universitaet Mannheim)과 한국의 한국과학기술원(KAIST) 학생들을 위주로 설문을 실시하여 문화적 차이에 따른 브랜드 영향력을 비교하고자 하였다. 실험결과에서는 독일과 한국 모두에서 브랜드 개성이 제품 개성에 유의한 영향을 미치지 않는 것으로 나타났으나, 브랜드 개성이 제품의 기능적 측면(가격)에는 영향을 미치는 것으로 나타났다(p<.001).

• Korean Journal of School Psychology
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• v.16 no.2
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• pp.207-230
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• 2019

This study examined the effect of Attention Feedback Awareness and Control Training(A-FACT) on attention bias and generalized anxiety symptoms in college students. A total of 31 college students with at least 10 points on the Generalized Anxiety Disorder 7-item (GAD-7) scale or at least 56 points on the Korean version of the Penn State Worry Questionnaire (K-PSWQ) with attention bias were randomly assigned to one of three groups: A-FACT( n = 11), Attention Bias Modification (ABM)(n = 10) and Active Placebo Control (APC)(n = 10). Participants in A-FACT group received real-time feedback on attention bias based on their Baseline Neutral Response time(BNR) during A-FACT using a dot probe task. Participants in the ABM group received standard ABM, and those in the APC performed a dot probe task that they were informed was a program to reduce attention bias, but feedback was not provided. A total of eight sessions was conducted twice a week over a 4-week period. After every two sessions, GAD-7, K-PSWQ and K-STAI were rated. The effect of attention bias modification training was rated by changes in the Attention Bias Score(ABS), and in GAD-7, K-PSWQ and K-STAI scores. The results of repeated measure ANOVA indicated that the A-FACT group showed a significant decrease in ABS as well as in GAD-7, K-PSWQ and K-STAI scores compared to the other groups. Current results suggest that self-regulatory control of attention, that is, recognition of bias through feedback in A-FACT, may be effective in alleviating attention bias and generalized anxiety symptoms by recognizing bias through feedback on bias in attention bias modification training.

• Journal of Digital Contents Society
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• v.18 no.8
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• pp.1677-1684
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• 2017

In this paper, we tried to combine the findings obtained from pedagogical analysis of serious game, which is a study of Soo-Cheol Ha [2, 3], and learning theories such as behaviorism, cognitivism, constructivism, situated learning, and other theories. Based on the previous research, we propose pedagogical elements of serious games based on theories and researches from models and other studies using learning theory. The suggested elements were applied on GSS(Global Startup Simulation), which is a serious game, and the results were confirmed through questionnaire evaluation of learners who are learning through it.

• Journal of Korean Home Economics Education Association
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• v.19 no.4
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• pp.91-117
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• 2007

This study was to compare the contents and practical problems addressed, the process of teaching-learning method, and evaluation method of Korean Home Economics curriculum and of the Oregon and Ohio's Practical Problem Focused Family & Consumer Sciences Curricula. The results are as follows. First, contents of Korean curriculum are organized by major sub-concepts of Home Economics academic discipline whereas curricular of both Oregon and Ohio states are organized by practical problems. Oregon uses the practical problems which integrate multi-subjects and Ohio uses ones which are good for the contents of the module by integrating concerns or interests which are lower or detailed level (related interests). Since it differentiates interest and module and used them based on the basic concept of Family and Consumer Science, Ohio's approach could be easier for Korean teachers and students to adopt. Second, the teaching-learning process in Korean home economics classroom is mostly teacher-centered which hinders students to develop higher order thinking skills. It is recommended to use student-centered learning activities. State of Oregon and Ohio's teaching-learning process brings up the ability of problem-solving by letting students clearly analyze practical problems proposed, solve problems by themselves through group discussions and various activities, and apply what they learn to other problems. Third, Korean evaluation system is heavily rely on summative evaluation such as written tests. It is highly recommended to facilitate various performance assessment tools. Since state of Oregon and Ohio both use practical problems, they evaluate students mainly based on their activity rather than written tests. The tools for evaluation include project documents, reports of learning activity, self-evaluation, evaluation of discussion activity, peer evaluation in a group for each students for their performance, assessment about module, and written tests as well.

