• The Mathematical Education
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• 제60권1호
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• pp.61-76
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• 2021

The purpose of this study is to analyze the errors and difficulties which pre-service secondary teachers shows during the task modification in consideration of the cognitive demand and to provide significant implications to the pre-service teacher education program related to the modification of the mathematical tasks. In the pursuit of this purpose, tasks were selected from perpendicular bisector units and 24 pre-service teachers were asked to modify the tasks to higher and lower level tasks. After the modification activities, opportunities for reflection and modification were provided. The findings from analysis are as follows. Pre-service teachers had a difficulty to distinguish between PNC tasks and PWC tasks. Also, We identified the interference phenomena that pre-service teachers depended on the apparent elements of the task. Pre-service teachers showed a tendency to overlook the learning objectives and learning hierarchy during the task modification, and to focus on some types of task modification. However, pre-service teachers were able to have meaningful learning opportunities and extend the category of tools to technology including Geogebra through self-reflection and correction activities on task modification. The above results were summed up and we presented the implications to the task modification program in the pre-service secondary teacher education.

• Journal of Korea Multimedia Society
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• 제10권6호
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• pp.754-759
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• 2007

Methodology of ontology building based on Web resources will not only reduce significantly the ontology construction period, but also enhance the quality of the ontology. Remarkable progress has been achieved in this regard, but they encounter similar difficulties, such as the Web data extraction and knowledge acquisition. This paper researches on the characteristics of ontology construction data, including dynamics, largeness, variation and openness and other features, and the fundamental issue of ontology construction - formalized representation method. Then, the key technologies used in and the difficulties with ontology construction are summarized. A software Model-OntoMaker (Ontology Maker) is designed. The model is innovative in two regards: (1) the improvement of generality: the meta learning machine will dynamically pick appropriate ontology learning methodologies for data of different domains, thus optimizing the results; (2) the merged processing of (semi-) structural and non-structural data. In addition, as known to all wetland researchers, information sharing is vital to wetland exploitation and protection, while wetland ontology construction is the basic task for information sharing. OntoMaker constructs the wetland ontologies, and the model in this work can also be referred to other environmental domains.

• Journal for History of Mathematics
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• 제21권3호
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• pp.143-156
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• 2008

In this study, we divided the teaching and learning of proof into three steps in the demonstrative geometry of the middle school mathematics. And then we surveyed the student's difficulties in the teaching and learning of proof by using of questionnaire. Results of this survey suggest that students cannot only understand the meaning of proof in the teaching and learning of proof but also they cannot deduce simple mathematical reasoning as judgement for the truth of propositions. Moreover, they cannot follow the hypothesis to a conclusion of the proposition It results from the fact that students cannot understand clearly the meaning and the role of hypotheses and conclusions of propositions. So we need to focus more on teaching students about the meaning and role of hypotheses and conclusions of propositions.

• Educational Technology International
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• 제13권1호
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• pp.79-100
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• 2012

The focus of this research is on identifying the problems that learners experience during online problem-based learning (e-PBL) from a cognitive perspective. The study is concentrated on learners' cognitive load level at each stage of e-PBL. The research questions are specifically as follows: What is the level of cognitive load at each stage of e-PBL and what is the relationship between cognitive load and group performance? What cognitive difficulties are experienced by learners in e-PBL and what causes cognitive difficulties? In this study, we found that cognitive load was the highest in stage 1 and there was negative relationship between cognitive load at stage 1 and group performance. In addition, learners experienced difficulties during e-PBL such as the complexity of task, the difficulty in collaboration, and the lack of appropriate references. For further study, we will investigate some strategies regarding adjusting learners' cognitive load in the early stages of e-PBL.

• The Korean Journal of Elementary Counseling
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• 제5권1호
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• pp.119-137
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• 2006

The purpose of this study is to develop a group counseling program to improve the learning habits of the elementary school children who experience difficulties learning, because of their wrong learning habits. To achieve it, the sub-elements of learning habits are set by "learning motive & attitude" and "learning technique" A group counseling program composed of the essential factors suitable for each element are srhseqrently, devised to pursue the improvement of learning habits. The study propositions are set as follows: Can the group counseling program improve the learning habits of elementary school children? 1. Can the group counseling program improve the learning motive and attitude of elementary school children? 2. Can the group counseling program improve the learning technique of elementary school children? The subject of this study is the 4th graders of W elementary school located in Gwangju Metropolitan City. After selecting 12 pupils from low scorers after a learning habits test, Each 6 of those are randomly assigned to an experimental group and a control group, respectively. In this way, they are pcrticipate in the group counseling program. The group counseling program is consisted of 10 sessions. The program is implemented for six weeks with a 50 min duration per session. As a measuring tool, a restructured test with only motive variables and technique variables, excluding remaining variables, from the Learning Habits Test by Choi Jong-Ryul (1992) is used for pre and post tests. The results of the study is acquired by integrating the statistics from the test tool. Observation of the counselor and testees' thoughts are as follows: The group counseling program affects the sub-elements of learning habits positively, namely learning motive & attitude and learning technique. The program applied in this study is effective in improving the learning habits of the pupils with lower learning habits. Accordingly, this program can be one of the methods to develop effective learning habits, set efficient strategies and exert abilities maximally for the learners, who did not adequately exert their abilities, due to wrong learning habits, while ineffectively learning without knowing effective learning habits. To improve and maintain the learning habits of the elementary school pupils, overall understanding should be backed in order to precisely analyze and identify the learning habits of the pupils. Besides, an association between schools and homes is also needed along with parents' concerns over their children's learning habits at home.

