• Korean Medical Education Review
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• v.24 no.2
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• pp.128-140
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• 2022

The purpose of this study was to redesign a problem-based learning (PBL) curriculum and compare the differences between the previous and redesigned PBL based on the results of course satisfaction and student assessments. The PBL was redesigned using curriculum design guidelines (including revisions of curriculum objectives, learning components, learning environments, and assessment methods) that were developed based on previous studies and evaluation results. A comparative study was employed using course satisfaction surveys from the previous and redesigned curricula, and a total of 45 students participated. We also compared student assessment results from concept mapping, learning issue reports, modified essay questions, and reflection journals. We identified four key findings. First, we explored the possibility that the redesigned PBL could be implemented by student facilitators without professors as tutors. Second, the redesigned PBL fostered group dynamics that facilitated developing communication skills and collaborative learning through small-group discussions. Third, the new learning elements added in the redesigned PBL made a meaningful contribution to enhancing students' clinical reasoning based on hypothetico-deductive reasoning. Fourth, concept maps in redesigned PBL contained more complex and various nodes and connections, and the levels of the nodes were more appropriate. The implications of this study can provide meaningful preliminary information for redesigning PBL curricula for medical students to develop their essential competencies through PBL.

• Korean Journal of Remote Sensing
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• v.39 no.5_1
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• pp.621-635
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• 2023

The assessment of structural condition is a crucial process for evaluating its usability and determining the diagnostic cycle. The currently employed manpower-based methods suffer from issues related to safety, efficiency, and objectivity. To address these concerns, research based on deep learning using images is being conducted. However, acquiring structural damage data is challenging, making it difficult to construct a substantial amount of training data, thus limiting the effectiveness of deep learning-based condition assessment. In this study, we propose a foundation model-based 2-step structural damage analysis to overcome the lack of training data in image-based structural condition assessments. We subdivided the elements of structural condition assessment into instantiation and quantification. In the quantification step, we applied a foundation model for image segmentation. Our method demonstrated a 10%-point increase in mean intersection over union compared to conventional image segmentation techniques, with a notable 40%-point improvement in the case of rebar exposure. We anticipate that our proposed approach will enhance performance in domains where acquiring training data is challenging.

• Korean Journal of Radiology
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• v.22 no.5
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• pp.792-800
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• 2021

Bone age assessments are a complicated and lengthy process, which are prone to inter- and intra-observer variabilities. Despite the great demand for fully automated systems, developing an accurate and robust bone age assessment solution has remained challenging. The rapidly evolving deep learning technology has shown promising results in automated bone age assessment. In this review article, we will provide information regarding the history of automated bone age assessments, discuss the current status, and present a literature review, as well as the future directions of artificial intelligence-based bone age assessments.

• The Journal of Korean Association of Computer Education
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• v.9 no.4
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• pp.1-14
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• 2006

The purpose of the study was to investigate how to improve students' information literacy and problem solving abilities in the computer subject. A web-based problem-based learning (PBL) for computer subject for the 8th graders in middle school are designed and developed. In addition. the process of learners' problem solving on problems produced from PBL model was analysed 10 investigate the way how to evaluate learners' responses and products during two semester.

• Journal of Korean Elementary Science Education
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• v.18 no.1
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• pp.75-85
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• 1999

This paper describes some major trends in primary and secondary education now. It is a selective views of significant topics with important implication for the future. These trends are summarized as follows, after examining historical development of Teaching-learning Methodology in primary and secondary education. 1. Education is seen as part of interdisciplinary world; emphasis is on relating education to the students' world, which is not compartmentalized. 2. Emphasizing students' individual growth with their own goal of lives. 3. Open-education with variable contents and purposes of education. 4. Education for all from that for some. 5. Consructivist based from behavior based. 6. Cooperative learning, peer tutoring, group projects. 7. Authentic assessment; assessment integrated with instruction. 8. The teacher is a facilitator of learning and a learner as well; students are learners and teachers in some situations; networks emerge instead of one-way forms or communication. 9. Spiral curriculum from single exposure.

• International Journal of Advanced Culture Technology
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• v.9 no.4
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• pp.274-281
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• 2021

In the field of artificial intelligence education, discussions on the direction of artificial intelligence education are actively underway, and it is necessary to establish a foundation for future information education. It is necessary to design a creative convergence teaching-learning and evaluation method. Although AI experience coding education has been applied, the evaluation stage is insufficient. In this paper, we propose an evaluation system that can verify the validity of the proposed education model to find a way to supplement the existing learning module. The core components of this proposed system are Assessment-Factor, Self-Diagnosis, Item Bank, and Evaluation Result modules, which are designed to enable system access according to the roles of administrator, instructors and learners. This system enables individualized learning through online and offline connection.

