• Journal of The Korean Association For Science Education
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• v.12 no.1
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• pp.47-60
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• 1992

The purpose of this study was to investigate studesnts' attitudes toward computers and science subject using CAI(Computer-Assisted Instruction) as an instructional strategy in the elementary school level of science and computer literacy course. The influence of CAI programs on learner's attitudes toward computers and science varied according to the variables of,(l)sex (2)experience by computer learning, (3)learner's attitudes toward computers and science. Eighty nine samples were divided into the two groups.One group(48 studesnts)which is in the experimental group took a science instruction using CAI programs and computer literacy course, another group which is in the control group took only a science instruction using CAI programs. Data were collected and compared the experimental group with the control group. The results indicate as follows:(l) studesnts took science instruction using the CAI programs appeared a positive attitudes toward science. (2) the science attitudes of science instruction using the CAI programs was more effective in the lower group than in the upper group. (3) computer literacy course produced the positive attitude toward computers regardless of the experience by computer learning. (4) students using CAI programs with computer literacy course were more effective than students using CAI program only. (5) science instruction using the CAI programs was not found a meaningful difference by sex.

• Hwankyungkyoyuk
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• v.19 no.1 s.29
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• pp.14-29
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• 2006

The purpose of this study was to test effect of STS instruction using the subject matter of marine life on middle school students' perception of ocean. The objects of 156 students were sampled from the 1st grade of a middle school and were divided into an experimental group and a control group. 79 students of the control group were treated with traditional instruction, while 77 students of the experimental group were treated with STS instruction materials. All of the students took test of perception of ocean before and after the instructions. The perception of ocean was divided into four categories; value of sea, development of marine resources, research and conservation of sea, and perception of sea-related vocation. The results of the pretest and the posttest indicated that the perception of ocean of the experimental group was statistically significantly higher than that of the control group. Specially in categories of the value of sea and the research and conservation of sea, the scores of the experimental group were significantly higher than those of the control group.

• Hwankyungkyoyuk
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• v.20 no.2
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• pp.1-15
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• 2007

The Environmental problem solving model is an instructional strategy to accomplish the aim of environmental education through investigation of environmental problems and issues of the community. This study is intended to compare the instructional effect of the structured model with the unstructured model of environmental problem solving. The experimental group received the structured instruction and the control group received the unstructured instruction. There did not appear to be any significant difference between the groups in regard to knowledge but in regard to knowledge of environmental issues, the experimental group was more effective than the control group. No significant differences existed between the groups in attitude. In regard to investigating skill and evaluation of environmental issues, the experimental group was significantly more effective than the control group. The experimental group was significantly more effective than the control group in regard to environmental action skills. To foster responsible environmental behavior, environmental education a number of methodologies must be considered and learners must be trained to become problem-solving citizens. It was noted that the structured instruction was more effective than the unstructured instruction in middle school where environmental issues were not taught as an independent subject. We conclude that environmental education must be systematically constructed and taught in a manner which takes into account both its goals and the characteristics of the various learners. We conclude that environmental education must be systematically constructed and taught in a manner which takes into account both its internal goals and the situations within which various types of learners explore environmental issues and solutions.

• Journal of Fisheries and Marine Sciences Education
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• v.12 no.2
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• pp.224-243
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• 2000

The purpose of this study is to analyze the effects of constructivist instruction applying cooperative learning skill on science academic achievement, science inquiry ability, self-regulated learning, and science related attitude. The subjects of the study were 157 2nd grade junior high school students in Pusan. Subjects were randomly assigned to two groups, experiment and control group. Two groups received 14 sessions training for about 1 month which was done by researcher. The experiment group received constructivist science instruction and the control group received teacher-centered instruction. Constructivist science instruction applying cooperative learning skill consists of five phases: problem recognition, hypothesis establishment, experiment observation, clarification, and application phases. The results of this study are as follows: Constructivist science instruction applying cooperative learning skill had a significant effect on science academic achievement, self-regulated learning and science attitude improvement of middle school students but had no significant improvement of science inquiry ability. And constructivist science instruction had an effect on science academic achievement improvement of the students having high level science inquiry ability. Research suggestions and implications for teaching are discussed.

• Journal of the Korean Society of Industry Convergence
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• v.20 no.1
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• pp.1-7
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• 2017

Most conventional processors execute program instructions in a sequential manner. On the other hand, VLIW processor can execute multiple instructions at the same time. It exploits instruction level parallelism to improve system performance. To that end, program code should be rearranged to VLIW instruction format by a compiler. The compiler determine an optimal execution order of instructions of a program code. This instruction ordering is also called instruction scheduling. The scheduling is an algorithm that decides the execution order for instruction codes in loop parts of a program so that the instruction level parallelism can be maximized. In this research, we apply an existing scheduling algorithm to a VLIW FCC and describe analysis results to further improve its performance. And, we present a solution to solve some limitation of the existing scheduling technique. By using our solution, FCC's performance can be improved upto 32% compared to the existing scheduling only setting.

