• Korean Journal of Child Education & Care
• /
• v.18 no.3
• /
• pp.179-189
• /
• 2018

Objective: This study composed a melody program through handbells, and applied it to the mixed-age edu-care children. Methods: This study implemented a handbell melody program suitable for children's interest and development characteristics, based on Nuri Curriculum, to 15 mixed-aged edu-care children aged 3 to 4 at C Kindergarten located in Seoul for 12 weeks (once a week) from October 2015. Results: The program consisted of the origin of handbell, promises to keep in playing the handbell, partial literary introduction, and musical note activities using teaching aids or games in an integrated way with other areas. Through the program, dynamic class could be carried out with mutual leading participation of a teacher and children. Consequently, children aged 3 to 4 could easily encounter playing the handbell, being interested in playing, and showed cooperative spirit and society-friendly behaviors. The mixed age edu-care teacher felt pleasure and achievement of challenge by performing the class herself, which had depended upon extracurricular activities. Conclusion/Implications: A further study as action research for edu-care teachers, focused on change of edu-care teachers themselves, is proposed.

• Journal of Engineering Education Research
• /
• v.2 no.1
• /
• pp.3-9
• /
• 1999

This study investigated the improved teaching methods which can enhance the learning effects of students in engineering education and provide students with practical abilities of field works. As the results of applying student-oriented teaching methods to students who take the course of hydraulic and pneumatic control in the department of mechanical design engineering of Dongyang technical college, student-oriented teaching method Is more effective than professor-oriented teaching methods in the aspects of motivation of learning, cultivation of imagination and creativity, and ability of solving problems. In order to successfully execute student-oriented teaching method, integrated lecture of both theory and experimental practice has been carried out in the classroom equipped with experimental facilities, and after acquiring sufficient experience through experimental practices, students looked into theoretical backgrounds based on the experimental results during the process solving the subjects which a professor suggested. The subjects should be suggested with the contents for accomplishing the goal of learning, and it is very important for a professor to play the role of helping students solve the problems by themselves, which results in improving practical ability of field works. At the end of every class, a professor has students fill up the questionnaire about the level of learning achievement, questions, and teaching method, and applying the surveying results to the next class can bring out improving the extents of students' participation of classes and concerns about the course. Since the engineering education requires a practical ability of field works, imagination, and creativity in every course, it is desirable to introduce student-oriented teaching method rather than professor-oriented teaching method.

• Journal of the Institute of Electronics Engineers of Korea CI
• /
• v.44 no.6
• /
• pp.19-29
• /
• 2007

This paper introduces a robot knowledge framework which is represented with multiple classes, levels and layers to implement robot intelligence at real environment for mobile robot. Our root knowledge framework consists of four classes of knowledge (KClass), axioms, rules, a hierarchy of three knowledge levels (KLevel) and three ontology layers (OLayer). Four KClasses including perception, model, activity and context class. One type of rules are used in a way of unidirectional reasoning. And, the other types of rules are used in a way of bi-directional reasoning. The robot knowledge framework enable a robot to integrate robot knowledge from levels of its own sensor data and primitive behaviors to levels of symbolic data and contextual information regardless of class of knowledge. With the integrated knowledge, a robot can have any queries not only through unidirectional reasoning between two adjacent layers but also through bidirectional reasoning among several layers even with uncertain and partial information. To verify our robot knowledge framework, several experiments are successfully performed for object recognition and navigation.

• Journal of IKEEE
• /
• v.5 no.2 s.9
• /
• pp.136-145
• /
• 2001

As with appearing new applications that requires QoS guarantee such as VoIP, VPN in Internet, problems of IP QoS has been one of most important issues in next-generation Internet. IETF has proposed integrated services model(Int-Serv) and differentiated service(Diff-Serv) to supply IP QoS in Internet. Int-Serv model uses the state information of each IP flow, so satisfies QoS according to traffic characteristics, but increases the amount of flow state information with increasing flow number. Diff-Serv model uses PHP(Per Hop Behavior), and there are well-defined classes to provide differentiated traffics with different services according to delay and loss sensitivity. Diff-Serv model can provide diverse services in Internet because of having no the state and signal information of each flow. As MPLS uses the packet forwarding technique based-on label, it implements the traffic engineering in the networks easily. The MPLS can set up the path with different traffic parameters, and assign each path to particular Class of Services. Therefore it is possible to support the Diff-Serv model with well-defined classes. In this paper we investigate the performance improvement of Diff-Serv function in the MPLS network to guarantee class of services in Internet.

• Journal of The Korean Association For Science Education
• /
• v.36 no.2
• /
• pp.303-315
• /
• 2016

Socioscientific issues (SSI), by their nature, are conceptually embedded in technology. Previous research reported that nature of technology (NOT), unlike nature of science, was quite explicitly manifested in SSI decision-making, and NOT could be a promising construct for promoting SSI reasoning. In this study, authors introduced an integrated conceptual framework for NOT, which consisted of four dimensions (i.e., artifacts, knowledge, practice and system) as diverse modes of technology. We adapted the framework to investigate students' conceptualizations of NOT in the context of various SSIs. Data was collected from 45 college students enrolled in a liberal arts course on science and technology. The students participated in a team project, where they prepared and led discussions for SSI topics in class. Seven topics concerning SSIs were selected by students themselves. The preparation and class discussion of each student group were audio-recorded, and final reports were also analyzed. As a result, NOT sub-components in the dimensions of artifacts and system were explicitly represented in most contexts of SSI with various ranges of understanding. Other sub-components under the dimensions of knowledge and practice were rarely or implicitly shown in the discussion. The depth of students' understanding on NOT varied. Implications for science education were discussed.

