• The Journal of the Korea Contents Association
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• v.16 no.4
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• pp.770-779
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• 2016

The study aimed to investigate what difficulties and needs North Korean refugee college students have in their college English programs and what they experience over an English tutoring program offered by pre-service English teachers. Before the tutoring started, a survey was conducted to examine the current difficulties and needs 100 NK refugee college students had. After the survey, six NK refugee college students and 12 pre-service English teachers participated in the tutoring on the voluntary basis. The survey questionnaires were analyzed statistically, and the effects of the tutoring program were analyzed qualitatively. The results show that NK refugee students reported the severe difficulties in learning English, their increased awareness of the slightly improved English skills over the tutoring program, the increased awareness of their affects, and the increased awareness of their linguistics development at the end of the tutoring. Pedagogical implications for supporting NK refugee college students are discussed.

• Journal of Engineering Education Research
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• v.16 no.1
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• pp.15-26
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• 2013

The present study was conducted to investigate science and engineering graduate students' proficiency in technical English writing and their perceptions of research ethics. Given that graduate students in science and engineering colleges usually write journal articles as well as dissertations in English, this study examined their experience of and preparation for technical English writing, writing practices, and research ethics including plagiarism. The results of the study show that it is very necessary to intensify education on research ethics and to provide educational training in proper citation practices. These findings can be used as a basis for the development of future academic curricula and other support resources to improve science and engineering graduate students' technical English writing.

• Journal of the Korean Institute of Intelligent Systems
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• v.12 no.5
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• pp.417-423
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• 2002

In this paper, we propose intelligent steering control system that apply LIBL(Linguistic Instruction Based Learning) method to steering system of ship and take the place of process that linguistic instruction such as officer s steering instruction is achieved via ableman. We embody ableman s suitable steering manufacturing model using fuzzy inference rule by specific method of study, and apply LIBL method to present suitable meaning element and evaluation rule to steering system of ship, embody intelligent steering gear control system that respond more efficiently on officer s linguistic instruction. We presented evaluation rule to constructed steering manufacturing model based on ableman s experience, and propose rudder angle for steering system, compass bearing arrival time, meaning element of stationary state, and correct ableman manufacturing model rule using fuzzy inference. Also, we apply LIBL method to ship control simulator and confirmed the effectiveness.

• Proceedings of the Korean Institute of Intelligent Systems Conference
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• 2002.12a
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• pp.93-97
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• 2002

In this paper, we propose intelligent steering control system that apply LIBL(Linguistic Instruction Based Learning) method to steering system of ship and take the place of process that linguistic instruction such as officer's steering instruction is achieved via ableman. We embody ableman's suitable steering manufacturing model using fuzzy inference rule by specific method of study, and apply LIBL method to present suitable meaning element and evaluation rule to steering system of ship, embody intelligent steering gear control system that respond more efficiently on officer's linguistic instruction. We presented evaluation rule to constructed steering manufacturing model based on ableman's experience, and propose rudder angle for steering system, compass bearing arrival time, meaning element of stationary state, and correct ableman manufacturing model rule using fuzzy inference. Also, we apply LIBL method to ship control simulator and confirmed the effectiveness.

• The Mathematical Education
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• v.58 no.3
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• pp.459-481
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• 2019

This study aims to investigate students' statistical thinking through statistical processes in different instructional settings: Teacher-centered instruction vs. student-centered learning. We first developed instructional materials that allowed students to experience all the processes of statistics, including data collection, data analysis, data representation, and interpretation of the results. Using the instructional materials for four classes, we collected and analyzed the data from 57 seventh graders' discourse and artifacts from two different instructional settings using the analytic framework generated on the basis of literature review. The results showed that students felt difficulty particularly in the process of data collection and graph representations. In addition, even though data description has been heavily emphasized for data analysis in statistics education, it is surprisingly discovered that students had a hard time to understand the relationship between data and representations. Also, there were relationships between students' statistical thinking and instructional settings. Even though both groups of students showed difficulty in data collection and graph representations of the data, there were significant differences between the groups in terms of their performance. Whereas students from student-centered learning class outperformed in making decisions considering verification and justification, students from teacher-centered lecture class did better in problems requiring accuracy than the counterpart. The results from the study provide meaningful implications on developing curriculum and instructional methods for statistics education.

