• 제어로봇시스템학회:학술대회논문집
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• 2001.10a
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• pp.88.5-88
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• 2001

We propose a neural network solver for an inverse problem. The problem is that input data with complete teaching include defects and predict the defect value. The solver is constructed of a three layer neural network whose learning method is combined from BP and reconstruction learning. The input data for the defects are unknown; therefore, the circulation of an arithmetic progression replaces them; rightly, the learning procedure is not converged for the circulation data vut for the normal data. The learning is quitted after such a learning status id kept. Then, we search a minimum of the differences between teaching data and output of the circulation. Then, we search a minimum of the ...

• Journal of Practical Engineering Education
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• v.9 no.2
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• pp.125-132
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• 2017

This paper is a study on the application of flipped learning, which is known as a teaching method that provides effective learning, to signal processing subjects. The teaching - learning model used for the class and the implementation examples for three years are described. In-class can be judged to be a relatively successful class, but organization of the video data provided in the pre-class and evaluation of whether or not to study pre-class video have to be improved.

• Journal of Industrial Convergence
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• v.21 no.8
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• pp.87-96
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• 2023

The purpose of this study was to investigate the meanings that pre-service secondary physical education teachers attach to learning-centered teaching through metaphor analysis and to examine their perceptions of the application of learning-centered teaching in physical education. In order to achieve the purpose of the study, a survey was conducted to express the perception of learning-centered teaching in metaphors. The data analysis was processed through the process of coding, metaphor classification, determining the unit of analysis, and categorisation of the sample according to the metaphor analysis method. As a result, four major categories of educational needs, educational goals and contents, teaching and learning methods and evaluation, teacher education and roles, and eight content types were derived: lessons for self-actualisation, lessons for preparing for future society, lessons that foster creativity, open and diverse lessons, lessons that stimulate curiosity and interest, lessons that are suitable for individual development and characteristics, lessons that are burdensome to implement, and lessons that require teacher creativity and originality. The results of this study provide implications for the necessity and direction of learning-centered class.

• Journal of The Korean Association For Science Education
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• v.5 no.2
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• pp.81-88
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• 1985

The purpose of the study was to establish a new view of textbook which may contribute to the abolishment of the instruction mainly based on the only textbook and to the promotion of creativities of students. We first reviewed science textbooks and related teaching-learning materials of foreign countries with emphasis on the relationship among textbook and teaching-learning materials and practical use of them. In western countries the roles of traditional textbook has been changed. That is, various kinds of materials such as reading book, work-book, worksheet, experimental guidebook, filmstrips are used to raise effect of instruction besides of traditional type of textbook. Secondary, we identified the problems related to the science textbook-view of textbook, textbook contents, practical use of textbook-through opinion survey administered to principals akd teachers of elementary schools. The results of the survey are as follows; Concerning the view of textbook, most teachers did not recognize textbook as an absolute materials. They thought that textbook contents could be taught reorganized according to their judgements. On the contrary, teachers responded to the question of whether or not they follow contents of textbook as they are presented in it were approximately 30%. Further, more than 75% of them have seldom used instructional materials except textbooks. In order to revise the problems of our present textbook as stated above, a new view of textbook should be established. We, above all, established 4 basic premises for searching a new view of textbook. 1) Textbook should not be considered as the only material but as being at the center of various teaching -learning materials. 2) The importance of textbook should be illustrated Among Curriculum, textbook and related teaching-learning materials, instruction and evaluation. 3. Textbook contents should not be regarded as definitely fixed or absolute ones. 4. Human being can understand environment more fully by commanding his swnsory organ multilaterally. Under these premises we disscussed about curriculum and textbook, textbook, and instruction, akd evaluation method.

• Journal of the Korea Society of Computer and Information
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• v.18 no.10
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• pp.235-243
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• 2013

This study deals with the methods of improving about effects of Teaching-Learning Activities Based Smart learning on Learning Attitudes and the Attention of Students with Intellectual Disorders. Analysis method of the data in this study included comparison pre-and post test among the two groups( experimental group and control group) first, indicated that the experimental group showed that significantly greater improvement in the Learning Attitudes. Seconds, As for the attention of the two groups, the experimental group maintained their attention at relatively similar levels throughout the study period, while the attention of the control group had shortened toward the end of the study. These results suggest that the Teaching-Learning Activities Based Smart learning through authoring tool was highly effective in improving mentally with Intellectual Disorders' Learning Attitudes and attention.

