• Journal of Korean Elementary Science Education
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• v.25 no.1
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• pp.1-7
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• 2006

The purpose of this study is to verify the effect of microcomputer-based laboratory (MBL) teaching on 6th graders in Korean elementary schools. Three classes from elementary school were respectively assigned to an experimental group consisting of one class (38 students) and a control group of two classes (78 students). For the experimental group, science instruction employed MBL. For the control group, traditional instruction was used. The results of this study are as follows: Firstly, the MBL was effective in the improvement of scientific inquiry skills. Secondly, there was no significant difference in respect to the results from the achievement test between the experimental group and the control group.

• Korean Journal of English Language and Linguistics
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• v.2 no.2
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• pp.249-277
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• 2002

The purpose of this paper is to show that Web-Based English Instruction (WBEI) focused on writing is effective in learning English in Korea. To investigate the effectiveness of WBEI, a survey was conducted to the experimental group after WBEI and a test was taken to compare the difference of the score of the experimental group and control group. According to the survey, almost all students thought that WBEI was a most effective way to improve communicative competence by exchanging electronic mails with native speakers. The test showed that the experimental group's score was somewhat low in comparison with the control group's in pre-test, but the former groups' was rather higher than the control groups' in post-test. This study also suggests that we should develop more effective Web-based English teaching-learning methods to activate WBEI in our classroom.

• Journal of The Korean Association For Science Education
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• v.23 no.3
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• pp.246-253
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• 2003

This study investigated the influences of role-playing analogy upon students' scientific conceptual understandings, application abilities, retentions of conception and application, and learning motivation. Four classes of 7th grade at a middle school in Seoul were assigned to control and treatment groups, and taught about 'motion of molecules' for 4 class hours. For the Treatment group, role-playing analogy instruction was used. The traditional instruction was used for the control group. Data analysis indicated that the scores of the treatment group were significantly higher than those of the control group in the tests on the conception, the retention of application, and the confidence. In the tests of the application, attention, and relevance, there were significant interactions between instruction and student' gender. Both female and male students in the treatment group scored significantly higher than those in the control group in the application test. In the case of attention and relevance tests, male students in the treatment group scored significantly higher than those in the control group. Educational implications are discussed.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.7 no.8
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• pp.1809-1815
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• 2003

This paper presents a human friendly system using fuzzy inference as a Part of study to embody intelligent ship. We also build intelligent ship's steering system to take advantage of speech recognition that is a part of the human friendly interface. It can bring an effect such as labor decrement in ship. In order to design the voice instruction based ship's steering gear control system, we build of the voice instruction based learning(VIBL) system based on speech recognition and intelligent learning method at first. Next, we design an quartermaster's operation model by fuzzy inference and construct PC based remote control system. Finally, we applied the unposed control system to the miniature ship and verified its effectiveness.

• Proceedings of the IEEK Conference
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• 2003.07d
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• pp.1355-1358
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• 2003

This paper presents performance analysis of the embedded application, called EEMBC consisting of 5 categories and total 34 applications. We measured various performance metrics, such as code sizes, TLP(Thread Level Parallelism) using OpenMP API and ILP(Instruction Level Parallelism) on ARM-modeled SimpleScalar in detail. We show that the embedded applications have the similar characteristics as integer applications to deliver low ILP and TLP in our environment. They have many small loops, which result in large instruction overhead in TLP and loop control overhead in ILP.

• The Transactions of the Korea Information Processing Society
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• v.4 no.6
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• pp.1481-1494
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• 1997

In hard real-time systems, a timing fault may yield catastrophic results. Dynamic scheduling provides the flexibility to compensate for unexpected events at runtime; however, scheduling overhead at runtime is relatively large, constraining both the accuracy of the timing and the complexity of the scheduling analysis. In contrast, static scheduling need not have any runtime overhead. Thus, it has the potential to guarantee the precise time at which each instruction implementing a control action will execute. This paper presents a new approach to the problem of analyzing high-level language code, augmented by arbitrary before and after timing constraints, to provide a valid static schedule. Our technique is based on instruction-level complier code scheduling and timing analysis, and can ensure the timing of control operations to within a single instruction clock cycle. Because the search space for a valid static schedule is very large, a novel adaptive genetic search algorithm was developed.

• Journal of Korean Elementary Science Education
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• v.33 no.4
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• pp.700-709
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• 2014

The purpose of this study was to examine the effects of question-generating strategy on science academic achievement, scientific attitude in elementary science class. To examine the effects of question-generating strategy this learning materials were applied to elementary science curriculum, and an experimental group and a control group were selected from $5^{th}$ graders at H elementary school located in Gyeonggi-do. Students were taught for 6 weeks. Control group take traditional lessons and solve questions presented textbook. Question generated group generate questions, solve them and feed back by themselves. The results of this study were found statistically significant difference in the pupil's enhancement of the science academic achievement, scientific attitude (p<.05). Thus question-generating strategy for elementary science inquiry instruction that has a positive effect on interests in class is useful and better be widely applied to science education.

• Journal of Korean Elementary Science Education
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• v.29 no.3
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• pp.277-291
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• 2010

In this study, we investigated the effects of explicit instruction about nature of science by elementary school students' cognitive level. Participants were six classes, 187 sixth graders at elementary schools in Daegu. Three classes were assigned to control groups and the other classes to treatment groups. Control groups were provided normal instructions and treatment groups were provided instructions integrated with nature of science about chapter 'electromagnet' for 9 class periods. The results of this study were as follow. Both low-cognitive level students and high-cognitive level students in the treatment groups are improved in understanding about nature of science by the explicit instructions about nature of science. Especially, the high-cognitive level students had more improvement than the low-cognitive level students in understanding about nature of science by the explicit instructions about nature of science. There were no significant differences between the test scores of the two groups in the science interest sub-domain of the science-related affective domain. But, there were significant differences between the test scores of the two groups in curiosity and open-mindedness of the scientific attitudes sub-domain of the science-related affective domain.

• Journal of The Korean Association For Science Education
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• v.23 no.6
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• pp.609-616
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• 2003

This study investigated the effects of 3-level systematic drawing upon students' achievement, conceptions, learning motivation, perceptions of involvement and attitudes toward science instruction. Two classes of 7th grade at a coed middle school were assigned to the control and the treatment groups. They were taught about change of states and motion of molecules for 8 class periods. Two-way ANCOVA results revealed that the scores of achievement test, a conceptions test, motivation and attitudes toward science instruction tests for the treatment group were significantly higher than those for the control group. But there was no difference in the scores of the perceptions of involvement test.

• Journal of Engineering Education Research
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• v.17 no.1
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• pp.3-11
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• 2014

The purpose of this study was to verity the effect of project method on the task performance ability in development of a solar-tracking-control-system of specialized high school. In order to carry out this study, 2 classes of technical high school in Jeonbuk are chosen as experimental and control groups. The experimental group was taught by project method and the control group was taught by traditional instruction. Project method was designed by 4 stages-selection of goal, planning, implementation and evaluation. According to these stages, experimental group's students carried out the project that developing solar tracking control system in solar generation. The results of this study are as follows; the project method was more effective than the traditional instruction in planning ability for task performance and implementation ability, subordinates of task performance ability. However, information gathering ability and evaluation ability on task performance, others in subordinates, it is not clear that the project method is more effective.