• Journal of The Korean Association of Information Education
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• v.6 no.2
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• pp.163-178
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• 2002

WBI as new instructional method is known to be superior to the traditional face-to-face education method with regard to cost, time and effectiveness of learning. However, WBI lacks the humanity education that teaches human nature such as cooperative spirit or morality, since WBI delivers the knowledge in a mechanical way. The objective of this study is to design and implement Web-based humanity education system that supplements WBI. The system is designed to promote the intimate relation, reliability, and openness between teacher and student. Also, this system encourages the students to experience an affirmative human relation through group activities. In additions, this system promotes parents to join together for improving their understanding of children's learning process.

• Hwankyungkyoyuk
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• v.7 no.1
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• pp.46-87
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• 1994

Our country has been consuming a huge amount of energy in the course of industrialization and its demand is expected to increase enormously in the future. However, the deposits of energy resources are so limited that the settlement of energy problem comes up the essential subject. To solve the energy problem, it is requested that new resources to gain energy stably should be developed and also energy should be economized and used effectively. The effective use of energy and an the wisdom of economy in energy are requested to everybody and these things should be habitualized from very young age through education. Nevertheless, almost every school in our country hasn’t been concerned about energy education. Even though they have a concern, they are very short of the energy education materials and the quality of the materials is not so good. Therefore it is very meaningful to the settlement of energy problem of the country to make the students who will lead our country to make the students who will lead our country in the future realize the seriousness of energy problem and to provide them the necessary knowledge and methods to solve this problem so that they practice those things in everyday life. Having these necessities, this research, supported by The Korea Energy Management Corporation(KEMCO), was performed for 8 months from April 17, 1994 to December 17, 1994. Many peoples participated in this study such as 30 staffs of researchers and authors, 5 staffs of photographers and illustrators, and 3 VCR program producers developing an energy education material set for middle school students that includes a printed material for student, a diskette for computer simulation, a teacher's guidebook, VCR material and its guidebook. The following main development direction was established : First, the material for student should be consisted of units that let students know the seriousness of energy problem. Second, the focus should be put on the necessary method and practice to economize energy actually in real life based on the basic knowledge learned in elementary school. Third, material for student should be consisted of modules to be student activity-oriented teaching-learning rather than lecture-oriented one. The activity, to maximize student's interests, should be presented in various forms such as experiments, investigation, play, data interpretation, computer simulation, visits, expression and appreciation, etc. To develop the energy education materials for middle school students, a research plan was made first. After literature review about domestic and foreign energy education materials, several research trips home and abroad, and discussion meetings, the basic theory of energy education such as the principle, objective, contents, teaching-learning method, and evaluation method was established. Material for student was developed through the following procedures : The activities in the existing energy education materials were analysed and were divided into four categories related to energy using places of home, school, community, and country, and which were again divided into three categories related to time of past, present, and future, Considering these division, nine modules which are structure units of material for student were chosen, Each module comprises 2-4 activities. Totally 31 activities were designed in this way. The syllabi were made out for each activity and writing was asked for to experts related to each activity after several discussions and revision. To complement the draft, another several discussions and revision were also made on it and then pictures and illustrations were asked for. All these procedures complete the material for student, titled ; Energy Inquiry of Middle School Students', which totals 129 pages and is all in color. As the manuscript of material for student was fixed, writing for teacher's guidebook was asked for to the same writers. The draft of teacher's guidebook was also complemented through the several concentrated works and discussions. Teacher's guidebook focused on the teaching-learning principle and methods of energy education and on the concrete instruction cases for effective instruction of material for student. It is organized with two parts : the one is 'general outline' which introduces theoretical contents and the other is 'details' which are practically helpful to teaching-learning. It is totally 131 pages including both 'general outline' and 'details'. The VCR material and its guidebook consist of contents that cultivate the good attitude trying to economize energy and raise student's interests with a purpose of strong motivation to recognize the necessity of economy and practice it. After establishing development direction of VCR material through discussion meetings and research trips, its script was made by relevant experts. Then the script was also reviewed two times. The drafted VCR material made by a video material developing expert was examined and modified by previews twice. After completion of VCR material, the VCR guidebook was made. All these procedures led to the development of VCR material which runs 20 minutes in VHS type. The VCR guidebook shows a production purpose of the program, structure of contents, evaluation methods, and contents of the program in detail to give help to instructors when they use this VCR material, When these energy education materials are used, it is desirable that the VCR material should be presented first to induce student's motive, and then material for student is introduced Since the material for student is composed of activity-oriented modules and each module is independent one another in general, and each activity is, too. the necessary module or activity can be chosen and utilized in any order according to school or class conditions. This energy education materials will contribute to the development of student's ability to solve energy problem in everyday life and teacher's ability to teach the fundamental knowledge and method in solving energy problem.

