• The Journal of Society for e-Business Studies
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• v.6 no.3
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• pp.115-126
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• 2001

In constructive view, acquiring knowledge is made by experiences among members or elements. The knowledge in e-learning system can be extended up to knowledge of teachers and knowledge. of operating managers. We have many difficult problems to develop and manage e-1earning system because demanders on e-learning system have various. requirements. In traditional education system demanders are learners but in constructive view demanders can be extended to learners and teachers, operating mangers on e-learning system., In this study, we design and implement e-learning system named kedu V.1. Kedu V.1 is developed considering interactions of extended demanders of e-learning system in constructive view. And this system based on Linux operation system and MySQL, PHP. Also this system have efficient transplantation and portability capabilities and reduced cost and labor in implementation of real e-learning system

• Proceedings of the KIEE Conference
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• 1998.11b
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• pp.648-650
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• 1998

This paper proposes a constructive algorithm for generating the Takagi-Sugeno type fuzzy model through the sequential learning from training data set. The proposed algorithm has a two-stage learning scheme that performs both structure and parameter learning simultaneously. The structure learning constructs fuzzy model using two growth criteria to assign new fuzzy rules for given observation data. The parameter learning adjusts the parameters of existing fuzzy rules using the LMS rule. To evaluate the performance of the proposed fuzzy modeling approach, well-known benchmark is used in simulation and compares it with other modeling approaches.

• Journal of the Korea Society for Simulation
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• v.30 no.1
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• pp.139-152
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• 2021

Simulations enable virtually experiencing rare events as well as analytically analyzing such events. Defense modeling and simulation research and develops the virtual and the constructive simulations to support these utilizations. These virtual and constructive(VC) simulations can interoperate to simultaneously virtual combat experience as well as evaluations on tactics and intelligence of combat entities. Moreover, recently, for artificial intelligence researches, it is necessary to retrieve human behavior data to proceed the imitation learning and the inverse reinforcement learning. The presented work illustrates a case study of VC interoperations in the aircombat scenario, and the work analyze the collected human behavior data from the VC interoperations. Through this case study, we discuss how to build the VC simulation in the aircombat area and how to utilize the collected human behavior data.

• Journal of Educational Research in Mathematics
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• v.10 no.2
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• pp.229-246
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• 2000

The purpose of this paper is to compare and analyze the two different teaching methods of elementary mathematics in the traditional method and in the constructive view. To do so, the actual class in the constructive view has been made for about four months using a class of 45 students in the second grade of an elementary school. After the class was finished, we collected diverse data from the class, such as the responses from the children(self-evaluation, mathematics diary, observation by the investigator, daily report), class evaluation report by other teacher and so on. The results of this research are as follows: First, the traditional class reaches at the goal of learning in a unit time because the class is guided by the teacher but the class in the constructive view is a little flexible because it is contextual. Second, in the constructive process of mathematical knowledge we knew that small group activities or discussion without intervention of teacher was often ended in exhaustive argument without arriving at valid social consensus. Third, the attitude in mathematics was changed from the passive one to the self-regulated ones. Fourth, the class in the constructive view could extend not only the ability of mathematical communication but also the ability of self-directed learning of children. Fifth, it was a considerable change the role of teacher, that is, guide of instruction instead of unique specialist in the classroom. Sixth, finally, the evaluation was made after finishing a unit class in the traditional instruction but it was integrated in a class in a constructive view.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.11 no.3
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• pp.619-626
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• 2007

Constructive induction is a technique to draw useful attributes from given primitive attributes to classify given examples more efficiently. Useful attributes are obtained from given primitive attributes by applying appropriate operators to them. The paper proposes a constructive induction approach for a GA-based inductive learning environment that learns classification rules that ate similar to rules used in PROSPECTOR from given examples. The paper explains our constructive induction approach in details, centering on operators to combine primitive attributes and methods to evaluate the usefulness of derived attributes, and presents the results of various experiments performed to evaluate the effect of our constructive induction approach on the GA-based learning environment.

