• Journal of The Korean Association For Science Education
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• v.27 no.9
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• pp.765-777
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• 2007

Investigations into how the status of prior learning on the textbook of science were conducted, and the effects of prior learning on students' attitudes towards science class were carried out. The investigations for the status of prior learning were performed with a number of students who experienced prior learning, (self-directed and unself-directed prior learning), a selfless intention as the starting motive for prior learning, the problem solving strategies used by students in prior learning, and the important factor that influenced prior learning. The effects of prior learning on student attitude towards science class were also examined with respect to four categories, including confidence, interest, learning intention, and value (effect). The effects of prior learning on the four categories were analyzed on the basis of the students' level of scientific achievement, the types of prior learning, the starting motive for prior learning, and the extent of the students' understanding of the content on prior learning. The analytical results for the effects of prior learning on students' attitudes towards science class showed that the mean values of confidence, learning intention, and value among the students in the self-directed prior learning group were higher than those of the students in the unself-directed prior learning group. These findings are the result of positive recognition, such as the possibility that the students experienced with self-directed prior learning can do, the induction of an inherent motive based on their level of achievement in science class, and the operant learning of strategies for solving problems in science class. Meanwhile, by the effects of having a teacher lead the science class and the consensus formed between friends, the mean level of interest was higher in the unself-directed prior learning than in the self-directed prior learning.

• The Journal of the Convergence on Culture Technology
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• v.6 no.4
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• pp.483-492
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• 2020

Considering the fact that many students and parents spend a considerable amount of time and economic power on prior learning and that the environments of internet-based society change rapidly, it is worth examining the status and effectiveness of prior learning. In response, the study surveyed 186 first-year students of A high school in Changwon on the basic status of science prior learning. By the analysis results for the status, 39.8% of the students surveyed said they had experience in prior learning in science. Among the students experienced, 56 students who started science prior learning after the start of winter vacation in the third grade of middle school were analyzed the specific status of science prior learning and the impact of science prior learning on science achievements. The semi-subject form of pre-learning in science showed the highest response rate with 50.0 percent, and the motivation for pre-learning in science was the highest with 33.9 percent improvement in test scores. The confidence and learning intention were positive when conducting prior learning in a semi-subject form, and interest and value were positive when conducting prior learning in a self-directed form. As a result of the survey on the effect of science prior learning, 71.4% of the students who experienced science prior learning showed positive scientific achievement.

• Proceedings of the Korean Information Science Society Conference
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• 2006.10a
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• pp.67-71
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• 2006

최근 멀티미디어를 활용한 정보표현능력 함양을 위하여 컴퓨터그래픽 강좌 개설이 증가하고 있으며, 이와 함께 해당 강좌에 대한 선행학습자가 빠르게 증가하고 있다. 하지만, 대부분 강좌는 선행학습 여부를 고려하지 않고 실행되고 있어서, 학습성취도의 저하와 컴퓨터그래픽 전문가 양성에 제약을 받고 있다. 본 논문에서는 선행학습자들의 차별된 학습 욕구를 파악하고, 구성주의 교육공학 이론에 기초하여, 선행학습 경험이 있는 학생들을 위한 강의모형의 특징과 강의교재의 특성을 제안한다.

• Journal of the Korean School Mathematics Society
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• v.16 no.1
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• pp.87-112
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• 2013

Gifted education, receiving private tutoring and prerequisite learning, is emerging as a remarkable phenomenon currently in Korea. Hence, we need to find out that whether prerequisite math learning influences academic achievement in any aspect after they enter the center. In this paper, we investigate the effect of mathematics prerequisite learning of gifted students focused on the their self-efficacy, achievement motivation and academic achievement. As a result, the period of mathematics prerequisite learning did not influence academic achievement of gifted students. However, the correlation between self-efficacy and achievement motivation was positive.

• Journal of Elementary Mathematics Education in Korea
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• v.17 no.2
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• pp.371-394
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• 2013

The purpose of this study is to understand the public education system in Korea, that features many pre-taught students, and to figure out how elementary school teachers teach them. To accomplish this study, 204 elementary school teachers in Seoul participated in a survey and the frequency and percentage were made. In addition, to add more depth to this study 5 elementary school teachers had several interviews. We obtained the following results. First, elementary school teachers generally think that the situation with many pre-taught students have had a bad effect on public education and pre-taught students are drilled but cannot understand what they have learnt. They also answered that they have low morale when teaching pre-taught students. Second, a large number of elementary school teachers think the situation with many of the pre-taught students does not help the public math education system, which influences the teachers' teaching style. Teachers who answered negative on pre-taught students are running their math classes focusing on understanding math concepts and activities. On the other hand, few teachers who answered positive on pre-taught students did not care about the situation with many pre-taught students.

