• 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.

• Science of Emotion and Sensibility
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• v.20 no.3
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• pp.49-60
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• 2017

Previous research found that merely touching an object can create psychological ownership and the endowment effect. It was also found that just imagining touching an object without actually touching the object can make the same effect on psychological ownership. Prior research on haptic imagery examined the effect of haptic imagery induced by direct instruction of imaging on psychological ownership. We investigate a new method which can induce the haptic imagery in a more natural way than direct instruction of imaging. We manipulated imagery conditions such as visual-haptic congruence multimodal cue, visual-haptic incongruent multimodal cue, direct instruction condition and control condition, and examined the effects on imagery vividness, feeling of physical control, perceived ownership, and purchase intention. We conducted the experiment on 140 undergraduate students and our results showed that visual-haptic congruence multimodal cue condition is more effective than direct instruction of haptic imagery while visual-haptic incongruence multimodal cue condition is not effective. Our study extends prior haptic imagery research by making important marketing implications for online retailing.

• English Language & Literature Teaching
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• v.17 no.4
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• pp.75-95
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• 2011

The purpose of this study was to evaluate a group activity, reciprocal peer tutoring (RPT), in order to investigate advantages and challenges of RPT in promoting cooperative and collaborative learning environment for EFL University reading instruction. The participants in this study were 89 students taking an English reading course at a Korean university. RPT is a learning strategy whereby learners help each other and learn by teaching. This program was supported by a Vygotskyan perspective which assumes that learners gain mastery and develop cognitive skills through social interaction with more proficient others and their environment. This study relied particularly on participant perceptions through questionnaire survey and Anonymous Online class Report of the course. This study showed various advantages for tutors such as learning through teaching and becoming more autonomous and responsible for their own learning. Non-threatening and highly motivating learning atmosphere are parts of benefits for tutees. Other advantages for tutees included improved level of academic self-confidence, and motivation. This study also revealed several drawbacks associated with the problem of inaccuracy in students' production and students' demand for more direct teacher role. (182 words).

• Journal of KIISE:Computing Practices and Letters
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• v.13 no.5
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• pp.241-251
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• 2007

Energy consumption in the instruction cacheaccounts for a significant portion of the total processor energy consumption. Therefore, reducing energy consumption in the instruction cache is important in designing embedded processors. This paper proposes a method for reducing dynamic energy consumption in the instruction cache by partitioning it to smaller (less energy-consuming) sub-caches. When a request comes into the proposed cache, only one sub-cache is accessed by utilizing the locality of applications. By contrast, the other sub-caches are not accessed, leading todynamic energy reduction. In addition, the proposed cache reduces dynamic energy consumption by eliminating the energy consumed in tag matching. We evaluated the energy efficiency by running cycle accurate simulator, SimpleScalar. with power parameters obtained from CACTI. Simulation results show that the proposed cache reduces dynamic energy consumption by $37%{\sim}60%$ compared to the traditional direct-mapped instruction cache.

• Journal of The Korean Association For Science Education
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• v.32 no.2
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• pp.236-264
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• 2012

The purpose of this study is to provide teachers with sub-components of inquiry skills and help them to give direct instructions on the skills to their students. Inquiry skills and strategies are considered by-products of science and inquiry instruction by most of the science teachers. On the other hand, much research shows that many students are not familiar with the way that they can use inquiry skills therefore direct instruction on the inquiry skills is needed. The lack of guidance on the sub-components for the inquiry skills, however, results in science teachers' ignorance of the inquiry skills. As shown in the previous studies which suggest that without teachers' guidance, students cannot acquire the intended skills, and it is necessary to inform science teachers of the necessity for direct instruction on the inquiry skills and strategy as well as give them the sub-components of the inquiry skills. On the basis of the results from the previous research on the inquiry skills, this study presents the sub-components of basic inquiry skills (observation, classification, measure, prediction, and reasoning) and integrated inquiry skills (problem recognition, hypothesis formulation, control of variables, data transformation, data interpretation, drawing conclusion, and generalization).

• School Mathematics
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• v.5 no.3
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• pp.361-384
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• 2003

The purpose of this study was to investigate students' problem solving process based on the model of IDEAL if they learn to solve word problems of simultaneous linear equations through structure-representation instruction. The problem solving model of IDEAL is followed by stages; identifying problems(I), defining problems(D), exploring alternative approaches(E), acting on a plan(A). 160 second-grade students of middle schools participated in a study was classified into those of (a) a control group receiving no explicit instruction of structure-representation in word problem solving, and (b) a group receiving structure-representation instruction followed by IDEAL. As a result of this study, a structure-representation instruction improved word-problem solving performance and the students taught by the structure-representation approach discriminate more sharply equivalent problem, isomorphic problem and similar problem than the students of a control group. Also, students of the group instructed by structure-representation approach have less errors in understanding contexts and using data, in transferring mathematical symbol from internal learning relation of word problem and in setting up an equation than the students of a control group. Especially, this study shows that the model of direct transformation and the model of structure-schema in students' problem solving process of I and D stages.

