• Journal of Korea Game Society
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• v.9 no.6
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• pp.117-125
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• 2009

This paper describes the result of applying neuro-fuzzy reasoning, which conducts Go term knowledge based on pattern knowledge, to the opening game of Go. We discuss the implementation of neuro-fuzzy reasoning for deciding the best next move to proceed through the opening game. We also let neuro-fuzzy reasoning play against TD($\lambda$) learning to test the performance. The experimental result reveals that even the simple neuro-fuzzy reasoning model can compete against TD($\lambda$) learning and it shows great potential to be applied to the real game of Go.

• Korean Journal of Child Studies
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• v.19 no.1
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• pp.85-99
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• 1998

The purpose of the present study was to study the effect of cognitive-social learning activities on children's social knowledge and prosocial skill. The subjects of the study were five- and six-year old kindergarten children. 57 children were in the experimental group and another 57 children were in the control group. A six-week cognitive-social learning intervention program was implemented using activities for social knowledge and social skills. Cognitive- social learning activities developed in the present study brought out effective results on improving children's social knowledge and prosocial skill.

• Journal of Science Education
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• v.35 no.2
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• pp.230-239
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• 2011

This study developed examination test tools for concepts of weather changes of middle school students, analyzed the hierarchy of concepts associated with weather changes by means of knowledge state analysis method, and examined the knowledge state and lesson effects of each individual learner. The hierarchy of the knowledge state of concepts of middle school students associated with weather changes followed the steps of 'humidity ${\rightarrow}$ air mass ${\rightarrow}$ cloud ${\rightarrow}$ precipitation ${\rightarrow}$ front ${\rightarrow}$ weather'. Cases were identified where the knowledge state of students that was thought to be similar to each other among the group of students who have scored almost the same points and thus were thought to have almost the same learning ability, have turned out different in the knowledge state from each other. Namely, the level of knowledge state structuralized differed, suggesting that differing prescriptions should be made according to the knowledge state of each student concerned. Analysis of the knowledge state of learners helps prepare learning prescriptions for each student and appraise prior learning. To examine effects of teaching-learning that has taken into consideration the hierarchy of knowledge state and concepts, lessons were conducted in comparison with the order in which syllabuses are presented in the textbooks, with the result that when knowledge state of learners have been taken into consideration, students made scores significantly higher (p < .05) than otherwise. This indicates that in introducing the unit of weather changes better teaching and learning can be achieved by reordering the contents of subject matters of the textbook by grasping the knowledge state of learners.

• Journal of the Korea Safety Management & Science
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• v.12 no.3
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• pp.271-281
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• 2010

In an industrial Era, OJT(On-the-Job Training) has been accepted as the field learning. But in a breaking up era, traditional field training needs to change and make an evolutionary model. Also, we need to make evolutionary model for various changing ways and means and need means to maximize the transformation of learning by operating learning organization. In knowledge based society, as people work and learn new knowledge in order to pass the experience knowledge and capabilities, they are not the traditional relationship between trainer and trainee but maximize work and learning, development and performance through several different ways. So, the study about new learning model is needed because the learning is creating the value and makes low cost and high efficiency about the elements of cost and time. We study the evolutionary model, OJF(On-the-Job Facilitating) - new learning methodology - through operating learning organization in S Electronics and its application practices.

• The Journal of Korean Association of Computer Education
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• v.13 no.1
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• pp.65-73
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• 2010

This study offered lexical knowledge acquisition model of unsupervised learning method in order to overcome limitation of lexical knowledge hand building manual of supervised learning method for research of natural language processing. The offered model obtains the lexical knowledge from the lexical entry which was given by inputting through the process of vectorization, clustering, lexical knowledge acquisition automatically. In the process of obtaining the lexical knowledge acquisition of model, some parts of lexical knowledge dictionary which changes in the number of lexical knowledge and characteristics of lexical knowledge appeared by parameter changes were shown. The experimental results show that is possibility of automatic building of Machine-readable dictionary, because observed to the number of lexical class information cluster collected constant. also building of lexical ditionary including left-morphosyntactic information and right-morphosyntactic information is reflected korean characteristic.

