• The Journal of Korean Association of Computer Education
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• v.15 no.2
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• pp.9-18
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• 2012

This study investigated the extraction algorithm fitting for variables of adolescents' computer use type with the sample from KYPS data (3409 in the second grade of the junior high school; 1704 boys and 1705 girls). The results of the decision tree model revealed that : (1) Gender, computer use time, misdeed friends, parent supervision, other agreement of misdeed, parent study expectation, self-control, teacher attachment, and sibling relation were significant for entertainment type. (2) Gender, cyberclub, computer use time, self-belief, online misdeed were significant for relation type. (3) Study enthusiasm, personal study time, optimistic disposition, study and spare time, cyberclub, self-belief, and other people criticism were significant for information type. These results suggest that adolescents' diverse conditions should be considered for using computer more efficiently.

• Journal of Electrical Engineering and Technology
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• v.13 no.3
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• pp.1069-1078
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• 2018

Demand response (DR) programs give opportunity to consumers to manage their electricity bills. Besides, distribution system operator (DSO) is interested in using DR programs to obtain technical and economic benefits for distribution network. Since small consumers have difficulties to individually take part in the electricity market, an entity named demand response provider (DRP) has been recently defined to aggregate the DR of small consumers. However, implementing DR programs face challenges to fairly allocate benefits and payments between DRP and DSO. This paper presents a procedure for modeling the interaction between DRP and DSO based on a bilevel programming model. Both DSO and DRP behave from their own viewpoint with different objective functions. On the one hand, DRP bids the potential of DR programs, which are load shifting and load curtailment, to maximize its expected profit and on the other hand, DSO purchases electric power from either the electricity market or DRP to supply its consumers by minimizing its overall cost. In the proposed bilevel programming approach, the upper level problem represents the DRP decisions, while the lower level problem represents the DSO behavior. The obtained bilevel programming problem (BPP) is converted into a single level optimizing problem using its Karush-Kuhn-Tucker (KKT) optimality conditions. Furthermore, point estimate method (PEM) is employed to model the uncertainties of the power demands and the electricity market prices. The efficiency of the presented model is verified through the case studies and analysis of the obtained results.

• International Journal of Computer Science & Network Security
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• v.22 no.12
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• pp.63-70
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• 2022

The essence of the definition of "tolerance" is analyzed. Motivational, knowledge and behavioral criteria for tolerance of future teachers are highlighted. Indicators of the motivational criterion are the formation of value orientations, motivational orientation, and the development of empathy. Originality and productivity of thoughts and judgments, tact of dialogue, pedagogical ethics and tact are confirmed as indicators of the knowledge criterion. The behavioral criterion includes social activity as a life position, emotional and volitional endurance, and self-control of one's own position. The formation of tolerance is influenced by a number of factors: the social environment, the information society, existing stereotypes and ideas in society, the system of education and relationships between people, and the system of values. The main factors that contribute to the education of tolerance in future teachers are highlighted. Analyzing the structure of tolerance, it is necessary to distinguish the following functions of tolerance: - motivational (determines the composition and strength of motivation for social activity and behavior, promotes the development of life experience, because it allows the individual to accept other points of view and vision of the solution; - informational (understanding the situation, the personality of another person); - regulatory (tolerance has a close connection with the strong - willed qualities of a person: endurance, selfcontrol, self-regulation, which were formed in the process of Education); - adaptive (allows the individual to develop in the process of joint activity a positive, emotional, stable attitude to the activity itself, which the individual carries out, to the object and subject of joint relations). The implementation of pedagogical functions in the information society: educational, organizational, predictive, informational, communicative, controlling, etc. provides grounds to consider pedagogical tolerance as an integrative personal quality of a representative of any profession in the field of "person-person". The positions that should become conditions for the formation of tolerance of the future teacher in the information society are listed.

