• Korean Journal of Cognitive Science
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• v.20 no.2
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• pp.125-154
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• 2009

This paper describes the possibility of human physiological data, especially brain-wave activity, to detect cognitive overload, a phenomenon that may occur while learner uses an e-learning system. If it is found that cognitive overload to be detectable, providing appropriate feedback to learners may be possible. To illustrate the possibility, while engaging in cognitive activities, cognitive load levels were measured by EEG (electroencephalogram) to seek detection of cognitive overload. The task given to learner was a computerized listening and recall test designed to measure working memory capacity, and the test had four progressively increasing degrees of difficulty. Eight male, right-handed, university students were asked to answer 4 sets of tests and each test took from 61 seconds to 198 seconds. A correction ratio was then calculated and EEG results analyzed. The correction ratio of listening and recall tests were 84.5%, 90.6%, 62.5% and 56.3% respectively, and the degree of difficulty had statistical significance. The data highlighted learner cognitive overload on test level of 3 and 4, the higher level tests. Second, the SEF-95% value was greater on test3 and 4 than on tests 1 and 2 indicating that tests 3 and 4 imposed greater cognitive load on participants. Third, the relative power of EEG gamma wave rapidly increased on the 3rd and $4^{th}$ test, and signals from channel F3, F4, C4, F7, and F8 showed statistically significance. These five channels are surrounding the brain's Broca area, and from a brain mapping analysis it was found that F8, right-half of the brain area, was activated relative to the degree of difficulty. Lastly, cross relation analysis showed greater increasing in synchronization at test3 and $4^{th}$ at test1 and 2. From these findings, it is possible to measure brain cognitive load level and cognitive over load via brain activity, which may provide atimely feedback scheme for e-learning systems.

• Journal of the Korea Society of Computer and Information
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• v.16 no.3
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• pp.175-187
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• 2011

Since insects play important roles in existence of plants and other animals in the natural environment, they are considered as necessary biological resources from the perspectives of those biodiversity conservation and national utilization strategy. For the conservation and utilization of insect species, an observational learning environment is needed for non-experts such as citizens and students to take interest in insects in the natural ecosystem. The insect identification is a main factor for the observational learning. A current time-consuming search method by insect classification is inefficient because it needs much time for the non-experts who lack insect knowledge to identify insect species. To solve this problem, we proposed an smart phone-based insect identification inference system that helps the non-experts identify insect species from observational characteristics in the natural environment. This system is based on the similarity between the observational information by an observer and the biological insect characteristics. For this system, we classified the observational characteristics of insects into 27 elements according to order, family, and species, and proposed similarity indexes to search similar insects. In addition, we developed an insect identification inference prototype system to show this study's viability and performed comparison experimentation between our system and a general insect classification search method. As the results, we showed that our system is more effective in identifying insect species and it can be more efficient in search time.

• Journal of The Korean Association For Science Education
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• v.26 no.6
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• pp.675-690
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• 2006

This study investigated students' views in relation to a career in science as a first step towards developing science career education programs and materials. The instrument was developed through preliminary surveys. The questionnaire was sent to, administered and returned by 3608 students including 1036 primary, 1137 middle, and 1435 high school students, who were selected through stratified cluster sampling from all over the country. The results were analyzed using statistical package program. The students' image view of science, preference for science and science learning, perception of science achievement, career hope for oneself, degree of hope in getting science-related job, perception about science-related career, important factors of science career choice, and their hope for science/non-science career and the reason for their choice in the past and present were investigated. The results show that "science as an experimentation activity" was the most frequent image view of science. The preference for science and science learning was more positive than the perception of science achievement. The percentage of total students who want to have science career was 21%, and this percentage of middle school students was especially low. The most frequent answers for advantages of science career were 'useful for national development', 'possible to get new knowledge', and those for disadvantages were 'dangerous', and 'too much to study'. The most frequent reason for students' choice of a science career was 'interest in science and science learning'. Judging from these results, the basic direction for science career education should be in raising the students' preference for and interest in science learning. The positive awareness for a career in science and vision for a science job in the future should be given through a science career education and science career education proper to the students' developmental stage and characteristics is more important.

