• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.5
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• pp.532-542
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• 2020

This study was undertaken to identify effects of the peer group reading program (PGRP) on the tenacity, self-resilience, and adaptation to university life of new entrants to the university. This was a non-equivalence control group quasi-experimental research study design. The subjects examined were entrants at the S University. The experimental group was provided the PGRP, and the control group was provided a general program for 13 weeks. The PGRP consisted of three or four students per group. Each group read one book for one week. Subsequently, all students gathered and presented their reading reports and discussed their comments, once a week. Data were analyzed using Chi-square test and t-test to compare the differences between both groups. A total of 73 subjects were included in the study: 34 in the experimental group and 39 in the control group. There were no significant differences in the general characteristics between the groups. Furthermore, no significant differences were observed between both groups before the intervention; however, the experimental group showed improved tenacity (p<0.01) and self-resilience (p=0.020) after the intervention, which were significantly different between both groups. Our results indicate the requirement to develop and apply various reading programs for improving the personality, self-resilience, and college life adaptability of university entrants.

• Journal of The Korean Association For Science Education
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• v.22 no.4
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• pp.862-871
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• 2002

We investigated elementary students' conceptions of the simple electric circuit using a battery, a bulb and a wire, and made comparison between the cognitive conflict through peer discussion and the cognitive conflict through physical experience. Two hundred and sixty-four sixth grade students who already had learned about the electric circuit were participated. The questionnaire to investigate the student's conceptions about simple electric circuit consisted of 5 items drawing the wire connections between a battery and a bulb to light the bulb. The students in the discussion group paired randomly with student who had different conceptions, and then each pairs discussed about their ideas freely with each other. After discussion they conducted CCLT(Cognitive Conflict Level Test) which consisted of 4 factors; recognition, interest, anxiety, reappraisal. The physical experience group conducted a task in which they connected a battery and a bulb with a wire, then conducted CCLT. The sixth graders had various misconceptions. Most students were not aware of the scope of negative battery terminal and two electric terminals of a bulb. Many students emphasized the tip of a bulb and positive battery terminal. The score of CCLT in the discussion group was higher than in the physical experience group. This results showed that discussion with peers was more effective than physical experience to arouse cognitive conflict.

• Journal of Convergence for Information Technology
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• v.10 no.1
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• pp.149-157
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• 2020

This study aimed to explore the change of engineering students' competencies through the havruta class. In the havruta class, engineering students' competencies were compared with pre-test and post-test. The research tool was developed by selecting learning readiness, academic self-efficacy, and communication ability as the learner's competence in the havruta class. Finally, 105 data were analyzed with SPSS 21.0 for windows. First, there was a statistically significant difference in learning readiness. Second, there was no statistically significant difference in academic self-efficacy. Third, there was a statistically significant difference in communication ability. It was found that there was a positive change of competencies in learning readiness ability and communication ability in the havruta class. Although the findings are difficult to generalize to all majors, these results will be a useful basis for instructors who want to apply the havruta class.

• Journal of The Korean Association For Science Education
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• v.30 no.5
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• pp.544-556
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• 2010

The purpose of this study was to investigate the change in beginning science teachers' inquiry-oriented teaching practice through mentoring program. Participants in this study are three mentor teachers and three beginning teachers. The three beginning teachers are middle school science teachers who have less than four years teaching experience. Also three science teachers participated in the program as mentors, who have more than twelve years teaching experience. We collected data such as video recordings of beginning teachers' classes, lesson plans, recordings of one to one mentoring and RTOP class observation reports. Mentor teachers observed and analyzed five classes of each beginning teacher. Before the mentoring program, beginning teachers' teaching methods were more concept-oriented and teacheroriented. They rarely used inquiry-elements including prediction, reasoning, hypothesizing and students were not actively engaged in communicative interactions in a classroom. But during the mentoring program, these teachers recognized and responded to student diversity and encouraged all students to participate in science learning. Beginning teachers' teaching methods have changed to become student-oriented, teachers and students collaborated in pursuit of ideas, and students often initiated new activities relevant to an inquiry. As a result, this mentoring program provided beginning teachers the opportunities to reflect on their own teaching and reform their classes. The results show that school-centered mentoring program is helpful to enhance beginning science teachers' inquiry-oriented teaching ability.

• The Journal of the Korea Contents Association
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• v.21 no.9
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• pp.105-116
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• 2021

Habruta is a question-based learning that talks, discusses, and argues in pairs. In particular, the famous painting Habruta is being implemented for the purpose of enhancing the appreciation ability of paintings and enriching the expressive power through questions and answers about the famous paintings. In this study, in order to support the famous painting Habruta for oriental paintings, we propose a method of automatically generating questions from the gender perspective of oriental painting characters using the current deep learning technology. Specifically, in this study, based on the pre-trained model, VGG16, we propose a model that can effectively analyze the features of Asian paintings by performing fine-tuning. In addition, we classify the types of questions into three types: fact, imagination, and applied questions used in the famous Habruta, and subdivide each question according to the character to derive a total of 9 question patterns. In order to verify the feasibilityof the proposed methodology, we conducted an experiment that analyzed 300 characters of actual oriental paintings. As a result of the experiment, we confirmed that the gender classification model according to our methodology shows higher accuracy than the existing model.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.22 no.11
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• pp.1455-1461
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• 2018

This paper presents a kernel analysis of weighted linear interpolation based on even-odd decomposition (EOD). The EOD method has advantages in that it provides low-complexity and improved image quality than the CCI method. However, since the kernel of EOD has not studied before and its analysis has not been addressed yet, this paper proposes the kernel function and its analysis. The kernel function is divided into odd and even terms. And then, the kernel is accomplished by summing the two terms. The proposed kernel is adjustable by a parameter. The parameter influences efficiency in the EOD based WLI process. Also, the kernel shapes are proposed by adjusting the parameter. In addition, the discussion with respect to the parameter is given to understand the parameter. A preliminary experiment on the kernel shape is presented to understand the adjustable parameter and corresponding kernel.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.4
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• pp.695-715
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• 2016

This study is on the teaching method for the students who belong to the same school (one, the gifted class, passed gifted education of Science High school ), 1-1, face-to-face learning (two, good students in regular classroom) with a teacher, paired learning teams (4 people, gifted classes), and group lessons (20 people, gifted classes) and using the justification analysis framework tool(PIRSO) of Kim(2010) analyzes the justification element of the students in the group classes regular polygons paper was to explore ways to improve the justification of the folding maps activities. As a result, the width of the largest polygon difficulty level appropriate to the class for gifted elementary school classes but the individual learning style of the 1-1 face-to-face with a teacher or discussion with colleagues and cooperative approach is justified, rather than the material of the study of origami activities it turned out to be more effective in improving the level of justification. Unlike the individual learning activities, the exploration for class is the need to strain in parallel to the student is selected as needed, rather than serial manner was confirmed that it is necessary to clearly present problems even from the beginning. Development of teaching through the implications obtained from this method of reconstruction activities and proposed improvement measures for questioning.