• Communications of Mathematical Education
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• v.25 no.2
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• pp.361-379
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• 2011

The purposes of this research are to develop Engineering Mathematics materials using the relations between Engineering Mathematics contents and not only pre-study contents but also major contents and to find the effect of the mathematics study which is applying them for students majoring in electronics. To accomplish the goals, I made list of Engineering Mathematics contents which is necessary to study electronics. Based on the list, I researched relations between Engineering Mathematics contents and not only pre-study contents but also major contents. After research, I selected some subjects which are related each other, developed study materials and examined responses to the materials. Then I analysed the effects on study attitude after used developed materials in my class. As a result, the major contents which was described in the introduction of the materials helped students to be motivated to study Engineering Mathematics and Pre-study contents described before Engineering Mathematics contents helped them to concentrate on studying Engineering Mathematics. Also it showed that developed study materials were effective in increasing self-confidence which is one attitude in the subcategories for Mathematics study.

• The Journal of Korean Association of Computer Education
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• v.9 no.1
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• pp.29-39
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• 2006

In this paper, we propose an adaptive tutoring system, which analyzes learning process, subject materials, and test items of students, diagnoses learning problems of them, and then gives proper advice accordingly. In the system, learning materials are constructed using concept map, on which the relationships among learning concepts are represented. Concept map can be used for several purposes in instruction process. Our work considers that new learning knowledge is dependent on what is already known. That is, it means that precedent concepts should be thoroughly learned for students to comprehend new concepts. After grasping the learning state of students for precedent concepts to be required before learning new concepts, our system provides proper learning materials for want of them, diagnoses the concepts which students have trouble to understand in the learning process, and provides suggestions for it.

• Proceedings of the Korea Society for Industrial Systems Conference
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• 2002.06a
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• pp.248-259
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• 2002

최근의 새로운 교수 학습 형태인 웹기반 교육에서의 가장 중요한 요소는 시.공간적으로 떨어져 있는 학습자의 학습 상황을 파악하고 분석하여, 학습자에게 적절한 학습내용과 과정을 제시하는 하는 것이 무엇보다도 중요하다. 본 연구에서는 웹기반 교수 시스템에서 학습자의 수준에 맞는 적합한 학습 내용과 평가 문제를 제공하고, 그 평가 결과를 분석하여 반복학습 및 심화학습을 효과적으로 제공하고, 차기 학습을 할 경우에 이에 기초하여 적절한 학습이 이루어질 수 있도록 한다. 이를 위해 코스웨어를 설계시 학습목표의 중요도, 학습내용의 난이도, 학습목표와 학습내용과의 관련성과 각 항목의 가중치를 고려한 퍼지 함수에 의해 퍼지 소속성을 가진 퍼지 언어 변수로 각 프레임에 대한 수준을 표현한다. 또한, 학습의 평가도 문제의 난이도, 관련학습 자료의 난이도, 관련 학습목표의 중요도, 각각의 관련성을 고려하여 퍼지 함수에 의해 언어 변수로 평가된다. 이와 같이 퍼지 함수를 이용함으로써 학습자의 수준을 분석하고, 이에 적절한 학습 및 평가 내용을 제공하는데 여러가지 다양하고 불확실한 요소들을 고려하여 처리함으로써 보다 융통성 있고 효과적인 교수 학습 방법이 될 수 있다.

• Proceedings of the Korean Information Science Society Conference
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• 2001.10b
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• pp.565-567
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• 2001

웹의 등장으로 인터넷이 보편화됨에 따라 웹을 기반으로 하는 가상 강의실이 많이 구축되고 시다. 웹을 기반으로 하는 가상 강의실은 학습자에게 많고 다양한 정보를 제공하는 장점이 있다. 하지만, 기존 가상 강의실 시스템에서 제공하는 학습내용이 대부분 교수의 임의의 한 수준으로 제공되고 있어 학습자 개개인의 학습수준이나 목적에 맞는 학습내용을 제공하지 못하는 문제점이 있다. 본 논문에서는 이러한 문제점을 해결하기 위하여 수준별 학습내용을 제공할 수 있도록 학습 평가 에이전트를 갖는 웹 기반 가상 강의실을 제안하고 구현한다. 본 가상 강의실의 학습 평가 에이전트는 학습자에게 학습 방향과 목표에 따라 수준에 맞는 학습내용을 제공하기 위하여 학습 전에 학습자의 학습수준을 테스트한다. 이러한 테스트를 위하여 학습 평가 에이전트는 테스트 항목들에 대하여 문항반응이론을 적용한다. 문항반응이론은 문항특성의 불변성, 능력추정의 정확성, 능력추정의 불변성을 가지고 있어 학습자의 단순한 평가가 아니라 학습자의 지식수준이나 이해정도를 구체적으로 평가할 수 있는 장점이 있다. 또한 본 논문에서는 이러한 가상 강의실의 구축에 필요한 데이타베이스 설계와 시스템 환경에 대한 내용을 포함한다.