• Journal of the Korean Society for Library and Information Science
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• v.30 no.2
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• pp.127-148
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• 1996

The purpose of this study is to assert the fact that School Library Media Center(SLMC) is the most important body which influences the whole process of loaming in school and at the same time it functions as a very essential infrastructure of acquiring loaming in the society. The writer analysed the studies on learning outcomes across a range of educational conditions and settings. She found that loaming outcomes are influenced positively by the educational conditions and settings that accomodate the student diversity and individualization, and loaming materials for their individual needs. It means that the outcomes of effective teaming are influenced by using teaming materials of individual student guided by teachers and teacher librarians. In case, school education furnishes desirable programs of SLMC and use it properly, students canhave enough experiences what and how they learn by using library materials during their school days. As school days are in their early days of their lifetime, they are easy to carry their way of loaming with them even after they finish school. The members of society who are accustomed to use library materials during their school days will have loaming needs for their better life. The writer wants to call it the loaming needs of society that school produces. A teaming society is composed of two factors One is the loaming needs of the people and the other is the environment to meet them. SLMC produces loaming needs, and it meets to the needs of student learning. Consequently it can be said SLMC is the infrastructure for loaming society. The author pointed out that the Educational Reformation Draft of current Government does not mention about learning materials prerequisite to enhance student loaming outcomes, especially in relation to their creativity. She concluded educators of every level of school including government officials in charge of education have to think and do something about reformation of School Library Media Center for the fulfillment of the goal of Korean Educational Reformation Draft announced by the Educational Reformation Committee Draft announced by the Educational Reformation Committee May 31, 1995.

• Journal of Science Education
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• v.43 no.2
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• pp.239-257
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• 2019

This study attempts to understand the context of shared learning in the trading zone formed by teachers from different backgrounds and the process in which this shared learning varies in the educational context, focusing on the case of 'Woodwork Science Education Study Group.' To do this, data was collected through in-depth interviews with eight teachers who participated in the 'Woodworking Science Education Research Group' and analyzed their responses based on grounded theory. As a result, the causal conditions of the teachers' research group were 'various contexts of entering the trading zone' and the central phenomenon was 'encounter with learning in the trading zone.' Contextual conditions affecting this phenomenon were 'woodwork as a boundary object and individual transfiguration experience,' and action/interaction strategy was 'various efforts and influences in the field.' The intervention condition was 'practical effort and experience in educational field.' Final result in this model is 'the new practice of learning shared in the trading zone.' In selective coating, it was found that the practice of the teacher's research group appears as four types of' 'Extracurricular creative experience type,' 'career education type,' 'curricula education type,' and 'school management type.' The results of this study suggest that the shared learning and antonymous practice among teachers in the teachers' research group as trading zone do not only meet their learning needs but also lead to various teaching practices in the individual teachers' context of education and improve the diversity and quality of education.

• 한국사회정책
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• v.23 no.2
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• pp.141-172
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• 2016

This study examines the employment conditions and labour experience of elementary after-school care teachers in South Korea. Based on the empirical data collected through in-depth interviews with after-school care teachers in Gwangju Metropolitan City, the study considers multifaceted problems faced by after-school care teachers in their workplace. The after-school care class is part of educational policies initiated and rapidly expanded by the Ministry of Education, resulting in the substantial increase of non-regular school workers. The irregularization of after-school care teachers illustrates that the common problems faced by female non-regular workers, such as social discrimination, exclusion and inequality, are also transplanted into the typical public sector. In the case of Gwangju Metropolitan City, during the past two years there have been evident increases both in under 15-hour short time contract care teachers and outsourcing of care classes. Temporary part-time contract care teachers suffer relentless job insecurity and experience poor working conditions, exclusion and discrimination within the workplace and labour alienation. In order to minimize the organized resistance of care teachers, school authorities implicitly individualize and isolate care teachers through hierarchization, the division of labour and the spatial division of classes between indefinite and temporary contract teachers.