• Journal of the Korean earth science society
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• v.39 no.2
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• pp.193-207
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• 2018

The purpose of this study was to analyze trends in conceptual change research in the field of Earth Science education conducted in Korea and to provide them as basic data of future concept change research. The trends of conceptual change research were analyzed in terms of keywords, year of publication, source of research, purpose of research, subject, area of research, and research method. This study was carried out on a total of 126 conceptual change papers of Earth Science education published from 1989 to July 2017. This study showed the following conclusions: First, the conceptual change research papers used more the term 'conceptual change' than 'misconceptions' and 'preconceptions'. Second, the conceptual change paper has achieved a large amount of growth in the 2000s. Third, conceptual change research tended to proceed to the subject of master's dissertation. Fourth, there were a lot of researches to find out the misconceptions and change them into the right concept, the conceptual change paper used free response test for misconceptions, and cognitive conflict instruction model and CAI (Computer Assisted Instruction) teaching strategy for misconceptions. Fifth, elementary school students were studied the most. Sixth, the study of conceptual changes in the field of Earth Science was high in the astronomical and atmospheric areas. Finally, although quantitative analysis methods were used in the early days of research, in the 2010s, qualitative analysis methods were widely used. In this paper, we proposed research on conceptual change for pre- and in-service teachers, expansion of research on conceptual changes in various fields such as geology, oceanography, atmosphere in Earth Science, investigation of causes of misconception in Earth Science and research on individual's affective factors, and so on.

• The Journal of Korea Institute of Information, Electronics, and Communication Technology
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• v.13 no.3
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• pp.197-205
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• 2020

Korean language has the characteristics that the pronunciation of phoneme units such as vowels and consonants are fixed and the pronunciation associated with a notation does not change, so that foreign learners can approach rather easily Korean language. However, when one pronounces words, phrases, or sentences, the pronunciation changes in a manner of a wide variation and complexity at the boundaries of syllables, and the association of notation and pronunciation does not hold any more. Consequently, it is very difficult for foreign learners to study Korean standard pronunciations. Despite these difficulties, it is believed that systematic analysis of pronunciation errors for Korean words is possible according to the advantageous observations that the relationship between Korean notations and pronunciations can be described as a set of firm rules without exceptions unlike other languages including English. In this paper, we propose a visualization framework which shows the differences between standard pronunciations and erratic ones as quantitative measures on the computer screen. Previous researches only show color representation and 3D graphics of speech properties, or an animated view of changing shapes of lips and mouth cavity. Moreover, the features used in the analysis are only point data such as the average of a speech range. In this study, we propose a method which can directly use the time-series data instead of using summary or distorted data. This was realized by using the deep learning-based technique which combines Self-organizing map, variational autoencoder model, and Markov model, and we achieved a superior performance enhancement compared to the method using the point-based data.

• The Mathematical Education
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• v.46 no.3
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• pp.331-349
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• 2007

This study aims to improve the teaching and learning method on the conic sections. To do that the researcher analyzed the impact of dynamic geometry software on students' problem solving of the conic sections. Students often say, "I have solved this kind of problem and remember hearing the problem solving process of it before." But they often are not able to resolve the question. Previous studies suggest that one of the reasons can be students' tendency to approach the conic sections only using algebra or analytic geometry without the geometric principle. So the researcher conducted instructions based on the geometric and historico-genetic principle on the conic sections using dynamic geometry software. The instructions were intended to find out if the experimental, intuitional, mathematic problem solving is necessary for the deductive process of solving geometric problems. To achieve the purpose of this study, the researcher video taped the instruction process and converted it to digital using the computer. What students' had said and discussed with the teacher during the classes was checked and their behavior was analyzed. That analysis was based on Branford's perspective, which included three different stage of proof; experimental, intuitive, and mathematical. The researcher got the following conclusions from this study. Firstly, students preferred their own manipulation or reconstruction to deductive mathematical explanation or proving of the problem. And they showed tendency to consider it as the mathematical truth when the problem is dealt with by their own manipulation. Secondly, the manipulation environment of dynamic geometry software help students correct their mathematical misconception, which result from their cognitive obstacles, and get correct ones. Thirdly, by using dynamic geometry software the teacher could help reduce the 'zone of proximal development' of Vigotsky.

