• Journal of Korean Elementary Science Education
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• v.28 no.1
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• pp.24-34
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• 2009

The purpose of this study is to examine the effects of background knowledge on problem solving. To achieve this aim, I proposed the model which shows problem solving process centering around background knowledge, conducted the lessons concerning the concept 'weightlessness' on pre-service elementary teachers, and then classified the pre-service elementary teachers into several groups by the difference of the results presented in the process of solving the problems on weightlessness. And I examined qualitatively the effects of background knowledge on problem solving through the interview with 11 volunteers. On the cause of the failing the problem solving, the failure of acquiring or activating the background knowledge related to the learning concept was most frequently, secondly the use of the background knowledge unrelated to the learning concept, and thirdly the failure of understanding the teaming concept. To acquire or activate the background knowledge related to the teaming concept was more difficult than to understand the new teaming concept, and the cases that use the background knowledge unrelated to the learning concept failed to solve problem. The result of interview, all interviewee understood the learning concept correctly, but all of them who fail to acquire or activate the background knowledge related to the learning concept, or use the background knowledge unrelated to the learning concept, could not solve the problem.

• Journal of Korea Multimedia Society
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• v.11 no.5
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• pp.597-609
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• 2008

Due to the recursive updating nature of background model, previous background modeling methods are often perturbed by crowd scenes where foreground pixels occurs more frequently than background pixels. To resolve this problem, an adaptive background modeling method, which is based on the well-known Gaussian mixture background model, is proposed. In the proposed method, the learning rate of background model is adaptively adjusted with respect to the crowdedness of the scene. Consequently, the learning process is suppressed in crowded scene to maintain proper background model. Experiments on real dataset revealed that the proposed method could perform background subtraction effectively even in crowd situation while the performance is almost the same to the previous method in normal scenes. Also, the F-measure was increased by 5-10% compared to the previous background modeling methods in the video of crowded situations.

• The Transactions of the Korean Institute of Electrical Engineers D
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• v.55 no.2
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• pp.52-61
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• 2006

For the detection of moving objects, background subtraction methods are widely used. An adaptive Gaussian mixture model combined with probabilistic learning is one of the most popular methods for the real-time update of the complex and dynamic background. However, probabilistic learning approach does not work well in high traffic regions. In this paper, we Propose a reliable learning method of complex and dynamic backgrounds in high traffic regions.

• Journal of Information Processing Systems
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• v.14 no.6
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• pp.1405-1419
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• 2018

An image fusion method is proposed on the basis of depth model segmentation to overcome the shortcomings of noise interference and artifacts caused by infrared and visible image fusion. Firstly, the deep Boltzmann machine is used to perform the priori learning of infrared and visible target and background contour, and the depth segmentation model of the contour is constructed. The Split Bregman iterative algorithm is employed to gain the optimal energy segmentation of infrared and visible image contours. Then, the nonsubsampled contourlet transform (NSCT) transform is taken to decompose the source image, and the corresponding rules are used to integrate the coefficients in the light of the segmented background contour. Finally, the NSCT inverse transform is used to reconstruct the fused image. The simulation results of MATLAB indicates that the proposed algorithm can obtain the fusion result of both target and background contours effectively, with a high contrast and noise suppression in subjective evaluation as well as great merits in objective quantitative indicators.

• Journal for History of Mathematics
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• v.20 no.4
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• pp.123-152
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• 2007

This study researched on Cooperative learning. The contents of this study as follows; Especially, first, this studies researched theoretical background for cooperative learning, factor for effects of cooperative learning, features and effects on a model of cooperative learning. second, this studies researched the need of cooperative learning on mathematics, several conditions to succeed cooperative learning on mathematics, the models mainly using cooperative learning on mathematics, and this model was investigated an effects of mathematics learning.