• Journal of the Korean association of regional geographers
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• v.4 no.2
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• pp.201-217
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• 1998

This paper examined the strategy of experiential learning on Web-based cyberspace for constructive education of social studies. The results as follows : The first, constructivism has brought the paradigm shift in traditional principles of teaching and learning, constructivism is not a theory about teaching, it is a theory about knowledge and learning, learning is understood as a self-regulated process of resolving inner cognitive conflicts that often become apparent through experience, collaborative discourse, and reflection. It is proper for constructive education of social studies to carry out from cognitive constructivism to socio-cultural constructivism, from socio-cultural constructivism to cognitive constructivism and co-constructivism, considering the aim or objectives of social studies education. The second, Web-based Instruction(WBI) can provide learners for constructive environments which can be proper for teaching and learning. WBI was suggested as the best medium for constructive education of social studies in the information age. WBI must design teaching and learning so that may not be teacher-centered, if teacher-centered, it is not constructivism. The third, Web-based cyberspace is the proper mediated experience fields for experiential learning to effectively study regions or space because of overcoming distance fractions through the time-space convergence, it actualize the constructive education of social studies in the space age.

• Research in Mathematical Education
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• v.6 no.1
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• pp.1-28
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• 2002

This study explored teachers (n = 219) from northern, central, southern and eastern Taiwan concerning their views about children's learning difficulties, mathematical instruction and school mathematics curricular. Results showed that teachers' mathematics knowledge or their instruction methods had no significant influence on their views of children's learning difficulties. Even though teachers indicated that understanding of abstract mathematical concepts was the most prominent difficulty for children, they tended to employ direct instruction rather than constructive and cooperative problem solving in their teaching. However, teachers' views of children's learning difficulties did influence their instructional practice. Results from in-dept interviews revealed that there were some obstacles that prevented teachers from putting constructiveism perspectives of instruction into teaching practice. Further investigation is needed to develop a better understanding of epistemology and teaming psychology as well as to help teachers create constructive learning situations.

• Journal of the Korean earth science society
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• v.21 no.3
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• pp.219-229
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• 2000

Constructive learning is an active process of meaning construction and students decide their individual learning objectives according to their own interest concern and ability. The purpose of this study is to develop a teaching-learning model and classroom materials from constructivist perspectives and to apply them to an elementary school classroom in Seoul for one month. In this study, it was reorganized the contents of unit of 'beds and fossils' based on the discussion between students and teacher during the second semester of 4th grade class. The teaching-learning model consists of five steps: 1) introduction; 2) exercise; 3) presentation; 4) consensus; and 5) development. The implementation results were summarized.

• Korean Journal of Childcare and Education
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• v.13 no.1
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• pp.185-200
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• 2017

Objective: This study was conducted to investigate the effects of early childhood teachers' teaching beliefs, mathematics teaching efficacy, and pedagogical content knowledge of mathematics on their teaching intention of mathematics. Methods: A total of 266 early child teachers in Busan participated in this study. They completed a set of question naires which consisted of questions about teaching beliefs, mathematics teaching efficacy, pedagogical content knowledge of mathematics, and the teaching intention of mathematics. The collected data were analyzed using the SPSS program. Results: First, we observed several positive correlations among the four variables. Second, we found that early childhood teachers' constructive teaching beliefs, mathematics teaching efficacy, and pedagogical content knowledge of mathematics had effects on their teaching intention of mathematics. The knowledge about teaching-learning methods for mathematics among the subcategories of pedagogical content knowledge of mathematics was observed as the strongest predictor for the teachers' teaching intention. Conclusion: We need to take more interest in the pedagogical knowledge about teaching-learning methods of mathematics in teacher training courses in order to enhance teachers' teaching intention of mathematics. As a result, this will makea contribution to high quality math education for young children.

• Journal of the Korean Institute of Intelligent Systems
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• v.19 no.4
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• pp.574-579
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• 2009

There have been much difficulties to construct an optimized neural network in complex nonlinear regression problems such as selecting the networks structure and avoiding overtraining problem generated by noise. In this paper, we propose a stepwise constructive method for neural networks using a flexible incremental algorithm. When the hidden nodes are added, the flexible incremental algorithm adaptively controls the number of hidden nodes by a validation dataset for minimizing the prediction residual error. Here, the ELM (Extreme Learning Machine) was used for fast training. The proposed neural network can be an universal approximator without user intervene in the training process, but also it has faster training and smaller number of hidden nodes. From the experimental results with various benchmark datasets, the proposed method shows better performance for real-world regression problems than previous methods.