• 한국정보교육학회:학술대회논문집
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• 2021.08a
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• pp.419-424
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• 2021

The purpose of this study is to understand the educational context including the actual learning process and learner perception using the embodied metaphor in AI education. To this end, a class was designed to utilize the embodied metaphor-based unplugged activity through a qualitative approach. Matrix analysis technique was used to analyze the data collected throughout the course of the class to analyze the experiences and perceptions according to the characteristics of the learner, and the learning context. The results of the study were: First, there was a difference according to the learner's prior experience in the effect on the representative knowledge and the subsequent practice process. Next, the embodied metaphor-based unplugged activity showed soft landing effects on practice and text coding. Finally, the organic integration of unplugged and plugged-in classes helped learners understand the potential of computational thinking.

• Journal of The Korean Association For Science Education
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• v.30 no.8
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• pp.1060-1074
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• 2010

In this study, we investigated teachers' experiences in teaching with the science museum as well as their confidence, their perceptions, educational needs, and their willingness to practice the instructions using science museum. A survey was administered to 225 elementary and secondary school teachers. The analyses of the results revealed that few teachers had training for the instructions using the science museum and not many teachers had experience in teaching with the science museum. Many teachers were also found to have low confidence in teaching with the science museum. Although the teachers had a relatively good understanding of the educational effects, nature and teaching strategies for the instructions using the science museum, they tended to apply the formal views on science teaching/learning to learning with the science museum. The levels of willingness to use the science museum in their instructions and educational needs of the instructions using the science museum were high. They wanted the information about practical aspects to use in the instructions using science museum most. Educational implications of these findings are discussed.

• Journal of Korean Society of Steel Construction
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• v.16 no.4 s.71
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• pp.443-452
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• 2004

Recently, the Artificial Neural Network(ANN) which can organize complex non-linear problems by effectively applying the parallel computational model that is similar to the human brain, was adopted in the wide department of technology and resulted in many successful applications. In this study, a more appropriate formal method is suggested for the preliminary structural design stage controlled merely by the designer's experience and intuition. To do so, this study proposes a multi-level ANN according to the general progressive structural design procedure, using Back-Propagation Algorithm (BP) and Genetic Algorithm (GA) for the ANN learning. The preliminary structural design of cable-stayed bridges was applied to illustrate the applicability of the study formulated as stated above, and the results of two different learning methods were compared.

• Journal of Engineering Education Research
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• v.7 no.3
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• pp.44-50
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• 2004

We introduce an introductory engineering education course for engineering majors and non-engineering majors. This course does not require any previous knowledge and experience on engineering. It requires strong curiosities and imaginations on current and future society we live in, where technology is inseparable ingredient. Course encourages attendees to explore fundamental issues of engineering: what is proper technology and what are proper ways of exercising engineering, issues dealt in soft engineering. Since course topics cover many aspects of technology, traditional learning methods fail to be successful and efficient. Various efficient learning methods have been proposed and implemented. We utilize various interactive tangible media, which include simulated thought experiments and physical media experiences. About twenty (20) episodes in short film format are produced based on scenario written according to related issues selected. Physical media like interactive robots are introduced for attendees' stimulated experiences. We summarize our exciting experiments on interactive teaching experiences at Pusan National University which include on/off-line interactions, assignments, projects, and evaluations.

• Journal of Korea Multimedia Society
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• v.15 no.8
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• pp.1067-1074
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• 2012

In this paper, we proposed a contents of Chinese characters learning based on gesture recognition using HMM(hidden markov model) algorithm. Input image of the system is obtained in 3-dimensional information from the TOF camera, and the method of gesture recognition is consisted of part of forecasting user's posture in two infrared images and part of recognizing gestures from continuous poses. In the communication between human and computer, this system provided convenience that user can manipulate it easily by not using any further equipment but action. Because this system raise immersion and interest by using two large display and various multimedia factor, it can maximize information transmission. The edutainment Chinese character contents proposed in this paper provide educational effect that use can master Chinese character naturally with interest, and it can be expected a synergy effect via content experience because it is based on gesture recognition.