• Journal of Educational Research in Mathematics
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• v.26 no.2
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• pp.189-204
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• 2016

As compared with the gender differences in the achievement of mathematics of the PISA 2009, the results of this study on the PISA 2012 show that the achievement of male students sharply increased, while that of female students maintained the status quo. Based on the premise that this result is derived from the ratio differences between male and female students of high level, this study analyzed the educational context variable effects on the achievements of gender differences observed between male and female students of high level. In particular, this study inquired into the factors which influence the gender difference, by analyzing the identical variables regarding Singapore and Finland of which the achievement of female students registers high among other top high-ranking countries of the PISA 2012. Hence, the binominal logistic multi-level analysis was conducted in order to consider the characteristics of hierarchical structure of PISA, and to compare the features of the educational context variable effects between the high level (above level 5) by country and the highest level (above level 6) by group. The analysis results are as follows: in terms of after-school learning time realized either in private lessons and private institutes, no significant effects were shown in any of the students of these three countries. In terms of after-school homework time, the students of Korea and Singapore gave significant influences on the probability which would be included in the group of high level or the highest level. In particular, regarding the variables which influence the probability of inclusion of Korean female students in the group of high level or the highest level, they correspond to "Homework set by teacher", "Attitude toward school: learning activities", "ESCS of School" and "Teacher-student relations". And "Cultural possessions at home" gave main influences on the probability of inclusion of the female students of Korea, Singapore and Finland in the group of the highest level.

• Journal of KIISE:Software and Applications
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• v.35 no.9
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• pp.562-571
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• 2008

For the purpose of building domain ontology, this paper proposes a methodology for building core ontology first, and then enriching the core ontology with the concepts and relations in the domain thesaurus. First, the top-level concept taxonomy of the core ontology is built using domain dictionary and general domain thesaurus. Then, the concepts of the domain thesaurus are classified into top-level concepts in the core ontology, and relations between broader terms (BT) - narrower terms (NT) and related terms (RT) are classified into semantic relations defined for the core ontology. To classify concepts, a two-step approach is adopted, in which a frequency-based approach is complemented with a similarity-based approach. To classify relations, two techniques are applied: (i) for the case of insufficient training data, a rule-based module is for identifying isa relation out of non-isa ones; a pattern-based approach is for classifying non-taxonomic semantic relations from non-isa. (ii) For the case of sufficient training data, a maximum-entropy model is adopted in the feature-based classification, where k-NN approach is for noisy filtering of training data. A series of experiments show that performances of the proposed systems are quite promising and comparable to judgments by human experts.

• Journal of The Korean Association For Science Education
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• v.35 no.3
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• pp.383-393
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• 2015

This study analyzed the 6th grade elementary science textbook 'Science stories' reading process of students by utilizing eye movement tracking techniques. Participants read 3 articles in the new experimental science textbooks and solved 9 problems about each article. By understanding and academic achievement results, participants were divided into high-groups, middle-groups, and low-groups. The results of eye movement characteristics of the high-groups and low-groups had the following differences. Number of fixations and number of regressions were higher in high-groups. Average fixation duration and average regressive fixation duration were longer in low-groups. Fixation time for the key sentence of the article was longer in high-groups. Analysis of a scan path and post-interview, high-groups had frequent regression between sentences and they knew where the core of the article is and paid much attention there. In contrast low-groups are sequentially read most articles and some of them had a leap of abnormal range. Problem-solving approach is also different between groups. In conclusion reading style is associated with the science stories comprehension and students who had more regressions, much core search process, effective attention distribution, high concentration showed better understanding results. Also words or sentences used in textbooks are associated with science stories comprehension.

• Journal of Gifted/Talented Education
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• v.16 no.2
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• pp.167-191
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• 2006

The purpose of this study was to explore logical thinking abilities and metacognitive characteristics by student's giftedness and grade level. Furthermore, this study sought to present the practical basis for the promotion of students' abilities in self-driven learning as well as cognition. Average-ability students(n=199), economically disadvantage gifted students(n=133), and gifted students(n=111), who were sampled by two-step sampling procedures, responded the logical thinking ability test(Cho et al, 2006) and the questionnaire asking self-perception for 'metacognitive knowledge' and 'metacognitive control' abilities(Cho & Han, 2004). As the results, average-ability students showed less logical thinking abilities(in language, mathematics, and space) than gifted students. The logical thinking abilities had affected by giftedness, grade level and these interaction. And gifted students showed higher metacognitive control abilities in planning, monitoring, priority, and strategies of learning than average-ability students. However, there were no significant differences in metacognitive knowledge and metacognitive control abilities between economically disadvantaged gifted students and gifted students.

• Journal of the Korean earth science society
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• v.25 no.4
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• pp.232-241
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• 2004

The purpose of this study is to investigate the educational validity of EBS education broadcasting. The purpose of science education is not only to improve metacognition, but also to make student acquire scientific knowledge. So, this study present the question of whether EBS education broadcasting could raise students' metacognition or not. At ㅂ highschool, the VOD texts provided by EBS education broadcasting was used for all curriculums including science in 2002 and 2003. It was accepted that the model wpuld be using considered VOD texts as materials and focusing on students' voluntary acting. But the students couldn't be given a stimulus raising metacognition by these models. The metacognition such as metaknowledge, metaexperience, and monitoring must be mediated during school hours for valuable science lessons. First, the manipulation such as teacher's pertinent question or comment reminding students about the materials was connected with teaming subject. Second, it is important for students to do an analogical experiment in odor to experience the reality. Third, feedback and the scripts of students' conversation must be given to students to monitor their own learning process.

