• Research in Mathematical Education
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• v.11 no.1
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• pp.75-85
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• 2007

This paper analyzes the difficulties with the learning of sequence and series of the second-year students who participated in a year long whole class at the university level. The research was carried out at the end of students' third semester. These students were randomly selected. They were applied to one paper and pencil test containing eight task items on sequence and series. In this study, qualitative method (case study design) was used to explore students' difficulties and misunderstandings in learning sequence and series. Students' responses to the questions were divided into three categories: These were "correct", "partial correct" and "false or no responses". Students' responses to the paper and pencil test were evaluated. The results show that students had difficulties and misunderstandings in series and sequence.

• Journal of Korea Multimedia Society
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• v.24 no.1
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• pp.125-133
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• 2021

Due to Covid-19, the un-contact culture has affected society as a whole, and the methods of education conducted offline has been greatly affected. In the private education of preparing for university entrance, the public official examinations and certification acquisition, the method of online education has been shown to have positive effects. While private class and school class which have offered in off-line to cope with rapid changes caused various problems such as decline in quality for education. Due to the characteristic of design class, practical training is important. As interactive feedback between students and educators is more important than one-way of delivering knowledge while class is conducted in online, educators have a challenge when they prepare for class. This study handles the methods of online education for the purpose of practical education methods in university nowadays, Especially, the non-face-to-face education methods for game animation production. Based on this study, I propose an effective educational method with non-face-to-face class that allows students to be satisfied and increases their knowledge, beyond face-to-face class.

• Journal of The Korean Association For Science Education
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• v.32 no.6
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• pp.1039-1049
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• 2012

The first category of Affective Domain objectives in Bloom's Taxonomy is about "Receiving". In it, the first subdivision listed is "Awareness" (Krathwohl, Bloom & Masia, 1964). Since these categories are intended to be hierarchical in ascending order of internalization, it is important that young learners be given ample opportunities in their learning experiences in class to be aware of positive values and effective life skills. This paper reports a feasibility study on the adoption of an integrative cognitive-affective learning approach in a primary school science lesson. 37 primary six students in a Singapore primary school were taught the concept of centre of gravity, including a hands-on activity to find the centre of gravity of an irregularly shaped cardboard by using a plumbline. After reviewing how a plumbline works, their teacher then led them into a discussion on the question "Who is the plumbline in your life?" a reference to identifying positive role models in their lives. From the transcript of the students' in-class sharing and their written responses to the question, it is clear that the integrative cognitive-affective learning approach did enable students to present their ideas and learning experiences in the affective domain quite readily. This conclusion provides a valuable lead to a follow-up project on whether students who are exposed to such integrative learning approaches will be more capable and more aware of identifying important positive social habits or values. If so, then the teaching of values in schools could take on a whole new dimension, that of borrowing students' learning energy in the cognitive domain to learn values and life skills in the affective domain.

• Journal of The Korean Association For Science Education
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• v.39 no.1
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• pp.129-141
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• 2019

As the number of minority students such as multicultural, North Korean defectors, and low-income groups increases, more research is needed in science education to help their learning. Due to the various growth backgrounds and learning environments of the underprivileged students, there is a big difference in the individual characteristics of the group rather than the whole group characteristics. In this study, we conducted about 50 hours of science lessons for seven students in the underprivileged class, categorized them by observing and interviewing the characteristics of their science learning. Seven underprivileged students showed five different learning patterns, these are 'I love science', 'I think I know science', 'I want to know science', 'I need to know science', and 'I don't know what I want'. Although the scientific activities they experienced were not all of an excellent educational quality, their interest in science learning has increased with their experience in science activities. It shows the need to provide more abundant science experience and educational opportunities for these minority students who can only experience science learning under the public educational system.

• The Transactions of the Korean Institute of Electrical Engineers
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• v.41 no.4
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• pp.331-338
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• 1992

The application of Connectionist expert system using neural network to fault diagnosis of power system is presented and compared with rule-based expert system. Also, the merits of Connectionist model using neural network is presented. In this paper, the neural network for fault diagnosis is hierarchically composed by 3 neural network classes. The whole power system is divided into subsystems, the neural networks (Class II) which take charge of each subsystem and the neural network (Class III) which connects subsystems are composed. Every section of power system is classified into one of the typical sections which can be applied with same diagnosis rules, as line-section, bus-section, transformer-section. For each typical section, only one neural network (Class I) is composed. As the proposed model has hierarchical structure, the great reduction of learning structure is achieved. With parallel distributed processing, we show the possibility of on-line fault diagnosis.

