• Journal of Korean Elementary Science Education
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• v.21 no.1
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• pp.127-134
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• 2002

Although the reward based on group accomplishment in cooperative learning has a merit to emphasize interdependency, it may have some undesirable side effects such as free rider effect and sucker effect. For the purpose of reducing these side effects, this study examined how the adjustment of the reward structure affected the scholastic achievement, the perception of learning environments, and the attitude toward science class by adding individual reward to group reward. We selected 2 classes of sixth grade in an elementary school, and taught on oxygen and carbon dioxide for 13 class hours in cooperative learning strategies. Group reward was applied to one class, and both group and individual rewards were applied to the other class. Analysis of the results indicated that the achievement scores of the students under the group and individual rewards were significantly higher than those under the group reward. In addition, they had more difficulty in science class and felt less satisfied. The upper level students under the group and individual rewards were also found to exhibit more competition. Educational implications were discussed.

• Management Science and Financial Engineering
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• v.17 no.2
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• pp.23-37
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• 2011

In this paper, we address a layout design problem for determining an optimal 4-class-based dedicated linear storage layout in a class of unit load storage systems. Assuming that space requirement for a class is the sum of the maximum inventory levels of products assigned to the class, and that one-way travel time is a linear function of storage index, we formulate a 4-class-based dedicated linear storage problem PTL[4] and provide an exact splitting algorithm with $O(n{\lceil}logn{\rceil})$. Our algorithms could be applied to more than a 4-class-based dedicated storage layout problem with slight modification in order to reduce computational execution time.

• Journal of agriculture & life science
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• v.45 no.4
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• pp.81-86
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• 2011

This study was conducted to evaluate the influence of crown diameter on plant growth after planting and fruit yield. All nursery plants were classified into three classes: A, > 9 mm; B, 8~9 mm; C, < 8 mm. The A-class nursery plant plot showed better root and plant growth after planting compared to the B-class and C-class nursery plants. The A-class nursery plant plot was 10 days faster in first flowering time then those of the B-class and the C-class. Also, the A-class nursery plant plot was 2~3 days faster in the mean flowering time. The accumulative yield of the A-class nursery plant plot was 481 g per plant, that of the B-class was 445 g, and the C 422 g, which the nursery plant plot of A-class yielded more 8.1% and 13.9% respectively than B-class plot and C-class plot per plant. In early yield of to February; A-class nursery plant plot showed 23.3% higher yield than B-class nursery plant plot, and 39.1% higher the C-class nursery plant.

• Journal of the Korean Society of Earth Science Education
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• v.3 no.1
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• pp.36-46
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• 2010

The purpose of this study is to find out the influence of MBL Exhibition Class on the Elementary School students' academic achievement, scientific research abilities and affective characters. For the purpose, three classes were sampled in the 5th grade of an elementary school. Among the three classes, two were designated as the comparative classes consisted of 68 students and the other was the experimental class, 33 students. The comparative classes were given lessens according to the content presented in the textbook of 7th Education Curriculum and the experimental class was given re-built lessons with using MBL machines. Before and after giving lessons, students of both classes took a test for science academic achievement. And also the scientific research abilities and affective characters were examined. The conclusions from this study is as follows. First, according to the result of science academic achievement test after giving lessons, the mean of the experimental class was higher than that of the comparative classes meaningfully. Second, scientific research abilities of the experimental class was shown higher than that of the comparative classes meaningfully. Specially, basic research abilities were improved very meaningfully and only hypothesis-building ability was improved among integrated research abilities. Third, it doesn't seem that MBL exhibition class is effective on affective characters(interest, attitudes).

• Proceedings of the Korean Information Science Society Conference
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• 2007.10b
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• pp.50-54
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• 2007

소프트웨어 개발을 위한 모델링 방법 중 대표적인 것으로 UML을 이용한 방법이 있으며, 제품계열공학에서 소프트웨어의 재사용을 위한 모델링 방법으로 feature 모델링에 관한 연구가 진행 되고 있다. feature 모델링 방법은 잘 정의된 개발 기법을 제공하여 활용되고 있으나 다소 범용 적이지 않다. 또한 그 구조물이 UML과 상이하여 UML사용자가 feature 모델을 재사용하는 데는 어려움을 가지고 있고, feature 모델에서 class모델로의 변환을 제시한 기존연구는 도메인 전문가에 의해 경험적으로 모델링을 하기 때문에 모호성과 이해의 오류, 그리고 잘못된 해석 등의 문제가 발생 된다. 그리고, feature 모델과 class모델의 모든 요소를 매핑하여 변환하지 않는다는 점에서 완전하지 못하다. 따라서 본 논문에서는 Ontology를 이용하여 의미 기반의 명확한 명세를 통한 feature모델의 class 모델로의 변환기법을 제시하고, 이를 위해 feature 모델과 class 모델의 구조물의 요소를 정의하고 이를 기반으로 feature 모델과 OWL, 그리고 class 모델 속성간의 매핑 규칙을 제시하고, 본 논문에서 제시한 변환 프로세스를 이용하여 사례연구를 하였다.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.3
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• pp.322-334
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• 2022

