• Journal of the Korea Convergence Society
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• v.6 no.3
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• pp.127-134
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• 2015

In this paper, we design a semantic-based syllabus template including learning ontologies. A syllabus has been considered as a important blueprint of teaching in universities. However, the current syllabus has no importance in real world because most of all syllabus management systems provide simple functionalities such as, creation, modification, and retrieval. In this paper, our approach consists of definition of hierarchical structure of syllabus and semantic relationships of syllabuses, formalization of learning goals, learning activity, and learning evaluation using Bloom's taxonomy and design of learning subject ontologies for improving the usability of syllabus. We prove the correctness of our proposed methods according to implementing a real syllabus for JAVA programing course and experiments for retrieving syllabuses.

• Communications of Mathematical Education
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• v.33 no.2
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• pp.47-66
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• 2019

The purpose of this study is followings. First, we develop and apply teaching and learning methods for conducting team projects in flipped calculus class. Second we collect data such as team reports, individual reviews, and surveys during class activities. Third we survey the impacts on participation in student team activities, advanced studying, communication and collaboration. A total of 120 engineering and science majoring students participated in the 16-week long class study administered in team project learning styles in Spring 2018. There were two characteristics of this class. First students studied concepts and examples with video in pre-class and did the team project learning in the classroom. Second we used Google Drive to record team project progress, and to make sure the instructor to intervene appropriately in team activities. We conducted a team project inside and outside the classroom. This could lead the instructor to advise students and so their participation in team activity increased. As a result, it not only had a good effect on communication and cooperation, but also had an effect on advanced learning.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.4
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• pp.428-436
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• 2020

The purpose of this study is to analyze the needs for developing a curriculum for strengthening the long-term care service expertise and job competency. Specifically, the researchers analyzed previous studies on national long-term care services and national policy data, and conducted focus group interviews with 14 experts from related agencies. Activity theory was applied as a framework for analysis and a questionnaire about the importance and difficulty of subjects from 25 long-term service employees was administered for validating the results of the qualitative data analysis. The upper part of the subject-goal-tool of the activity system was considered the main area of action, and the following rule-community-division was divided into contextual parts for action, and the implications for demand analysis and future operation of the online curriculum are summarized. In total, six courses were required for development. These courses could be applied to as a learner-centered flip learning for long-term care service workers and various educational methods of collective education and supplementary education have been proposed. Based on the study results, implications in the educational field for effective management of courses were suggested at the end of the study.

• Korean Journal of Pharmacognosy
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• v.51 no.1
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• pp.70-77
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• 2020

Mentha arvensis is used traditional medicine to treat various disorders. In the present study, M. arvensis were extracted by the solid-phase microextraction (SPME) method and analyzed by gas chromatograph-mass spectrometry (GC-MS). We investigated the protective effects and mechanisms of a M. arvensis extract on scopolamine-induced cognitive and memory impairment. Mice were orally pretreated with a M. arvensis extract or normal saline, and then behavior tests were conducted 30 min after scopolamine injection. The antioxidant capacities were analyzed by free radical scavenging (DPPH and ABTS). Acetylcholinesterase (AChE) activity were also measured using Ellman's method ex vivo test. In behavior tests, percent of spontaneous alteration, escape latency and swimming time in target quadrant were improved by the administration of the M. arvensis extract, which suggests that the M. arvensis extract improves memory function in the scopolamine-treated mice model. In addition, M. arvensis extract showed inhibition of the free radical and AChE activity. The results of the present study suggest that the M. arvensis extract ameliorates scopolamine-induced cognitive and memory deficits through the inhibition of free radicals and AChE activity. Therefore, M. arvensis may be a promising neuroprotective agent for management of learning and memory improvements in human dementia patients.

• Journal of Physiology & Pathology in Korean Medicine
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• v.28 no.3
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• pp.337-345
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• 2014

The present study examined the effects of soybean-derived phosphatidylserine (SB-PS) on the learning and memory function and the neural activity in rats with trimethyltin (TMT)-induced memory deficits. The cognitive improving efficacy of SB-PS on the amnesic rats, which was induced by TMT, was investigated by assessing the Morris water maze test and by performing cholineacetyl transferase (ChAT), acetylcholinesterase (AChE) and cAMP responsive element binding protein (CREB) immunohistochemistry. A positron emission tomography (PET) scanning the rat brain was by performed administer 18F-Fluorodeoxy-glucose (18F-FDG). The rats with TMT injection showed impaired learning and memory of the tasks and treatment with SB-PS produced a significant improvement of the escape latency to find the platform in the Morris water maze at the 2nd day compared to that of the MCT group. In the retention test, the SB-PS group showed increased time spent around the platform compared to that of the MCT group. Consistent with the behavioral data, SB-PS 50 group significantly alleviated the loss of acetyl cholinergic neurons in the hippocampus compared to that of the MCT group. Treatment with SB-PS significantly increased the CREB positive neurons in the hippocampus as compared to that of the MCT group. In addition, SB-PS groups increased the glucose uptake in the hippocampus and SB-PS 50 group increased the glucose uptake in the frontal lobe, as compared to that of the MCT group. These results suggest that SB-PS may be useful for improving the cognitive function via regulation of cholinergic marker enzyme activity and neural activity.

