• Journal of KIISE:Computing Practices and Letters
• /
• v.15 no.2
• /
• pp.135-139
• /
• 2009

We present a new ensemble learning method that employs the set of region experts, each of which learns to handle a subset of the training data. We split the training data and generate experts for different regions in the feature space. When classifying a data, we apply a weighted voting among the experts that include the data in their region. We used ten datasets to compare the performance of our new ensemble method with that of single classifiers as well as other ensemble methods such as Bagging and Adaboost. We used SMO, Naive Bayes and C4.5 as base learning algorithms. As a result, we found that the performance of our method is comparable to that of Adaboost and Bagging when the base learner is C4.5. In the remaining cases, our method outperformed the benchmark methods.

• Journal of the Korean association of regional geographers
• /
• v.11 no.4
• /
• pp.536-545
• /
• 2005

The aim of this Study is to suggest regional learning methods using Landsat ETM and IKONOS images in the 7th Social Studies Curriculum in high school. In the program of 10 grade social studies, curriculum is constructed on the focus of conceptual learning, excluded in practice and activities on the regional learning. Regional learning, which is to goal understanding of regional environments and establishment of identities, is an essential part in student's field work and investigation activities, but with difficulties in application of schooling in the present curriculum, intended to propose substitute methods with satellite images. This study suggests learning methods for perception of region with the resolution of satellite images. The results of the study may help to extend learning and interests on the geography with practical application to GIS and RS.

• Journal of the Korean association of regional geographers
• /
• v.12 no.2
• /
• pp.281-290
• /
• 2006

Map uses graphic language of dot, line and area to represent surface of the earth. Map has been adopted as tools for regional and cartography learning to improve graphicacy in geography education. Due to the rapid development in GIS and internet, practical use of maps has been extended in various study area. This Study is to develope web-based leaning materials for self-controled geography instruction. As learning materials for this aim, it has been constructed WebGIS for topography and thematic maps with boundary map of Chungbuk, digital map of Jochiwon(1:25,000), statistic data and field images. Function of WebGIS intend to improve skills on geo-information collection and spatial query, regional difference of spatial distribution. Individual learning using internet can make an improvement of learner centeredness and problem-solving. Finally, it will be expected to be suggest one of the education guide as blueprint in info-society.

• 한국정보교육학회:학술대회논문집
• /
• 2007.08a
• /
• pp.306-311
• /
• 2007

오늘날 정보화 사회로의 변화로 인하여 컴퓨터와 인터넷이 우리 일상생활에서 차지하는 비중이 갈수록 커지고 있으며 제7차 교육과정 사회과에서도 최근 컴퓨터 통신과 인터넷의 발달로 새로운 형태의 지역화 자료의 유형과 활용 방안이 중요시되고 있다. 본 연구에서 개발한 웹 기반 지역화 학습 시스템은 정보화 시대의 요구에 부응하여 초등학교 3학년 사회과 교육과정을 중심으로 경기도 평택 지역의 내용을 학습할 수 있도록 하였다. 또한 현재 학교 현장에서 주된 학습 자료로 쓰이고 있는 초등학교 3학년 지역화 보조 교과서 외에 학생들이 자기 주도적으로 웹에서 활용할 수 있는 학습 시스템을 제작함으로써 부족한 지역 자료를 제공한다.

• Journal of the Korean Geographical Society
• /
• v.36 no.4
• /
• pp.483-494
• /
• 2001

The purpose of this study is to analyze the relation between regional identity and national identity in a regional textbook in Korea. In geography education, regional textbooks are curriculum materials which represent regional identity based on territorial difference from other regions. In local curriculum level, the harmony between national unity and regional identity is to be pursued as educational objective. However, this harmony appears to be distorted in the school textbook in Je-Ju Province, a case region. For example, Confucian cultural landscapes are represented as otherness in regional discourses, but togetherness in the regional textbook. Also, the regional textbook implies that the boundary of external territorialization is mainly not regions but nations, and it seems to intend that leasers get a sense of place towards their region as periphery of nation. Therefore, we argue that regional identity, which must be stressed in a regional textbook, is marginalized in a case region.

