• Environmental Sciences Bulletin of The Korean Environmental Sciences Society
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• v.4 no.3
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• pp.157-164
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• 2000

The effect of environmental instruction on students\` environmental attitudes was studied in two environmental classes and one business class of university undergraduates. Changes in students\` environmental attitudes were assessed from a questionnaire survey administered before and after exposure to a 16 week course. The results indicated statistically significant differences in students\` attitudes toward the environment between the pretest and the posttest. The two environmental classes had the positive effect and the students exhibited more environmentally favorable attitudes. Accordingly, this study confirmed the positive effect of environmental instruction on attitudes toward the environment at a university level.

• The Journal of Korean Institute of Communications and Information Sciences
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• v.22 no.3
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• pp.444-453
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• 1997

This paper presents the prototype design of hardware/software cosynthesis system for pipelined application-specific instruction processors. Taking application programs in VHDL as inputs, the proposed system generates a pipelined instruction-set processor and the instruction sequences running on the generated machine. The design space of datapath and controller is defined by the architectural templates embedded in the system. Generating the intyermediate code adequate for parallelism analysis and extraction, the system converts it into assembly codes. Experimental results show the effectiveness of the proposed system.

• International Journal of Advanced Culture Technology
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• v.9 no.4
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• pp.282-287
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• 2021

A multicore system must be able to take full advantage of the program's instruction and data parallelism. This study introduces the data replication technique as a support technique to maximize the program's instruction and data parallelism. Instruction level parallelism can be limited by data dependency. In this case, if data is replicated to each processor core and used, instruction level parallelism can be used to the maximum. The technique proposed in this study can maximize the performance improvement effect when applied to scientific applications such as matrix multiplication operation.

• 대한공업교육학회지
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• v.39 no.2
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• pp.19-36
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• 2014

The purposes of this study are to grasp industry vocational subject student-teachers' instruction area, compare cognitive level of cooperating teacher and student-teachers for the importance of instruction area and secure base data required to develop educational practical area of professional teachers in specialized high school. To achieve this, instruction area of instruction teacher in charge of industry vocational subject pre-teacher education was developed by document consideration and expert verification and differences of importance cognition for the area was compared between educational practice insturction teacher and student-teacher. The results are as the following. First, for the instruction areas that educational practice instruction teachers should teach student-teacher, there are 7 categories, 17 mid-fields and 85 subsections. Especially expert group suggested an opinion that areas of teacher's values and personality formation should be added to pre-teachers. And, they judged that category of school business showed low validity for educational practice instruction teacher's instruction area. Second, educational practice instruction teacher importantly cognized 'class activity', 'student instruction and class management' and 'development of desirable view of education attitude'. On the other hand, they cognized 'development and management of curriculum', 'support on educational activity', 'industrial-educational cooperation and tie with local community' and 'specialty improvement' less importantly. Student-teachers cognized 'class activity', 'student instruction and class management', 'specialty improvement', 'development of desirable view of education attitude' importantly. They cognized 'development and management of curriculum', 'support on educational activity' and 'industrial-educational cooperation and tie with local community' relatively less importantly. Third, both educational practice instruction teachers and student-teachers importantly cognized 'class activity', 'student instruction and class management' and 'development of desirable view of education attitude'. However, student-teachers importantly cognized, but educational practice instruction teachers didn't importantly cognized 'specialty improvement'. Both two group cognized 'development and management of curriculum', 'support on educational activity' and 'industrial-educational cooperation and tie with local community' less importantly.

• Journal of Korean Home Economics Education Association
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• v.19 no.1 s.43
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• pp.133-148
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• 2007

The Purpose of this study was to find out whether there was any difference in adolescents' decision making abilities according to the level of critical thinking in practical problem-based instruction of Home Economics. The subjects of this study ware 147 students from K girl's high school in Daegu. They were divided into two groups. The former was the experimental group, which took' practical problem-based instruction' of Home Economics. The later was the control group, which took the typical lecture-based instruction. Factor analysis, Cronbach ${\alpha}$, correlation, and two-way ANCOVA were Performed for data analysis. The results of this study are as follows: First, there was no significant difference in the steps of problem identification and information search of the decision making according to teaching methods and the level of the critical thinking ability. Second, the adolescents who took the practical problem-based instruction had shown more improvement in the steps of alternatives consideration and value of the decision making ability than those who took the typical instruction. Third, the adolescents with the high level of critical thinking ability have made much more improvement than those with the low. And it was found that in the case of adolescents with the low level of critical thinking ability, those who took the practical problem-based instruction have made much more improvement than the others who took the typical instruction. On the other hand, in the case of adolescents with the high level of critical thinking ability, those who took the typical instruction improved much more than the others who took the practical problem-based instruction.

• Journal of The Korean Association For Science Education
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• v.20 no.3
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• pp.421-431
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• 2000

The purpose of this study is to investigate the effects of portfolio instruction on the creativity and scientific inquiry ability of 6th-grade students in science classroom. Four classes were sampled from an urban elementary school in southern part of Seoul. Two classes were assigned to experimental group and the other two classes to control group. Portfolio instruction was administered to the experimental group for 10 weeks, and traditional instruction to the control group. Data on students' creativity and scientific inquiry ability were collected prior to and after the treatment for both groups. Students' perception on portfolio instruction was investigated with experimental group after the treatment. The results of this study are as follows: (1) Portfolio instruction had a significant positive effect on creativity; (2) Students' originality, one of sub-domain of creativity, showed marked increase after portfolio instruction; (3) Portfolio instruction had a significant positive effect on scientific inquiry ability; (4) Integrated inquiry ability, a sub-domain of inquiry ability, improved meaningfully after portfolio instruction; and (4) Students' perception on portfolio instruction is very positive.