• Communications of Mathematical Education
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• v.16
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• pp.139-147
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• 2003

While the statistical concept 'order statistics' has a great number of applications in our society ranging from industry to military analysis, it is not necessarily an easy concept to understand for many people. Adding some interesting simulation activities of this concept to the probability or statistics curriculum, however, can enhance the learning curve greatly. A hands-on and a graphic calculator based activities of a missile simulation were introduced by Kim(2003) in the context of order statistics. This article revisits the two activities in his paper and point out a dilemma that occurs from the violation of an assumption on two deviation parameters associated with the missile simulation. A third activity is introduced to resolve the dilemma in the terms of a kernel density estimation which is a nonparametric approach.

• The Journal of the Convergence on Culture Technology
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• v.8 no.5
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• pp.241-249
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• 2022

This study intended to explore the instructional effects of e-PBL which means an expansion of availability of PBL using technology. To achieve the goal of this study, a major selective subject was redesigned systematically so that e-PBL activities could be implemented for 4-weeks during the entire semester. Participants' reactions to the e-PBL experience during the experiment period were collected and analyzed. Results of analysis showed that participants could overcome the difficulties and frustrations at an early stage, adapted and assimilated to the e-PBL based instructional environment progressively, and satisfied at the e-PBL activity experiences in overall. They participated in solving the authentic problems with ownership and could solve them effectively and efficiently through frequent communication and collaboration with teammates. Results of this study showed the possibility of instructional innovation of a teacher development institute through e-PBL. Follow-up studies which extend the analyses of the effects of e-PBL based on this study are necessary to additionally verify the effects of e-PBL.

• English Language & Literature Teaching
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• v.11 no.4
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• pp.365-389
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• 2005

The purpose of this study is to present the task model that is the most effective in English language methodology based on the investigation of task-based performance in Korean EFL classroom practice. The subjects were 538 high school students and 126 high school teachers, each of whom had common experiences using the materials of task-based activities for more than one year. To analyze the data, the program SPSS WIN 11.0 including frequency distribution and chi-square analysis was used. The results of the questionnaire analysis showed that both teachers and students had a comparatively high level of satisfaction in task rationale, but that they had some mixed responses in the fields of input data, settings, and activity types. To conclude, a few suggestions are made to provide some meaningful considerations for the EFL teachers and material developers: a) task goals and rationale that encourage the learner's positive motivation; b) authenticity of input data based on the real-world context; c) collaborative learning environment that enhances communicative interaction; d) proportional representation of the creative problem-solving activities related to discussions and decision-making processes; e) systematic introduction of integrated language skills. It also suggests that the multi-lateral task model, which has some positive assets compared to previous task models, be newly introduced and applied to the second language learning classrooms.

• Communications of Mathematical Education
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• v.23 no.2
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• pp.461-481
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• 2009

The semiotic approach to the mathematics education has been studied in last 20 years by PME, ICME conferences. New cultural developments in multi-media, digital documents and digital arts and cultures may influence mathematical education and teaching and learning activities. Hence semiotical interest in the mathematics education research and practice will be increasing. In this paper the basic ideas of semiotics, such as Peirce triad and Saussure's dyad, are introduced with some mathematical applications. There is some similarities between traditional research topics for concept, representation and social construction in mathematics education research and semiotic approach topics for the same subjects. some semiotic applications for an arithmetic problem for work, induction, deduction and abduction syllogisms with respect to Peirce's triad, its meaning in scientific discoveries and learning in geometry and symmetry.

• Journal of Engineering Education Research
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• v.19 no.5
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• pp.3-12
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• 2016

This paper aims to apply two ways of student evaluation, i.e. peer- and self-evaluation to TBL(team based learning) class and to explore the difference between two evaluations by gender and grade as well as their relationships, and finally to provide an explanation for the improvement of evaluation ways in TBL class. There has been much research about TBL and its related factors. However, according to the examination of both domestic and overseas researches concerning the application of peer- and self-evaluation to TBL class, few studies have focused on them in terms of the engineering curriculum. This study was conducted with 251 engineering students at P University, and peer- and self-evaluation in TBL class have been measured. Our findings show that firstly, there were significant grade differences in self-evaluation of engineering students. Second, there were no significant gender and grade differences in peer-evaluation. Third, we found a significant correlation between the two factors, self- and peer-evaluation. Also there was a significant correlation among variables of subcategories. Based on these findings, it is expected to provide an explanation for the application of peer- and self-evaluation in TBL class and will be useful for the improvement plans of the related courses in engineering school.