• Journal of The Korean Association For Science Education
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• v.16 no.4
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• pp.376-388
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• 1996

The first and the second "Discussion Contest of Scientific Investigation" was evaluated in this study. This contest was a part of 'Korean Youth Science Festival' held in 1993 and 1994. The evaluation was based on the data collected from the middle school students of final teams, their teachers, a large number of middle school students and college students who were audience of the final competition. Questionnaires, interviews, reports of final teams, and video tape of final competition were used to collect data. The study focussed on three research questions. The first was about the preparation and the research process of students of final teams. The second was about the format and the proceeding of the Contest. The third was whether participating the Contest was useful experience for the students and the teachers of the final teams. The first area, the preparation and the research process of students, were investigated in three aspects. One was the level of cooperation, participation, support and the role of teachers. The second was the information search and experiment, and the third was the report writing. The students of the final teams from both years, had positive opinion about the cooperation, students' active involvement, and support from family and school. Students considered their teachers to be a guide or a counsellor, showing their level of active participation. On the other hand, the interview of 1993 participants showed that there were times that teachers took strong leading role. Therefore one can conclude that students took active roles most of the time while the room for improvement still exists. To search the information they need during the period of the preparation, student visited various places such as libraries, bookstores, universities, and research institutes. Their search was not limited to reading the books, although the books were primary source of information. Students also learned how to organize the information they found and considered leaning of organizing skill useful and fun. Variety of experiments was an important part of preparation and students had positive opinion about it. Understanding related theory was considered most difficult and important, while designing and building proper equipments was considered difficult but not important. This reflects the students' school experience where the equipments were all set in advance and students were asked to confirm the theories presented in the previous class hours. About the reports recording the research process, students recognize the importance and the necessity of the report but had difficulty in writing it. Their reports showed tendency to list everything they did without clear connection to the problem to be solved. Most of the reports did not record the references and some of them confused report writing with story telling. Therefore most of them need training in writing the reports. It is also desirable to describe the process of student learning when theory or mathematics that are beyond the level of middle school curriculum were used because it is part of their investigation. The second area of evaluation was about the format and the proceeding of the Contest, the problems given to students, and the process of student discussion. The format of the Contests, which consisted of four parts, presentation, refutation, debate and review, received good evaluation from students because it made students think more and gave more difficult time but was meaningful and helped to remember longer time according to students. On the other hand, students said the time given to each part of the contest was too short. The problems given to students were short and open ended to stimulate students' imagination and to offer various possible routes to the solution. This type of problem was very unfamiliar and gave a lot of difficulty to students. Student had positive opinion about the research process they experienced but did not recognize the fact that such a process was possible because of the oneness of the task. The level of the problems was rated as too difficult by teachers and college students but as appropriate by the middle school students in audience and participating students. This suggests that it is possible for student to convert the problems to be challengeable and intellectually satisfactory appropriate for their level of understanding even when the problems were difficult for middle school students. During the process of student discussion, a few problems were observed. Some problems were related to the technics of the discussion, such as inappropriate behavior for the role he/she was taking, mismatching answers to the questions. Some problems were related to thinking. For example, students thinking was off balanced toward deductive reasoning, and reasoning based on experimental data was weak. The last area of evaluation was the effect of the Contest. It was measured through the change of the attitude toward science and science classes, and willingness to attend the next Contest. According to the result of the questionnaire, no meaningful change in attitude was observed. However, through the interview several students were observed to have significant positive change in attitude while no student with negative change was observed. Most of the students participated in Contest said they would participate again or recommend their friend to participate. Most of the teachers agreed that the Contest should continue and they would recommend their colleagues or students to participate. As described above, the "Discussion Contest of Scientific Investigation", which was developed and tried as a new science contest, had positive response from participating students and teachers, and the audience. Two among the list of results especially demonstrated that the goal of the Contest, "active and cooperative science learning experience", was reached. One is the fact that students recognized the experience of cooperation, discussion, information search, variety of experiments to be fun and valuable. The other is the fact that the students recognized the format of the contest consisting of presentation, refutation, discussion and review, required more thinking and was challenging, but was more meaningful. Despite a few problems such as, unfamiliarity with the technics of discussion, weakness in inductive and/or experiment based reasoning, and difficulty in report writing, The Contest demonstrated the possibility of new science learning environment and science contest by offering the chance to challenge open tasks by utilizing student science knowledge and ability to inquire and to discuss rationally and critically with other students.

