• Communications of Mathematical Education
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• v.30 no.3
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• pp.375-392
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• 2016

The purpose of this study is to provide a philosophical reflection on mathematical process consistently emphasized in our curriculum and to stress the importance of sharing creativity and its applicability to the mathematical process with the value of sharing and participation. For this purpose, we describe five stages of changing process in a peer mentoring teaching method conducted by a teacher who taught this method for 17 years with the goal of sharing creativity and examine components of mathematical process and their impact on it in each stage based on learning environment, learning process, and assessment. Results suggest that six principles should be underlined and considered for students to be actively involved in mathematical process. After analyzing changes in the five stages of the peer mentoring teaching method, the five principles scrutinized in mathematical process are the principles of continuous interactivity, contextual dependence, bidirectional development, teacher capability, and student participation. On the basis of these five principles, the principle of cooperative creativity is extracted from effective changes of mathematical process as a guiding force.

• Journal of Digital Convergence
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• v.17 no.9
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• pp.23-30
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• 2019

The development of content for language education using AR/VR technology is a necessary task to be pursued in line with commercialization of 5G. Research on service platform for systematic management and service is currently being carried out by global companies competitively, The unique language education service model for unique areas of culture has the right to pursue R & D jointly with Korea and China. In this study, we applied the developed "Korean language education service platform for Chinese people based on e-learning" to improve the acceptance of AR/VR contents and applied AR/VR technology to video-based language education contents. And to present a new paradigm of language education. Contents development is to develop AR-based vocabulary learning services, develop experiential learning contents for VR-based step-by-step situations, and gradually develop contents to enable beginner / intermediate / advanced language education services. The service platform enables management of learning management and learning contents, and complies with metadata attributes to complete a platform capable of accommodating large capacity AR/VR contents. In the future, systematic research will be carried out in order to develop as a portal for educational services through development of various contents using mixed reality technology.

• The KIPS Transactions:PartB
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• v.14B no.7
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• pp.531-540
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• 2007

In this research, we proposed a two-phase hybrid stock price forecasting model with cointegration tests and artificial neural networks. Using not only the related stocks to the target stock but also the past information as input features in neural networks, the new model showed an improved performance in forecasting than that of the usual neural networks. Firstly in order to extract stocks which have long run relationships with the target stock, we made use of Johansen's cointegration test. In stock market, some stocks are apt to vary similarly and these phenomenon can be very informative to forecast the target stock. Johansen's cointegration test provides whether variables are related and whether the relationship is statistically significant. Secondly, we learned the model which includes lagged variables of the target and related stocks in addition to other characteristics of them. Although former research usually did not incorporate those variables, it is well known that most economic time series data are depend on its past value. Also, it is common in econometric literatures to consider lagged values as dependent variables. We implemented a price direction forecasting system for KOSPI index to examine the performance of the proposed model. As the result, our model had 11.29% higher forecasting accuracy on average than the model learned without cointegration test and also showed 10.59% higher on average than the model which randomly selected stocks to make the size of the feature set same as that of the proposed model.

• Journal of Korean Home Economics Education Association
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• v.31 no.3
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• pp.91-116
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• 2019

The purpose of this study is to examine the meaning of Changemaker education and to investigate the significance of Changemaker education in home economics education through a study of growth of learners applying the TEMPS program. To this end, first, the concept of Changemaker education was defined. Changemaker education is an education that changes society in a positive direction through a process of thinking about, learning about, making, and participating(playing) in various problems that we face in real life and drawing out solutions and share he solutions with others. Second, in this reasearch, the direction of Changemaker education is to make them interested in social problems and solve it and to make both the family and the career life happy and healthy by collaborating with other people. The scope of the contents is defined as "the selection of the content elements of the five domains of the child family, diet nutrition, clothing, housing and consumer life". As a way of teaching, we suggested that the TEMPS phase is followed so that the session purpose is achieved. Third, the Changemaker program consists of five steps of TEMPS among the five key ideas of Changemaker education. T(Thinking) is the step of understanding the problem and thinking about how to solve it, and E(Education) is getting the background for the next step. M(Making) is a step to create a target for problem solving, and P(Participation) and P(Play) are steps to Participation and enjoy. S(Share) is a step of changing the society through the result display, SNS sharing, and class presentation. In this study, 12 programs for middle school and 15 programs for high school were developed on the basis of TEMPS level. Each of the programs consists of 2 to 12 unit hours, which add up to 68 hours in the middle school program and 68 in high school. The learners who participated in the Changemaker program for one year (March 2, 2018~December 31, 2018) will experience improvement in many aspects including the linkage of life and education, practical ability, self-directed learning, self-esteem, sense of achievement and self-reflection, sensory observation, and so on.