• Journal of the Korean association of regional geographers
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• v.5 no.1
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• pp.163-185
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• 1999

The purpose of this study is to develop the model of constructivist multimedia-assisted instruction(CMAI) and to analyze the effect of it in the secondary school geography. The main results are as follows : (1) The conceptual model of CMAI can be defined as an instruction aiming at making a person who has self-directed learning ability through constructivism and multimedia. The procedural model of CMAI based on PIDA instructional strategy is divided into four stages : prediction & explanation, inquiry activity, discussion & fixation, application & synthesis stage. (2) CMAI is typed by offline CMAI and online CMAI. that is, O/WCMAI(online CMAI by web-based courseware). Offline CMAI is subdivided into P/TCMAI(offline CMAI by presentation-based courseware) and C/RCMAI(offline CMAI by cd-rom based courseware) according to authoring tool and function. (3) Offline constructivist multimedia course-ware(offline courseware) was developed for 2 periods as the material to analyze the effect of CMAI. Offline courseware is received development level of it. (4) After offline courseware being applied to the class, the effect of it according the types of the CMAI instruction(lecture instruction, whole teaching, individualized learning, cooperative learning) was analyzed. As the result of analyzing the descriptive statistics of the level of learning achievement and instruction response, there isn't big relationship between them. As the result of analyzing the inferential statistics of the level of learning achievement, there wasn't significant difference between the types of CMAI instruction in whole student of the classes and certain students who improved their grades. But as the result of analyzing of the level of instruction response, there was significant difference between lecture instruction and other types of the CMAI instruction(whole teaching, individualized learning, cooperative learning).

• The Journal of Korean Academic Society of Nursing Education
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• v.7 no.1
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• pp.94-112
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• 2001

The main purpose of this study was to investigate the effectiveness of a standardized patients managed instruction program for a fundamentals of nursing. The standardized patients managed instruction was evaluated by using a quasi-experimental, nonequivalent control group posttest design with two separate classes of sophomore students attending fundamentals of nursing classes at one baccaleureate nursing school in Korea. Control group was taught by traditional lecture/model instruction and experimental group was taught by standardized patient managed instruction. Data were collected from December, 1999 to July, 2000 using checklist developed by researcher on following areas; clinical nursing performance, communication skills, and learning motivation. There were 36 students in the experimental group and 40 students in the control group. Data analysis was done using SPSS WINDOW. The results were summarized as follows ; 1. Clinical nursing performances were evaluated by change position, back care and hot bag apply. The total score was statistically significant higher in the experimental group than the control group(t=3.325, p=.000). Thus hypothesis 1 was supported. 2. Communication skill was evaluated by professional attitude and ability to explain to patients. There was a statistically significant difference between the experimental group and the control group (t=4.232, p=.000). Thus hypothesis 2 was supported. 3. Learning motivation was evaluated by self-reported questionnaires. There was statistically a significant difference between the experimental group and the control group(t=3.024, p=.004). Thus hypothesis 3 was supported. In conclusion, this study suggests that standardized patients managed instruction is an effective learning method to nursing students. By utilizing a standardized patient managed instruction, learning can proceed in a more relaxed environment and reduce the risks to patients because student inexperience are avoided. It is recommended to develop more standardized patients cases for wider areas of nursing educational and evaluate the program with more students using logitudinal method.

• Journal of the Korean earth science society
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• v.25 no.7
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• pp.595-603
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• 2004

This study investigated the effects of the application of a variety of ICT (Information communication Technology) cause the effects on self-directed learning characteristics, creativity and science achievement. In order to achieve the above aim, WBI (Web-Based Instructions), instructions using CD-ROM Titles and Instruction Module Using ICT for the unit were applied and analyzed which belongs to the area of 'the earth' in the subject 'science' for Elementary school students. Instructions using WBI materials, CD-ROM titles and Instruction Module Using ICT were found to be effective on 'science achievement', 'self-directed learning characteristics' and 'creativity'. They show meaningful effect on improving 'science achievement', 'self-directed learning characteristics' and 'creativity'. WBI proved more fruitful than instruction using CO-ROM titles, Instruction Module Using ICT on improving self-directed learning characteristics. Instruction Module Using ICT proved more fruitful than instruction using CD-ROM title, WBI on improving creativity.

• Journal of The Korean Association For Science Education
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• v.18 no.3
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• pp.261-271
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• 1998

This study investigated the influences of applying the Cognitive Conflict Process Model (the Procedural Teaching Model using Cognitive Conflict Strategy: Kwon, 1989) upon students' achievement and attitudes in a middle school science concept instruction. For the treatment group, science instruction to apply the Cognitive Conflict Process Model was used. For the control group, traditional instruction was used. Prior to instruction, students' pre-conceptions test and attitudes test related to the science were administered. After instruction, the above two tests and the regular examinations were measured. Also students' perceptions of their teacher's new teaching style was investigated by questionnaire. But, above all, the main purpose of this study was to investigate the principal accompanying matters of general application of the teaching model to science concept instruction rather than conceptual and attitudinal change. Therefore, this study identified necessary conditions of applying the teaching model to science instruction.