• Journal of Science Education
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• v.35 no.1
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• pp.13-22
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• 2011

There is an increasing emphasis on science teaching in inclusion education setting, but still few research and practice in science education field including science teacher training course as well. It is well known that teaching efficacy of teacher is an important factor to influence teaching behavior and students' learning, but it is hard to find related studies about self-efficacy on teaching science for the disabled students. In this study pre-service science teachers' self-efficacy on science teaching for the disabled students was investigated and analyzed. For this a questionnaire consisted of 3 sub-scale like learning efficacy scale, teaching efficacy scale, and outcome expectancy scale was enacted to 97 pre-service science teachers. As a result, pre-service science teachers showed relatively low efficacy in teaching but showed positive learning efficacy and outcome expectancy. There was no meaningful difference in distribution of efficacy belief by gender, however the experience of teaching science for the disabled students made difference in outcome expectancy. From this study the implication for science teacher training course was inferred to meet the needs for science education in inclusion setting.

• Journal of the Korean Society of Surveying, Geodesy, Photogrammetry and Cartography
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• v.39 no.3
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• pp.133-139
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• 2021

Currently, the process of constructing a high-definition road map has a high proportion of manual labor, so there are limitations in construction time and cost. Research to automate map production with high-definition road maps using artificial intelligence is being actively conducted, but since the construction of training data for the map construction is also done manually, there is a need to automatically build training data. Therefore, in this study, after converting to images using point clouds acquired by a mobile mapping system, the road marking areas were extracted through image reclassification and overlap analysis using thresholds. Then, a methodology was proposed to automatically construct training data for deep learning data for the high-definition road map through the classification of the polygon types in the extracted regions. As a result of training 2,764 lane data constructed through the proposed methodology on a deep learning-based PointNet model, the training accuracy was 99.977%, and as a result of predicting the lanes of three color types using the trained model, the accuracy was 99.566%. Therefore, it was found that the methodology proposed in this study can efficiently produce training data for high-definition road maps, and it is believed that the map production process of road markings can also be automated.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.1
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• pp.199-219
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• 2011

In this thesis, we designed a experimental learning-teaching plan of 'decimal fraction concept' at the 4-th grade level. We rest our plan on two basic premises. One is the fact that a essential concept of decimal fraction is 'polynomial of which indeterminate is 10', and another is the fact that the origin of decimal fraction is successive measurement activities which improving accuracy through decimal partition of measuring unit. The main features of our experimental learning-teaching plan is as follows. Firstly, students can experience a operation which generate decimal unit system through decimal partitioning of measuring unit. Secondly, the decimal fraction expansion will be initially introduced and the complete representation of decimal fraction according to positional notation will follow. Thirdly, such various interpretations of decimal fraction as 3.751m, 3m+7dm+5cm+1mm, $(3+\frac{7}{10}+\frac{5}{100}+\frac{1}{1000})m$ and $\frac{3751}{1000}m$ will be handled. Fourthly, decimal fraction will not be introduced with 'unit decimal fraction' such as 0.1, 0.01, 0.001, ${\cdots}$ but with 'natural number+decimal fraction' such as 2.345. Fifthly, we arranged a numeration activity ruled by random unit system previous to formal representation ruled by decimal positional notation. A experimental learning-teaching plan which presented in this thesis must be examined through teaching experiment. It is necessary to successive research for this task.

• Journal of Korean Home Economics Education Association
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• v.20 no.2
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• pp.1-14
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• 2008

This study was performed to evaluate the effect of the e-Learning application on the teaching learning method in Technology-Home Economics of Middle School. For e-Learning of clothing part, diverse teaching programs and contents were reconstructed and provided in cyber-space. Among the uploaded diverse materials including advanced and supplementary materials, students could make a choice which depends on their own levels. Since the results of assignments could be uploaded in cyber-space and easily accessible to all students, the reliablity of estimation was increased and self-directed learning ability was improved. Also, more effective teaching learning activity could be expected through the mutual exchange of opinion between students and teacher, and among students. Besides, counselling and advices on overall aspect of student's life were also possible. The students were generally satisfied to e-Learning instruction. The interest and understanding about clothing part were increased, and the academic attitude and habit were positively changed. Also they responded that e-Learning instruction were very helpful because learning was possible even after school, diverse materials for learning were available, and submitting the results of assignments was very convenient. In conclusion, the application of e-Learning on the teaching learning method was very effective and should be encouraged. The development and supplement of diverse programs and contents will be necessary for more successful e-Learning instructions.

