• Journal of the Korean association of regional geographers
• /
• v.16 no.5
• /
• pp.572-589
• /
• 2010

With the advent of lifelong learning society, most of the cities in Korea have been promoting the construction of lifelong learning city. At this point, the purpose of this study is to configure regional learning programs and apply them to the actual world. Important results of this study can be outlined as follows; First, the regional learning programs in the lifelong learning society are desirable to be configurated with the situated learning method focused on the characteristics of learners, instructors and the local contexts. In addition, the active training of regional human resources such as organizing learning circles and SERVICE-LEARNING through the participation of them is effective as a teaching method. Secondly, the consequence through the field excursion calling itself 'the geography exploration group', organized by the researcher and involved with participants together provoked the paradigm shift on their region and the regional identity. Thirdly, the active participation of local experts including geography teachers should be needed for the popularization of geography education. Hence, if we continue to develop the local learning programs tailored to regional traits and apply them to the actual world, geography education will play an important role to build the stable foundation in the lifelong learning society.

• Journal of the Korean earth science society
• /
• v.31 no.3
• /
• pp.259-266
• /
• 2010

High school students' understanding hierarchy of astronomical concepts and an individual student's knowledge state are analyzed by using the knowledge space theory that allows one to infer an individual's entire knowledge on a subject based on fragmentary information coming from that student's answers. The hierarchy of astronomical space concepts is: spatial position$\ll$spatial reasoning$\ll$spatial variation. In addition, an analysis of assessment materials using the knowledge space theory shows not only the relationship of assessment questions but also the knowledge state of individual students, which the current evaluation method is not able to reveal. Therefore, the assessment analysis of this study using the knowledge space theory becomes critically instrumental in providing information of an instructional differentiation amenable to individual learners for deciding their level of understanding and selecting suitable curriculum.

• Journal of the Korean School Mathematics Society
• /
• v.19 no.1
• /
• pp.63-82
• /
• 2016

Mathematical notation is the main means to realize the power of mathematics. Under this perspective, this study analyzed the difficulties of learning an irrational number concept in terms of notation. I tried to find ways to overcome the difficulties arising from the notation. There are two primary ideas in the notation of irrational number using root. The first is that an irrational number should be represented by letter because it can not be expressed by decimal or fraction. The second is that $\sqrt{2}$ is a notation added the number in order to highlight the features that it can be 2 when it is squared. However it is difficult for learner to notice the reasons for using the root because the textbook does not provide the opportunity to discover. Furthermore, the reduction of the transparency for the letter in the development of history is more difficult to access from the conceptual aspects. Thus 'epistemological obstacles resulting from the double context' and 'epistemological obstacles originated by strengthening the transparency of the number' is expected. To overcome such epistemological obstacles, it is necessary to premise 'providing opportunities for development of notation' and 'an experience using the notation enhanced the transparency of the letter that the existing'. Based on these principles, this study proposed a plan consisting of six steps.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.13 no.5
• /
• pp.2030-2037
• /
• 2012

The purpose of this research is to suggest a model or method of needs analysis for designing syllabuses. As the learner-centered approach in teaching and learning methods becomes general, the learners' needs or wants should be reflected on the syllabus design. However, standardized scores in the previous research have disadvantages to be distorted in data interpretations because the difference between the maximum value and minimum value is so big compared to the Likert 5 scales. To solve this disadvantage, the Max-Min method is used in the needs analysis for the syllabus design. So, the differences are presented. Needs analyses need to be selected variously according to situations. Thus, further researches are needed to develop several new methods as well as the Max-Min method or the standardized score method for the whole needs analyses.

• The Journal of the Korea Contents Association
• /
• v.20 no.1
• /
• pp.562-572
• /
• 2020

This study analyzed subjectivity of underachievers on Peer Assisted Learning(PAS) in culinary skills related subject for providing better educational environment through consideration of educational efficiency of particular teaching method. Q Methodology was employed for analysing of responses of a small group of the students. The research found that three types of distinctive structures of responses of the students' subjectivity. The first one was Increase learning effectiveness type(Type1, N=8), the second one was Development of lesson materials for passive students(Type2, N=8), and the last one was Practical self-directed learning needs development(Type3, N=6). From the result, PAS was an effective teaching method for underachievers for encouraging participation of study program, helping to rise self-confidence in subject's tasks, and awareness of self directed learning and additional study on subjects matters. The study, however, found that students could consider themselves as an interruption to other students' study progress, and could feel other students' awareness as a burden. At last, forming a class by deeper consideration on the learning levels of each students and providing additional educational contents for encouraging self directed learning are necessary for the better efficiency for the future.

• Proceedings of the Korean Institute of Intelligent Systems Conference
• /
• 2006.11a
• /
• pp.61-64
• /
• 2006

SVDD(support vector data description)는 one-class 서포트 벡터 학습 방법론 중 하나로 비정상 물체에서 정상 데이터를 구분하기 위해서 특징 공간(feature space)에서 정의된 구를 이용하는 전략을 쓰는 방법론이다. 하지만 SVDD는 모든 데이터에 대해서 같은 중요도를 부가하는 단점을 가지고 있다. 최근에, 이런 문제점을 보완하기 위해 데이터의 밀도 분포에 따라서 중요도를 다르게 부가하는 D-SVDD(density-induced support vector data description) 방법론이 발표되었고, 아직도 많은 연구가 진행되고 있다. 본 논문에서는 D-SVDD를 이용해서 노이즈가 섞인 비정상 데이터를 노이즈가 제거된 정상 데이터로 복원하는 방법에 대해서 논한다. 특히, 본 논문에서 제안하는 방법론을 다른 방법론과 비교하여 본 논문의 방법론의 효용성에 대해서 다룬다.

• The Science & Technology
• /
• v.16 no.6 s.169
• /
• pp.60-64
• /
• 1983

• Proceedings of the KHMA Conference
• /
• 2008.05a
• /
• pp.59-62
• /
• 2008

• Proceedings of the KHMA Conference
• /
• 2008.05a
• /
• pp.63-64
• /
• 2008

• 한국지구과학회:학술대회논문집
• /
• 2001.09a
• /
• pp.50-50
• /
• 2001