• Journal of Computing Science and Engineering
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• 제5권1호
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• pp.1-18
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• 2011

As the first step toward real-time multi-core computing, this paper presents a novel approach to bounding the worst-case performance for threads running on multi-core processors with shared L2 instruction caches. The idea of our approach is to compute the worst-case instruction access interferences between different threads based on the program control flow information of each thread, which can be statically analyzed. Our experiments indicate that the proposed approach can reasonably estimate the worst-case shared L2 instruction cache misses by considering the inter-thread instruction conflicts. Also, the worst-case execution time (WCET) of applications running on multi-core processors estimated by our approach is much better than the estimation by simply assuming all L2 instruction accesses are misses.

• 한국초등과학교육학회지:초등과학교육
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• 제23권2호
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• pp.123-130
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• 2004

This study is aimed at exploring the effects on Science Inquiry Ability, Scientific Attitude and Science Achievement of the Elementary School Students according to the Input time of Web-Based Instruction Programs. As the object of the study, seventy-two students were selected from three classes in the fifth grade of Y Elementary School located in the city of T, Gyungsangnam-do. They were classified into the three groups such as Group A (Class 1), Group B (Class 2) and Group C (Class 3). The author threw web-based instruction programs into the begining of a unit, during a unit, the end of a unit to each group, and explored the effects. The results of this study were as follows: First, for the learning effect of science inquiry ability, it was indicated that there was the highest effect in the case of throwing web-based instruction programs into during a unit, but the effect reduced a little in the case of throwing them into the end of a unit. Secondly, the scientific attitudes tended to be reduced in the case of throwing them into during a unit, but there did not occur statistically significant improvement. Thirdly, the degree of improvement of the science achievement tended to be highest in the case of throwing them into the end of a unit. Such findings indicated that the time of throwing in web-based instruction programs affected science inquiry ability, scientific attitude and science achievement of elementary school students. Thus, it will be said that teachers need to teach their students with the class strategies of considering various scientific elements revealed at the time of throwing in web-based instruction programs.

• 대한수학교육학회지:수학교육학연구
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• 제16권4호
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• pp.297-312
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• 2006

Freudenthal은 수학화 학습지도원리로서 수학의 역사발생 과정을 고려하고 학습자의 상식에서 출발하여 학습자 스스로 지식을 구성하도록 하는 것을 제시하였다. 이 원리를 무리수 지도에 적용한다면 무리수의 존재성을 파악하도록 하는 문제 상황에서 출발해야 한다. 이 연구에서는 Freudenthal의 수학화 학습지도론에 따른 무리수개념 도입 방식을 알아보고, 실제로 Freudenthal의 수학화 학습지도론에 따른 무리수지도 결과 나타나는 학습과정의 특징을 알아보았다. 교수실험에 참여한 학생들은 기존에 학습한 유리수 체계에 대한 반성적 사고를 통하여 무리수의 존재성과 무리수 학습의 필요성을 인식하였으며, 무리수의 역사발생적 배경에 따른 여러 가지 탐구 활동과 측정 활동을 통해 무리수 개념을 발전적으로 이해하면서 학습하였다.

• Journal of Computing Science and Engineering
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• 제3권1호
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• pp.59-71
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• 2009

While the average-case performance is important for general-purpose applications, worst-case performance is crucial for real-time systems to ensure schedulability and reliability. Recent work has shown that simple prefetching techniques such as the Next-N-Line prefetching can benefit both average-case and worst-case performance; however, the improvement on the worstcase execution time (WCET) is rather limited and inefficient. This paper presents two instruction prefetching approaches that are specially designed to enhance the worst-case performance, including the loop-based prefetching and WCET-oriented prefetching. Our experiments indicate that both instruction prefetching techniques can achieve better worst-case execution cycles than the Next-N-Line prefetching while having various impacts on the average-case performance.

• 한국가정과교육학회지
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• 제19권1호
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• pp.133-148
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• 2007

