• Journal of The Korean Association For Science Education
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• v.15 no.3
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• pp.284-290
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• 1995

This study examined the effects of the learning cycle model by learner's characteristics such as I.Q., cognitive levels, inquiry skins, cognitive style, activity, reflectiveness. To see the effects of the learning cycle model, nonequivalent control group pretest-posttest multiple treatment designs was used in the study. 99 middle school second-graders(female) were divided into two groups. One group was selected as the experimental group (n=50), the other served at the comparison group(n=49). During the eight-month period, the students in the experimental group were instructed according to the learning cycle model, while the students in the comparison group were instructed according to the traditional instruction methods. Achievement data from science achievement test were analyzed by an ANOVA technique. The results of the study are as follows : 1. Science knowledge achievement. For the lower level students of activity, the learning cycle model is superior to the traditional approaches in science knowledge achievement. 2. Science inquiry skills. For the upper level students of I.Q., cognitive levels, inquiry skills, cognitive style and reflectiveness, the learning cycle model is superior to the traditional approaches in science inquiry skills. 3. Attitudes toward science. For the lower level students of I.Q., cognitive levels, inquiry skills, cognitive style, activity and reflectiveness, the learning cycle model is superior to the traditional approaches in attitudes toward science.

• Journal of Korean Elementary Science Education
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• v.24 no.5
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• pp.612-619
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• 2005

Dimensions of learning, based on the vast studies on teaming psychology and teaming processes, have been played an important role as one of the frameworks of curriculum and teaming strategies. Dimensions of Learning consist of 5 Dimensions, each of 'Attitudes and Perceptions', 'Acquire and Integrate Knowledge', 'Extend and Refine Knowledge', 'Use Knowledge Meaningfully', 'Habits of Mind'. And each dimension has $3\~8$ lower categories in itself, The elementary 5th grade science lesson emphasizing upon Dimensions of Learning was developed in this study. The lessons dealt with almost every lower categories of Dimensions of learning. We analysed students' scientific attitude and scientific achievement quantitatively after the lesson emphasized upon Dimensions of Learning in comparison with typical lesson laying stress on teachers' guides. The results are as follows; Students' scientific attitude was significantly changed after the lesson emphasized upon Dimensions of Learning. The willingness, positiveness, straightforwardness, and openness of lower categories of students' scientific attitude were more significantly changed especially. But students' scientific achievement was not significantly changed after the lesson emphasized upon Dimensions of Learning.

• Journal of Science Education
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• v.35 no.1
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• pp.91-101
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• 2011

In this study, Jigsaw III cooperative learning strategy and traditional learning strategy have been applied to the 'electricity' chapter of grade 8 science textbooks to know the effects of learning strategy, gender, and GPA on the students' science achievement and science learning attitude of middle school female students in gender-separated classes. For this purpose, 143 students of 4 classes in separated classes were chosen from a middle school in Daegu. One female class and one male class were assigned to the experimental group and other female class and male class were assigned to the control group. Traditional learning strategy was applied to the control group and the Jigsaw III cooperative learning strategy was applied to the experimental group. Four worksheets for expert groups were used for 18 hours through 5 weeks. Both tests for science achievement and learning attitude were administered as pre and post test. The test results were analyzed through analysis of covariance(ANCOVA) as pre test score as covariant The overall conclusions of this study were as follows: The Jigsaw III cooperative learning has improved science achievement, especially on subjective-type questions, of female students and mid-lower level students. The Jigsaw III Cooperative Learning has also improved self-directed attitude toward science learning. Female students have expressed more positive opinion about the Jigsaw III cooperative learning.

• Journal of the Korean Data and Information Science Society
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• v.17 no.2
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• pp.345-353
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• 2006

Over the past few years, training professionals have become more pragmatic in their approach to technology-based media by using it to augment traditional forms of training delivery, such as classroom instruction and text-based materials. This trend has led to the rise of the term blended learning. Blended learning, an environment of e-learning, is a powerful learning solution created through a mixture of face-to-face and online learning delivered through a mix of media and superior learning experiences. In this article we design and implement an e-learning environment for blended learning. The environment focused on following factors: learning activity and participation of learners, and real time feedback of instructor.

