• 한국정보과학회논문지:시스템및이론
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• 제27권8호
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• pp.741-751
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• 2000

슈퍼스칼라 프로세서에서 명령어 수준 병렬성(Instruction Level Parallelism)을 적극적으로 활용하기 위해서는 명령들 사이에 존재하는 제어 종속관계 및 데이타 종속관계를 극복하는 것이 필수적이다. 데이타 값 예측은 하나의 명령 결과가 생성되기 전에 미리 결과 값을 예측하고 이 예측된 결과를 사용하여 데이타 종속관계가 있는 명령들을 투기적으로 실행(speculative execution)하는 기법이다. 본 논문에서는 동적 분류 능력을 갖는 혼합형 데이타 값 예측기를 제안한다. 제안된 예측기는 최근 값 예측기, 스트라이드 예측기 및 2 단계 예측기를 결합한 혼합형으로 구성되며, 예측되는 명령은 하드웨어에 의한 동적 분류에 의해 각 예측기로 할당된다. 각 명령들의 특성에 따라 각 예측기로 실행 시에 동적 분류됨으로써 각 예측기는 기존의 혼합형 방식보다도 더욱 효과적으로 활용될 수 있다. 제안된 방식의 타당성 검증을 위해 실행구동방식(execution-driven) 시뮬레이터를 사용하여 SPECint95 벤치마크를 시뮬레이션하여 비교한다. 실험 결과 Instruction Per Cycle 비교실험에서 2 단계 예측기 보다 0.36, 혼합형 예측기 보다 0.0l8의 성능을 보였고, 제안된 방식이 기존의 혼합형 방식보다 예측 정확도가 평균 16%가 향상되었고, 하드웨어 비용을 측정한 결과 45%의 감소효과를 얻었다.

• 제어로봇시스템학회:학술대회논문집
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• 제어로봇시스템학회 2003년도 ICCAS
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• pp.995-1000
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• 2003

This paper proposes the pedestrian navigation system which deals with subjective information. This system consists of the route setting part and the instruction generation part. The route setting part chooses the route with highest subjective satisfaction degree. The instruction generation part gives users the instructions based on the users' sensuous feeling of distance with linguistic expressions. Fuzzy measures and integrals are applied to the calculation of the satisfaction degree of the route which reflects the users' taste for routes. The instruction generation part has database of users' cognitive distance. Users' cognitive distances are expressed by fuzzy sets that correspond to linguistic terms. The system generates the instructions with linguistic terms which have the highest fitness value for the users' sensuous feeling of distance. This paper also performs subjective experiments in order to confirm the validity of the present system.

• 한국수학교육학회지시리즈A:수학교육
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• 제42권5호
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• pp.683-696
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• 2003

In this paper, we propose an authoring methodology of differentiated instruction-learning materials in mathematics course using MathML and XSLT, and give utilizing suggestions of these materials as differentiated textbook and individual learning. Incorporating MathML into instruction-learning materials, there are many advantages such that view of the materials in web browser is improved since mathematical expressions are compatible with text, and an expression can be modified in more convenient way since the expression is represented in text format not an image. In authoring of differentiated materials, the author provides one document for various levels of students. Then, each level of materials is generated from the document via XSLT transformation. This enables author-driven progress control rather than student-driven which does in previous approaches, since students don't need to select components of the material.

• 제어로봇시스템학회:학술대회논문집
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• 제어로봇시스템학회 1988년도 한국자동제어학술회의논문집(국내학술편); 한국전력공사연수원, 서울; 21-22 Oct. 1988
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• pp.414-417
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• 1988

Recently PLC pursues faster scanning time, circuit confidence, reliability improvement, and smaller size. To obtain above all merit, custom IC(Gate Array) is developed. Custom IC includes 5 main blocks and 2 auxiliary blocks. The 5 main blocks process faster sequential instruction execution by only logic gate using hexa instruction code system. And the 2 auxiliary blocks generate baud rate clock (153.6 KHz, 76.8KHz) to communicate between PLC and computer or programmers.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제10권4호
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• pp.239-258
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• 2006

This study sought to examine preservice teachers' beliefs about their intent to use computers and Internet resources in mathematics classrooms. Also, web-based instruction on topics in elementary school mathematics was used to foster teachers' confidence and competence in using instructional technology, thereby promoting positive attitudes toward use of computers and Internet resources in the mathematics classroom. The results indicated that students who participated in the web-based instructions exhibited a significantly (p < 0.05) better attitude toward using computers and web-based resources in teaching mathematics than did students in the control group.

• 영어어문교육
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• 제11권3호
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• pp.89-112
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• 2005

This study investigated the effects of collocation-based vocabulary instruction for the experimental group (G2). It was compared to the traditional wordlist-based vocabulary instruction for the control group (G1). This results reflect the development of low level high school EFL learners' vocabulary learning strategy use and the positive change in the affective domain. In the analysis of the survey responses, G1 and G2 did not differ significantly on the first questionnaire. They did, however, differ significantly on the second questionnaire. G2 used more strategies to discover and to consolidate the meaning of the words by means of combining words. In terms of the affective domain, G2 participated more actively in the learning activities, which had a significant effect on vocabulary growth, memory, self-confidence, motivation, and cooperative learning. This is attributable to the fact that G2 was more inquisitive, interested, challenged, participatory, cooperative, and attentive than G1 in performing the vocabulary task activities. Moreover, the data collected from the questionnaire showed that G2 performed more interactive and dynamic activities in solving the given tasks.