• Journal of the Korean Society of Earth Science Education
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• v.10 no.2
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• pp.173-184
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• 2017

The purpose of this study is to examine the effects of science classes using the geological materials of a locality on academic achievement and scientific attitude of elementary school students. For this study, the class unit is 'stratum and fossils', 2nd semester of 3rd grade, and the geological materials of a locality is applied for class. The geological materials used in teaching and learning of 'stratum and fossil' unit are photographs & video data relating to geological phenomenon, and rock & fossils samples collected in Jeollanam-do province. This study has been aimed at 2 classes 47 students of 3rd grade in G elementary school of G metropolitan. One class 23 students are the research group to apply science class using the geological materials in a locality, on the order hand another class 24 students are the comparison group to apply general science classes. The results of this study are follows. First, a positive relationship was identified between academic achievement and science class applying the geological materials in a locality in the research group. This shows that academic achievement was improved by science class applying the geological materials in a locality. Second, a positive relationship was identified between scientific attitude and science class applying the geological materials in a locality in the research group. This shows that scientific attitude was improved by science class applying the geological materials in a locality. Third, by the results of interview with students who was participated in science class applying the geological materials in a locality, it shows that they have interest and curiosity about local geology. Above results means that science class applying the geological materials in a locality help elementary schools students improve the educational effect about 'stratum and fossils' unit. Thus, it is needed to use the geological materials of a locality in science class relating to the geology units of elementary school science in order to improve academic achievement and scientific attitude of elementary school students.

• Journal of The Korean Association For Science Education
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• v.24 no.5
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• pp.902-915
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• 2004

Science drama can be an useful tool for understanding the nature of science, Science-Technology-Society relationship by providing indirect experiences to young students. Specific science concept and knowledge can also be learned with high interests. In this study, to explore the usefulness of science drama in elementary science lessons, two scripts of science drama and lesson plans were developed and implemented. Six step model for science drama lessons was also suggested. One was 'Manhattan Project' which dealt with social, ethical responsibility in using science & technology (science argument drama), and the other was 'Mom, My blood type is O' which explained the heredity of blood type (science concept drama). Two teachers were asked to write their journals during preparation and implementation of science drama lessons, and the lessons were observed by the researcher and video taped for analysis. Some students were interviewed just after the lessons by the teacher and all students were asked to write their impressions, change of their thought, what is leant etc. Overall responses of students and teachers on the two science drama lessons were very positive, 'Mom, My blood type is O' got more positive responses, and girls were more positive than boys. Some students anticipated another science drama even suggest topics for it. 'Mom, My blood type is O' was successful in making students (grade 3) understand the knowledge related with heredity of blood type (71% of the students got perfect answer). In 'Manhattan Project' students (grade 5) perceived more diverse location of responsibility after the lesson, but the danger and harmfulness of atomic power was embossed. This implied the need of more careful planning for the relevant learning activities before and after the play of science drama.Two teachers perceived the science drama as a new, useful tool for some subject which is hard to deal with by other teaching method. They were also satisfied with students' high interest and engagement during the science drama lessons but the extra time and effort for the lessons were pointed out as a main difficulties.

• Korean Journal of Health Education and Promotion
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• v.20 no.2
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• pp.35-61
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• 2003