• The Journal of Information Technology
• /
• v.4 no.3
• /
• pp.87-100
• /
• 2001

IETF has proposed integrated services model(Int-Serv) and differentiated service(Diff-Serv) to supply IP QoS in Internet[1][2]. Int-Serv model uses state information of each IP flow, so satisfies QoS according to traffic characteristics, but increases the amount of flow state information with increasing flow number. Diff-Serv uses PHP(Per Hop Behaviour) and there are well-defined classes to provide differentiated traffics with different services according to delay and loss sensitivity. Diff-Serv model can provide diverse services in Internet because of having no the state and signal information of each flow. As MPLS uses the packet forwarding technology based on label, it implements the forwarding engine of high performance easily. The MPLS can set up the path having different and variable bandwidth and assign each path to particular CoS (Class of Service). Therefore it is possible to support the Diff-Serv model of well- defined classes that can provide the differentiated traffic with different services according to delay and loss sensitivity in IP QoS models of IETF. In this paper we propose a scheme that can accommodate Diff-Serv model to provide QoS. The system performance has been estimated by scheduling plan according to traffic classes.

• Journal of The Korean Association For Science Education
• /
• v.18 no.2
• /
• pp.173-182
• /
• 1998

This study investigated the influences of metacognitive learning strategies upon 6th-graders' achievement, science process skill, use of cognitive strategies, use of metacognitive strategies, self-efficacy, intrinsic value, attitude toward science class, and scientific attitude. The metacognitive learning strategies were developed on the basis of previous results and modified in a pilot study. Before the instructions, a pretest of motivation was administered, and used as a blocking variable. The score of previous achievement test was used as covariates for achievement and science process skill. Tests of use of cognitive strategies, use of metacognitive strategies, self-efficacy, intrinsic value, attitude toward science class, and scientific attitude were also administered, and their scores were used as covariates. After the instructions, a researcher-made achievement test, the Middle Grades Integrated Science Process Skills Test, and post-tests of above variables were administrated. Two-way ANCOVA results revealed that the scores of the treatment group were significantly higher than those of the control group for all tests except for science process skill. No interactions between the treatment and the level of the previous motivation were found. Educational implications are discussed.

• Journal of Elementary Mathematics Education in Korea
• /
• v.15 no.1
• /
• pp.19-38
• /
• 2011

The purpose of this study was to analyze the responses and the behavioral characteristics between mathematically promising students and normal students in solving open-ended problems. For this study, 55 mathematically promising students were selected from the Science Education Institute for the Gifted at Seoul National University of Education as well as 100 normal students from three 6th grade classes of a regular elementary school. The students were given 50 minutes to complete a written test consisting of five open-ended problems. A post-test interview was also conducted and added to the results of the written test. The conclusions of this study were summarized as follows: First, analysis and grouping problems are the most suitable in an open-ended problem study to stimulate the creativity of mathematically promising students. Second, open-ended problems are helpful for mathematically promising students' generative learning. The mathematically promising students had a tendency to find a variety of creative methods when solving open-ended problems. Third, mathematically promising students need to improve their ability to make-up new conditions and change the conditions to solve the problems. Fourth, various topics and subjects can be integrated into the classes for mathematically promising students. Fifth, the quality of students' former education and its effect on their ability to solve open-ended problems must be taken into consideration. Finally, a creative thinking class can be introduce to the general class. A number of normal students had creativity score similar to those of the mathematically promising students, suggesting that the introduction of a more challenging mathematics curriculum similar to that of the mathematically promising students into the general curriculum may be needed and possible.

• Korean Journal of Environment and Ecology
• /
• v.18 no.2
• /
• pp.175-183
• /
• 2004

They are raising the necessity to prepare the conservational management strategy for the trail on the ridge of the Baekdudaegan where deterioration of natural environment along the trail as the rapid increase of visitors to the Baekdudaegan. The purpose of this study, followed after the Kwon and Lee(2003), is to research the deterioration condition of the trail between Namdeogyusan and Sosagogae on the Baekdudaegan. To accomplish the purpose, not only trail condition such as altitude, entire width, bare width, maximum depth and slope of trail, but also deterioration types of trail were surveyed at the total 182 points for 32.3km in length. Furthermore, impact rating class, which could be effective means to check the step and extent of deterioration process, was judged on each points of trail. Results informs us that the deterioration condition of the trail between Namdeogyusan and Sosagogae is not reached the level of grave concern yet, but some points and sections of trail are in urgent need of the integrated and organized maintenance. And some managerial strategies of trail were proposed in connection with the maintenance for trail on the Baekdudaegan ridge.

• Journal of The Korean Association For Science Education
• /
• v.33 no.2
• /
• pp.373-389
• /
• 2013

This study investigated secondary beginning science-gifted education teachers' reflection on their science teaching through coteaching with the case study. We selected two beginning teachers whose teaching careers in secondary science-gifted education were less than five years. The teachers planned, performed, and reflected together their science teaching for science-gifted students during nine class hours over three times. We observed their science classes through coteaching, and analyzed the transcripts for reflective discussions between them and their reflective journals in terms of 'productive reflection,' a concept suggested by Davis (2006). The results revealed that the aspects of 'instructional strategies and instruction for science-gifted education' and 'science-gifted students' were most frequently included in their reflection processes on science teaching, regardless of the type of data and the class time. 'Curriculum for science-gifted education' were also frequently included although fewer than two previous aspects. However, 'subject matter knowledge' and 'assessment' was hardly included. Two to four aspects among five aspects of the science teaching for science-gifted students were variously integrated in their reflection processes. Especially, the integrations between 'instructional strategies and instruction for science-gifted education' or 'sciencegifted students' and the other aspects were most frequent, and this tendency was stronger in more experienced teacher in science-gifted education. The integrations between 'subject matter knowledge' and the other aspects were often included in the more experienced teacher's reflection processes.