• Journal of The Korean Association For Science Education
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• v.17 no.3
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• pp.333-343
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• 1997

The purpose of the present study was to investigate an appropriate instructional model in order to remedy students' misconception. As hypotheses of this study, three instructional models, cognitive conflicting, hypothesis testing, and learning cycle models, on biological 'osmosis' concept were tested in 176 high school students. Results of the present study are as follows: 1. All groups used one of three instructional models showed a statistically significant improvement in conceptual change on the 'osmosis' concept between before and after the instruction. In addition, the three hypothesized instructional models were more effective in conceptual change than a traditional expository instruction. 2. There was a statistically significant difference among three experimental groups. Cognitive conflicting model and hypothesis testing model was more effective than learning cycle models. 3. An interviewing after instruction showed that students who had scientific concept on the 'osmosis' through the instruction could effectively apply the concept to other context more than students who had no scientific concept through instruction. The present study indicated that instructional model play an important role on students' conceptual change in science classroom. According to the result of this study, the instruction emphasizing students' active participation in class and scientific reasoning process is more appropriate to remedy misconception that the instruction using students' passive participation in class and expository teaching procedure. This study also indicated that students' concept acquired through instruction is one of important factors to apply it to other context.

• Journal of The Korean Association For Science Education
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• v.16 no.4
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• pp.441-450
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• 1996

Various contexts are involved in the processes of science learning and instruction. In the perspective that the results of science learning and instruction usually depend on the nature of learning task content and context, content effects or context effects have been researched up to now. But, the discrimination between them was very ambiguous. For the clarity of them, it was supposed that science content would be composed of decontextualized knowledges and contexts, which were respectively dichotomized in common and special ones among disciplines of science. Science learning and instruction was discussed in view of interactions between cognitive, learning task, and social-cultural contexts. Especially, it was emphasized that task contexts, as a bridging role among contexts should be constructed considering cognitive and social cultural contexts.

• English Language & Literature Teaching
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• v.10 no.1
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• pp.23-52
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• 2004

This paper investigated students' and teachers' attitudes toward L2 grammar in EFL learning context. In a study in which attitude was viewed as consisting of three different components such as cognitive, affective, and behavioral, questionnaire developed on the basis of such a view of attitude was used as a data collection method. The results of the study indicated that in general, both students and teachers were similar to each other in their attitude toward L2 grammar. Among the findings, most important, two groups were shown to fully understand the important role of grammar in L2 learning. Another finding was that despite the 6th national curriculum for English education, our English class was still dominated by grammar-centered instruction. Also it was shown that the way teachers had been taught L2 grammar had a considerable effect on the way they would instruct it in their future classes. Based on these findings, some suggestions were offered for effective grammar pedagogy in EFL context.

• English Language & Literature Teaching
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• v.18 no.1
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• pp.23-43
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• 2012

This study investigates the effects of three different types of instruction, namely form-based, comprehension-based, and production-based on the development of Korean university students' (n=137) comprehension and production of English relative clauses (RCs). The extent of improvements was analyzed by administering pre-and post-tests consisting of two comprehension tests (selecting the right form of RCs and the right picture descriptions) and one production test (combining two sentences). Findings of this study suggest that all three types of instruction increased participants' comprehension and productions of RCs. However, there appeared differential effects by the instruction type. It was found production-based instruction was most effective in promoting comprehension, followed by comprehension-based instruction. Comprehension-based instruction worked best with the development of production, suggesting that the effects of comprehension training did not only work for increasing comprehension skills, but also transfer to production skills. The type or level of tasks employed for each instruction appeared to play an important role in causing such results. Form-based instruction displayed the lowest improvements in both comprehension and production of RCs. A sentence-combination task employed for form-based instruction appear to result in mere explicit rule explanations without chances to notice rules in context or use their knowledge in practice.

• Journal of the Korean School Mathematics Society
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• v.8 no.1
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• pp.35-53
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• 2005

The purpose of this study is to analyze and confirm the effectiveness of two teacher-centered instruction methods in the context of linear functions: one with emphasis on mathematical thinking processes as an alternative to the more traditional method without such emphasis. The level of achievement of students under the teacher-centered instruction with explicit emphasis on mathematical thinking processes is consistently higher than that of students receiving the more traditional teacher-centered instruction. The alternative instruction method in the current study is expected to encourage and prompt students to better grasp and understand mathematical concepts, principles, as well as problem solving strategies. In contrast to other alternatives, the method offers the advantage of being readily incorporated into the actual teaching practices in the classroom, as the traditional frame of teacher-centered pedagogy familiar to teachers remains in tact.

