• Journal of the Korea Society for Simulation
• /
• v.29 no.2
• /
• pp.105-117
• /
• 2020

Analysis of combat effectiveness is required to consider the concept of tactical cooperative engagement between manned-unmanned weapon systems, in order to predict the required operational capabilities of future weapon systems that meets the concept of 'effect-based synchronized operations.' However, analytical methods such as mathematical and statistical models make it difficult to analyze the effects of complex systems under nonlinear warfare. In this paper, we propose a combat simulation model that can simulate the concept of cooperative engagement between manned-unmanned combat entities based on wireless communications. First, we model unmanned combat entities, e.g., unmanned ground vehicles and drones, and manned combat entities, e.g., combatants and artillery, considering the capabilities required by the future ground system. We also simulate tactical behavior in which all entities perform their mission while sharing battlefield situation information through wireless communications. Finally we explore the feasibility of the proposed model by analyzing combat effectiveness such as target acquisition rate, remote control success rate, reconnaissance lead time, survival rate, and enemy's loss rate under a small-unit armor reconnaissance scenario. The proposed model is expected to be used in war-game combat experiments as well as analysis of the effects of manned-unmanned ground weapons.

• Journal of the Korea Society of Computer and Information
• /
• v.18 no.10
• /
• pp.245-252
• /
• 2013

The purpose of this study is to propose the implications after investigating how gifted education affected the school achievements and academic skills of students who have experience of gifted education. In this study, academic skills include academic knowledge, creative problem solving skills, logical thinking, persuasive skills, collaborative skills, self-directed learning skills, communication skills. The survey was conducted with 1,156 science high school and science academy students who have ongoing gifted education experience and depth interviews were also analyzed with some students to gather further in-depth information. As a result, students responded that gifted education affected very positively on knowledge, collaborative skills, communication skills and increased interest in related subjects. On the other hand, it showed lower positive responses on self-directed learning skills and persuasive skills. Also, students replied gifted education did not affect the school achievements but there was an opportunity to learn how to debate, research, and experiment and practice methods. The direction of gifted education to step forward was suggested based on these results. This study can be the basis for revising gifted education curriculum.

• Korean Journal of Child Studies
• /
• v.31 no.2
• /
• pp.17-34
• /
• 2010

This study was aimed to at examining whether the effects of cooperative learning on children's social competence and self-esteem would be different in terms of young children's intellectual ability. To this end, a total of 64 five-year-old children attending two kindergartens in Kyunggi-Do were selected to participated in this study. Each child was tested on the short form of K-WPPSI and fell into one of two levels (high or low). The children in the experimental group took part in thirty-five 30~40 minute sessions of cooperative learning, while the control group engaged in individual learning. The results were as follows : First, children who participated in cooperative learning achieved higher improvements in social competence and self-esteem than children engaged solely in individual learning. Second, there were no any significant differences in improvement in terms of social competence and self-esteem between the high and the low intelligence levels. On the basis of these results, it could be concluded that cooperative learning had a number positive effects upon the levels of young children's social competence and self-esteem.

• Communications of Mathematical Education
• /
• v.10
• /
• pp.461-485
• /
• 2000

21세기 정보화 시대에는 알고 있는 지식의 대부분이 짧은 생성 주기를 가지게 되어, 다양한 변화의 시대가 될 것으로 예상하며 우리는 이것을 체험하고 있다. 열린수업에 대한 연구가 끝나기도 전에 수준별수업, 이번에는 멀티미디어 수업, 올해는 수행평가와 체험수업 등으로 다양한 변화를 권장받고 있다. 그리고 변화는 더욱 가속될 것이며, 또 다른 새로운 이름의 학습모형이 계속해서 나올 것이지만 그래도 일관된 방향성을 찾는다면, 가르친다는 것이 '지식의 전달'에 근거한 권위적인 모델로부터 '배움의 자극'을 제공하는 학생중심의 수업으로, 개별적인 학습활동과 더불어 소집단 공동학습활동을 중시하여, 발표${\cdot}$토의 활동과 관찰, 조사 등의 자기주도적인 학습능력과 협력 학습능력을 배양하는 쪽으로 바뀌어 가는 것이다. 다음의 예는 구서여자중학교 중심 MathPower 교과연구회에서 수행하고 있는 수학적 힘을 기르는 몇 가지 방법으로, 수학적 개념을 가르치는데 가장 적절한 예는 아닐 수도 있지만, ${\cdot}$ 학습수준을 고려한 교양으로서의 수학. ${\cdot}$ 협동적으로 사고하고 문제를 해결하는 의사소통 수단으로서의 수학. ${\cdot}$ 창의성과 인재에 중점을 둔 수학. 교육으로, 다양한 학습자료의 제작 및 활용으로 교실이 다른 사람과 협동적으로 사고하며, 수학적인 아이디어를 나누는 장소가 되어, 가슴이 따뜻하며, 재기발랄한 아이들이 IQ와 EQ, 그리고 창의력을 두루 맛볼 수 있었으면 하는 바램으로 정리한 것입니다.

