• 대한공업교육학회지
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• v.32 no.1
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• pp.33-54
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• 2007

The purpose of this study was to verify the effects of cooperative learning on academic achievement of the maintenance of intake and exhaust stroke education in the technical high school. The following null hypotheses were stated and utilized for the purpose of the study. (1) Taxonomy of educational objectives(cognitive, affective and psychomotor domain) and (2) the level of entering behavior To verify the hypotheses of the study, 2 parts(17 students in each part) of the second grades from technical high school were selected. The data were collected and interpreted statistically by t-test using SPSS(ver. 10) at the .05 level of significance. The result of this study were as follows; First, learning together cooperative learning had little effect on the academic achievement in the cognitive domain but the affective and psychomotor domain were more effective than the traditional teaching method on the taxonomy of educational objectives. Second, learning together cooperative learning was effective on the academic achievements of lower and higher ability group of students, while wasn't effective on middle ability group in the level of entering behavior.

• Journal of Korea Game Society
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• v.7 no.4
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• pp.117-123
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• 2007

This paper presents the Stone Influence, the Influence Point, and the Influence Area on computer Go. The Stone Influence is defined using the distance between stone and empty point. The Influence Point is defined using threshold value on the Stone Influence. The Influence Area is defined using lump of the Influence Points and its Core. In experiments using the Jeongseok data, the author obtained the threshold of Influence Points. The proposed method was verified by experiments where it was success fully applied to the influence in game of Go.

• Journal of The Korean Association For Science Education
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• v.37 no.5
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• pp.891-909
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• 2017

This study analyzed some of the discrepancies in quantitative and qualitative data focusing on cognitive and affective achievement in science education. Academic and affective achievement score of 308 high school students were collected as quantitative data, and 33 students were interviewed for qualitative data. We examined the causes and types of discrepancies in terms of testing tools. As a result from quantitative data, there were a large number of students with a big difference between subjects in cognitive achievement, and constructs in affective achievement. More than 20% of the students did not match tendency between achievements in two areas. Through interviews, some examples such as intentional control of science learning for future study and careers, different responses by differences in perception between school science and science, appeared. A comparison of quantitative data by testing tool between qualitative ones and interviews showed conflicting result, where most students evaluated themselves differently from their own quantitative data. That is due to the students' interaction with the testing tools. Two types of discrepancy related to testing tool are found. One is 'the concept difference between the item developer and students,' the other is 'the difference between students' exposed response and their real mindset.' These are related to the ambiguity of the terms used in the tool and response bias due to various causes. Based on this study, an effort is required to elaborate the testing item that matches students' actual perception and to apply students' science learning experience to testing items.

• The Journal of Korean Association of Computer Education
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• v.16 no.5
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• pp.31-37
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• 2013

This study was conducted to compare and examine the knowledge, affectivity and behavior of students between before and after Internet ethics education depending on education method. The class for A group was being taught by tutor-oriented teaching method based on explaining and the class for B group was characterized by student-oriented studying based on participation of students. Upon comparing the changes of the knowledge, affectivity and behavior after Internet ethics education, the tutor-oriented teaching method was more effective for knowledge in Internet ethics education and the student-oriented studying based on participation of students was more effective to change the student's affectivity. In the behavior, both A group and B group had a tendency to be changed positively after education, but there was no statistically significant difference. In order to produce actual results on Internet ethics education as integrated morality education, it is important for students to join and take a leading role in the class and for tutor to teach students supplementarily what they need to know essentially.

• 한국IT서비스학회:학술대회논문집
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• 2008.11a
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• pp.379-382
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• 2008

u-Healthcare 활성화의 필요성이 꾸준히 제시되어 왔으나, 아직까지 이해자들의 공감대를 이끌어 낼 수 있는 개념정립 및 분류체계가 미비한 실정이다. 새로운 서비스 영역인 u-Healthcare 분야 산업 발전을 위해서는 정책적 전략과 제도적 정비 등의 기반조성이 필요하며, 이에 앞서 명확한 개념 정의와 영역 범주화의 필요성이 제기되고 있다. 본 연구에서는 ubiquitous computing 속성에 대한 이해를 통해 u-Health 환경과 u-Healthcare를 정의하며, 보건의료적 접근에 의한 분류를 통해 보건의료서비스에의 적용가능 분야를 제시하고자 한다.