• Proceedings of the Korean Information Science Society Conference
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• 2007.06c
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• pp.380-384
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• 2007

MLP(Multi-Layer Perceptron)를 이용한 학습은 간단한 구조에도 비선형 분류가 가능하다는 장점을 가지고 있다. 하지만 오류역전파 알고리즘을 사용함으로써 시간의 소모가 크고 원치 않는 결과값으로의 수렴가능성을 배제할 수 없다는 단점을 가지고 있다. 이는 초기설정의 의존도가 높기 때문에 발생하는 문제들로 좋은 결과값에 근접한 곳으로 초기화가 이루어지면 좋은 학습 성능을 보이지만 반대로 좋은 결과값으로부터 멀리 떨어진 곳으로 신경망의 초기화가 이루어지면 학습 성능이 현저히 낮아지는 현상을 보인다. 본 논문에서는 MLP 전체의 층을 대상으로 하는 본 학습이 이루어지기 전에 RBM(Restricted Boltzmann Machine)을 이용, 층간 선행학습을 행하고 그 결과로 얻어지는 가중치와 바이어스를 본 MLP 학습의 초기화 데이터로 사용하는 개선 MLP 학습 알고리즘을 제안한다. 이 방법을 사용함으로써 MLP 학습 속도향상은 물론 원치 않는 지역해로의 수렴까지 방지할 수 있어 전체적인 학습 성능향상이 가능하게 된다.

• Proceedings of the Korean Society of Computer Information Conference
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• 2022.07a
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• pp.395-396
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• 2022

본 논문에서는 블록 프로그래밍 언어를 선행조직자로 하여 텍스트 프로그래밍 언어를 학습하는 도구 활용 전략을 연구하였다. 텍스트 프로그래밍 언어는 파이썬이며, 블록 프로그래밍 언어는 엔트리, 활용하는 도구는 주피터 노트북으로 선정하였다. 주피터 노트북을 활용한 블록 프로그래밍 언어 선행조직자 학습 전략은 code cell에 IPython.display.IFrame 클래스를 활용하여 결과 창에 엔트리 작업환경을 불러와 선행조직자로 제시하여 엔트리를 학습 후 code cell에서 파이썬으로 학습한다. 주피터 노트북을 통해 블록 프로그래밍 언어를 선행조직자로 제시 후 텍스트 프로그래밍 언어를 제시함으로써 텍스트 프로그래밍 언어를 학습할 때 인지적 부담을 줄어들고 긍정적 전이가 일어나 효과적인 학습이 될 것으로 기대된다.

• Journal of Practical Engineering Education
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• v.9 no.1
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• pp.57-68
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• 2017

The purpose of this study is to analyze the actual preparation process and outcomes of applying RPL in University Dual System based on KOREATECH's case. A comprehensive literature review on prior research and cases was described in this study to assist Korean educational institutions who might be interested in adopting RPL into their organizations. Furthermore, three different levels of support were suggested based on the results of this study for successful adoption of RPL in Korea. Support from national system level, sociocultural level, and university level should be considered carefully for the success of RPL.

• The Journal of Korean Association of Computer Education
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• v.11 no.6
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• pp.11-27
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• 2008

Though web-based learning is known to be effective for computer aided practical class, it lacks in cooperative human feedback and self-adjustment. This paper presented the effects of blended learning that was based on web-based learning for learning by level and blended with peer tutoring for reducing the differentials of scholastic achievements between the students. For experimental purpose, high school students were divided into two groups and web-based EXCEL tutoring tool was developed and applied to both groups in advance. After this learning, we applied the web-based learning for comparative group as before and peer tutoring for experimental group respectively, Performance result evaluated by SPSS showed that the Blended Learning has affirmative effect in scholastic achievements. Especially, students under the medium level of experimental group could narrow the gap to the high level students in its group and this eventually improved the overall achievements of experimental group with blended learning.

• Communications of Mathematical Education
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• v.29 no.3
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• pp.423-439
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• 2015

This study examines the relationship between prior learning experience, the high school records, mathematics grade in the KSAT(Korean Scholastic Aptitude Test) and mathematics achievement, GPA(grade point average) of college freshmen. It analyses how much mathematics capacities in the time of high school affect mathematics achievement of college freshmen. This study surveyed 193 freshmen, attending in a college of science and engineering, taking the 'basic differential and integral calculus' lecture, which was opened for the first semester of 2014 in the A university. The data processing was fulfilled by means of technical statistics, correlation analysis, difference test, ANOVA, ex post facto test, and regression analysis. The outcomes of this survey are followings: Firstly, over 90 percent of college freshmen underwent prior learning of mathematics when they attended high school. Secondly, their perception of effectiveness for prior learning is founded to be meaningfully lower than their perception of its needfulness. Thirdly, while there is higher positive correlation between mathematics achievement and GPA in the college, there is little correlation between high school records and GPA in the college. Also, there is little correlation between mathematics grade in the KSAT and mathematics achievement in the college. Fourthly, the accomplishments in the high school(The high school records, mathematics grade in the KSAT) and the efforts, satisfaction, necessity, etc. for prior learning had little effect on academic achievement in college mathematics. Based on these results, this study makes some suggestions for developing academical achievement in college mathematics.