• The Transactions of the Korea Information Processing Society
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• v.1 no.4
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• pp.517-530
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• 1994

In this paper, design of small microprocessor unit is implemented using research purpose VHDL and CAD tools by top-down design method. For this, original basic MPU and its pipelining architectures are suggested. Once, design target, instruction sets, architecture are decided, the operation is confirmed by C language simulation, and then the operation is confirmed by checking internal register contents for given inputs in the case of VHDL simulation. Then, design layouts are made by full/semi-custom design methods by research CAD tools and related simulation is implemented. The feasibility of suggested pipelined structure for performance improvement is confirmed by simulation, and related problems and future research directions are discussed. In conclusion, the MPU design methodology is set up and the design change of architecture is possible by this paper.

• Journal of Software Assessment and Valuation
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• v.16 no.2
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• pp.1-8
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• 2020

The similarity detection to plagiarism or duplication of computer programs requires a different type of analysis methods and tools according to the programming language used in the implementation and the sort of code to be analyzed. In recent years, the similarity appraisal for the object code in the embedded system, which requires a considerable resource along with a more complicated procedure and advanced skill compared to the source code, is increasing. In this study, we described a method for analyzing the similarity of functional units in the assembly language through the conversion of object code using the reverse engineering approach, such as the reverse assembly technique to the object code. The instruction and operand table for comparing the similarity is generated by using the syntax analysis of the code in assembly language, and a tool for detecting the similarity is designed.

• Proceedings of the KSPS conference
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• 1997.07a
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• pp.176-178
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• 1997