• Communications of Mathematical Education
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• v.31 no.2
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• pp.103-121
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• 2017

Taxicab geometry was a typical non-Euclid geometry for mathematically gifted. Most educational material related quadratic curves on taxicab geometry for mathematically gifted served them to inquire the graph of the curves defined by focis and constant. In this study, we provide a shape of quadratic curves on taxicab geometry by applying three definitions(geometric algebraic definition, eccentricity definition, conic section definition).

• Journal of the Korean School Mathematics Society
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• v.16 no.3
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• pp.621-636
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• 2013

In this paper we intended to present the case of mentorship program for the gifted in elementary mathematics education, which is related with Waldorf education. We installed the program to four six-grade students during six months. We focused on cultivating integrated perspective, aesthetic perspective and substantial skills. For the aim we dealt with the item, construction based on the aesthetic experiences. Finally we presented three main ideas, construction of regular polygons and flowers, construction of islamic design, and farmland cleanup with construction. We also contained the students' project in this paper.

• Communications of Mathematical Education
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• v.34 no.2
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• pp.161-177
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• 2020

This study constructed an experiment group and a comparative group, composed of high school students preparing for "Na" type math exam and provided one-to-many tutoring cooperative learning. This study tested the differences between group and between pre- and post-treatment scores by group using non-parametric statistics techniques. Moreover, this study conducted an open-type survey twice and had individual interviews to examine the affective domains of students. The difference in scores between the experimental group and the comparative group was not significant. However, the difference between pre- and post-treatment math scores was only significant in the experiment group among the three groups. Additionally, the student-teacher could reflect on him or her and improve self-efficacy while teaching other ordinary students. The ordinary students were more interested and motivated in the lessons and became more confident. In terms of mathematics competency, we could see that communication, problem-solving, reasoning, and attitude & practice were improved.

• Journal of the Korean Society for Precision Engineering
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• v.17 no.4
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• pp.203-208
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• 2000

2진 로봇 머니퓰레이터는 기하학적 형상이 가변트러스 구조로 되어 있으며 조인트의 구동원으로 사용되는 엑츄에이터는 2가지의 변위, 즉 최대 및 최소 변위만으로 동작한다. 따라서 작업영역은 연속적으로 주어지는 일반 로봇 머니퓰레이터와는 달리 유한 개의 위치 벡터의 집합 형태로 나타난다. 기존의 역기구학적 해석방법을 적용하기 어려운 2진 로봇 머니퓰레이터의 불연속적인 특성에 대해 새로운 작업영역과 역기구학 문제를 정의하였다. 유전 알고리즘을 사용하여 새로이 정의된 문제의 역기구학적 해석을 수행하였으며 유전 알고리즘이 2진 로봇 머니퓰레이터의 역기구학적 해석에 있어서 효과적이고 강건한 방법임을 보여주었다.

• Communications of Mathematical Education
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• v.28 no.2
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• pp.235-253
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• 2014

This study aims to develop strategies for improving the affective characteristics of Korean students based on results from international achievement tests. In pursuing the goal, different research methods are employed including a) analysis of the theories and literature regarding the affective domains included in PISA and TIMSS studies; b) analysis of the current situation and needs of Korean students with respect to the affective factors based on PISA and TIMSS results; c) case studies of best practices in relation to students' affective domains in Korea and abroad; and d) development of strategies for improving and supporting Korean students' affective characteristics. Especially, this paper deals with the analysis of the results from in-depth interviews and class observations, so as to identify the current situation and best practice cases of students' affective characteristics education in Korea. The results are classified into a) curriculum, which is in turn divided into national curriculum and reconstruction of curriculum school and classroom; and b) teaching, learning and evaluation, which is in turn divided into learner characteristics, motivation, teaching strategies, class grouping, activities and interaction, question and feedback, evaluation methods, and evaluation tools. Support plans in terms of school and social environments are also suggested based on the results.