• Journal of the Korean association of regional geographers
• /
• v.14 no.2
• /
• pp.159-172
• /
• 2008

The purpose of this study is to analyse the content of regional learning in social studies textbooks for the 1st-year and 3rd-year middles school. The content of regional learning in social studies for middle school is described with not layered scale between local and global but segmented scale. So this study selected Andong city as an exemplary case and reconstructed the learning content and class to things necessary in the age of globalization. In the class for designing the local image of Andong, the students were advised to visit the homepage in Andong city. In the course. students showed increasing interest in local festivals, events, locality promotion, etc. executed by Andong. Many of the students were interested in activity designing new local images of Andong. In particular, According to the result of applying localization learning necessary in the age of globalization to 1st-year middle school students, the class was found to be understood adequately. It is needed to develop localization teaching-learning programs fit for the developmental stage of 1st-year middle school students.

• Proceedings of the Korean Information Science Society Conference
• /
• 2004.10a
• /
• pp.217-219
• /
• 2004

본 연구에서는 Feedforward Neural Network에 적용될 수 있는 개선된 학습 알고리즘을 개발하고자 한다. 제시된 알고리즘을 이용하여 학습을 할 때 학습 초기는 가장 단순한 경우로써 한 개의 학습 패턴과 은닉 층으로부터 시작한다. 신경망 학습 중에 지역 최소값에 수렴되면 weights scaling 기법을 이용하여 지역 최소값을 벗어나도록 한다. 지역 최소값의 탈출이 용이하지 않으면 은닉노드를 점차적으로 추가한다. 이러한 단계에서 새롭게 추가된 노드에 대한 초기값 선택은 선형계획법을 이용한 최적 처리절차론 이용한다. 최적 처리절차의 결과로써 은닉 층의 노드가 추가된 후의 네트워크는 학습회수를 증가시키지 않아도 학습 허용오차를 만족시킬 수 있다 본 연구에서 적용한 개선된 알고리즘을 이용하면 신경망 학습시의 수렴 정도를 높여주고 최소한의 단순 구조를 갖는 신경망으로 추정할 수 있게 하며, 이 결과를 모의실험을 통하여 살펴보고 기존의 연구 결과와 비교한다.

• Journal of the Korean association of regional geographers
• /
• v.10 no.2
• /
• pp.466-478
• /
• 2004

Regional learning in social studies has an important educational meaning in that it is a tabloid edition of social studies and it also satisfies the regionalization of national curriculum. Social studies in Korea have mainly been led by the social study curriculum of elementary school. But the local textbook which was currently used in elementary school is structured in a negative meaning of regionalization rather than positive one. It is suggested in this study that the regional learning of social studies in middle school should be pursued by the co-work of teachers and students. For this purpose, the theoretical and practical processes to develop the local textbook are compared between two distinctive localities such as Sancheong and Seosan. At first, the relative ratio among the six strands is decided to develop several themes for regional learning, considering the landscape, region-related discourses and ecological environments in each region. Secondly, several themes are extracted to organize the contents of local textbook in each region. Lastly, examples of content-organization are suggested in each region. The processes above are just an example of content-organization, not a fixed one. The process, themes extracted, and the content-organization for each region may be changed according to the school location, local situation, and the quality of classroom.

• Journal of the Korean Geographical Society
• /
• v.37 no.2
• /
• pp.177-190
• /
• 2002

In this article, I intended to develop the contents of regional learning in social studies and in geography education. In achieving the goal of regional teaming, we have to investigate three facets, i .e. theoretical, organizational, and practical facet. In particular, practical facet is very important one in that it is directly related to content development. As the criteria of content constitution, I proposed two elements, 'historical-geographical landscape'and 'region-related discourse' which are pertinent to the case region, Yonsan in Chungcheongnam-do, Korea. And then, on the basis of disciplinary results in geography, I developed the scope and sequence of contents by utilizing three lagers of space which are 'habitat space', 'social space', and 'power space', three geographical concepts of 'site→symbolic landscape→territoriality', and three spatial scales of 'local→inter-local →regional one'correspondingly.

• Journal of the Korean association of regional geographers
• /
• v.12 no.1
• /
• pp.142-153
• /
• 2006

The purpose of this paper is to develop effective lesson planning and to describe what happened when GIS was integrated in the teaching and learning of regional geography in a highschool classroom. To achieve this, first, regional geography learning modules were designed using strands model. Second, six hour instructions were carried out. Third, students' reflections were analysed. Fourth, suggestions for the next implementation of GIS in regional learning are discussed. The results of the study are as follows. First, students showed interest in learning with GIS and they engaged actively in the teaching-learning process. Second, GIS was effective for enhancing students' achievement on concepts about GIS and mapping. Third, GIS promoted students' interest on regional learning. Fourth, students preferred collaborative GIS learning. Finally, GIS was not shown to be entirely effective in this case, due to the limited access to appropriate hardware and lack of time.