• Journal of Fisheries and Marine Sciences Education
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• v.16 no.1
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• pp.35-49
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• 2004

The purpose of this study is to examine the effects of scaffolding instruction on motivated learning strategies and academic achievement. Subjects of this study were 96 middle school first grade students in Busan, who were randomly assigned to two experimental group and one control group. The one experimental group had received scaffolding instruction by teacher, and the other experimental group had received scaffolding instruction by the interaction of peers. Control group were given traditional lessons only by the method of lecture. Students were given English Academic Achievement Test, Motivated Strategies of Learning Questionnaire. T test and ANOVA were used to analyze date. The results of this study showed that scaffolding instruction by ZPD turned out to have a positive influence on motivated learning strategies and academic achievement.

• Journal of Korean society of Dental Hygiene
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• v.11 no.2
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• pp.293-301
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• 2011

Objectives : The aim of the trial was to study the effect of plaque control(tooth brushing instruction) for oral health improvement on periodontitis patients. Methods : 30 patients(35~65 years) with advanced periodontal disease were subjected to a baseline examination including assessment of oral hygiene status(O'leary index), gingival condition(bleeding). the assessment were repeated after 2, 4, 6 weeks. cognitive, behavioral and clinical outcomes were assessed in the primary care setting by questionnaire and clinical oral examination. Results : The oral hygiene status expressed as the individual mean percentage of tooth surfaces with plaque 59.3% at baseline and 21.2% after 6 weeks(p<0.001). The gingival bleeding status expressed as the individual mean point of interdental papilla 3.8 at baseline and 1.9 after 6 weeks(p<0.001). Also, the patients self-assessment about correct tooth brushing behavior was 3.9(5-point likert scales), satisfaction of plan practices 4.1(5-point likert scales), efficacy of tooth brushing instruction 8.7(10-point likert scales). Patients wanted to continuous participation. Conclusions : A verification of effect after individualized oral health instruction and repeated dental plaque control represented to significance on plaque control score, oral care practice and oral health recognition. The important oral care step against periodontal disease is to establish good oral health habits. Also, oral health behavior recognition is more important for the practice of oral health. Therefore professional plaque control and tooth brushing instruction absolutely need in improving oral health.

• Journal of Fisheries and Marine Sciences Education
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• v.28 no.1
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• pp.235-247
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• 2016

The purpose of this study is to analyze elementary school students' pre-concept of electromagnet and to investigate effects of instruction through social interactions on conceptual changes of the electromagnet. For the purpose, 108 elementary school students of 3 classes were selected from the 6th grade. They were divided into the control group I, control group II and experimental group. The control group I was treated through traditional instruction on the basis of text book. The control group II was instructed with a modified version of the textbook to help them better understand the concept of electromagnet. The experimental group was treated through instruction on the basis of the above modified version of the text book and social interactions. Conceptual changes on electromagnet before and after the treatment were quantitatively and qualitatively analyzed using the identical test. The students' styles of social interaction were qualitatively analyzed with tape records of their discussions and work sheets. Effects of instruction through social interactions based on radical constructivism on the 6th-grade elementary school students' concept of electromagnet were examined here. The results were described as follows. Firstly, after the treatment, the experimental group was statistically significantly higher in mean values of conceptual understanding and academic achievement than both the control group I and II. Secondly, styles of social interaction in the three sub-groups of the experimental group were qualitatively analyzed, among the threes, high- and medium-level sub-groups were higher in the frequency of linguistic social interaction than the low-level sub-group. Those students who were excellent in communication skills actively participated in linguistic social interactions. In discussions among the three sub-groups, students of the high- and medium-level sub-groups provided explanations or information while those of the other sub-group sometimes were passive by just listening, but in large actively participated in communication. In conclusion, instruction through social interactions was effectively changed in the 6th-grade elementary school students' concept of electromagnet.

• Proceedings of the Korean Institute of Intelligent Systems Conference
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• 1995.10b
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• pp.139-144
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• 1995

LIBL(Linguistic Instruction Based Leaning) is an effective learning algorithm for fuzzy controller which interpretes and uses natural language of human The possibiliy of the LIBL algorithm to the fuzzy control of dynamic systems is investigated in this paper. Rise time, percent overshoot, and steady stste are proposed as suitable meaning elements for dynamic systems. A supervisor is able to give "higer-level linguistic instruction" to the learning algorithm through these three meaning elements Simulation results for a DC servo motor show the validity of the proposed algorithm.

• Journal of dental hygiene science
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• v.8 no.4
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• pp.361-365
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• 2008

To educate the technique performing oral health care by oneself, four times individualized oral instruction was introduced to patients and control marks of plaque on sex, age, occupation, monthly average income, academic career were measured respectively. Through analysis of it's results and evaluation of oral health care grade on patients, this study arranged for basic data about individualized oral instruction to improve public oral health. 1. As individualized oral instruction was processed, control mark of dentalplaque improved greatly. 2. Control mark of dentalplaque on sex, female's control mark was higher than male's it. But, a gap of control mark was small. 3. Control mark of dentalplaque on age, control mark of patients in their 50s to 59s and 30s to 39s was higher than average of the whole. 4. Control mark of dentalplaque on occupation, control mark of inoccupation and professional was highly appeared. 5. Control mark of dentalplaque on monthly average income, control mark of patients whose monthly average income was below 2.5 million was highly appeared. 6. Control mark of dentalplaque on academic career, control mark of patients who graduated of university was highly appeared at first and second evaluation. On the other hand, control mark of patients who graduated of college or dropped out of university was highly appeared at third and fourth evaluation. According to the above statements, to effectively take care of oral health, our felt keenly the necessity of the individualized repeated instruction.