• 한국HCI학회:학술대회논문집
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• 2007.02b
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• pp.497-503
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• 2007

학습의 깊이의 단계를 Bloom은 지식, 이해, 적용, 분석, 종합, 평가라는 6가지의 단계로 나누면서 피상적인 학습과 감이 있는 학습으로 구분하였다. 최근 학습은 면대면 학습에서 뿐 아니라, 웹기반의 학습에서도 피상적인 학습 위주로 이루어진다는 비판을 받고 있고, 웹기반 학습에서는 자기조절 흑은 자기규제의 문제가 가장 큰 문제로 지적 받고 있다. 본 연구에서는 이를 해결하기 위한 방안으로서 감이 있는 학습을 촉진하고, 자기 조절을 촉진하는 메타인지를 웹기반학습에의 인터페이스 디자인에 적용하는 문제를 살펴보았다. 이를 알아보기 위해 메타인지 전략의 가장 핵심 요소인 '자기 점검'의 요소 중 학습 내용들 간의 위계 관계를 보여주는 지도 (MAP) 와 계획세우기를 도와주는 요소 (PLAN)를 기존 연구를 토대로 웹기반의 학습의 인터페이스로 구현하고, 이러한 요소들이 학습, 특히 Bloom이 말한 김이 있는 학습을 촉진하는지를 실험을 통해 살펴보았다. 메타인지를 활용한 웹기반 학습의 효과는 배운 내용의 사후 테스트 점수로 측정되었다. 일반적으로 웹상에서 이루어지는 학습의 일반적인 형태인 학습 중에 확인문제를 푸는 조건 (OX조건)과 확인문제와 학습 내용들 간의 위계 관계를 보여주는 지도를 제시하는 조건 (MAP조건), 이에 덧붙여 사전 계획세우기까지 모두 하는 조건 (PLAN조건)으로 나누어 실험이 진행되었다. 그 결과 첫째, 집단 간 참가자들의 전체적인 학습 점수는 MAP조건이 가장 낮고, OX조건이 중간, PLAN조건이 가장 높은 모습을 보였다. 그러나 이 차이가 통계적으로 유의미하지는 않았다. 또한 모든 조건의 집단에서 행해졌던 학습 중간의 OX점수는 집단별 점수의 차이가 통계적으로 유의미하지는 않았으나, 평균의 차이를 보여주었다. 둘째, 조건별 참가자의 학습 효과는 피상적인 학습수준(암기)에서는 통계적으로 집단 간 유의미한 차이를 보였다. 그러나 감이 있는 수준의 학습(문제해결)에서는 집단 간에 통계적으로 유의미한 학습의 차이를 보이지 않았다. 따라서 깊이있는 학습을 촉진하는 웹기반 학습의 인터페이스 디자인에 대해서는 추후 연구가 필요하다.

• Communications of Mathematical Education
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• v.15
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• pp.23-28
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• 2003

실수계와 n-차원 벡터 공간을 대수적 특성, 순서적 특성 그리고 위상적 특성을 중심으로 전개하고, 실변수 실가 함수와 n-차원 벡터 공간을 정의역으로 하는 실가함수를 연속성 (미분가능성), 단조성 그리고 볼록성을 중심으로 내용을 다룬다. 특히 실생활과 관련하여 이론을 전개하여 학습을 지도할 수 있는 교육과정을 개발하고, 직관적인 사고와 수리 논리적인 사고의 적절한 배합을 통해 학습자들이 적극적으로 학습에 임할 수 있는 교수 학습 방법을 개발하는 것을 목적으로 한다.