• School Mathematics
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• v.16 no.1
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• pp.19-37
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• 2014

This study investigated the degree of understanding pre-service teachers' random variable concept, based on the attention and the importance for developing pre-service teachers' ability on statistical reasoning in statistics education. To accomplish this, the subject of this study was 70 pre-service teachers belonged to three universities respectively. The teachers were given to 7 tasks on random variable and requested to solve them in 40 minutes. The tasks consisted of three contents in large; 1) one was on the definition of random variables, 2) the other was on the understanding of random variables in different/diverse conditions, and 3) another was on problem solving relevant to random variable concept. The findings are as follows. First, while 20% of pre-service teachers understood the definition of random variable correctly, most teachers could not distinguish between random variable and variable or probability. Second, there was a significant difference in understanding random variables in different/diverse conditions. Namely, the degree of understanding on the continuous random variable was superior to that of discrete random variable and also the degree of understanding on the equal distribution was superior to that of unequality distribution. Third, three types of problems relevant to random variable concept dealt with in this study were finding a sample space and an elementary event, and finding a probability value. In result, the teachers responded to the problem on finding a probability value most correctly and on the contrary to this, they had the mot difficulty in solving the problem on finding a sample space.

• Journal of The Korean Association of Information Education
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• v.25 no.2
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• pp.355-365
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• 2021

Online teaching has become a daily routine in schools after 2020, and at the same time, the ability to design and conduct classes using smart devices and apps is becoming more important to teachers. Therefore, in this study, we tried to find out how the demonstration of classes using smart devices and apps online has an effect on the intentions of prospective teachers who want to use them in the future. To this end, classes were designed according to the design principles for improving smart education capabilities of pre-service teachers, and the classes were conducted for pre-service teachers. Afterwards, the variables included in the UTAUT model, such as Performance Expectancy, effort Expectancy, social influence, Voluntariness of Use, Behavioral Intention, and Facilitating Conditions, were measured before and after classes, respectively, and the effectiveness of the class was verified through t-test of response samples. As a result, it was confirmed that all variables except the Facilitating Conditions had a significant positive(+) effect. These results suggest that online class demonstration education can be a way for pre-service teachers to more practically adapt to the educational field where smart education is required.

• The Mathematical Education
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• v.60 no.3
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• pp.363-386
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• 2021

To learn statistics meaningfully, we must provide an opportunity to experience the process of solving statistical problems with actual data. In particular, exploration questions at the problem setting stage are important for students to successfully guide them from the beginning to the conclusion of the statistical problem solving process. Therefore, in this study, a mixed research method was carried out for the exploration questions of pre-service mathematics teachers during the problem setting stage. As a result, some pre-service mathematics teachers categorized incorrect statistical questions because they did not clearly define the meaning or variables of the questions in the process of categorizing them from possible questions. In addition, questions that cannot be solved statistically were categorized due to misconceptions about statistical knowledge. Second, only 50% of the pre-service mathematics teachers met all 6 conditions suitable for solving statistical problems, while there maining they met only a few conditions. Therefore, the conclusion of this study is as follows. First of all, they should be given the opportunity to experience all the statistical problem solving processes through teacher education because they do not have enough experience in statistical problem solving. Secondly, since the problem setting stage is very important in the statistical problem solving process, a series of subdivided processes are also required in the problem setting stage.

• Journal of Korean Library and Information Science Society
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• v.49 no.3
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• pp.307-329
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• 2018

This study aims to verify the effect of school library education service on the information literacy ability of high school students in the poor economic environment. For this purpose, we narrowed down to 215 high school first graders with substandard educational conditions, and then implemented information literacy education. The results of the information literacy test were compared, before and after the information literacy service. The preliminary tests of 15 schools including the targeted school were conducted, and we found that the results of the self-evaluation in those 15 schools exceed those with other generally good educational conditions. We considered in all aspects to find out how to overcome the information literacy gap through information literacy programs. Reflecting on the previous research verifying that the difference in educational environment affects the information literacy, we can confirm that the information literacy education service, which is the core service of the school library, can narrow the information literacy gap. We hope that this study will be a basis for the systematic establishment of information literacy education in public education.