• Journal of the Korean School Mathematics Society
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• v.22 no.2
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• pp.163-182
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• 2019

The purpose of this study is to investigate the effects of educational context variables on achievement and interest in mathematics in high and low achieving students in Korea. Students participated in TIMSS 2015 in Korea were divided into two groups according to their achievement in mathematics. And the effects of educational context variables on achievement and interest in mathematics were analyzed in each group using the Hierarchical Linear Model(HLM). Main findings of this study are as follows. First, variables which influence achievement also influence interest but any variables which influence interest don't influence achievement in upper-group students. Number of Books and Students' Perceived Mathematics Lessons have strong influence on achievement and interest in both fourth and eighth grade students. Second, variables which influence achievement or interest in mathematics in lower-group also influence achievement or interest in mathematics in upper-group students. But any variables which influence achievement or interest in upper-group students don't influence achievement or interest in lower-group students. For examples, Parents' Education, Students' Perceived Mathematics Lessons have effects on upper-group students' achievement. Number of Books, Home Learning Environment, and Numeracy Activities Before School have significant effects on the achievement of fourth grade students. Students' Perceived Mathematics Lessons is the variable that influence on the interest of both fourth grade and eighth grade students. This study suggests the ways to improve mathematics teaching and learning based on these results.

• The Journal of The Korea Institute of Intelligent Transport Systems
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• v.7 no.3
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• pp.95-99
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• 2008

This paper proposes a new minimal resource high-level synthesis algorithm for low power design automation. The proposed algorithm executes an efficient approach to minimize the power consumption of the functional units in a circuit during the high level synthesis. In this paper, we visit all control steps one by one to reduce the switching activity in CDFG. The register sharing algorithm determines the minimum register after the life time analysis of all variable. According to property of input signal for functional unit, the proposed method visits all control step one by one and determines the resource allocation with minimal power consumption at each control step in a greedy fashion. The effect of the proposed algorithm has been proved through various filter benchmark to adopt a new scheduling and allocation algorithm considering the low rover.

• Journal of KIISE:Computing Practices and Letters
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• v.6 no.4
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• pp.448-456
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• 2000

As the system complexity increases, it is important to develop high-level verification techniques for fast and efficient design verifications. In this research, fast verification techniques for hardware and software co-design systems have been developed by using logic emulation and algorithm-level simulation. For faster and superior functional verification, we partition the system being designed into hardware and software parts, and implement the divided parts by using interface modules. We also propose several hardware design techniques for efficient hardware emulation. Experimental results, obtained by using a Reed-Solomon decoder system, show that our new verification methodology is more than 12,000 times faster than a commercial simulation tool for the modified Euclid's algorithm block and the overall verification time is reduced by more than 50%.

• Journal of the Institute of Electronics Engineers of Korea SD
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• v.45 no.11
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• pp.83-88
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• 2008

In this paper, a new scheduling method considering bit-level delays for high-level synthesis is proposed. Conventional bit-level delay calculation for high-level synthesis was usually limited for specific resources. However, we have developed an efficient bit-level delay calculation method which is applicable to various resources, in this research. This method is applied to scheduling. The scheduling algorithm is based on list scheduling and executes chaining considering bit-level delays. Furthermore, multi-cycle chaining can be allowed to improve performance under resource constraints. Experimental results on several well-known DSP examples show that our method improves the performance of the results by 14.7% on the average.

• Annual Conference on Human and Language Technology
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• 1995.10a
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• pp.188-194
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• 1995

한글 문서에서는 일부 조사와 일부 어미가 자주 출현하며 그 외의 조사/어미는 출현 빈도가 낮을 것으로 추측되고 있다. 본 연구에서는 실험에 통해서 이러한 사실을 확인하고 자주 출현하는 통합형 조사와 어미의 빈도를 구하기 위하여 한국어 말뭉치에서 통합형 조사와 통합형 어미의 상대적 출현 빈도를 조사하였다. 통합형 조사의 상대적 출현 빈도를 조사한 결과 말뭉치의 분야에 따라 약간의 차이가 있으나 평균 상위 9개의 통합형 조사가 전체 조사의 70%를 차지하고 있으며 상위 20개, 32개, 69개의 통합형 조사가 각각 90%, 95%, 99%를 차지하고 있음을 확인하였다. 통합형 어말어미의 경우에는 상위 10개의 통합형 어말어미가 전체 어말어미의 70%를 차지하고 상위 33개, 54개, 117개의 통합형 어미가 각각 90%, 95%, 99%를 차지하고 있다. 본 논문에서는 조사, 어미의 상대적 출현 빈도에 따라 계층적으로 조사/어미 사진을 구성함으로써 형태소 분석 효율을 높이고 형태소 분석기가 다양한 응용 분야에 쉽게 적응할 수 있도록 하는 방법을 제안한다. 또한 통합형 조사, 어미의 상대적 출현 빈도는 미등록어 추정을 용이하게 하거나 형태론적 모호성을 해결할 때에도 유용하게 활용될 수 있음을 보인다.