Background： The purpose of this study was to develop a structured and individualized smoking prevention program for adolescents by utilizing a multimedia computer-assisted instruction model and to empirically assess its effect. Method： For the purpose of this study, a guide book of smoking prevention program for middle and high school students was developed as the first step. The contents of this book were summarized and developed into an actual multimedia CAI smoking prevention program according to the Gane ＆ Briggs instructional design and Keller's ARCS motivation design models as the second step. At the final step, the short-tenn effects of this program were examined by an experiment. This experiment were made for middle school and high school students and the quasi experimental design was the pretest - intervention - posttest. The measured data was attitude, belief, and knowledge about smoking, interest in the program, and learning motivation. Result： The results of this study were as follows： First, the guide book of a smoking prevention program was developed and the existing literature on adolescent smoking was analyzed to develop the content of the guide book. Then the curriculum was divided into three main domains on tobacco and smoking history, smoking and health, adolescent smoking and each main domain was divided into sub-domains. Second, the contents of the guide book were translated into a multimedia CAI program of smoking prevention througn Powerpoint software according to the instructional design theory. The characteristics of this program were interactive, learner controllable, and structured The program contents consisted of entrance(5.6％), history of tobacco(30％), smoking and health(38.9％), adolescent smoking(22.2％), video(4.7％), and exit(1.6％). Multimedia materials consisted of text(121), sound and music, image(still 84, dynamic 32), and videogram(6). The program took about 40 minutes to complete. Third, the results on analysis of the program effects were as follows： 1) There was significant knowledge increase between the pre-test and post-test with total mean difference 3.44, and the highest increase was in the 1st grade students of high school(p＜0.001). 2) There was significant decrease in general belief on smoking between the pre-test and post-test with total mean difference 0.28. In subgroup analysis, the difference was significantly higher in the 1st grade of high school (p<0.001), low income class (p<0.001), and daily smokers (p<0.01). 3) There was no significant difference in attitudes on his personal smoking between the pre-test and post-test. 4) The interest in the program seemed to lower as students got older. The score of motivation toward this prevention program was the highest in the middle school 3rd grade. Among sub-domains of motivation, the confidence score was the highest. Conclusion： To be most effective, the smoking prevention program for adolescents should utilize the most up-to-date and accurate information on smoking, and then instructional material should be developed so that the learners can approach the program with enjoyment. Through this study, a guide book with the most up-to-date information was developed and the multimedia CAI smoking prevention program was also developed based on the guide book. The program showed positive effect on the students' knowledge and belief in smoking.

• The Journal of Korean Academy of Sensory Integration
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• v.15 no.2
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• pp.66-79
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• 2017

Objective : The purpose of this study is investigate the effects of sensory integration combined with auditory treatment on the sensory processing, visual perception and attention ability of children with developmental delay. Methods : A combined treatment of auditory training and sensory integration therapy was implemented to 3 children aged 4 to 7 and diagnosed with developmental delay during 9 weeks period from December 2016 to January 2017. ABA' design which is one of single subject research designs was used in this study. Baseline A had 4 sessions, intervention B had 15 sessions, and baseline A' had 4 sessions, so 23 sessions were applied in total. During the baseline A and A 'periods, visual perception ability was measured by K-DTVP-2 (Korea Developmental Test Visual Perception-2) and sensory processing ability was evaluated by sensory profile. The maintenance time of attention was measured with the absence of intervention for the baseline period, and for the intervention period, it was measured at 10 minutes break time which was provided after the intervention. The children's attention time during a fine motor task provided were measured using video recorder with the interval recording method, and the interval for the evaluation was 30 seconds. Results : No statistically significant difference were found in the visual perception function and sensory processing scores before and after treatment. Attention of participant A enhanced significantly while that of participant B and C did not improve significantly. Conclusion : It is hard to conclude that sensory integration therapy combined with auditory perception training has positive effects on visual perception function and attention of children with developmental delays. However, there were significant increase in attention and improvements in behavior related to sensory processing for some cases in this study. In further study, longer intervention periods and valid measurement need to be applied in order to get better results. And it is proposed that more studies need to be done to enhance evidence of auditory perception training as a mean to facilitate attention and to prepare learning.

