• Journal of the Korean Applied Science and Technology
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• v.38 no.2
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• pp.587-594
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• 2021

The purpose of this study is to examine how college students' stress coping in the post-corona era affect leisure constraint negotiations. To achieve the purpose of this study, from January 25th to February 19th, 2021, 247 copies were used for this study, excluding 13 questionnaires from Jeonbuk, Jeonnam, and Busan. For data analysis, descriptive statistics, confirmatory factor analysis, ANOVA and hierarchical regression analysis were performed using SPSS 21.0 and AMOS 18.0. As a result, there was a difference in leisure constraint negotiations according to changes in the types of leisure before and after COVID-19. According to the stress coping method of college students, it appears that it has a positive effect on the part of leisure constraint negotiations, so it is necessary to consider a detailed approach to the coping plan. In particular, it was confirmed that the active stress coping method(Active problem solving, Social support seeking) had a positive effect on the leisure constraint negotiations. Therefore, future research will require efforts to verify their relationship with various approaches to leisure constraints, leisure constraints negotiations, and stress and stress response strategies with COVID-19.

• Journal of Korean Elementary Science Education
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• v.41 no.2
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• pp.338-355
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• 2022

This study explored the effects of pre-service elementary teachers' inquiries into science class dilemmas. By closely examining the characteristics of the pre-service teachers' inquiry processes and changes in their educational decisions, the effectiveness of using dilemmas as part of teacher education was determined. Twenty fourth-year university pre-service teachers participated and conducted inquiries into science class dilemmas over seven weeks. Based on pre- and post-questionnaires, KWHL tables, inquiry reports, discussions, and group class presentations, the major factors that influence the pre-service teacher's decision-making changes were extracted. The pre-service teachers found the science inquiry process meaningful when exploring the science topics covered in the dilemmas, and claimed that elementary school students would be able to engage in meaningful science explorations if they learned science through inquiry. Furthermore, the pre-service teachers explored the thinking processes and background knowledge of the students in different ways. Documents such as teacher's guides and the curriculum were examined and the students' thought processes were identified through interviews with the teachers and students, which were found to reflect their educational decision-making. Moreover, it was recognized by the pre-service teachers that depending on the situation, alternative teaching methods were possible. The focus on the unstructured dilemma problems provided the pre-service teachers with problem-solving situations that triggered scientific inquiry and exploration of student thinking and revealed the complexity of science teaching and learning. Based on these results, the teacher education implications for using dilemma cases are discussed.

• The Mathematical Education
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• v.63 no.1
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• pp.1-18
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• 2024

This study aims to analyze low-performing high school students' difficulties in constructed response (CR) mathematics assessments and explore ways to use writing activities to support student learning. The participants took CR assessments, engaged in guided writing activities across 15 lessons, and provided responses to our interviews. The study identified 20 types of student difficulties, which were sorted into two main categories: "mathematical difficulties" and "CR difficulties." The difficult nature of mathematics as a school subject included a lack of understanding of mathematical concepts, students' difficulty with mathematical symbols and notations, and struggles with word problems. Challenges specific to CR assessments included students' difficulties arising from the testing conditions unlike those of multiple-choice items, and included issues related to constructing appropriate responses and psychological barriers. To address these challenges in CR assessments, the study conducted guided writing activities as an intervention, through which six themes were identified: (1) internalization of mathematical concepts, (2) mathematical thinking through relational understanding, (3) diverse problem-solving methods, (4) use of mathematical symbols, (5) reflective thinking, and (6) strategies to overcome psychological barriers.

• Journal of the Korean earth science society
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• v.36 no.4
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• pp.404-416
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• 2015

We investigated the cognitive frame of high school students and inservice high school science teachers about effective teaching method, and we also explored how they understood about the teaching methods suggested by the 2009 revised Science Curriculum. Data were collected from 275 high school science teachers and 275 high school students. We analyzed data in terms of the words and the cognitive frame using the Semantic Network Analysis. The results were as follows. First, the teachers perceived that an activity oriented class was the effective science class that helped improve students' problem-solving abilities and their inquiry skills. The students had the cognitive frame that their teacher had to present relevant and enough teaching materials to students, and that they should also receive assistance from teachers in science class to better prepare for college entrance exam. Second, both students and teachers retained the cognitive frame about the efficient science class that was not reflected 2009 revised Science Curriculum exactly. Especially, neither groups connected the elements of 'convergence' as well as 'integration' embedded across science subject areas to their cognitive frame nor cognized the fact that many science learning contents were closed related to one another. Therefore, various professional development opportunities should be offered so that teachers succinctly comprehend the essential features and the intents of the 2009 revised Science Curriculum and thereby implement it in their science lessons effectively.

• Journal of The Korean Association For Science Education
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• v.20 no.3
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• pp.384-395
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• 2000

Recently performance assessments have been recommended as an alternative to traditional assessment methods such as multiple-choice written test. Performance assessment is suggested to facilitate students' creativity, participation and learning motivations in science classes. In this study, performance assessment materials were developed for a biology unit of middle school science 1, 'Plants Around Us', and then the assessment materials were applied to assess students' understandings and attitudes related to each topic of the unit. A total of 186 7th grade students at a southern large city participated in this study. From the study, the following were obtained: 1. Various type of the performance assessment materials, such as observation report, peer evaluation, interview have been developed for the unit 'Plants around us.' 2. Students' understandings on the topics appeared to be sound, and the students' interest and cooperative problem-solving abilities have been cultivated through the small group activities. The science classes became more student-centered. 3. Teacher's burden has increased due to the practices of performance assessment, but it could be handled by teacher's commitment and management skills. 4. The students' responses to performance assessments were positive, in general.