본 연구의 목적은 '소비 생활' 단원의 실천적 문제중심 가정과수업에 있어 비판적 사고력 수준에 따른 청소년의 의사결정능력의 차이에 대해 알아보는 것이다. 본 연구의 대상자는 대구 K여고 147명의 학생들로 2개 학급 학생들에게는 전통적 강의식 수업을 실시하고, 3개 학급 학생들에게는 실천적 문제중심 수업을 4주간에 걸쳐 학급별로 총 8차시의 실험수업이 이루어졌다. 본 연구에서 자료 분석은 적률상관관계 분석과 이원공변량분석을 실시하였다. 본 연구의 결과 실천적 문제중심 가정과수업을 받은 청소년이 전통적 강의식 가정과수업을 받은 청소년보다 대안단계와 가치단계에서의 의사결정능력이 더 많이 향상된 것으로 나타났으며, 비판적 사고력 수준이 높은 청소년이 낮은 청소년보다 평가단계의 의사결정능력이 더 많이 향상된 것으로 나타났다. 또한 비판적 사고력 수준이 높은 청소년들에게 있어서는 강의식 수업이 평가단계의 의사결정능력 향상에 더 효과적이나 비판적 사고력 수준이 낮은 청소년들에게 있어서는 실천적 문제중심 수업이 평가 단계의 의사결정능력 향상에 더 효과적 인 것으로 나타났다.

• 수산해양교육연구
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• 제21권4호
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• pp.499-507
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• 2009

The purpose of this study was to improve teachers' instruction and to identify the characteristics of interaction between teachers and children. Field excellent class instructions, which were known as the best lectures from the competition of an instruction contest in Busan, were video recorded and openly released on the internet. A teacher who won a prize for his excellent teaching at the contest demonstrated a Korean subject class on sixth grade elementary school curriculum. His instruction was analyzed by two coders based on the frame of Flanders' language interaction system. Inter-coder reliability was .967 from Scott's coefficient. From the results of the Flanders index, the major and minor instruction sequences were 4-8-2-5 and 6-0-5-4, and the teacher tended to interact with students by accepting feeling and ideas. These results could provide effective cues and information on how to to improve instruction.

• Educational Technology International
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• 제8권2호
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• pp.93-112
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• 2007

This case study explored the potential for implementing content-based English as a Foreign Language (EFL) instruction in a Korean middle school facilitated by computer-mediated communication (CMC). The instructor scaffolded the student participant's language learning online, helping her to produce English output on her own. While experimental social studies lessons on the topic of stereotyping were taught, data were collected on the student's online exchanges with her counterpart in Iran about their respective cultures. Findings show that the student from Korea was able to better understand her own culture as a result of the online experience. This interaction and the in-class lessons have demonstrated that content-based EFL instruction is a viable alternative to the school's existing curriculum.

• 한국수학교육학회지시리즈A:수학교육
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• 제48권1호
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• pp.61-80
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• 2009

The purpose of this study was to develop case-based pedagogy in mathematics for elementary school teachers and to investigate how they participate in the course employing case-based pedagogy. The 13 cases were developed and employed in pre-service teacher education. As such, the cases covered all content areas across grades, and included detailed description of mathematics instruction, questions for discussion, theoretical review related to each case, focus analysis and additional analysis, etc. This paper describes in what ways the participant teachers discussed cases, how case-based pedagogy had an influence on the teachers' own instruction during the practicum period, and how they assessed case-based pedagogy. This paper provides issues and suggestions for the professional development of mathematics teachers on the basis of empirical background.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제15권2호
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• pp.197-208
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• 2011

By using the recording and quantitative analysis of two videos about "The multiplication and division of the Fractions" and the "Flanders Interaction Analysis System," we classified the teachers' language of instruction in algebra classroom and also analysis the language of instruction in the different teaching process. The results after the analysis as follows: (1) The proportion of time was taken in teachers' language of instruction is high and vary in types, most of the teachers' language is teachers' question; (2) In the different teaching process, the proportion of time was taken in teachers' language of instruction is different; (3) Teachers attached importance to explain the example and had the similar teaching strategy, but the teachers' language is different; (4) In the practice process, teachers placed importance on exploring the tough question and its teaching strategies are different. The teachers' questions are the main teachers' language of instruction.

• 한국초등수학교육학회지
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• 제14권3호
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• pp.523-545
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• 2010

수학적 의사소통이 학습과정에서 뿐만 아니라 수학교육의 목표로 강조되고 있으나 실제적으로 초등학교에서 수학적 의사소통 수업에 대한 구체적인 지도방법이나 수업 사례 분석 등의 연구가 미흡한 실정이다. 이에 본 논문에서는 수학적 의사소통 중에서 담화 중심 의사소통 수업의 성취 요소와 목표를 고려하여 2 4 6학년 수학 수업을 실시한 후, 수업에서 나타난 성취수준을 분석하고 교사와 학생 간의 언어 상호작용을 분석하였다. 담화 중심 수업을 실시한 세 교실에서 나타나는 공통점과 차이점을 분석하여 담화 중심의 수학수업 구현에 관한 시사점과 논의거리를 제공하고자 한다.