• Journal of the Korean Society of Radiology
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• v.14 no.7
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• pp.991-1001
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• 2020

Supervised deep learning technologies for improving the image quality of computed tomography (CT) need a lot of training data. When input images have different characteristics with training images, the technologies cause structural distortion in output images. In this study, an imaging model based on the deep reinforcement learning (DRL) was developed for overcoming the drawbacks of the supervised deep learning technologies and reducing noise in CT images. The DRL model was consisted of shared, value and policy networks, and the networks included convolutional layers, rectified linear unit (ReLU), dilation factors and gate rotation unit (GRU) in order to extract noise features from CT images and improve the performance of the DRL model. Also, the quality of the CT images obtained by using the DRL model was compared to that obtained by using the supervised deep learning model. The results showed that the image accuracy for the DRL model was higher than that for the supervised deep learning model, and the image noise for the DRL model was smaller than that for the supervised deep learning model. Also, the DRL model reduced the noise of the CT images, which had different characteristics with training images. Therefore, the DRL model is able to reduce image noise as well as maintain the structural information of CT images.

• 한국정보교육학회:학술대회논문집
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• 2009.08a
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• pp.249-254
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• 2009

본 연구는 초등학교 읽기 부진 학생의 학업 성취도를 증진시킬 수 있는 Blended learning 설계 전략을 제시하는데 목적이 있다. 이에 따라 읽기 부진아의 원인 및 특성, Blended learning의 개념과 유형에 관한 선행연구를 고찰하고, 읽기 학습부진아의 원인과 개별적 특성을 바탕으로 오프라인과 온라인 학습을 결합한 Blended learning 설계 전략을 탐구하였다. 본 연구에서 제시하는 Blended learning 설계 전략에 따라 읽기 학습부진아를 지도한다면 읽기 학습부진아의 학습참여도 향상과 학업성취도 증진에 많은 도움이 될 것이며, 읽기 학습부진아 지도를 위한 학습 프로그램 개발에 필요한 노력과 비용이 줄어들 것으로 기대된다.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2004.05b
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• pp.158-161
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• 2004

RBF 네트워크의 중간층은 클러스터링하는 층이다. 즉, 이 충의 목적은 주어진 자료 집합을 유사한 클러스터들(homogenous cluster)로 분류하는 것이다. 여기서 유사하다는 것은 입력 데이터들에 대한 특징 벡터 공간사이에서 한 클러스터내의 벡터들 간에 거리를 측정하여 정해진 반경 내에 존재하면 같은 클러스터로 분류하고 정해진 반경 내에 존재하지 않으면 다른 클러스터로 분류한다. 그러나 정해진 반경 내에서 클러스터링하는 것은 잘못된 클러스터를 선택하는 단점을 가지게 된다. 그러므로 중간층을 결정하는 .것은 RBF 네트워크의 전반적인 효율성에 큰 영향을 준다. 따라서 본 논문에서는 효율적으로 중간층을 결정하기 위한 방법으로 퍼지 C-Means 클러스터링 알고리즘을 적용한 퍼지 RBF 네트워크를 제안한다. 제안된 퍼지 RBF 네트워크의 학습은 크게 두 단계로 구분된다. 첫 번째 단계는 입력층과 중간층 사이에 퍼지 C-Means 알고리즘이 수행되고, 두 번째 단계는 중간층과 출력층 사이에 지도학습이 수행된다. 제안된 방법의 학습 성능을 평가하기 위하여 실제 주민등록증에서 추출한 숫자패턴에 적용한 결과, 기존의 RBF네트워크 보다 학습 성능이 개선된 것을 확인하였다.

• Journal of Elementary Mathematics Education in Korea
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• v.10 no.1
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• pp.1-19
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• 2006

It is generally accepted that fostering creative thinking is a core in mathematics education and accumulating research products on that topic is really needed. In this study, I hoped to investigate and verify that in mathematics education it was possible to cultivate creative thinking through various and divergent activities, For this purpose, I delat with some illustrations, in which students learned mathematics through the operational activities using teaching tools, problem solving and problem posing activities, and finally they seemed to foster creative mathematical thinking. In conclusion of this paper, I have suggested that in math education those activities should be used to cultivate students' creative thinking in kindergarten or early elementary school. Also I asserted that it is urgently need to store up research products about various materials and methods for those mathematics teaching and learning.