• Proceedings of the Korean Institute of Building Construction Conference
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• 2009.05b
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• pp.143-147
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• 2009

Graduates from engineering colleges are demanded to have been acquired some abilities and qualities during their undergraduate years through the standard of the so-called "programmed learning results and evaluation" This paper aims at analyzing the learning results evaluation tool for graduates from the architectural engineering department through the examples of the colleges with engineering accreditation in Korea, and suggesting a more appropriate programmed learning result evaluation tool. The basic theories on programmed learning results were studied, and then the previous study examples were researched. The study objects were limited to the fourteen colleges which offered the examples of the learning results evaluation tools of the colleges with engineering accreditation in Korea. Types and the present situation of those evaluation tools were analyzed. In addition, the proposals for the evaluation tool of programmed learning results and the performance standard were suggested for those with an engineering accreditation, based on the case study of the performance standards of each college with an engineering accreditation. The study results showed that much more national research needs to be conducted to clarify the standards of selecting an evaluation tool and a performance standard appropriate for the level of each college so that it can make a proper proposal.

• Journal of the Korean Chemical Society
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• v.66 no.6
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• pp.472-492
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• 2022

The purpose of this study was to investigate secondary science teachers' PCK components and subcomponents that are specific to online and offline learning environment. Data collection consisted of survey, class observation, and individual interviews of twelve science teachers. This study used a theoretical framework of PCK for deductive data analysis and articulated codes and themes through the following inductive analysis. Data analysis revealed that each of PCK components showed different specificity to the online and offline learning environment. And subcomponents of each PCK component were different according to the specificity of the online and offline learning environment. Teaching orientation toward science had a specific orientation for the online learning environment, i.e., 'learning science concept' and 'lecture centered instruction.' Knowledge of the science curriculum had online-offline mixed learning environment specific knowledge, i.e., 'reorganization of curriculum' and online learning environment specific knowledge, i.e., 'development of learning goal' and 'science curricular materials.' Knowledge of science teaching strategies had online learning environment specific knowledge, i.e., 'topic-specific strategy', 'subject-specific strategy', and 'interaction strategy' and COVID-19 offline learning environment specific knowledge, i.e., 'topic-specific strategy' and 'interaction strategy'. Knowledge of student science understanding had online learning environment specific knowledge, i.e., 'student preconception', 'student learning difficulty', 'student motivation and interest', and 'student diversity' and COVID-19 offline learning environment specific knowledge, i.e., student learning difficulty'. Knowledge of science assessment had online-offline mixed learning environment specific knowledge and online learning environment specific knowledge, i.e., assessment contents and assessment methods for each.

• The Journal of the Korea Contents Association
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• v.11 no.2
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• pp.487-494
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• 2011

This paper is to investigate the efficacy of cyber education by self-assessment strategy. Self-assessment strategy contains self-monitoring function and self-control function. 202 students of online university attended and analyzed with frequency, correlation, t-test, Paired t-test. The major findings were as follows. The learners who experienced self-assessment in the initial stage of class had higher changes in social distance to the mentally disabled people positively than the learners who didn't experienced that. This self-assessment strategy can be assumed that it is effective strategy to improve e-learning efficacy and it will contribute to self-directed education for enhancement of on-line education.

• Korean Medical Education Review
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• v.11 no.1
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• pp.35-43
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• 2009

Learning strategies are defined as behaviors and thoughts that a learner engages in during learning and that are intended to influence the learner's encoding process. Today, demands for teaching how to learn increase, because there is a lot of complex material which is delivered to students. But learning strategies shouldn't be identified as tricks of students for achieving high scores in exams. Cognitive researchers and theorists assume that learning strategies are related to two types of learning processing, which are described as 'surface learning' and 'deep learning'. In addition learning strategies are associated with learning motivation. Students with 'meaning orientation' who struggle for deep learning, are intrinsically motivated, whereas students with 'reproduction orientation' or 'achieving orientation' are extrinsically motivated. Therefore, to foster active learning and intrinsic motivation of students, it isn't enough to just teach how to learn. Changes of curriculum and assessment methods, that stimulate deep learning and curiosity of students are needed with educators and learners working cooperatively.