• Journal of the Korean Data and Information Science Society
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• v.15 no.4
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• pp.707-716
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• 2004

Recently, many areas of application such as statistics and industrial engineering are interested in the effective education of databases. In this article we design and implement a database learning system based on learner management techniques. The system supports a personalized/ team-centered learning environment, monitoring the learning attitude of learners, and a method for the assessment.

• International Journal of Computer Science & Network Security
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• v.21 no.6
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• pp.137-142
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• 2021

Machine-learning systems have proven their worth in various industries, including healthcare and banking, by assisting in the extraction of valuable inferences. Information in these crucial sectors is traditionally stored in databases distributed across multiple environments, making accessing and extracting data from them a tough job. To this issue, we must add that these data sources contain sensitive information, implying that the data cannot be shared outside of the head. Using cryptographic techniques, Privacy-Preserving Machine Learning (PPML) helps solve this challenge, enabling information discovery while maintaining data privacy. In this paper, we talk about how to keep your data mining private. Because Data mining has a wide variety of uses, including business intelligence, medical diagnostic systems, image processing, web search, and scientific discoveries, and we discuss privacy-preserving in deep learning because deep learning (DL) exhibits exceptional exactitude in picture detection, Speech recognition, and natural language processing recognition as when compared to other fields of machine learning so that it detects the existence of any error that may occur to the data or access to systems and add data by unauthorized persons.

• Proceedings of the Korean Operations and Management Science Society Conference
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• 1998.10a
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• pp.311-314
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• 1998

The increased demand for distance learning has created a need to explore the implications of the emerging paradigm shift on the learning environment. This paper is introducing the framework of distance learning in higher education. It also presents the experience of developing a course for distance learning.

• Journal of Korean Elementary Science Education
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• v.21 no.2
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• pp.241-252
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• 2002

Field learning have not well performed in elementary school for various reasons, in spite of the benefits of field study. Absence of suitable geological field courses for elementary science education is one of several reasons The purpose of this study is to develop learning materials for the field geology in Hampyeong region and apply them to the geological related units for elementary science education. The 5 observation sites for the field geology learning in study area include various rocks and geological structure such as granite, gneiss, conglomerate, sandstone, mudstone, plant fossil, fold, fault and weathering phenomenon changing rocks to soil. This study area is suitable place for the field geology learning of elementary science education in Kwangju and Chonnam province because of convenience access, fresh outcrops and distribution of various geological learning materials as rocks and structure.

• Journal of the Korean earth science society
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• v.43 no.5
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• pp.647-658
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• 2022

The purpose of this study is to analyze students' learning characteristics regarding spatial ability, orienteering ability and earth science content learning ability and their relationship through development and application of earth science activities using orienteering. The programme aims to improve students' spatial ability using orienteering activity which requires spatial ability. Topics in the programme included map, compass, contour, movement of celestial, and constellation application. Students were to orienteer in the field using the method they learned in class. This programme was applied to five 7th graders. The results are, first, students who have positive attitude toward science and do well at school tended to perceive their orienteering ability high. Second, all parts of spatial ability, spatial visualization, spatial orientation, spatial relation were used during orienteering, especially spatial visualization and spatial orientation. The relationship between spatial ability, orienteering ability, and earth science content learning abilities was not clear. However, orienteering ability and earth science content learning ability were in similar tendency.

• Journal of Korean Elementary Science Education
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• v.27 no.4
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• pp.446-454
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• 2008

The purpose of this study was to examined the effects of different grouping according to the levels of students' achievement in science cooperative learning on students' science academic achievements, science-related attitudes, perceptions of science learning environment and self-efficacies. The results of this study can be summarized as following. First, the homogeneous grouping was more effective than the heterogeneous grouping in improving the science academic achievements of high academic ability students. Second, the homogeneous grouping was more effective than the heterogeneous grouping in improving the science-related attitude of students, especially for low academic ability students. Third, both the homogeneous grouping and the heterogeneous grouping improved the perceptions of science learning environment of students. For low academic ability students, the homogeneous grouping was more effective. Fourth, the homogeneous grouping was more effective than the heterogeneous grouping in improving self-efficacies of students, especially for middle and low academic ability students.