• Journal of Korean Home Economics Education Association
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• v.32 no.3
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• pp.135-159
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• 2020

The purpose of this study was to develop items of an essay response assessment that could align with the instructions and assessments in the high school home economics curriculum. The contents of the study were as follows. First, to establish an assessment plan, 14 achievement standards were analyzed in the assessment area, and the elements of the questions were developed including the content elements of a total of 29 questions. Second, to develop the assessment tools, preliminary questions suited to the structure of essay questions were developed, and the method of presenting data and scoring criteria to be utilized in the questions was selected. Third, to prepare the answers and the scoring criteria tables, the answers to the sample questions for each score were prepared in form of a scoring criteria table, and the objectives of the assessment, the scoring items, and the scores for each item were reviewed. Fourth, the developed questions and answers were revised and supplemented by teachers of the professional learning community through preliminary and mutual review on the components of the questions, the embodiment of the assessment objectives, the implementation of the assessment intent, and the grading. This study can be used as a foundational study for the development of essay-type questions and scoring criteria in essay assessment in the field of education. Furthermore, the results of this study could help teachers enhance their learners' ability to apply knowledge in the future.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2007.06a
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• pp.895-901
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• 2007

Currently the advancement of the computer and the Internet sees the direction of studying freely to do, it does not receive not to be, the student the environment it will be able to study oneself it is doing the direct help of the teacher and to be possible. Plan and it embodied the high school information society which it follows in 7th curriculum and the WBI of computer subject from the dissertation which it sees. In order to improve the qualify of curriculum ultimately, it endeavored. Territory it analyzes a subject contents first, especially it surveys, foundation it hardens, the actual training semester and pure with studying of self-evaluation do to become accomplished, studying oneself to sleep the possibility of doing own lead studying which is the possibility of studying spontaneously and integrated textbook studying in same tine it does to be with they are composing of the education paradigm the flag for a problem solving ability and an originality accident. In this dissertation used the php, Apache web server and the DBMS used the MySQL. To program member joining, the information society and computer curriculum take a course and test, it questions and, it is composed to data mourge. After taking a course, simultaneously lecturing a paper and online instruction, set up a foundation and quering that gratify one's curiosity thus it will be able to digest a study in once.

• Journal of Elementary Mathematics Education in Korea
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• v.5 no.1
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• pp.37-53
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• 2001

This paper tries to find out about organizational and managemental aspect of Korean curriculum through a comparison between Korea's 7th elementary mathematics curriculum and that of Japan's elementary mathematics curriculum, which will start in m2 through researching various literatures. The main characteristic of this elementary mathematics curriculum is that Korea has organized a teaming program that tended to individual differences, and focused on student-centered activities and communication based on constructivism. On the other hand, Japan reduced learning contents a lot by running 5-schooldays a week so that 80% of teaching time can be spent to help the students master mathematical contents of the textbook. This leaves 20％ of teaching time to be used for improving mathematical thinking power as a foundation of creativity through mathematical activities. Korea's teaching time spent for elementary mathematics is about 80％ of Japan's, which is also less than that of other country's. Less time in teaming mathematics will lead to decrease in teaming ability. Therefore, there is a need for increased teaching time in mathematics. Korea's revision of curriculum is about 5 years which is often compared to that of Japan's 10 years. Frequent revising is good in that it reflects the social demand, but it can cause much confusion and problems in accepting and applying its program in a real classroom setting, which is why it needs to be looked at again. The direction, objective and assesment of revision fits the demands of international trends and essentials of mathematics. Japan puts its emphasis on learning through repetition and Korea puts its emphasis on problem solving and communication. Regarding assesment, both Korea and Japan is looking for ways to find various assessing ways which will focus on mathematical process rather than the mathematical results, and also will put emphasis on criterion-directed assesment to measure goal achievements. However Japan emphasize on using report cards of assesment to help mathematics learning.