• 한국초등과학교육학회지:초등과학교육
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• 제22권2호
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• pp.156-162
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• 2003

The purpose of this study was to explore effects of 4MAT system program on the creativity, science achievement and science-related attitudesof elementary school students. 4MAT learning program is a model based on the whole brain learning including the learning styles and the cognitive specialization of left and right hemispheres. The study was conducted for 10 weeks during the 1998 second semester in H elementary school which is located in Incheon. 4MAT learning program was applied to the 5th and 6th grade students. One hundred 5th grade students and eighty three 6th grade students are selected for this study. The experimental group was taught in applying the 4MAT system, and the control group was taught by the traditional manner. The results of this study were as follows: There was a significant difference on creativity between the instruction by applying 4MAT system and the traditional instruction. In the 6th grade, there was a statistically significant difference on science achievement and science-related attitude. In the 5th grade, there was slightly increased, but statistically onsignificant. In conclusion, the instruction by applying 4MAT system was more effective in developing student's creativity than the traditional instruction in both grades.

• 한국과학교육학회지
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• 제17권3호
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• pp.323-332
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• 1997

In order to use analog more systematically in science class, an instructional model was designed on the basis of analogical reasoning processes (encoding, inference, mapping, application, and response) in the Sternberg's component process theory. The model has five phases (introducing target context, cue retrieval of analog context, mapping similarity and drawing target concept, application, and elaboration), and the instructional effects of using the model upon students' comprehension of science concepts and motivation level of learning were investigated. The treatment and control groups (1 class each) were selected from 8th-grade classes and taught about chemical change and chemical reaction for the period of 10 class hours. The treatment group was taught with the materials based on the model, while the control group was taught in traditional instruction without using analog. Before the instructions, modified versions of the Patterns of Adaptive Learning Survey and the Group Assessment of Logical Thinking were administered, and their scores were used as covariates for students' conceptions and motivational level of learning, respectively. Analogical reasoning ability test was also administered, and its score was used as a blocking variable. After the instructions, students' conceptions were measured by a researcher-made science conception test, and their motivational level of learning was measured by a modified version of the Instructional Materials Motivation Scale. The results indicated that the adjusted mean score of the conception test for the treatment group was significantly higher than that of the control group at .01 level of significance. No significant interaction between the instruction and the analogical reasoning ability was found. Although the motivational level of learning for the treatment group was higher than that for the control group, the difference was found to be statistically insignificant. Educational implications are discussed.

• 보건교육건강증진학회지
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• 제22권2호
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• pp.1-17
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• 2005

Objectives: The propose of this study was to compare the effects of sex education methods between CAI and Lecture on to improve sex related knowledge and attitudes of middle school female students. Methods: The subjects were selected from one of the Kyoungbuk province's girls middle school. Out of 9 classes of first grade, 2 classes were selected as experimental group and 2 classes were selected as control group. This research was conducted from September 1st to October 1st, 2004. 8 lessons of CAI sex education program was given to experimental group and 8 lessons of sex education lectures was given to control group. To measure the level of sex related knowledge and attitudes of the subjects, the researcher used the modified Kye's, Sung's and Jung's sex related knowledge and attitudes scale. SPSS/Win 10.0 program was used to analyse the data along with Frequency, Percentage, $x^2$-test, t-test, and paired t-test. Results: 1. Sex related knowledge score in the experimental group educated by CAI program will be different from the control group using lecture education(t=3.49, p=0.001). 2. Sex related attitudes score in the experimental group educated by CAI will be different from the control group using lecture education(t=2.94, p=0.004). Conclusions: From the above results, CAI sex education program showed as more effective than lecture method to improve sex related knowledge and attitudes.

• 한국초등수학교육학회지
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• 제19권3호
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• pp.323-345
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• 2015

본 연구의 목적은 RME를 적용한 수학화 교수 학습 프로그램을 구안하고 적용해봄으로써 측정 영역에서의 수학화 학습이 수학적 사고 능력에 어떤 효과가 있는지 알아보는 데 있다. 본 연구 문제를 해결하기 위하여 관련 이론을 분석하였으며 RME이론에 근거한 원리와 교수 학습 모형을 토대로 하여 수학화 교수 학습 프로그램을 구안하고 측정 영역의 지도를 위해 교육과정을 재구성하였다. 연구 대상은 대구광역시 S초등학교 5학년 학급 중 2개 반을 실험집단과 통제집단으로 선정하였다. 실험 처치 기간 동안 실험집단은 RME를 적용한 수학화 학습으로 수업을 실시하였고, 통제집단은 일반적인 교수 학습방법으로 수업을 실시하였다. 이상의 연구 결과를 종합해 보면, RME를 적용한 수학화 학습은 학생들에게 수학적 사고 능력 향상에 효과가 있으며 각 수학화 과정의 순환적인 반복 경험을 통해 학생들의 수학화가 더욱 활발히 이루어지도록 하는 데에 도움을 주는 것으로 나타났다.