• Journal of The Korean Association For Science Education
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• v.23 no.2
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• pp.155-164
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• 2003

The purpose of the current study was to investigate the effects of explanations about physical phenomena given in non-physics textbooks on the formation of student physical conceptions. Two classes, 39 students in each, were sampled from two middle schools in Pusan, Korea, and two kinds of test tools for investigating student conceptions were developed for the study. The first test tool(a) investigated student conceptions after reading explanations about physical phenomena in non-physics textbooks, while the second(b) investigated student conceptions after reading explanations revised by physics education experts about the same physical phenomena. The two test tools were applied to each class, and for a fair invetigation, test(a) followed by test(b) was applied to one class, while test(b) followed by test(a) was applied to the other class. The results were as follows: In both classes, the students' level of understanding from explanations revised by physics education experts was significantly (p < .01) higher than that from explanations in non-physics textbooks. As such, it is feasible that false or inappropriate explanations in non-physics textbooks can cause student misconceptions. Moreover, the improper expression of physical science concepts, improper choice of scientific terms, and incorrect grammatical structures, along with the use of unsuitable examples and improper model pictures can make it difficult for students to understand physics concepts. Furthermore, differences in the terms used in physics textbook and those used in other textbooks can also confuse students' learning.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.9 no.9
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• pp.1-16
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• 2019

This study was carried out to develop a physics education program for foreign students of university in Korea to improve their ability to major in the field and to prevent them from becoming dropout. The subjects of the study are five Chinese students attending a natural science and engineering college. Prior to the development of the physics education program, the researchers developed basic physics textbooks for the foreign students and questionaries for diagnosis and summative evaluation, and utilized them to apply a total of seven classes. After the application of the classes, the results of the student's diagnosis and summative evaluation, the teacher's diaries, the observer's diaries, and the transcripts were analyzed by triangulation method. In addition, Nvivo12 was used for the analysis of the teacher's and observer's diaries to help with qualitative analysis. The results of the study are as follows: First, the oder and contents of physics education program for students of the natural science and engineering college were presented in detail, and basic physics textbooks and tools for diagnosis and summative assessment were developed. Second, as a result of the analysis of the diagnosis and summative assessment results of the program, the students' basic physics achievement improved by an average of 40 points due to the application of the developed program. Third, as a result of the application of the program using Nvivo12, meaningful node and actual cases were extracted. There were 10 types of nodes created such as understanding of the students, teaching method, rate of the participation, level differences, language problems, relevance to majors, curriculum and methods of education in the country of origin, cooperative learning, and interest inducement. The researcher provided suggestions on physics education methods for students of science and engineering colleges in Korea based on the related cases.

• Journal of the Korean Chemical Society
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• v.44 no.3
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• pp.249-257
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• 2000

This study was designed to develop learning materials of multimediafor general science instruction of high school.this learning material was made of HTML record for each middle unit according to the general science curriculum, and was included a variety of Ietter, graph, picture, drawing, animation, and other moving image materials. And it was composed five coursewares:Content, Dictionary, Science Story,lmage Material, and Questions.The learning material is uploaded an internet website under Science Education Research Institute of Kongju National University (http://science.kongju.ac.kr), and also is provided to a CD-ROM title.

• Journal of The Korean Association For Science Education
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• v.23 no.4
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• pp.375-385
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• 2003

In an effort to provide information about the effect of Microcomputer-Based Laboratory (MBL) use in science teaching and learning on student achievement and attitudes, a review of research analyzed studies was done between 1981 and 2001, using a meta-analysis procedure. Thirty-seven published and unpublished studies were reviewed. Use of MBL was shown to be potentially effective in the following condition of class; two students, physics teaching, more than one topic, or at the college level. Appropriate research design strategies, financial support (including hardware and software), and the use of more than one instrument for assessing the effect of the MBL instruction are crucial factors for more informative research studies. While helpful in many respects, the prior research revealed a number of problems related to the use of MBL in school science teaching and learning. The prior research does not support the desired intention described in the theory-based outcomes and reveals so little about how teachers and students use MBL, how it influences their teaching and learning, and how effectively it fits into the existing science curriculum. In order to know if the integration of MBL in the existing school science is worth it or not, more careful research design and comprehensive research should be done.

• International Journal of Computer Science & Network Security
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• v.22 no.3
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• pp.220-228
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• 2022

The directed tests produce an expectation model to assist the organization's heads and professionals with settling on the right and speedy choice. A directed deep learning strategy has been embraced and applied for SCADA information. In this paper, for the load shedding expectation overall power organization of Libya, a convolutional neural network with multi neurons is utilized. For contributions of the neural organization, eight convolutional layers are utilized. These boundaries are power age, temperature, stickiness and wind speed. The gathered information from the SCADA data set were pre-handled to be ready in a reasonable arrangement to be taken care of to the deep learning. A bunch of analyses has been directed on this information to get a forecast model. The created model was assessed as far as precision and decrease of misfortune. It tends to be presumed that the acquired outcomes are promising and empowering. For assessment of the outcomes four boundary, MSE, RMSE, MAPE and R2 are determined. The best R2 esteem is gotten for 1-overlap and it was 0.98.34 for train information and for test information is acquired 0.96. Additionally for train information the RMSE esteem in 1-overlap is superior to different Folds and this worth was 0.018.