• Journal of KIISE
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• v.42 no.4
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• pp.451-458
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• 2015

Previous multimodal learning methods focus on problem-solving aspects, such as image and video search and tagging, rather than on knowledge acquisition via content modeling. In this paper, we propose the Multimodal Concept Hierarchy (MuCH), which is a content modeling method that uses a cartoon video dataset and a character-based subtitle generation method from the learned model. The MuCH model has a multimodal hypernetwork layer, in which the patterns of the words and image patches are represented, and a concept layer, in which each concept variable is represented by a probability distribution of the words and the image patches. The model can learn the characteristics of the characters as concepts from the video subtitles and scene images by using a Bayesian learning method and can also generate character-based subtitles from the learned model if text queries are provided. As an experiment, the MuCH model learned concepts from 'Pororo' cartoon videos with a total of 268 minutes in length and generated character-based subtitles. Finally, we compare the results with those of other multimodal learning models. The Experimental results indicate that given the same text query, our model generates more accurate and more character-specific subtitles than other models.

• Journal of Science Education
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• v.43 no.1
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• pp.17-42
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• 2019

This study, as an attempt to integrate mathematics and information for convergence education, was conducted to develop teaching-learning materials on mathematics education combined with coding education, which has recently been emphasized. We chose the subject of digital signature for coding education, and used SageMath as a coding program. In this study, we overview mathematics used in the elliptic curve digital signature algorithm, one of the many methods for digital signature, and developed the teaching-learning materials on the algorithm for mathematics education integrated with information education based on coding. The elliptic curve digital signature algorithm utilized in transactions of Bitcoin, which many people recently are interested in, is a good example, showing students that mathematics is applied to problem-solving in the real world and provides an optimal environment for implementation by coding. Accordingly, we expect that a class on algorithm will provide a specific teaching-learning program to achieve the goal of integrated mathematics education. By comprehensively considering the opinions of mathematicians, mathematics teachers and mathematics education experts, we expect that the teaching-learning program will be realized as a meaningful class in science high schools, high school's math clubs, and 'number theory' class in colleges.

• The Mathematical Education
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• v.62 no.2
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• pp.289-302
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• 2023

In today's digital information society, student knowledge and skills to analyze big data and make informed decisions have become an important goal of school mathematics. Integrating big data statistical projects with digital technologies in high school <Artificial Intelligence> mathematics courses has the potential to provide students with a learning experience of high impact that can develop these essential skills. This paper proposes a set of guidelines for designing effective big data statistical project-based tasks and evaluates the tasks in the artificial intelligence mathematics textbook against these criteria. The proposed guidelines recommend that projects should: (1) align knowledge and skills with the national school mathematics curriculum; (2) use preprocessed massive datasets; (3) employ data scientists' problem-solving methods; (4) encourage decision-making; (5) leverage technological tools; and (6) promote collaborative learning. The findings indicate that few textbooks fully align with these guidelines, with most failing to incorporate elements corresponding to Guideline 2 in their project tasks. In addition, most tasks in the textbooks overlook or omit data preprocessing, either by using smaller datasets or by using big data without any form of preprocessing. This can potentially result in misconceptions among students regarding the nature of big data. Furthermore, this paper discusses the relevant mathematical knowledge and skills necessary for artificial intelligence, as well as the potential benefits and pedagogical considerations associated with integrating technology into big data tasks. This research sheds light on teaching mathematical concepts with machine learning algorithms and the effective use of technology tools in big data education.

• Journal of KIISE:Computer Systems and Theory
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• v.35 no.9_10
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• pp.485-496
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• 2008

As the complexity of SoC (System-on-Chip) design increases dramatically. traditional system performance analysis and verification methods based on RTL (Register Transfer Level) are no more valid for increasing time-to-market pressure. Therefore a new design methodology is desperately required for system verification in early design stages. and hardware software (HW-SW) cosimulation at TLM (Transaction Level Modeling) level has been researched widely for solving this problem. However, most of HW-SW cosimulators support few restricted ion levels only, which makes it difficult to integrate HW-SW cosimulators with different ion levels. To overcome this difficulty, this paper proposes a multipurpose framework for HW SW cosimulation to provide systematic SoC design flow starting from software application design. It supports various design techniques flexibly for each design step, and various HW-SW cosimulators. Since a platform design is possible independently of ion levels and description languages, it allows us to generate simulation models with various ion levels. We verified the proposed framework to model a commercial SoC platform based on an ARM9 processor. It was also proved that this framework could be used for the performance optimization of an MJPEG example up to 44% successfully.

• Journal of Korea Entertainment Industry Association
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• v.15 no.3
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• pp.183-192
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• 2021

This study was purposed to explore the learning culture through the related literature and research review in Jewish Havruta which has interaction, critical reflection, and the driving force creating a better world. The prior researches on Havruta mainly tend to as ways to increase learners' interest in learning and studies as curriculum or teaching methods such as creativity, understanding, and problem-solving skills. However, Havruta is not just method to study subjects, but rather a process of developing thinking through dialogue and discussion. Therefore, Havruta's essential meaning as a lifelong learning should be explored. Studies showed that Jews embody the thinking process from interpreting, analyzing, setting up logic, questioning, discussing, and debating Talmud with others anytime, anywhere, and anyone throughout their learning culture. It develops basic skills for life, forms an integrated personality in relationships with others, and continuously conducts lifelong learning to shape one's own beings. Therefore, lifelong learning culture would be sharing information that one has in the process of discussion through dialogue between two or more people, and supporting and encouraging the other's failure or fear rather than attacking them. The embodiment of thinking process in which people teach and learn eachother, accept the difference, and expand thought would be significant foundation to create lifelong learning culture.