• The Journal of Korean Association of Computer Education
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• v.18 no.5
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• pp.35-44
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• 2015

The purpose of this study was to explore predicting the factors affecting knowledge sharing behavior in SNS based learning community. Besides, participative motivation, openness to diversity, and knowledge sharing intention were included as predictors for this study. In addition, this study investigated the mediating role of knowledge sharing intention between participative motivation, openness to diversity and knowledge sharing behavior. 81 people in SNS based learning community participated in this study. Data collected were analyzed by correlation analysis, regression analysis and Baron & Kenny's(1986) mediation analysis. Results from this study, knowledge sharing intention and activity-oriented motivation predicted knowledge sharing behavior. In addition, knowledge sharing intention mediated among activity-oriented motivation, openness to diversity and knowledge sharing behavior.

• Educational Technology International
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• v.13 no.1
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• pp.207-231
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• 2012

The purpose of this study is to analyze the effects of Critical Thinking Strategy supporting argumentation activities between learners. The research question is whether the form of Critical Thinking Strategy offered to support meaningful interaction of collaborative argumentation between learners influences the knowledge acquisition, learning outcome, and student satisfaction. For this, the collaboration outcome of the group, the level of individual knowledge acquisition, the level of students satisfaction were measured as outcome of argumentation activity and their differences analyzed. This study concludes the following: A comparison of the group that was provided with Critical Thinking Strategy (test group) and the group provided with general argumentation scaffolds (compared group) showed there wasn't statistically significant differences in the quality of the learning outcome of collaboration between the groups and in students satisfaction. But there was significant difference in the degree of individual acquisition depending on the offering of scaffolding for Critical Thinking. Therefore, as premised in this study, supporting meaningful mutual interaction between learners during collaborative argumentation using Critical Thinking Strategy has a positive influence on the individual acquisition of domain knowledge. The group provided with scaffolding for Critical Thinking gained higher effect in the degree of knowledge sharing and individual acquisition of domain knowledge compared to the group provided with general argumentation scaffolding.

• Journal of The Korean Association For Science Education
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• v.25 no.5
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• pp.563-570
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• 2005

This study investigated the relationships among middle school students' understanding about the nature of scientific knowledge, conceptual understanding, and learning strategies. Grade 7 students (N=162) in Incheon completed the nature of scientific knowledge scales (NSKS) and a learning strategy questionnaire. After learning density by way of a CAl program, a conception test was administered. Results indicated that students' conceptual understanding and both deep and surface learning strategies were significantly correlated to their understanding about the nature of scientific knowledge. A cluster analysis was used to classify students on the basis of their deep and surface learning strategies. Three clusters of students with distinctive learning strategy patterns were found; high deep-low surface strategy (cluster 1), low deep-high surface strategy (cluster 2), and high deep-high surface strategy (cluster 3). One-way ANOVA results revealed that the scores of cluster 3 were significantly higher than those of the others in the NSKS and the conception test. Additionally, cluster 1 also performed better than cluster 2 in the conception test. Lastly, educational implications were discussed.

• Journal of the Korean Chemical Society
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• v.66 no.1
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• pp.15-30
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• 2022

The purpose of this study was to examine interactions among components of pedagogical content knowledge of middle school science teachers in a teacher learning community targeting science practice-based instruction. Data collection consisted of pre and post questionnaire and interview with each of five science teachers, audio-recording of teacher discussion in a teacher learning community, lesson plans, teacher written reflection, and video-recording of teaching practice. Qualitative data analysis revealed that there were two types of interactions, i.e., one-way interaction and two-ways interaction among components of pedagogical content knowledge of science teachers in a teacher learning community. There were also consecutive interactions as well as one-shot interaction. For two-ways interaction there were synchronous two-ways interaction in a teacher learning community meeting as well as consecutive two-ways interaction along with several meetings. This study provides implications that collaborative learning context in a teacher learning community should stimulate various types interactions among components of pedagogical content knowledge.

• Journal of Korean Elementary Science Education
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• v.27 no.1
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• pp.60-74
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• 2008

The purpose of this study was to examine the effects of a brain-based science teaching and learning model on the science related attitudes, scientific inquiry skills and science knowledge of the 2nd graders in Intelligent Life course. For this study, 117 elementary students from four classes of the 2nd grade in Seoul were selected. In the comparison group, traditional instruction was implemented and in the experimental group, instruction according to brain-based science teaching and learning model was implemented for four weeks. The results of this study were as follows : There were little differences between the comparison and experimental groups in terms of the science related attitudes except for the sub-domains of interest and curiosity. And brain-based science teaching and learning model programs improved a few scientific inquiry skills, especially observation and classification. In addition, the experimental groups showed a positive effect on science knowledge. In conclusion, brain-based science teaching and learning model programs were more effective in improvement of the science related attitudes, scientific inquiry skills and science knowledge of elementary students.