• Title/Summary/Keyword: integrated learning

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An Integrated Approach to Teaching and Learning College Mathematics

  • Ahuja, Om P.;Jahangiri, Jay M.
    • Research in Mathematical Education
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    • v.7 no.1
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    • pp.11-24
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    • 2003
  • The key features of our integrated approach to teaching and loaming college mathematics include interactive and discussion-based teaching, small group work, computer as a tool, problem solving approach, open approach, mathematics in context, emphasis on mathematical thinking and creativity, and writing/communicating about mathematics. In this paper we report a few examples to illustrate the type of problems we use in our integrated approach.

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Design Principles for Learning Environment based on STEAM Education

  • Kim, Sunyoung
    • International Journal of Advanced Culture Technology
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    • v.9 no.3
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    • pp.55-61
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    • 2021
  • In this study, a learning environment based on STEAM theory was proposed to support and improve learners' activities and achievements for convergent design education. The learning environment design influence STEAM education with intentional design and schedule coordination, schools can create informal environments that are crucial to STEAM education. The physical surroundings of the learning space should be applied to teaching methods and learning activity, especially for STEAM-based education, physical space conditions should support the learner's design thinking and process. Furthermore, STEAM-based education environment should support a vast array of experiences that allow students to learn the context around ideas and skills. For spaces for learning environment based on STEAM, common design principles should be considered such as technology integration, safety and security, transparency, multipurpose space, and outdoor learning. Therefore, the learning environment based on STEAM needs flexible and mobile, connected, integrated, organized, flipped, and team-focused surroundings to support the learners understand, participate, cooperate, and accomplish the design process.

Predicting the Real Estate Price Index Using Deep Learning (딥 러닝을 이용한 부동산가격지수 예측)

  • Bae, Seong Wan;Yu, Jung Suk
    • Korea Real Estate Review
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    • v.27 no.3
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    • pp.71-86
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    • 2017
  • The purpose of this study was to apply the deep running method to real estate price index predicting and to compare it with the time series analysis method to test the possibility of its application to real estate market forecasting. Various real estate price indices were predicted using the DNN (deep neural networks) and LSTM (long short term memory networks) models, both of which draw on the deep learning method, and the ARIMA (autoregressive integrated moving average) model, which is based on the time seies analysis method. The results of the study showed the following. First, the predictive power of the deep learning method is superior to that of the time series analysis method. Second, among the deep learning models, the predictability of the DNN model is slightly superior to that of the LSTM model. Third, the deep learning method and the ARIMA model are the least reliable tools for predicting the housing sales prices index among the real estate price indices. Drawing on the deep learning method, it is hoped that this study will help enhance the accuracy in predicting the real estate market dynamics.

Implementation of Tactical Path-finding Integrated with Weight Learning (가중치 학습과 결합된 전술적 경로 찾기의 구현)

  • Yu, Kyeon-Ah
    • Journal of the Korea Society for Simulation
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    • v.19 no.2
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    • pp.91-98
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    • 2010
  • Conventional path-finding has focused on finding short collision-free paths. However, as computer games become more sophisticated, it is required to take tactical information like ambush points or lines of enemy sight into account. One way to make this information have an effect on path-finding is to represent a heuristic function of a search algorithm as a weighted sum of tactics. In this paper we consider the problem of learning heuristic to optimize path-finding based on given tactical information. What is meant by learning is to produce a good weight vector for a heuristic function. Training examples for learning are given by a game level-designer and will be compared with search results in every search level to update weights. This paper proposes a learning algorithm integrated with search for tactical path-finding. The perceptron-like method for updating weights is described and a simulation tool for implementing these is presented. A level-designer can mark desired paths according to characters' properties in the heuristic learning tool and then it uses them as training examples to learn weights and shows traces of paths changing along with weight learning.

Imagining through webtoon: Webtoon-focused convergence education project in middle school (웹툰으로 상상하기: 중학교 웹툰 중심의 융합교육 프로젝트)

  • Park, Yoo-shin;Yim, Se-hee;Jeong, Hyeon-Seon
    • Cartoon and Animation Studies
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    • s.45
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    • pp.451-477
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    • 2016
  • The changes in media environments have impacted on the ways in which knowledges are formed and transmitted and therefore the relevance of the traditional school subjects have been increasingly questioned. In this context, the discourses of the reformation of the 21st century schooling have focused on convergence education and media literacy education. Therefore, it is worth paying attention to the fact that the practices of transdisciplinary integrated curriculum focusing on digital media content are grown voluntarily in schools. This research is a case study of a convergence educational project that was initiated by a middle school teacher who designed and implemented a unique program of the transdisciplinary class of Korean focusing on reading webtoons with the linked program of a 'Book Club Activity' that was a part of 'Creative Experiential Activitites'. Based on the analysis of the documents, participatory observation of a main event and the interview with the teacher, this article discusses how the webtoon-focused convergence education project might have achieved meaningful connections between a subject-focused learning and a creative experiences-focused learning; between in and out of school learning spaces; between the real and imaginative worlds; and between the boundaries of the popular culture and the arts. The main finding of the research can be summarized as follows: Firstly, webtoon as the subject of the study can be an effective medium of transdisciplinary integrated curriculum. Secondly, the convergence project based on webtoons can create meaningful learning spaces in and out of school environments in terms of creating more learner-participatory learning culture as well as connecting students' everyday lives, popular arts and their learning about culture. Another important finding of this research is the rediscovery of the teacher's role in terms of mediating the voices of students as readers in the process of constructing and implementing the integrated curriculum.