• The Journal of the Korea Contents Association
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• v.21 no.5
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• pp.221-233
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• 2021

This study analyzed the contents of changes in educational policy from the perspective of policy learning, based on the awareness of the lack of academic efforts to identify such phenomena despite repeated policy failures in educational policy. To this end, it has been more than 20 years since the policy was established, but it was analyzed using the policy analysis case of the teacher incentive policy, which still had severe conflicts between the government and teacher unions. As a result of the analysis, first, there were 11 changes in the policy content from the Kim Dae-jung administration to the Moon Jae-in administration. Whenever the government was newly launched, not only the contents of the policy for teacher incentives changed, but also the policy changes continued during the same government period. Second, when analyzing what kind of policy learning took place at the stage of change in each government's policy content, most of them were 'political policy learning' or 'instrumental policy learning'. Rather than a fundamental discussion about the goal of the policy, it has only repeated policy learning that adjusts only the ratio of differential payments to defend the teacher incentive policy. In order to recover from this current situation, this study suggests that it is necessary to present an alternative policy that can change the rigid society of teachers through 'social policy learning', which examines the basic values and strategies of teacher incentive policies.

• The KIPS Transactions:PartB
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• v.18B no.3
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• pp.147-156
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• 2011

This paper proposes a 3-stage (preprocessing, feature extraction, and classification) fault detection and classification algorithm for induction motors. In the first stage, a low-pass filter is used to remove noise components in the fault signal. In the second stage, a discrete cosine transform (DCT) and a statistical method are used to extract features of the fault signal. Finally, a back propagation neural network (BPNN) method is applied to classify the fault signal. To evaluate the performance of the proposed algorithm, we used one second long normal/abnormal vibration signals of an induction motor sampled at 8kHz. Experimental results showed that the proposed algorithm achieves about 100% accuracy in fault classification, and it provides 50% improved accuracy when compared to the existing fault detection algorithm using a cross-covariance method. In a real-world data acquisition environment, unnecessary noise components are usually included to the real signal. Thus, we conducted an additional simulation to evaluate how well the proposed algorithm classifies the fault signals in a circumstance where a white Gaussian noise is inserted into the fault signals. The simulation results showed that the proposed algorithm achieves over 98% accuracy in fault classification. Moreover, we developed a testbed system including a TI's DSP (digital signal processor) to implement and verify the functionality of the proposed algorithm.

• Journal of The Korean Association For Science Education
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• v.37 no.5
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• pp.787-797
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• 2017

In this study, we investigated the features of using smart devices in socioscientific issues (SSI) debate classes. Twenty-seven high school students in Gyeonggi-do participated in this study. The processes of the SSI debate classes with smart devices were classified into five stages: data searching, data sharing, summary and organization of data, debate in the classroom, and online debate. Then some features at each stage were identified. It was found that they collected self-directed and in-depth data while reflecting their knowledge and experience, and selected data which were easy to understand at the stage of data searching. The specificity and validity of the evidences gathered and the clarity of the sources were improved at the stage of data sharing, although they shared more data offline than online. They organized their data by using paper rather than smart devices at the stage of summary and organization of data. Most of them failed to use the summary in debate. They argued and refuted based on concrete grounds at the stage of debate in the classroom, which raised students' interest in debate and led students to participate actively. At the stage of online debate, they were able to rearrange and review the arguments of both sides, and the participation of the students who were passive in classroom debate was enhanced. Based on these results, we suggest some effective teaching methods for SSI debate classes using smart devices.

• Journal of The Korean Association of Information Education
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• v.11 no.3
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• pp.259-266
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• 2007

Much efforts to use educational games for students' learning is being made actively at home. In this study the action levels of the educational game and the learners' personality types are main variables to be explored. It is expected that the results of this study would suggest how to utilize educational games in teaching and learning. The above is the result of the research about the level of action of educational games, the type of the personality, and the intrinsic motivation. It is considered that the result can be enough information for learners, parents of students and teachers who try to use and develop educational games. For example, it can be an idea to construct menus considering characteristics of learners in various steps of designing and developing educational games. And it can help to improve learners' intrinsic motivation especially if games are developed, distinguishing games for extrovert learners from those for introvert learners.