• Journal of the Korea Society of Computer and Information
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• v.27 no.2
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• pp.43-51
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• 2022

In this paper, we suggest the method to improve the existing method leaning context-free grammar(CFG) using tabular representation(TBL) as a chromosome of genetic algorithm in grammatical inference and show the more efficient experimental result. We have two improvements. The first is to improve the formula to reflect the learning evaluation of positive and negative examples at the same time for the fitness function. The second is to classify partitions corresponding to TBLs generated from positive learning examples according to the size of the learning string, proceed with the evolution process by class, and adjust the composition ratio according to the success rate to apply the learning method linked to survival in the next generation. These improvements provide better efficiency than the existing method by solving the complexity and difficulty in the crossover and generalization steps between several individuals according to the size of the learning examples. We experiment with the languages proposed in the existing method, and the results show a rather fast generation rate that takes fewer generations to complete learning with the same success rate than the existing method. In the future, this method can be tried for extended CYK, and furthermore, it suggests the possibility of being applied to more complex parsing tables.

• Proceedings of the Korea Water Resources Association Conference
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• 2020.06a
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• pp.110-110
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• 2020

최근 낙동강유역에서는 여름철 폭염 및 가뭄의 영향으로 조류대경보가 발령되고 있으며, 급격한 수질환경적 변화가 이루어지고 있다. 본 연구대상유역인 낙동강에서도 가뭄으로 인해 녹조가 발생하여 조류경보가 발령되었다. 남조류의 대발생은 대량 번성 및 사멸에 따라 수체 내 산소 고갈 및 유기물 증가와 같은 문제를 야기하고 있다. 또한 남조류가 분비하는 독성물질 또한 수생태계와 인체에 유해하다. 그리고 인체에는 무해하다고 밝혀졌지만 수돗물 등에서 흙냄새와 같은 좋지 않은 냄새를 유발하는 냄새물인 지오스민, 2-MIB을 분비하여 정수공급체계의 악영향을 미친다. 본 연구대상 지점인 낙동강은 다기능 보 건설로 인해 하천 수심이 증가하고 유속이 느려지면서 정체성 수역 특성을 나타내고 있다. 이는 호소성 수역 특성을 나타내고 있음과 동시에 녹조발생과 같은 수질환경적 변화가 이루어지고 있다는 것을 의미한다. 본 연구에서 시각화 분석을 통해 낙동강 하류 남조류 발생현황을 분석하였으며, 랜덤포레스트를 이용하여 지점별 남조류 발생 주요 영향인자를 도출하였다. 조류경보제 발생 등급은 발령기준으로 관심, 위험, 대발생으로 구분된다. 학습데이터로 관심단계 기준인 남조류세포수 1,000 cell/mL 보다 작게 측정된 데이터들은 관심미만의 데이터로 Normal 등급으로 구분하였다. 구분된 발생등급을 범주형 변수로 설정하여 학습 데이터를 통해 모형을 구축하고 검증 데이터를 이용하여 모형 정확성을 평가하였다. 본 연구를 통해 조류발생 주요 영향인자를 도출하고 변수별 중요도를 평가를 통해 지점별 녹조 발생특성을 비교 분석하였다.