• English Language & Literature Teaching
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• v.9 no.2
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• pp.213-241
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• 2003

As an attempt to characterize the English test section of CSAT (College Scholastic Ability Test) and to get some suggestions, this study raised the research questions, as 'What are the main factors that affect students' English test scores in CSAT, and how big influences do they have?' It has been hypothesized that among main factors are the L1 competence, represented by the Korean test scores in CSAT, background knowledge or intelligence, represented by the "total" scores in CSAT, and the two types of L2 knowledge (vocabulary and grammar on one hand and prosody m the other hand), measured by the test devised specially for this study. The individual effect of the L2 vocabulary and grammar (one kind of L2 knowledge) was 70%, that of background knowledge or intelligence 61%, that of the L1 competence 50%, and that of the L2 prosody knowledge (the other kind of L2 knowledge) 32%. According to the stepwise regression, the whole effect of these four factors was 74%. The findings suggest that first, although CSAT is based on the top-down model of comprehension, the bottom-up model of learning should be more emphasized in our English class. Also, since background knowledge or intelligence is the second most influential factor, the top-down model of learning that helps students learn to understand by activating their various schemata must also be very effective.

• KSII Transactions on Internet and Information Systems (TIIS)
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• v.8 no.6
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• pp.1946-1963
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• 2014

Most background subtraction methods focus on dynamic and complex scenes without considering robustness against noise. This paper proposes a background subtraction algorithm based on dictionary learning and sparse coding for handling low light conditions. The proposed method formulates background modeling as the linear and sparse combination of atoms in the dictionary. The background subtraction is considered as the difference between sparse representations of the current frame and the background model. Assuming that the projection of the noise over the dictionary is irregular and random guarantees the adaptability of the approach in large noisy scenes. Experimental results divided in simulated large noise and realistic low light conditions show the promising robustness of the proposed approach compared with other competing methods.

• Journal of Engineering Education Research
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• v.18 no.2
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• pp.77-88
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• 2015

Recently, there has been an increasing interest in 'Flipped Learning,' an IT-based learner-centered teaching-learning method corresponding to meet the paradigm of the future education. For smooth Flipped Learning, there are three steps in total: a pre-class should precede; then, in the structure of classes in the classroom, in-class learning among peer learners should be done; and lastly, the operation of a post-class should be done. For successful Flipped Learning, class elements in each step should be designed with a time difference, interconnected so as to achieve a single educational objective. However, it was found that there was a limitation in that the teaching-learning model of the preceding Flipped Learning consisted of the order of analysis, design, development, implementation and evaluation as general procedures, so it would not sufficiently consider the situations of Flipped Learning only. On this background, this thesis proposes a differentiated Flipped Learning model for mastery learning in a subject of an institute of technology as a model of systematic instructional design and presents a case of a class applied to an actual subject of computer engineering.

• Journal of Digital Convergence
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• v.6 no.1
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• pp.123-135
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• 2008

In this study it is aimed to find out the relationship between the effective factors on learning motivation of the digital textbook. To carry on such exploration the learning motivation theory of Keller has been taken as the theoretical background. This is an experimental research with the data collected from 310 students who took the digital textbook class in the computer-mediated environment. It is compared and verified whether the factors causing learning motivation of the ARCS model embedded in the offline class influence on learner's motivation and achievement. With the outcomes, it has been tried to find out some practical suggestions for the achievement of the digital textbook. The results of the data show that the learning motivation of the digital textbook is significantly influence on the learning achievement.

• The Journal of Korean Academy of Orthopedic Manual Physical Therapy
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• v.18 no.2
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• pp.31-39
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• 2012

Background: The purpose of this study was to develop a problem-based learning model for orthopedic manual physical therapy. A problem-based learning (PBL) model for orthopedic manual physical therapy developed from PBL module of Jeju C university (Halla-Newcastle PBL Center). A summary of this study is as follows: 1) PBL model is comprised of a class of 30 students, operated small group as of 4~5 students. 2) PBL is suggested a scenario of clinical case, induced variety reaction through group discussion and presentation. 3) PBL is occurred wide variety learning through group work activity and self-directed learning. 4) The tutor as a facilitator is played a guide for group discussion, work activity and team learning. 5) The evaluation for PBL is performed such as student self-evaluation, group activity evaluation, individual presentation, and practice. This model is considered wide variety learning through team learning and self-directed learning by clinical reasoning and problem solving for musculoskeletal clinical case. We suggest problem based learning for the education of orthopedic manual physical therapy in which the learners are very interested in and has the effective outcome.