• Journal of Intelligence and Information Systems
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• v.20 no.1
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• pp.133-148
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• 2014

Recently, with the advent of various information channels, the number of has continued to grow. The main cause of this phenomenon can be found in the significant increase of unstructured data, as the use of smart devices enables users to create data in the form of text, audio, images, and video. In various types of unstructured data, the user's opinion and a variety of information is clearly expressed in text data such as news, reports, papers, and various articles. Thus, active attempts have been made to create new value by analyzing these texts. The representative techniques used in text analysis are text mining and opinion mining. These share certain important characteristics; for example, they not only use text documents as input data, but also use many natural language processing techniques such as filtering and parsing. Therefore, opinion mining is usually recognized as a sub-concept of text mining, or, in many cases, the two terms are used interchangeably in the literature. Suppose that the purpose of a certain classification analysis is to predict a positive or negative opinion contained in some documents. If we focus on the classification process, the analysis can be regarded as a traditional text mining case. However, if we observe that the target of the analysis is a positive or negative opinion, the analysis can be regarded as a typical example of opinion mining. In other words, two methods (i.e., text mining and opinion mining) are available for opinion classification. Thus, in order to distinguish between the two, a precise definition of each method is needed. In this paper, we found that it is very difficult to distinguish between the two methods clearly with respect to the purpose of analysis and the type of results. We conclude that the most definitive criterion to distinguish text mining from opinion mining is whether an analysis utilizes any kind of sentiment lexicon. We first established two prediction models, one based on opinion mining and the other on text mining. Next, we compared the main processes used by the two prediction models. Finally, we compared their prediction accuracy. We then analyzed 2,000 movie reviews. The results revealed that the prediction model based on opinion mining showed higher average prediction accuracy compared to the text mining model. Moreover, in the lift chart generated by the opinion mining based model, the prediction accuracy for the documents with strong certainty was higher than that for the documents with weak certainty. Most of all, opinion mining has a meaningful advantage in that it can reduce learning time dramatically, because a sentiment lexicon generated once can be reused in a similar application domain. Additionally, the classification results can be clearly explained by using a sentiment lexicon. This study has two limitations. First, the results of the experiments cannot be generalized, mainly because the experiment is limited to a small number of movie reviews. Additionally, various parameters in the parsing and filtering steps of the text mining may have affected the accuracy of the prediction models. However, this research contributes a performance and comparison of text mining analysis and opinion mining analysis for opinion classification. In future research, a more precise evaluation of the two methods should be made through intensive experiments.

• Korean Journal of Cognitive Science
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• v.33 no.1
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• pp.51-75
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• 2022

Transcranial direct current stimulation (tDCS) is a non-invasive brain stimulation that is able to alter neuronal activity in particular brain regions. Many studies have researched how tDCS modulates neuronal activity and reorganizes neural networks. However it is difficult to conclude the effect of brain stimulation because the studies are heterogeneous with respect to the stimulation parameter as well as individual difference. It is not fully in agreement with the effects of brain stimulation. In particular few studies have researched the reason of variability of brain stimulation in response to time so far. The study investigated individual variability of brain stimulation based on circadian rhythm and chronotype. Participants were divided into two groups which are morning type and evening type. The experiment was conducted by Zoom meeting which is video meeting programs. Participants were sent experiment tool which are Muse(EEG device), tdcs device, cell phone and cell phone holder after manuals for experimental equipment were explained. Participants were required to make a phone in frount of a camera so that experimenter can monitor online EEG data. Two participants who was difficult to use experimental devices experimented in a laboratory setting where experimenter set up devices. For all participants the accuracy of 98% was achieved by SVM using leave one out cross validation in classification in the the effects of morning stimulation and the evening stimulation. For morning type, the accuracy of 92% and 96% was achieved in classification in the morning stimulation and the evening stimulation. For evening type, it was 94% accuracy in classification for the effect of brain stimulation in the morning and the evening. Feature importance was different both in classification in the morning stimulation and the evening stimulation for morning type and evening type. Results indicated that the effect of brain stimulation can be explained with brain state and trait. Our study results noted that the tDCS protocol for target state is manipulated by individual differences as well as target state.