This study attempted to understand the difficulties experienced in program development and class operation of instructors in the hands-on science class and the needs for training based on them. For this study, an online survey was conducted on 193 instructors in the hands-on science class in 2022, and interviews were conducted on 13 instructors. As a result, the difficulties of developing programs for hands-on science class instructors were due to lack of class content, lack of program development budget, lack of equipment necessary for class operation, and difficulty in applying various educational methods such as discussion and practice. The preferred training contents were in the order of the latest science and technology, reconstruction methods of existing programs, and regional specialization technology. In addition, it was found that the difficulties experienced by instructors in class management stemmed from the method of operating hands-on science classes using experience kits. Accordingly, instructor education should be provided in the direction of helping instructors to provide the best education in the situation of the hands-on science classroom.

• Journal of the Korean Society of Earth Science Education
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• v.9 no.1
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• pp.97-105
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• 2016

The purpose of this study was to examine the effects of storytelling skill on science concept and science learning motivation. For this study the 5 grade, 2 class was divided into a research group and a comparative group. The class was pre-tested in order to ensure the same standard. The research group had the science class with storytelling skill, and the comparative group had the class of the teacher centered lectures on 11 classes in 8 weeks. The storytelling skill was focused on set the astronomical target wants to set up a story, through the small group discussion, present subject of the story, set the protagonist of the story for smooth configuration of the story, in order to smooth the flow of the story, make up a story around a hero, to make a clear story, decorated with pictures, shapes, graphs, etc, group story, complete with an astronomical(saints) in storytelling. To prove the effects of this study, science concept was split up according to knowledge, inquiry, attitude. Also, science learning motivation consisted of assignment is worth, learning beliefs about control, self efficacy. The results of this study are as follows. First, using storytelling skill was effective in science concept. Second, using storytelling skill was effective in science learning motivation. Also, after using storytelling skill was good reaction by students. As a result, the elementary science class with storytelling skill had the effects of developing science concept and science learning motivation. It means the science class with storytelling skill has potential possibilities and value to develop science concept and science learning motivation.

• Journal of the Korean Chemical Society
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• v.50 no.6
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• pp.506-514
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• 2006

purpose of this work was to study the applied effects of out-of-class Chemical Experience Learning (CEL) Programs on scientific process skills and science-related attitude for middle school students. The out-of-class CEL Programs which were developed to make the funny out-of-class chemistry and the exciting science class', included the nature-friendly chemical experiments suitable for natural environment and composed of real life-centered experiences. The out-of-class CEL programs were applied to natural environment through all-day improvement activity. The science club students in D middle school in Busan were selected as the objects of the study consisting of one experiment group and one control group. The out-of-class CEL programs were applied to the experiment group and traditional class method was applied to the control group. The change of scientific process skills and science-related attitudes between two groups were compared and analyzed. And students reaction on the out-of-class CEL programs was investigated. As a result, out-of-class nature-friendly chemical experiments were improved scientific process skills and science-related attitudes of middle school students. Also, more than 70% of students in the experimental group gave positive feedbacks to the out-of-class CEL programs and increased attention, interest, and degree of self-participation in science.

• Journal of the Korean Society of Earth Science Education
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• v.5 no.3
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• pp.225-234
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• 2012

The Purpose of this study is searching the effect of the flow level increasing by using flow learning on scientific achievement and attitude toward science in 4rd grade elementary school student's scientific learning factors, and the better way to approach scientific institude than now in used. Participants included 52 elementary school students. For this study, two classes were divided into experimental class and control class. The control class takes a regular instructions and the experimental class takes a flow learning instructions. Two chapter were selected, 'Plant's World' and 'Fossil and Rock', for this study. Students were treated for 18 hours. The results were as follows: First, flow learning related program about plant's world, fossil and rock is increasing 4rd grade elementary school students' flow level in science class. Second, students are not increasing their scientific achievement according to increasing their flow level. Third, students are not increasing their attitude toward science according to increasing their flow level. But in attitude toward scientific inquiry, adoption of attitude toward science and preference of job related science subordinated, students are increasing subordinate factors of attitude toward science.

• Annual Conference on Human and Language Technology
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• 2012.10a
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• pp.8-11
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• 2012

One-class SVM은 데이터가 존재하는 영역을 추출하고, 이 영역을 서포트 벡터로 표현하며 표현된 영역 밖의 데이터들은 아웃라이어(outlier)로 간주된다. 본 논문에서는 데이터 포인트마다 숨겨진 변수(hidden variable) 혹은 토픽이 있다고 가정하고, 이를 반영하기 위해 PoMEN에 기반한 Latent One-class SVM을 제안한다. 실험결과 Latent One-class SVM이 대부분의 구간에서 One-class SVM 보다 성능이 높았으며, 특히 높은 정확율을 요구하는 경우에 더욱 효과적임을 알 수 있었다.