• English Language & Literature Teaching
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• v.15 no.4
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• pp.109-136
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• 2009

This study investigates English medium instruction (EMI) in an institution of higher education in Seoul, Korea to see whether this course creates cultural correction (reproduction of inequitable relations of power in EMI settings) or cultural continuity (opportunities for transporting students into a third space and enabling them to explore cultural diversity and to create new knowledge for themselves). A single site where EMI is carried out, a class on fairy tales and child education taught by a native English speaking professor, was chosen because it was hypothesized that the professor would display some of her unconscious dominant cultural orientation. The results of the study show that there more cases of cultural correction than there were of cultural continuity. Cases of cultural correction included lack of knowledge about the local context, fixing Korean classroom discourse as if it were American classroom discourse, and reproducing orientalism in the local educational setting. Cases of cultural continuity included using comparison to consider the cultural reality of the milieu, creating new knowledge for the local milieu, and learning as a dynamic ongoing process. Implications of this research are discussed including the important realization that EMI should be managed by subject specialists who are trained in language education and have knowledge of the students' needs and discourse in the L1 and in the local context.

• Research in Mathematical Education
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• v.11 no.2
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• pp.127-141
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• 2007

This paper compares and analyzes mathematics teachers' understanding of students' mathematical comprehension after experiences with the Cognitively Guided Instruction (CGI) or the Development of Mathematical Ideas (DMI) teaching strategies. This report sheds light on current issues confronted by the educational system in the context of mathematics teaching and learning. In particular, the declining rate of mathematical literacy among adolescents is discussed. Moreover, examples of CGI and DMI teaching strategies are presented to focus on the impact of these teaching styles on student-centered instruction, teachers' belief, and students' mathematical achievement, conceptual understanding and word problem solving skills. Hence, with a gradual enhancement of reformed ways of teaching mathematics in schools and the reported increase in student achievement as a result of professional development with new teaching strategies, teacher professional development programs that emphasize teachers' understanding of students' mathematical comprehension is needed rather than the currently dominant traditional pedagogy of direct instruction with a focus on teaching problem solving strategies.

• The Mathematical Education
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• v.41 no.3
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• pp.329-339
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• 2002

This study analyzes the epistemological meaning of‘social construction’in mathematical instruction. The perspective that consider the cognition of mathematical concept as a social construction is explained by a cyclic scheme of an academic context and a school context. Both of the contexts require a public procedure, social conversation. However, there is a considerable difference that in the academic context it is Lakatos' ‘logic of mathematical discovery’In the school context, it is Vygotsky's‘instructional and learning interaction’. In the situation of mathematics education, the‘society’which has an influence on learner's cognition does not only mean‘collective members’, but‘form of life’which is constituted by the activity with purposes, language, discourse, etc. Teachers have to play a central role that guide and coordinate the educational process involving interactions with learners in this context. We can get useful suggestions to mathematics education through this consideration of the social contexts and levels to form didactical situations of mathematics.

• Journal of KIISE:Computer Systems and Theory
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• v.26 no.9
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• pp.1158-1165
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• 1999

조건부 분기 명령어(conditional branch instruction)의 잘못된 분기 예측(branch misprediction)은 프로세서의 성능 향상에 심각한 장애 요인이 되고 있다. 특히 시분할(time-sharing) 시스템과 같이 문맥 교환(context switch)이 발생하는 멀티프로그래밍 환경(multiprogramming environment)에서는 더욱 낮은 분기 예측 정확성(branch prediction accuracy)을 보인다. 본 논문에서는 문맥 교환이 발생하는 멀티프로그래밍 환경에서 높은 분기 예측 정확성을 보이는 중첩 분기 예측표 교환(Overlapped Predictor Table Switch, OPTS) 기법을 소개한다. 분기 예측표(predictor table)를 분할하여 각각의 프로세스(process)에 할당하는 OPTS 기법은 문맥 교환의 영향을 최소화함으로써 높은 분기 예측 정확성을 유지하는 분기 예측 방법이다.Abstract There is wide agreement that one of the most important impediments to the performance of current and future pipelined superscalar processors is the presence of conditional branches in the instruction stream. Accurate branch prediction is required to overcome this performance limitation. Many branch predictors have been proposed to help to alleviate this problem, including the two-level adaptive branch predictor, and more recently, hybrid branch predictor. In a less idealized environment, such as a time-sharing system, code of interest involves context switches. Context switches, even at fairly large intervals, can seriously degrade the performance of many of the most accurate branch prediction schemes. In this study, we measure the effect of context switch on the branch prediction accuracy in various situation and show the feasibility of our new mechanism, OPTS(Overlapped Predictor Table Switch), which save and restore branch history table at every context switch.

• The Journal of Korean Institute of Communications and Information Sciences
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• v.22 no.10
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• pp.2136-2149
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• 1997

This paper describes RISC core that has been designed for embedded and protable applications such as PDA or PCS. This RISC processor offers low power consumption and fast context switching. Processor performance is improved by using conditional instruction execution, block data transfer instruction, and multiplication instruction. This architecture is based on RISC principles. The processor adopts 3-stage instruction execution pipeline and has achieved single cycle execution using a 2-phase 40MHz clock. This results in a high instruction throughput and real-time interrupt response. This chip is implemented with $0.6{\mu}m$ triple metal CMOS technology and consists of about 88K transistors. The estimated power dissipation is 179mW.