• 정보처리학회논문지D
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• 제16D권5호
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• pp.729-736
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• 2009

소프트웨어 공학에서 정확한 개발 비용 예측은 성공적인 개발 프로젝트를 위한 필수적인 요소로, 현재까지 많은 소프트웨어 비용산정을 위한 모델들이 개발되어 왔다. 전통적인 통계적 기법부터 기계학습을 적용한 알고리즘까지 다양한 분야의 아이디어를 접목하고 있다. 본 논문에서는 소프트웨어 개발 비용 예측을 위한 방법으로 유전 알고리즘과 서포트 벡터 머신의 회귀모델인 서포트 벡터 회귀를 결합한 GA-SVR 모델을 제안한다. 제안된 모델은 기존의 연구에 비해 향상된 결과를 보이고 있다.

• Educational Technology International
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• 제10권1호
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• pp.41-57
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• 2009

Cognitive presence, a sense of "being there" cognitively, has recently been considered as an important indicator for students' engagement in e-learning. There is, however, no widely accepted scale to measure the level of cognitive presence since most studies have put their effort to set and clarify the conceptual framework with qualitative methodology. This study reviewed existing theories on cognitive presence and related fields extensively and developed a new self-report scale for measuring the conceived level of cognitive presence. The reliability and validity of the scale was tested against 723 undergraduate students in two consecutive studies, 418 in the preliminary and 305 in the follow-up study. Three major constructs to measure the perceived level of cognitive presence were: 1) clear understanding, 2) knowledge construction, and 3) learning management. This paper reports the final results of the two independent studies.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제27권2호
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• pp.195-210
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• 2024

Researchers and curricula continue to call for proof to serve a central role in learning of mathematics throughout kindergarten to grade 12 and beyond. Despite its prominence and recognition gained during past decades, proof is still a stumbling block for both teachers and students. Research efforts have been made to address issues related to teaching and learning of proof. An area in which such research efforts have been made is analysis of curriculum material (i.e. textbook analysis) with a focus on proof. This study is another research effort in this area of research through investigating the guidance offered in curriculum materials with the following research question: What is the nature (e.g., kinds of content knowledge, pedagogical content knowledge) of guidance is offered for teachers to implement proof tasks in grade 8 geometry textbooks? Results indicate that the guidance offered for proof tasks are concerned more with content knowledge about the content-specific instructional goals than with pedagogical content knowledge which supports teachers in preparing in-class interactions with students to teach proof.

• 여성건강간호학회지
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• 제22권4호
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• pp.221-232
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• 2016

Purpose: The purpose of this study was to examine the applicability of a flipped learning course in Women's Health Nursing for nursing students. Methods: A total of 200 senior nursing students participated in flipped learning class of pregnancy, delivery and postpartum area, which included team-based learning and self-reflection for 8 weeks. One group pre-post test design was adopted and the changes in learning motivation and satisfaction were examined. In addition, reflective journals of the students were analyzed by making a qualitative content analysis. Results: Students showed a significant increase in score of learning motivation in the posttest (t=-4.47, p<.001). They had a mean of 3.90 in learning satisfaction out of possible five points. As a result of content analysis, three themes were selected: 'Improved attitude toward active learning', 'Burden caused by excessive workload', and 'Valuing to the team-based activity' To be specific, six sub-themes were selected, with three positive and three negative categories: 'improved class attention and understanding', 'positive class participation by preparing lessons in advance', 'peer interactions through discussion', 'A lot of time and effort consuming', 'stress caused by the burden of preparing lessons', and 'difficulties in cooperative activities'. Conclusion: This study supports and confirms that the flipped learning can be a creative instructional model of positive teaching-learning strategy in clinical nursing courses to enhance students' learning motivation.

• 한국초등과학교육학회지:초등과학교육
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• 제27권2호
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• pp.189-200
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• 2008

The purpose of this study is to find out the effects of learning that has applied instruction module utilizing ICT in project-based learning in elementary science classroom on improvement of the self-directed learning skills and the problem-solving skills. For this purpose, the project based learning instruction module utilizing ICT based was developed and conducted to 2 class consisting of 66 elementary students in the 6th grade to clarify the effects. As a result of the study, first, the instruction module utilizing ICT in project-based learning was effective in improving self-directed learning skills of students. As the subordinate effects of self-directed learning skills it showed improved effects in diagnosing desire to learn, setting goals, basic self-managing ability, selecting learning strategy, durability of practicing learning, making effort for result, and self-examination but it did not show improved effects in figuring out recognition of resources for Learning. Second, it was effective in improving the problem-solving skills of students. As the subordinate effects of problem-solving skills it showed improved effects in problem recognition, information gathering, analysis, thinking prior to dissemination, planning skill, and evaluation but it did not show effect on decision making, implementation & risk-taking and feedback.