• Journal of Korea Water Resources Association
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• v.56 no.6
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• pp.403-417
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• 2023

In this research, a methodology was developed for constructing an appropriate rainfall image database for estimating rainfall intensity based on CCTV video. The database was constructed in the Large-Scale Climate Environment Chamber of the Korea Conformity Laboratories, which can control variables with high irregularity and variability in real environments. 1,728 scenarios were designed under five different experimental conditions. 36 scenarios and a total of 97,200 frames were selected. Rain streaks were extracted using the k-nearest neighbor algorithm by calculating the difference between each image and the background. To prevent overfitting, data with pixel values greater than set threshold, compared to the average pixel value for each image, were selected. The area with maximum pixel variability was determined by shifting with every 10 pixels and set as a representative area (180×180) for the original image. After re-transforming to 120×120 size as an input data for convolutional neural networks model, image augmentation was progressed under unified shooting conditions. 92% of the data showed within the 10% absolute range of PBIAS. It is clear that the final results in this study have the potential to enhance the accuracy and efficacy of existing real-world CCTV systems with transfer learning.

• Journal of the Korean Society of Radiology
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• v.18 no.2
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• pp.101-108
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• 2024

Recently, Metaverse technology has emerged as an important topic in various fields. Metaverse refers to a three-dimensional virtual space in which social and economic activities similar to the real world are possible. Among the 235 third-year students who applied the Metaversity app in the radiology department of this university from September to December 2023, 200 participated in a survey to determine the difference in student response and satisfaction when applying the Metaversity app. analyzed. First, the most satisfactory VOD viewing method was viewing through the Metaversity app, followed by viewing through the LMS. Second, 'I think online videos are appropriate for holiday reinforcement.' showed the highest score at 4.35±0.60, 'I want face-to-face classes and online classes to be held simultaneously.' was 4.25±0.87, and 'I think meta. 'I watched it well through the Metaversity app' was the lowest at 4.10±0.30, and 'VOD viewing through the Metaversity app was used appropriately in class' was the lowest at 3.99±0.75. Also, there was no significant difference in the response to the teaching method (p>0.05). Third, in terms of satisfaction with VOD viewing using the Metaversity app, 'Applying the Metaversity app was interesting and fun' ranked the highest at 4.24±0.88. The score was high, with 'Better improvement is needed to actively utilize the metaversity app' at 4.00±0.45, and 'I hope the metaversity app is implemented in other remote classes' at 3.77±0.88. appear. 'VOD classes through the Metaversity app are better than the existing LMS method.' was found to be 3.44±0.66. Additionally, there was no significant difference in satisfaction with classes according to age and gender (p>0.05). The correlation between response and satisfaction with the metaversity app is 0.601, which can be considered very significant (p>0.001). As a limitation of this study, although we surveyed students' satisfaction with using the Metaversity app, we were unable to investigate the satisfaction of instructors who interact with students. In the future, we did not consider the instructor's satisfaction in classes using the Metaversity app. Research must be conducted, and universities must have institutional support and continued interest until metaversity apps are selected and used to prepare for distance learning.

• Journal of The Korean Association For Science Education
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• v.44 no.2
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• pp.179-194
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• 2024

The aim of this study was to explore how a novice science teacher's epistemological framing, characterized from her modeling instruction, evolved over time. We observed that the teachers' framing changed over time, as she collaborated with researchers to plan, facilitate, and reflect on a series of lessons to support students' small-group scientific modeling. We tried to understand how such experiences contributed to the changes in her framing. One 8th grade science teacher with two years of teaching experience participated in the study. The teacher collaborated with researchers for four months to co-plan and facilitate 18 lessons that included small-group scientific modeling. She also engaged in cogenerative reflection on the lessons for 13 times. All of her lessons and reflections were video-recorded, transcribed, and qualitatively analyzed for the purpose of the study. Our findings showed that the teacher's epistemological framing, characterized from her interactions with students during modeling lessons, evolved during the study period: transitioning from an emphasis on students merely "filling in blanks" to prioritizing "constructing personal reasoning" and ultimately to focusing on the "social construction of scientific reasoning." The teacher's perception about what students are capable of changed, as she observed students during the modeling lessons, and this led to the shifts in her framing. Furthermore, through her engagement in planning, implementing, and reflecting on modeling lessons with researchers, she came to recognize the value of student collaboration in knowledge-building processes. These results can offer implications for supporting and studying teachers' epistemological framing and modeling-based teaching by partnering with them.