• Journal of the Korean Society for Library and Information Science
• /
• v.41 no.4
• /
• pp.161-180
• /
• 2007

The purpose of this study is on Effect of Teacher Librarian Information Literacy on Library-Assisted Instruction and on searching the method of increasing the Information Literacy. The result of this study indicates that there is no statistically meaningful between the Library-Assisted Instruction and Teacher Librarian's Information Literacy. However the School Library-Assisted Instruction extremely lacks forming a scheme and Information Literacy extremely lacks Information seeking Therefore subject teachers and the librarian teachers need to reinforce the cooperation to reinvigorate the School Library-Assisted Instruction and systematic training program of Information seeking have to be practiced to increase Librarian Teacher's Information Literacy.

• Journal of the Korean Society for Library and Information Science
• /
• v.50 no.1
• /
• pp.161-187
• /
• 2016

This study determined the effect of self-regulated learning on the attitude and related skills of information literacy in school library project learning. In addition, in-depth interview was administered in order to investigate fundamental reasons for such effects. The results are cognitive regulation ability, motivational regulation ability, behavioral regulation ability proved to have statistically significant effect on the attitude and related skills of information literacy. In-depth interview analysis yielded the following components: cooperative learning, experience in information environment, time pressure, exposure to information literacy education, motivation, relationship with school teachers, delayed gratification, and prior knowledge.

• Journal of The Korean Association For Science Education
• /
• v.19 no.4
• /
• pp.635-644
• /
• 1999

The effect of cooperative learning in a heuristic approach (four stage-problem solving strategy) that also emphasized molecular level representation was studied. Three high school classes (N=130) were randomly assigned to St group (using strategy individually), St-Co group (using strategy in cooperative group), and control group. After instruction, students' multiple-choice problem solving ability, strategy performing ability, and the perception of involvement were compared. Students' preferred instruction type was also examined. Although multiple-choice problem solving ability were not different significantly, a significant interaction between the treatment and the previous achievement level was found in strategy performing ability. Analysis of simple effects indicated that the medium-level students in the St group performed better than those in the St-Co group. In the perception questionnaire of involvement. however, the scores of the St group were significantly lower than those of the control group. The instruction type that students most preferred was also St-Co.

• Journal of The Korean Association For Science Education
• /
• v.20 no.4
• /
• pp.519-526
• /
• 2000

In this study, the effects of visual organization and cooperative learning in problem-solving strategy were investigated. Three classes (N=127) at a high school were assigned to SV (Strategy-Visual organization) group, SVC (Strategy-Visual organization-Cooperative learning) group, and control group. After instructions, students' multiple-choice problem-solving ability, strategy performing ability, anxiety about chemistry learning, perception of involvement, and motivation to learning science were examined. Although multiple-choice problem-solving ability was not different significantly, there was a significant main effect in strategy performing ability. The scores of the SV and SVC groups were significantly higher than those of the control group, especially in the subcategories of problem understanding and recalling related principles. In the tests of perception of involvement and motivation to learning science, the scores of the SV and SVC groups were also significantly higher than those of the control group. However, problem-solving strategy using visual organization could not alleviate anxiety about chemistry learning.

• Journal of The Korean Association For Science Education
• /
• v.20 no.4
• /
• pp.611-623
• /
• 2000

The cooperative learning movement began as parts of the desegregation process in America, aiming at increasing academic achievement and social skills among diverse students. Cooperative learning may be defined as a classroom learning environment in which students work together in small heterogeneous groups. Although many studies have shown the effectiveness of cooperative learning in a variety of subjects, relatively few have focused on biology. In this study, we investigated the effects of cooperative learning on students' achievement and attitude of middle school biology students. For this purpose this study compared three sections. In one section, a cooperative learning strategy was used. Second section was taught in small groups and the third section was instructed in the traditional method. The unit 'Structures and functions of animals' was used. A total of 188 students were included in this study. These classes were treated for 10hours during 10weeks from September 1 to November 28, 1999. The pretests-posttests control group design was applyed. An analysis of covariance(ANCOVA) was used as the data analysis procedure. Significant differences were found in the achievement and the attitude of students using cooperative learning strategy(p<.05) when compared to traditional classroom structure and small group learning. Cooperative learning was more effective in the low-ability and average-ability students than the high-ability students in the science achievement. Cooperative learning is effective in both male and female students. And students in the cooperative group achieved better than those in other groups in affective, behavioral, and intention-cognitive domain of science attitude.

• 한국사회정책
• /
• v.25 no.4
• /
• pp.265-299
• /
• 2018

The pilot project for type diversification of self-sufficient support center that convert the centre corporation into social cooperative was introduced in 2015. That aimed to increase the number of participants of self-sufficient programmes and to create more jobs for the working poor through expanding the center's autonomy of usage of budget and arrangement of self-sufficient programmes. This study analyzed the organization transmitting processes and changes of the centers took part in the pilot project, then aimed to suggest the improvement schemes to be helpful for reinforcing positive efforts and removing obstacles in the process converting. The results show that converting into social cooperative is a choice for the sustainability of the centers led by surroundings rather than self-initiated plan. There are some positive changes that are increasing the enterprising spirit and obligation of the center staff. Further more, the cooperation with other community organizations is enhanced based on achieving regional recognition, and support of local governments and the opportunity for new businesses are expanded. However, these are very limited in the regions where social economy is undeveloped. Eventually, we should seek the development schemes of the pilot project considering the reduction of the number of participants in self-sufficient programmes and decreasing of their ability to work, even if some positive aspects are revealed.