• Journal of the Korean Institute of Telematics and Electronics B
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• 제29B권1호
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• pp.94-101
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• 1992

The multilayer perceptron, trained by the error back-propagation learning rule, has been known as a mapping network which can represent arbitrary functions. However depending on the complexity of a function and the initial weights of the multilayer perceptron, the error back-propagation learning may fall into a local minimum or a flat area which may require a long learning time or lead to unsuccessful learning. To solve such difficulties in training the multilayer perceptron by standard error back-propagation learning rule, the paper proposes a learning method which progressively enlarges the learning domain from a small area to the entire region. The proposed method is devised from the investigation on the roles of hidden nodes and connection weights in the multilayer perceptron which approximates a function of one variable. The validity of the proposed method was illustrated through simulations for a function of one variable and a function of two variable with many extremal points.

• Journal of Technologic Dentistry
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• 제44권3호
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• pp.97-103
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• 2022

Purpose: This study sought to identify the factors influencing learning motivation and demotivation in online dental technology students. Methods: A survey was conducted from October 1 to 30, 2021, on 188 dental technology students. The collected data were processed using the IBM SPSS IBM SPSS Statistics ver. 22.0 statistical program (IBM), and frequency, factor, and one-way ANOVA analyses were performed, for which the significance was set at 0.05. Results: It was found that the main online learning motivation factors were the usefulness of the learning content, interest, and confidence in the activities, the relationships with the teachers and friends, the feedback, and learning satisfaction. The factors that reduced the students' online learning motivation were interaction difficulties, maladaptation to the self-directed learning environment, the inadequate number of learning activities, and activity difficulty. Conclusion: Based on the identified online class motivation and demotivation factors, better systematic management and increased research are needed to improve the quality of non-face-to-face classes.

• Journal of The Korean Association of Information Education
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• 제18권1호
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• pp.121-132
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• 2014

The main goal of this research is to invest the difficulties in the process of developing serious game for science learning to acquire the suggestion. We analysed the journals written by developers of game scenario on the procedure of the development and on the review of the accomplished game. Then we also interviewed the scenario developers as well as game developers. When interviewing the game developers, we passed them the thoughts and questions of scenario developers. The possible difficulties in developing serious game are form the difference of cognitions on the skills which can be embodied in the development process and interaction and communication problem between scenario developers and game developers. As a consequence of the research, we acquired some suggestions for developing serious game as follows; 1) Scenario developers and game developers must understand the concepts of serious game as well as learning theory; 2) Both scenario developers and game developers should be aware of secured technological capacity and allowed time period. 3) Scenario developer should take a part of game developer' role as using a learning contents authoring tool; 4) Scenario developers have to consistently interact with game developers in developing the games; 5) Scenario should be concretely described in detail; and 6) A Supervisor is essential to control both scenario developers and game developers.

• International Journal of Computer Science & Network Security
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• 제22권4호
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• pp.417-419
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• 2022

This paper undertakes educational games and gamification, their features, importance, and integration into the educational process. Besides outlining features, benefits, and difficulties, it highlights the difference between gaming, gamification, and game-based learning. The article contends that game-based learning and gamification elements such as reward, completion, and cooperation develop students' positive attitudes toward the curriculum and boost their learning motivation.

• Journal of the Korea Society of Computer and Information
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• 제19권10호
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• pp.135-149
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• 2014

This study proposed the ubiquitous learning system by finding the difficulties which students have in learning the course of science and analyzing the current learning applications that are used commercially. Through case studies, we found 4 problems. First, the request of long learning time by most of the existing video-based learning applications. Second, it is impossible to know their level of learning due to the lack of open learning contents. Third, it is difficult for learners to participate in interactive learning. Fourth, there are educational contents without considerations on the level of learners. To refine the difficulties due to these problems, we designed and implemented a new ubiquitous learning system which applies the small learning contents for short-term learning, open learning system and enhanced hierarchical learning contents. The system was implemented based on Android. It provides learners with useful science education. We conducted a questionnaire for third grade middle school students in order to show that the proposed system has a good educational effects. The questionnaire asks for the differences between the proposed ubiquitous learning system and the existing learning application. We concluded that the proposed system is better than the existing application by using t-test for improvement of learning effects using feedback with which students participate in interactive learning but not in unidirectional learning, and share the learning result.