To make a long story short I made up my mind to experiment with a multimedia approach to my classroom presentations two years ago because my ways of giving instructions bored the pants off me as well as my students. My favorite ways used to be sometimes referred to as classical or traditional ones, heavily dependent on the three elements: teacher's mouth, books, and chalk. Some call it the 'MBC method'. To top it off, I tried audio-visuals such as tape recorders, cassette players, VTR, pictures, and you name it, that could help improve my teaching method. And yet I have been unhappy about the results by a trial and error approach. I was determined to look for a better way that would ensure my satisfaction in the first place. What really turned me on was a multimedia CD ROM title, ELLIS (English Language Learning Instructional Systems) developed by Dr. Frank Otto. This is an integrated system of learning English based on advanced computer technology. Inspired by the utility and potential of such a multimedia system for regular classroom or lab instructions, I designed a simple but practical multimedia language learning laboratory in 1994 for the first time in Korea(perhaps for the first time in the world). It was high time that the conventional type of language laboratory(audio-passive) at Hahnnam be replaced because of wear and tear. Prior to this development, in 1991, I put a first CALL(Computer Assisted Language Learning) laboratory equipped with 35 personal computers(286), where students were encouraged to practise English typing, word processing and study English grammar, English vocabulary, and English composition. The first multimedia language learning laboratory was composed of 1) a multimedia personal computer(486DX2 then, now 586), 2) VGA multipliers that enable simultaneous viewing of the screen at control of the instructor, 3) an amplifIer, 4) loud speakers, 5)student monitors, 6) student tables to seat three students(a monitor for two students is more realistic, though), 7) student chairs, 8) an instructor table, and 9) cables. It was augmented later with an Internet hookup. The beauty of this type of multimedia language learning laboratory is the economy of furnishing and maintaining it. There is no need of darkening the facilities, which is a must when an LCD/beam projector is preferred in the laboratory. It is headset free, which proved to make students exasperated when worn more than- twenty minutes. In the previous semester I taught three different subjects: Freshman English Lab, English Phonetics, and Listening Comprehension Intermediate. I used CD ROM titles like ELLIS, Master Pronunciation, English Tripple Play Plus, English Arcade, Living Books, Q-Steps, English Discoveries, Compton's Encyclopedia. On the other hand, I managed to put all teaching materials into PowerPoint, where letters, photo, graphic, animation, audio, and video files are orderly stored in terms of slides. It takes time for me to prepare my teaching materials via PowerPoint, but it is a wonderful tool for the sake of presentations. And it is worth trying as long as I can entertain my students in such a way. Once everything is put into the computer, I feel relaxed and a bit excited watching my students enjoy my presentations. It appears to be great fun for students because they have never experienced this type of instruction. This is how I freed myself from having to manipulate a cassette tape player, VTR, and write on the board. The student monitors in front of them seem to help them concentrate on what they see, combined with what they hear. All I have to do is to simply click a mouse to give presentations and explanations, when necessary. I use a remote mouse, which prevents me from sitting at the instructor table. Instead, I can walk around in the room and enjoy freer interactions with students. Using this instrument, I can also have my students participate in the presentation. In particular, I invite my students to manipulate the computer using the remote mouse from the student's seat not from the instructor's seat. Every student appears to be fascinated with my multimedia approach to English teaching because of its unique nature as a new teaching tool as we face the 21st century. They all agree that the multimedia way is an interesting and fascinating way of learning to satisfy their needs. Above all, it helps lighten their drudgery in the classroom. They feel other subjects taught by other teachers should be treated in the same fashion. A multimedia approach to education is impossible without the advent of hi-tech computers, of which multi functions are integrated into a unified system, i.e., a personal computer. If you have computer-phobia, make quick friends with it; the sooner, the better. It can be a wonderful assistant to you. It is the Internet that I pay close attention to in conjunction with the multimedia approach to English education. Via e-mail system, I encourage my students to write to me in English. I encourage them to enjoy chatting with people all over the world. I also encourage them to visit the sites where they offer study courses in English conversation, vocabulary, idiomatic expressions, reading, and writing. I help them search any subject they want to via World Wide Web. Some day in the near future it will be the hub of learning for everybody. It will eventually free students from books, teachers, libraries, classrooms, and boredom. I will keep exploring better ways to give satisfying instructions to my students who deserve my entertainment.

• Science of Emotion and Sensibility
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• v.17 no.1
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• pp.3-12
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• 2014

Quick and accurate learning of diverse electronic products has become an important daily task. In particular, software occupies core status in the control and operation of the products. This research tested the effects of learning method, schedule, and task difficulty in the learning of software. Using 2 (learning method: experiential vs. verbal) ${\times}$ 2 (learning schedule: spaced vs. massed) ${\times}$ 2 (difficulty: easy vs. difficult) between-subjects design, Experiment 1 tested participants' learning of file control using Windows Movie Maker. There was no effect of learning schedule on task completion time, but participants in experiential learning were faster in the completion of evaluation task compared with those in verbal learning condition. Importantly, as task difficulty increases participants in verbal condition showed markedly lower performance than those in experiential condition, which suggests that experiential learning is more effective with more difficult learning task. That is, in case of learning simple operation of software verbal learning using linguistic manual or instruction could be sufficient; on the other hand in case of learning complex operation learning from experience or tutorial mode would be more effective. Additional studies which manipulated task difficulty (Expt. 2) and inter-trial learning interval (Expt. 3) did not produce meaningful results.

• Journal of Engineering Education Research
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• v.13 no.6
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• pp.188-194
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• 2010

This paper deals with a teaching method in EMI(English Medium Instructor) Education for engineering major subjects which is accomplished between non-native english speaking professors and students. Goals of EMI in non-english speaking countries will be both a improvement of communication ability and understanding of the major subjects. However, when students who have a low level-english ability participate in english class, it is necessary to analyze whether they can obtain above goals or not and to study on a teaching method for them. The english classes were aimed at students at the college of engineering who have 200-420 TOEIC average score. The research was proceeded by course evaluations to three direct EMI and surveys that were performed targeting all students participated in english class. The proposed research results may lead to development of EMI for students who have a low level- english ability and give them a better understanding and interest of major subjects.