• The Journal of Korean Association of Computer Education
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• v.5 no.1
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• pp.67-73
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• 2002

This paper describes the web-based collaborative learning system, in which the constructivism is used as a background theory. We designed and developed three modules (Learner Module, Instructor Module, Administrative Module) to promote the interactive communication between learners and instructors and to enable the self-directed collaborative learning. In addition, the assignment and evaluation sessions are closely linked with each other to ensure the high quality of the system. We expect this research helps to construct the efficient collaborative learning environment using the ICT(Information & Communication Technology).

• Proceedings of the Korean Society of Broadcast Engineers Conference
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• 2021.06a
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• pp.26-27
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• 2021

본 논문에서는 자막방송 제공을 위해 방송콘텐츠를 이해하는 방법으로 잔차 합성곱 순환신경망 기반 음향 사건 분류 기법을 제안한다. 제안된 기법은 잔차 합성곱 신경망과 순환 신경망을 연결한 구조를 갖는다. 신경망의 입력 특징으로는 멜-필터벵크 특징을 활용하고, 잔차 합성곱 신경망은 하나의 스템 블록과 5개의 잔차 합성곱 신경망으로 구성된다. 잔차 합성곱 신경망은 잔차 학습으로 구성된 합성곱 신경망과 기존의 합성곱 신경망 대비 특징맵의 표현 능력 향상을 위해 합성곱 블록 주의 모듈로 구성한다. 추출된 특징맵은 순환 신경망에 연결되고, 최종적으로 음향 사건 종류와 시간정보를 추출하는 완전연결층으로 연결되는 구조를 활용한다. 제안된 모델 훈련을 위해 라벨링되지 않는 데이터 활용이 가능한 평균 교사 모델을 기반으로 훈련하였다. 제안된 모델의 성능평가를 위해 DCASE 2020 챌린지 Task 4 데이터 셋을 활용하였으며, 성능 평가 결과 46.8%의 이벤트 단위의 F1-score를 얻을 수 있었다.

• The Korean Journal of Elementary Counseling
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• v.11 no.2
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• pp.219-235
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• 2012

The purpose of this study was to identify the factors of school happiness of elementary students by implicit theory. For this purpose, 192 items for happiness were constructed based on 76 5th and 6th elementary students' free descriptions. Then 75 items were selected for preliminary factor analysis based on item appropriateness by evaluation of 28 elementary teachers. The happiness inventory composed 136 items was administered to 155 students and 36 items were selected based on exploratory factor analysis results. 4 factors-optimism, positive peer-relationship, self-esteem, consideration, and teacher-relationship-were extracted by principal component analysis. The confirmatory factor analysis indices indicated that 4 factor model of happiness was fit. The reliability(Cronbach's ${\alpha}$) was .996.

• Journal of The Korean Association of Information Education
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• v.23 no.6
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• pp.551-560
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• 2019

In the advanced information age, learning is an activity in which learners access information resources through computers and Internet to acquire and evaluate information on their own. The emergence of an online learning platform based on the fourth industrial revolution technology is developing into an environment in which elementary and secondary learners learn and study based on constructivism learning theory. In the online learning environment, the researches on the information retrieval ability of the elementary and secondary learners and the self-directed learning ability were found to be highly related. However, it is necessary to analyze the relation between information retrieval ability and self-directed learning ability through a cross-sectional study that is limited to specific curriculum and contents and expands the longitudinal research. In this study, the panel data of the Seoul Education Longitudinal Study collected over 8 years are used to find the difference in self-directed learning ability according to the longitudinal pattern of information retrieval ability and frequency.