• Proceedings of the Korean Information Science Society Conference
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• 2006.10a
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• pp.39-42
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• 2006

뉴럴네트워크에서 학습은 에러를 줄이는 방법으로 구현 된다. 이 때 parameter 공간에서 Risk function은 multi-minima potential로 표현 될 수 있으며 우리의 목적은 global minimum weight 좌표를 얻는 것이다. 이전의 연구로는 Attouch et al.의 damped oscillator 방정식을 이용한 방법이 있고, Qian의 critically damped oscillator를 통한 steepest descent의 momentum과 learning parameter 유도가 있다. 우리는 이 두 연구를 참고로 manifold 상에서 최단 경로인 geodesic을 Newton 역학의 Lagrangian에 적용함으로써 adaptive steepest descent 학습법을 얻었다. 우리는 이 새로운 방법을 Rosenbrock 과 Griewank 포텐셜들에 적용하여 그 성능을 알아 본다.

• Computers and Concrete
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• v.29 no.6
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• pp.419-432
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• 2022

This article deals with the vibrational response of a nanobeam made of bi-directional FG materials which is modeled via nonlocal strain gradient theory along with HSDT. Also, the nanobeam is placed on a Winkler-Pasternak foundation and is under axial mechanical loading. By using the variational energy method, the formulation and end conditions are obtained. Then, DSC-IM, as the numerical solution procedure is employed to extract the results. The material properties of the nanobeam are FG which varies in two directions with in exponential manner. The results from DDN are verified by using other papers. Lastly, a thorough parametric investigation is presented to investigated the effect of different parameters.

• Journal of The Korean Association For Science Education
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• v.28 no.3
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• pp.227-240
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• 2008

Cognitive conflict is well recognized as an important factor in conceptual change and is widely used in developing constructivism-based curricula. However, cognitive conflicts can also contribute to student anxiety during learning, which, when not properly addressed, can have negative impacts on students' motivation and achievement. Therefore, instructors need to be aware of the impacts of introducing cognitive conflicts in their instruction. We need a practical instrument that can help identify the existence and features of cognitive conflicts introduced by the instruction and the resulting anxiety. Based on the literature on studies of cognitive conflicts and student anxiety, we developed a quantitative instrument, the In-class Conflict and Anxiety Recognition Evaluation (iCARE), and used it to monitor the status of students' cognitive conflicts and anxiety in Physics by Inquiry (PBI) classes. In this paper, we introduce this instrument and present the types of information that can be obtained. Research and pedagogical values of this instrument are also discussed.

• Journal of the Korea Computer Graphics Society
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• v.27 no.3
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• pp.13-23
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• 2021

In this paper, we proposed a framework that generates the trajectory of a single rigid body based on its COM configuration and contact pose. Because we use a smaller input dimension than when we use a full body state, we can improve the learning time for reinforcement learning. Even with a 68% reduction in learning time (approximately two hours), the character trained by our network is more robust to external perturbations tolerating an external force of 1500 N which is about 7.5 times larger than the maximum magnitude from a previous approach. For this framework, we use centroidal dynamics to calculate the next configuration of the COM, and use reinforcement learning for obtaining a policy that gives us parameters for controlling the contact positions and forces.

• Journal of The Korean Association For Science Education
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• v.16 no.4
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• pp.340-350
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• 1996

Knowledge is composed through the interaction between the concept structure already held by students and their experience, and learning can be said to be the active process of solving the cognitive conflict caused by this interaction. Therefore, this study consists in showing the effective learning method and finding out the elements which the teacher has to own, through examining several forms of pre-conception or mis-conception of the inertia, the force-equilibrium, the action and reaction, the heat, and the electric current, and then finding out their solution and studying student's change in science concepts. For this study, the types of concept on the five above-mentioned materials which students have were examined through the concept-classifying question paper, and the classes to which the class mode for the change of concepts applied, were practised in each different classroom by each different instructor - a professor, a scientist, a teacher, and two students, respectively. And the effect of the teaching strategy based on these classes, and each different instructor' influence on the change of concept in students. were examined. The result of my study is as follows; 1. Students have various types of pre-conception which are different from science concept, and these types of pre-conception tend to last even after learning in class. 2. The thoughts on the correct science concept of the high school third-grade students who learned the physics in the traditional teaching method, and the second grade students who don't learn the physics yet, were nearly equal those of the second grade students by receiving the physics class through the cognitive conflict course were greatly changed especially that students showed the distinct change on mechanics and electric current. 3. Students didn't show the remarkable change of the science concept on the five materials in the four kinds of experimental classes by each different instructor but in the part of mechanics, there was the distinct change between the class by professor and those by the students. This was due to the difference of the authority and the attitude of the concept demonstrator. 1) The authority, the kind attitude, and the responsibility of the expert played an important role in the correct concept-formation of mechanics part - especially in the case of the mis-conception caused by the intuitive belief. 2) In the class by instructor with the democratic teaching method, the change of concept took place more easily, because in his class students could discuss the subject freely, so that they might experience the thought course to give them the confidence on the science concept.