• Journal of Korea Multimedia Society
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• v.25 no.8
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• pp.1224-1232
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• 2022

Whole body bone scan is the most frequently performed nuclear medicine imaging to evaluate bone metastasis in cancer patients. We evaluated the performance of a VGG16-based transfer learning classifier for bone scan images in which metastatic bone lesion was present. A total of 1,000 bone scans in 1,000 cancer patients (500 patients with bone metastasis, 500 patients without bone metastasis) were evaluated. Bone scans were labeled with abnormal/normal for bone metastasis using medical reports and image review. Subsequently, gradient-weighted class activation maps (Grad-CAMs) were generated for explainable AI. The proposed model showed AUROC 0.96 and F1-Score 0.90, indicating that it outperforms to VGG16, ResNet50, Xception, DenseNet121 and InceptionV3. Grad-CAM visualized that the proposed model focuses on hot uptakes, which are indicating active bone lesions, for classification of whole body bone scan images with bone metastases.

• Journal of Practical Engineering Education
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• v.7 no.2
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• pp.81-87
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• 2015

The Direct Instruction (DI) was applied to the learning-disabled in the basic engineering education (especially, physics education). The DI is specified as an educational method in which the instructor strongly controls during the whole process of the entire course. The tests of understanding, reasoning, memory, and problem-solving speed showed that 20 students (20%) out of random 100 students are learning-disabled. The average points of mid-term and final exams were 53.7% and 61.0% respectively for a certain 41-students class. However, in this class, for the lower point students who obtained less than 50% points, the average points of mid-term and final exams were 29.8% and 28.2% respectively, which showed decreased. From this lower point group, the 8 students (20% students of 41 students) were selected as the learning-disabled. With additional DI studies provided, the average points of mid-term and final exams for the learning-disabled were 18.9% and 25.5% respectively, which showed 6.6% increase that means the DI for the learning-disabled was effective.

• Hwankyungkyoyuk
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• v.21 no.4
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• pp.94-110
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• 2008

Recently environmental problem becomes such a big issue all over the world that the necessity and importance of the environmental education in school has been simultaneously emphasized. While diverse methods for the environmental education have been researched, this paper, especially focused on a teaching-learning model called GBS (Goal-based scenario), aims to provide a new learner-centered approach for the environmental education. For this purpose, this paper first briefly presents two theoretical backgrounds of GBS (i.e., constructivism and Schank's dynamic memory theory), which is followed by specific and concrete strategies and methods of how to apply GBS in class for the teacher. GBS(Goal-Based Scenario) is a learner-centered model in which learners are presented with a reality-based scenario (or task or problem) and go through several stages of 'missions' to get to a final solution of the given scenario. GBS, while completely resonant with other constructivist learning models in terms of learner-centered approaches, is distinctive from others, when it supplies more specific, structured guides of learning, called 'missions', to the students throughout the whole learning process. In a words, GBS ought to be recognized as an unique learner-centered model compromising the contradictory concepts of 'learner control' and 'structure and specifics' in learning environments still without any damage of constructivist learning principles.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• v.9 no.2
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• pp.426-430
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• 2005

The computer practicing class advances to reach the ultimate goal of learning through the comprehensive learning of theory. Moreover, the improved function and environment of computer makes it easy for students to access a variety of information. However, students are likely to get into the internet and other things mainly for fun during the computer practicing class, and the multi-tasking may distract the concentration of students and degrade their performance. Computers for practice purpose need to be controlled to minimize such distraction. In this dissertation, we monitor and control computers which are used by students for the purpose of practicing, realize the function of transfer and deletion of file, whole shutdown of computer and screen capture. We also applied the class based on current way and realized program, and assigned the practice work on the basis of what was learned during the class. We intend to understand the relation between the concentration of students and their performance by assigning practice work related to survey after the class, capture file and log file

• The Journal of Korean Association of Computer Education
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• v.14 no.5
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• pp.19-28
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• 2011

The purpose of the study is to investigate the effects of multimedia case-based learning on preservice teachers' critical thinking disposition and practices. Forty-nine students among the seventy-five preservice teachers who enrolled in the class, Introduction to Special Education, participated in this study. Pretest and a case were presented at the beginning of the semester and then 4 cases and multimedia learning resources were provided during 13 weeks. In addition, small and whole class discussion were used for learning activities to share their opinions. At the end of the semester, the posttest and practices regarding a new case data were collected. Results found that no significant difference in the critical thinking disposition survey, however, the multimedia group showed better practices in a new case than the control group. Suggestions and future research were discussed.