• 정보교육학회논문지
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• 제24권6호
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• pp.539-550
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• 2020

이 연구는 뇌과학과 교육을 접목하는 교육신경학의 관점에 기초한 연구이다. 이 관점에 기초하여 디지털 학습자료 활용의 뇌과학적 근거를 확인함과 아울러 교육적 시사점을 도출하는 것을 연구의 목적으로 하였다. 이 연구에서 얻어진 결과를 결론으로 제시하면, 다음과 같다. 첫째, 디지털 학습자료를 통한 다양한 감각 자극은 다중감각신경, 상구 심층부 등을 거치며 협동적 정보처리를 가능하게 한다. 둘째, 디지털 학습자료로 인한 간접경험은 거울신경계를 거쳐 학습 내용을 생생하게 이해하도록 도와준다. 셋째, 디지털 학습자료들이 일으킨 긍정적인 감정은 도파민, 망상활성체계, 전두 선조체, 대뇌 피질 등의 기능을 활성화시켜 준다. 이 연구의 결과를 통해 제시되는 교육적 시사점은 다음과 같다. 첫째, 교사는 디지털 학습자료를 선정할 때 표현 양식, 학습 내용, 수업의 흐름 및 역기능 측면까지 고려해야 한다. 둘째, 수업 장면에 따라 다양한 디지털 학습자료를 호기심과 즐거움의 유발, 흥미와 노력의 유지, 학습한 내용에 대한 복습의 목적으로 사용하는 것은 수업 효과를 위해 바람직하다.

• 교육녹색환경연구
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• 제4권4호
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• pp.39-54
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• 2004

In this study, the following findings were obtained: First, life-long educational system should be reinforced that can train and educate people to fit their situation and provide the necessary manpower in a just-in-time manner by getting away from the school-centered education and rapidly introducing the knowledge required in both the world market and the domestic market. This can be said to be the global trend in the ubiquitous age. Second, government should make efforts to build up the life-long educational system that can make the persons trained and educated in schools the manpower required by the state and society. Third, Life-long learning policy starts with providing for the system of lifting all kinds of limits and obstacles so that anyone needing learning can learn and his learning may not discriminated from schooling. For this policy or system to be effectively promoted, government should reinforce administrative and financial support system for investment in and research on the ubiquitous department. Fourth, It is quiet right that the very effort we are going give the super to the ubiquitous education is a shortcut to solving rapidly lots of problems heaped on our present life-long educational system.

• 응용통계연구
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• 제27권3호
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• pp.445-459
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• 2014

일반적으로 특정한 작업에 익숙해진다는 것은 그 작업에 투입되는 노력에 비해 산출되는 성과가 보다 뚜렷해진다는 것을 의미한다. 동일한 양이나 정도의 노력을 들여 특정한 작업을 반복적으로 수행하게 되면 초기 시점보다 원하는 성과를 기대 이상으로 얻게 된다는 것을 의미한다. 이를 학습곡선효과(learning-curve effects)'라고 한다. 본 연구에서는 특정한 작업을 반복시행한 결과가 개수형인 형태로 측정되는 변수에 대해 (역)S자 형태를 가지는 통계적 모형을 적용하고자 한다. 다양한 모의실험 하에서의 모형의 성능을 평가하고 특정질환으로 인한 사망자 자료에 적합하였다.

• 한국과학교육학회지
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• 제17권4호
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• pp.415-423
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• 1997

The purposes of this study were to investigate the intercorrelations among various motivational patterns and learning strategies and to examine the differences in motivation and strategy usage in terms of students' science achievement level, gender, and grade. A questionnaire on achievement goal, self-efficacy, self-concept of ability, expectancy, value, causal attributions, and learning strategies was administered to 360 junior high/high school students (178 males, 182 females). Students who adopted performance-oriented goal tended not to be task oriented. Task-oriented students had high levels of self-efficacy, high self-concept of ability, and expectancies for future performance in science. They also valued science and attributed thier failures to the lack of effort. However, performance-oriented students evaluated their ability negatively, did not value science, and attributed thier failures to uncontrollable causes. With respect to learning strategy, task-oriented students tended to use deep-level strategy, whereas performance-oriented students tended to use surface-level strategy and not to use deep-level strategy. High-achieving students, boys, and junior high school students were more task-oriented, evaluated their ability more positively, and valued science more than low-achieving students, girls, and high school students, respectively. High-achieving students and boys also used deep-level strategy more than each of their counterparts. However, no significant difference in learning strategy was found between junior high school students and high school students. Educational implications of these findings are discussed.

• 정보처리학회논문지B
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• 제8B권6호
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• pp.675-684
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• 2001

본 논문은 태그가 없는 단순 말뭉치만을 가지고 자율학습을 이용하여 정보 검색을 위한 색인어의 추출 등에 이용될 수 있도록 한국어의 실질 형태소와 형식 형태소를 분리해내는 기법에 대하여 기술한다. 본 기법은 사전 등의 언어 관련 지식을 요구하지 않으며 오직 단순 말뭉치만을 필요로 한다. 또한 자율학습을 이용함으로써 사람의 간섭이 필요하지 않아 학습에 필요한 시간과 노력이 거의 들지 않는다. 본 방식은 잘 확립된 통계적 방법론을 이용하기 때문에 일반적인 휴리스틱과는 달리 이론적인 기반이 확고하여 확장 및 발전이 용이하다. 본 결과는 한국어에 우선 적용되었으나 한국어에 종속적인 방법이 아니어서 다른 교착어에도 쉽게 적용될 수 있을 것이다.