• The Journal of Korean Association of Computer Education
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• v.11 no.2
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• pp.13-22
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• 2008

This study is to suggest a method of constructing Informatics textbook considering the cognitive development level of middle school learners. We developed 3 types of learning content models according to the educational objectives and activities of learners and then suggested the methods of constructing textbook. For this, we reviewed the related research results on the development characteristics and cognitive development theories of middle school students. Second, we drew instructional schemes from the pedagogic theories. Then, we suggested 3 models: 'Learning Centered on Concept'. 'Learning Centered on Investigation', and ' learning Centered on Actual Training'. We suggested construction schemes to each model and verified the adequacy using questionnaire to 30 teachers and received the positive responses from most teachers.

• School Mathematics
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• v.17 no.4
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• pp.555-570
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• 2015

General and subject guideline for new curriculum are confirmed and plan to announced on September 2015. The development of instructional materials according to them will proceed. Because textbooks have the role and function to determine and control the direction and scope of teaching and learning, Textbook plays a very important role in the situation where teachers and students meet. Thus we get a significant effect depending on the structure of textbook. In this study, we analyzed differences of detail learning content according to high school textbooks focused on utilizing of definite integral. After creating the questionnaire based on it, The survey was conducted targeting for 369 high school mathematics teachers belong to 14 education offices of cities and provinces are polled out by accidental sampling method. Analyzing the results of the survey, We searched various teaching and learning method that arise due to differences of detail learning content according to high school textbooks and thereby it explored the impact on students' mathematics learning. Through this, Our intention is to offer implication about the structure of textbook detail learning contents and to derive the improvements about textbook compilation system.

• Education of Primary School Mathematics
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• v.23 no.1
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• pp.27-44
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• 2020

In this study, we extracted geometrical learning content that is treated similarly in elementary and middle schools, and analyzed the differences between how this study is handled in elementary and middle schools. The analysis tools used in this study were developed by referring to the research results presented by Merrill. Merrill classified the study results into two dimensions: 'performance level' and 'content type', and 'teach station' and 'proposal type' by presenting the contents in the textbook. Based on this classification, this study was conducted. According to the results of the study, nine achievement criteria were extracted as learning factors that were treated similarly in elementary and middle schools. The extracted learning elements were systematically analyzed through analysis tools. The results of this study are expected to provide significant implications for the improvement of mathematics learning and for the improvement of new curricula.

• The KIPS Transactions:PartA
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• v.10A no.4
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• pp.321-330
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• 2003

This paper proposes an agent-based adaptive tutoring system that monitors learning process of learners' and provides learning materials dynamically according to the analyzed learning character. Furthermore, it uses fuzzy concept to evaluate learners' ability and to provide learning materials appropriate to the level of learners'. For this, we design a courseware knowledge structure systematically and then construct a fuzzy level set on the basis of it considering importance of learning targets, difficulty of learning materials and relation degree between learning targets and learning materials. Using agent, monitoring continually the learning process of learners 'inferencing to offer proper hints in case of incorrect answer in learning assesment, composing dynamically learning materials according to the learning feature and the evaluation of assesment, our system implements effectively adaptive instruction system. Moreover, appling the fuzzy concept to the system could naturally consider and ideal with various and uncertain items of learning environment thus could offer more flexible and effective instruction-learning methods.

• Proceedings of the Korea Multimedia Society Conference
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• 2002.05d
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• pp.741-746
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• 2002

본 논문에서는 학습자 스스로가 학습 능력을 조절하고 학습 내용과 시험 평가를 객관적으로 판단할 있는 자기 주도적 학습 내용 및 시험 평가 방법을 제안하였다. 제안된 자기 주도적 학습 내용 및 시험평가 방법은 삼각형 타입의 소속 함수와 퍼지 논리를 이용하여 학습 능력과 시험 능력의 소속도를 계산하고 각각에 대해 퍼지 등급도를 부여하였다. 학습 능력의 소속도와 시험 능력의 소속도에 대해서 퍼지 관계의 연산 및 합성에 의해 최종 소속도를 계산하고 퍼지 등급도를 결정하여 학습자가 학습 능력의 소속도와 시험 능력의 소속도 및 최종 퍼지 등급도를 분석하여 스스로 학습을 조정할 수 있도록 하였다. 그리고 제안된 연구 내용을 정보 검색사 필기 과목에 적용하여 구현하였다.

• Journal of the Korea Society of Computer and Information
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• v.11 no.1 s.39
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• pp.119-128
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• 2006

The web based coursewares that are operating currently can not support individual studying capabilities appropriately. To solve this problem, this paper can provide individual students with a tool that makes contents of lessons to be organized according to study subjects, study objective, and study scope by students. And it is designed for study contents to be condensed into a courseware and be operated in a courseware. Also this method can continuously stimulate a study motivation by providing selective control system without a predefined linear study plan. And it also can have the contents of study coincide with their interests and needs. Therefore this method maximizes accomplishments for the study contents and satisfaction for way of study.