• Journal of Korean Home Economics Education Association
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• v.31 no.1
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• pp.77-88
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• 2019

This study was to execute the flipped learning as a learner-centered teaching and learning method in the course on family living culture for home economics education students in a college of education, and to investigate its effect. Flipped learning was designed in three stages(Pre class/In class/After class), and a questionnaire survey was distributed to 40 students to measure the class satisfaction. In addition, class worksheets and reflection journals that students wrote after every class were analyzed. Students positively evaluated flipped learning because they could take non-competition class with questions and discussion, etc. escaping from a one-way lecture. This study found that the level of class satisfaction was high due to high learning effect as the dual learning was available in case of prerequisite learning or individual learning. In particular, the class using Visual Thinking was considered interesting and useful in understanding and summarizing the learning contents. This study has shown that the willingness to take other flipped learning class in their major was high. To conclude, this study has found positive learning effects in the learner-centered teaching and learning method or flipped learning for the course concerning family living culture. This researcher expects that flipped learning may be utilized in the secondary education in the future as an effective learner-centered teaching and learning method for the purpose of fostering talents for the future in the era of the fourth industrial revolution.

• The Research Journal of the Costume Culture
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• v.32 no.3
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• pp.334-344
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• 2024

This study aimed to develop a new convergence course applying project-based learning (PBL) and collaborative teaching methods and identify its educational effects. The course development proceeded as follows: First, three instructors collaborated to define course goals, plan objectives, content, and methods, and create a syllabus for a PBL-based fashion studio course. Roles were divided to maximize expertise: one instructor focused on fashion design, another on three-dimensional cutting, and the third on flat cutting, and digital techniques. Second, the classes were conducted and feedback on student progress was shared, enhancing class quality and engagement. Third, teaching effectiveness was assessed through learner evaluation questionnaires, reflection journals, and performance assessments. Lastly, based on the results from these evaluations, positive aspects of the course were reviewed, and ways to modify it and enhance course quality for continuous improvement were explored. The results showed high satisfaction with the learning effects on major competencies, indicating that students not only effectively learned major skills but also improved their communication and teamwork. The students perceived the teaching methods positively allowing them to be more active in class. Instructors noted that the course produced higher-quality design and production outcomes compared to previous courses. Overall, the course applying PBL and collaborative teaching methods was found to improve educational quality and effectiveness, making it a valuable approach for learner-centered education.

• International Journal of Internet, Broadcasting and Communication
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• v.13 no.2
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• pp.120-126
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• 2021

The importance of mathematics is emerging to create new values and secure competitiveness in an intelligent information society based on the Fourth Industrial Revolution. This study was conducted with the aim of improving the academic performance and increasing interest of electronics majors in mathematics subjects. In order to develop learners' mathematical capabilities in major fields that utilize mathematics that electronics majors do not prefer, we have proposed a new teaching method to promote employment in mathematics-based electronics fields. In addition, to enhance learners' self-directed learning, we developed teaching methods for efficient mathematics subjects with programming languages as tools in electronics engineering and applied them to real-world teaching sites to effectively cultivate academic performance improvement of majors. Finally, we conducted a survey and statistically analyze the effectiveness of the developed teaching methods to present effective operational measures for mathematics education, an essential tool in intelligent information technology.

• Journal of Educational Research in Mathematics
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• v.12 no.1
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• pp.1-16
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• 2002

The 7th Curriculum emphasizes that in mathematics classes, mathematical concepts be understood and mathematical problems be solved through student's own exploratory activities including the use of data, manipulatives, andtechnological devices. Following the main idea of the Seventh Mathematics Curriculum, this paper dealt with instructional methods applied suitably and effectively in mathematics classes, and focused on the 'exploratory learning in groups' method in mathematics education. For this purpose, this paper reviewed and summarized theories related to general pedagogy and of mathematics education. Based on the results, it investigated appropriate instructional methods in mathematics education. In particular, this paper focused on studying the exploratory learning method while investigating its properties and understand- ing the relationship between the 'exploratory learning in groups' method and the discussion-centered method. Finally, in order to show the usefulness of the exploratory learning method, this paper developed an example of a teaching module using the exploratory learning method in addition to discussion and lecture-centered methods by the use of manipulatives. The main goal of the module was to make students understand the principle of multiplication of integers.

• The Journal of Korean Academic Society of Nursing Education
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• v.13 no.2
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• pp.155-161
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• 2007

Purpose: The purpose of this research was to evaluate the effects of Problem-Based Learning(PBL) in nursing students. Method: Data was collected from 70 junior nursing students who studied through PBL curriculum from C college, by 3 times from August to December 2005. The collected data were analyzed using SPSS 10.0. Results: There were no statistically significant improvement in study related characteristics; appropriateness to nursing, interest in nursing knowledge, interest in clinical practicum and evaluation PBL learning course; satisfied with teaching content, satisfied with teaching method, and self-confidence in nursing. But there were statistically significant improvement in metacognition, self efficacy and learning motivation. Conclusion: Based on above results further research should be doing about subject of diverse nursing students who are studying PBL, development of PBL practice package and evaluation it's effects, and exploration to many elements that influenced evaluation PBL learning course.