• English Language & Literature Teaching
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• v.16 no.3
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• pp.141-160
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• 2010

This study aims to analyze the effects of explicit lexical collocation instruction on grammatical collocation knowledge, by focusing on the preposition collocations. The forty participants consisting of twenty men and twenty women are currently freshmen English majors in college. They responded to the questionnaire on their basic lexical learning strategies in pre-post tests, and carried out a lexical collocation test and a preposition collocation test as pre-post tests. They took the open class on the lexical collocations(LC) 5 times, but they did not concretely study any grammatical collocations(GC). Each test is analyzed and compared with pre-post tests by SPSS 12.0. From all the analyses, it was first revealed that most students who didn't know about the concepts, types and uses of collocations became aware of them after the class. The effects of the lexical collocations on the lexical collocation knowledge were quite revealing. Second, the correlations between the lexical collocations and grammatical collocations were not significant, although relations among the lexical collocations were quite significant. Finally, some suggestions for methods of mixed lexical chunks instruction are made for students' productive skills. Also, it is suggested that more profound attention should be paid to giving direct instructions on the basis of the lexico-grammatical continuum between LC and GC.

• ETRI Journal
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• v.19 no.3
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• pp.228-241
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• 1997

In this paper, we present a design of modem and vocoder digital signal processor (DSP) chips for CDMA mobile station. The modem chip integrates CDMA reverse link modulator, CDMA forward link demodulator and Viterbi decoder. This chip contains 89,000 gates and 29 kbit RAMs, and the chip size is $10 mm{\times}10.1 mm$ which is fabricated using a $0.8{\mu}m$ 2 metal CMOs technology. To carry out the system-level simulation, models of the base station modulator, the fading channel, the automatic gain control loop, and the microcontroller were developed and interfaced with a gate-level description of the modem application specific integrated circuit (ASIC). The Modem chip is now successfully working in the real CDMA mobile station on its first fab-out. A new DSP architecture was designed to implement the Qualcomm code exited linear prediction (QCELP) vocoder algorithm in an efficient way. The 16 bit vocoder DSP chip has an architecture which supports direct and immediate addressing modes in one instruction cycle, combined with a RISC-type instruction set. This turns out to be effective for the implementation of vocoder algorithm in terms of performance and power consumption. The implementation of QCELP algorithm in our DSP requires only 28 million instruction per second (MIPS) of computation and 290 mW of power consumption. The DSP chip contains 32,000 gates, 32K ($2k{\times}16\;bit$) RAM, and 240k ($10k{\times}24\;bit$) ROM. The die size is $8.7\;mm{\times}8.3\;mm$ and chip is fabricated using $0.8\;{\mu}m$ CMOS technology.

• School Mathematics
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• v.18 no.2
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• pp.257-275
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• 2016

The purpose of this study was to investigate the impact of multiple representations on students' understanding of fractions, decimals, and percent. The instructional approach integrating multiple representations was compared to traditional algorithmic instruction, a form of direct instruction. To examine and compare the impact of multiple representations instruction with traditional algorithmic instruction, pre and post tests consisting of five similar items were administered with 87 middle school students. Students' scores in these two tests and their problem solving processes were analyzed quantitatively and qualitatively. The quantitative results indicated that students taught by traditional algorithmic instruction showed higher scores on the post-test than students in the multiple representations group. Furthermore, findings suggest that instruction using multiple representations does not guarantee a positive impact on students' understanding of mathematical concepts. Qualitative results suggest that the limited use of multiple representations during a class may have hindered students from applying their use in novel problem situations. Therefore, when using multiple representations, teachers should employ more diverse examples and practice with multiple representations to help students to use them without error.

• The Journal of the Korean dental association
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• v.11 no.1
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• pp.37-40
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• 1973

The auther measured exothermic tempreature of the 5 kinds of direct resins during polymerization. Direct resins were mixed into the rubber cup(550-600㎣ in volume) with grass rod at room temperature (23.6℃) for 30 seconds and thermometer was placed approximately at the geometric center of the resin mass in the rubber cup. Polymer-monomer ratio was determined by instruction of the packages. The results were as follows. 1) The heat generated during polymerization was under 47.3℃. 2) The time at which the highest temperature is reached during polymerization was within 20.5 minutes. 3) Slow curing resins produced lower heat than quick curing resins and quick curing resins presented higher temperature than slow curing resins. 4) The highest temperature was sustained momentarily.