Analysis of Enacted Curriculum through Classroom Observation of Integrated Science Teaching in 2015 Revised Curriculum (2015개정 통합과학 수업관찰을 통한 실행된 교육과정 분석)

  • Kwak, Youngsun;Shin, Youngjoon
    • Journal of The Korean Association For Science Education
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    • v.39 no.3
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    • pp.379-388
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    • 2019
  • The purpose of this study is to derive implications for support plans for the settlement of the Integrated Science subject based on observations and analyses of integrated science lessons implemented in schools since 2018. For this purpose, we observed and analyzed the lessons for the same achievement standard [10 Integrated Science 07-01] implemented by four science teachers with different science majors. The features of integrated science classes were analyzed in light of curriculum reconstruction, science competency development, learner-centered participatory instruction, and process-centered evaluation aspects. For example, in terms of curriculum reconstruction, science teachers have been reorganizing achievement standards into three/four lessons, optimizing learning contents based on core concepts, and helping students' understanding of cross-cutting concepts between science areas. Regarding science competency development, teachers focused their instruction on students' cultivation of diverse science competencies closely related to the achievement standard and development of the epistemology of science. In addition, teachers emphasized student activities and teachers' role as facilitator of learning to create learner-centered participatory classes, as well as assessment during lessons with feedbacks, etc. Based on the results, we suggested and discussed ways to support the settlement of the integrated science curriculum including the need for a teacher learning community, support for process-centered assessment, and the need to develop an authentic integrated science curriculum.

A Study on Artificial Intelligence-based Automated Integrated Security Control System Model (인공지능 기반의 자동화된 통합보안관제시스템 모델 연구)

  • Wonsik Nam;Han-Jin Cho
    • Smart Media Journal
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    • v.13 no.3
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    • pp.45-52
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    • 2024
  • In today's growing threat environment, rapid and effective detection and response to security events is essential. To solve these problems, many companies and organizations respond to security threats by introducing security control systems. However, existing security control systems are experiencing difficulties due to the complexity and diverse characteristics of security events. In this study, we propose an automated integrated security control system model based on artificial intelligence. It is based on deep learning, an artificial intelligence technology, and provides effective detection and processing functions for various security events. To this end, the model applies various artificial intelligence algorithms and machine learning methods to overcome the limitations of existing security control systems. The proposed model reduces the operator's workload, ensures efficient operation, and supports rapid response to security threats.

Effect of coding integrated mathematics program on affective mathematics engagement

  • Yujin Lee;Ali Bicer;Ji Hyun Park
    • Research in Mathematical Education
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    • v.27 no.2
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    • pp.223-239
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    • 2024
  • The integration of coding and mathematics education, known as coding-integrated mathematics education, has received much attention due to the strength of Artificial Intelligence-based Science, Technology, Engineering, Arts, and Mathematics (AI-based STEAM) education in improving students' affective domain. The present study investigated the effectiveness of coding-integrated mathematics education on students' development of affective mathematics engagement. Participants in this study were 86 middle and high school students who attended the coding-integrated mathematics program. Surveys of students' affective mathematics engagement were administered before and after the intervention period. The results showed that students' affective mathematics engagement was statistically significantly improved through coding-integrated mathematics education. In particular, students exhibited increased positive affective mathematics engagement in terms of mathematical attitude, emotion, and value. These findings indicate the positive influence of coding-integrated mathematics education on students' learning in mathematics.

A Study of the Thematically Integrated Information Literacy Curriculum for Strengthening its Relationship with Curricula (교과 연계성 강화를 위한 학습주제 중심의 통합 정보활용교육과정에 관한 연구)

  • Song, Gi-Ho;Kim, Tae-Soo
    • Journal of the Korean Society for information Management
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    • v.25 no.3
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    • pp.41-64
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    • 2008
  • This study sought to develop an integrated information literacy curriculum that would have a strong relationship with curricula through the standard themes abstracted from theme network structures, scan and cluster analyses of the information literacy curricula. In addition, this study also attempted to develop a teaching-learning model for the developed integrated information literacy curriculum. This study utilized the themes of information literacy instruction that have interdisciplinary characteristics as analysis criteria in analyzing the commonality of information literacy instruction and the subject curricula. The following characteristics were found from the analyzing the areas of commonality. Foremost, the first themes(the fields of basic learning skills and nature) which belongs to the fields of information society, library, information technology, collaborative skills were found to have many relationships with the subject curricula. Next, the second themes(the field of information problem solving capabilities) which is the core field of information literacy instruction showed a weak relationship with the subject curricula.

Types of Integrative Thinking Ability in Solving Earth Science Items (지구과학 문제 풀이에서 활용되는 통합 사고 유형)

  • Kwon, Susie;Shin, Donghee
    • Journal of Science Education
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    • v.42 no.3
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    • pp.322-333
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    • 2018
  • The purpose of this study is to identify the types and characteristics of the integrative thinking that learners with diverse learning backgrounds use in solving earth science problems. Four students in middle school were surveyed using questionnaires to know students' science learning background and test items with integrated content. A total of 200 items, 40 integrated items and 160 general items, were administered ten times. The students did not show a consistent relationship in terms of correct answer percentage in general items and that of in integrated items. In order to understand the type of integrative thinking of each student, after students solve an item, we analyzed the percentage of correct answers by types and interviewed them and analyzed the contents to identify the characteristics of the thinking used in solving each item. As a result, the types of integrative thinking used in problem solving were classified into three types, knowledge-based, real life-based, and integrated inquiry-based types. It is necessary to study various ways to improve the integrative thinking ability considering the characteristics of students in science teaching and learning.