• The Journal of the Convergence on Culture Technology
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• v.9 no.6
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• pp.531-538
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• 2023

Recently, many university classes have been changing from instructor-centered classes to learner-centered classes, and universities are trying to establish a new direction for university education, especially to foster talented people suitable for the Fourth Industrial Revolution. To this end, universities are presenting various competencies necessary for students and focusing on research on efficient education plans for each competency. Among them, creativity is considered the most important competency that students should obtain in universities. Developing a creative problem-solving-based subject where various majors gather to produce results while conducting creative team activities away from desk classes is considered a meaningful subject to cultivate capacities suitable for the requirements of the times. Therefore, this study purpose to develop creative problem-solving-based subjects and analyze the results of class progress. This creative problem-solving-based class is an Action Learning class for step-by-step idea development, which starts with a theoretical lecture for creative idea development and then consists of five stages of Action Learning. The tasks of action learning used in this class consisted of ceramic expression to increase the intimacy of the formed group and the group's collective expression, ideas in life to combine and compress individual ideas into one, environmental improvement programs around schools, and finally UCC on various topics. In the theoretical lecture conducted throughout the class, a class was conducted on Scientific Thinking for creative problem solving, and then a group-type action learning class was conducted sequentially. This Action Learnin process gradually increased the difficulty level and led to in-depth learning by increasing the level of difficulty step by step.

• 한국사회정책
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• v.25 no.2
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• pp.95-124
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• 2018

This study aims to compare and analyze the work-based learning programs of the U.K. in order to find out the successful strategies of the Korea's youth internship which has not got employment effects. Furthermore, to seek a fundamental improvement plan of the Korea's work-based learning programs. The implications through comparative analysis are as follows. For internship performances, the curriculum should be standardized on the basis of industry-specific job criteria, which can be reflected by industrial demands and be correspond to needs at the workplace. Also, it is imperative that the curriculum is linked to national qualifications to guarantee the job ability. Additionally, an infrastructure for effectively monitoring, managing, and evaluating programs should be established. However, these strategies are still constrained in improving the job ability of vulnerable targets and fostering the future-leading manpower in the new industry. In order to reform the work-based learning program, it needs to be structured with a variety of programs suitable for different levels of participants by introducing traineeship, apprenticeship and further education.

• The Journal of the Korea Contents Association
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• v.21 no.10
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• pp.115-126
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• 2021

The purpose of this study is to closely analyze the case of blended-learning in order to provide a diverse and flexible learning environment while maintaining the nature of face-to-face classes, and to identify the learning environment that supports blended-learning in each class step and the educational experience of students. The experience and satisfaction of blended learning were investigated in various ways: course evaluation, LMS activity evaluation, and questionnaire before and after the class. As a result, the blended-learning is better than the traditional face-to-face classes, in providing real-time feedback, opportunities for various interactions, and textual conversations, anytime and anywhere. In addition, as a result of the preliminary survey, as a measure to solve the opinion that concentration was reduced due to problems such as networks and felt uncomfortable in the communication part, the theory and lectures of the design practice class were conducted non-face-to-face. The individual Q&A and feedback were conducted face-to-face and non-face-to-face. As a result of the follow-up survey, it was found that concentration and efficiency could be improved. This opens up possibilities for active use of the online environment in design practice classes.

• The Journal of the Convergence on Culture Technology
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• v.8 no.1
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• pp.227-238
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• 2022

This study is the case of non-face-to-face teaching-learning in the subject of "Research and Guidance on Early Childhood Materials" in the pre-child teacher training program. The study conducted a non-face-to-face teaching-learning model for 18 students at B University in region C who took lectures on 'Research and Guidance on Early Childhood Materials' in the first semester of 2021. As a non-face-to-face teaching-learning model, it consisted of video lectures, real-time zoom classes, and various forms of 'communication' through frequent feedback and interaction and 'participation'. As a teaching-learning strategy for the participation of pre-service early childhood teachers, comment on questions related to early childhood materials, in-depth reflection on early childhood materials through writing reflective journals and observation reports, and step-by-step presentation of making childhood materials plans, processes, and results were carried out. As a result of exploring the experience of making early childhood materials for pre-service early childhood teachers, factors such as "growth experience through trial and error," "thinking from child's point of view", "Increase efficiency and reduce burden through communication", "Process rather than result" and "The importance of communication and interaction in non-face-to-face classes"