• 한국과학교육학회지
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• 제27권9호
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• pp.765-777
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• 2007

과학 선행학습의 실태 조사와 과학 선행학습이 학생 들의 과학 학습 태도에 미치는 효과에 대해 연구 분석 하였다. 선행학습의 실태 조사에서는 학생들의 선행학습 경험 유 무,선행학습의 형태 (자기 및 타의 주도적 선행학습),선행학습 시작 동기로서 본인 의사 여부, 선행학습에서 문제해결 방법 및 선행학습에서 중요한 요인 등을 조사하였다. 선행학습이 과학 학습 태도에 미치는 영향을 흥미도, 자신감,학습의욕 및 가치 등 4가지 측면에서 연구하였다. 이들 4가지 측면에서 나타나는 효과를 학업 성취 수준,선행학습 형태,선행학습 시작 동기 및 선행학습에서 이해 정도 등의 관점에서 조사 분석하였다. 분석 결과를 살펴보면,자신감,학습의욕 및 가치 측면에서는, '자기주도적 선행학습'에서 보다 높은 긍정적 값이 나왔으며,이것은 '자기주도적 선행학습'을 수행함으로서 스스로 할 수 있다는 가능성,성취감에 따른 내재적 동기 유발,학습에 필요한 내용들을 스스로 찾아가는 자발적 학습 등 긍정적 인식의 결과로 볼 수 있다. 반면,흥미도 측면에서는 수업을 이끌어주는 교사와 또래 친구들 사이에서 형성되는 교감 등으로 인해 '타의주도적 선행학습'이 더 긍정적으로 나타났다. 이상의 연구 결과를 바탕으로,학습자들에게 자신감. 학습의욕 및 가치 등이 필요할 시에는 자기주도적으로 선행학습을 권장하는 것이 바람 직하며,흥미도를 고취시키기 위해서는 타의주도적으로 선행 학습하는 것이 바람직하다.

• 문화기술의 융합
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• 제6권4호
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• pp.483-492
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• 2020

많은 학생 및 학부모가 선행학습에 쏟는 시간과 경제력이 적지 않다는 점과 인터넷 기반 사회의 환경이 빠르게 변화되는 점을 고려해 볼 때, 선행학습의 실태와 그 효과를 연구해 볼 가치가 있다고 판단하였다. 본 연구는 창원지역 A고등학교 1학년 학생 186명을 대상으로 과학 선행학습의 기본적인 실태를 조사하였다. 실태 조사결과, 과학선행학습의 경험이 있다고 응답한 학생은 조사대상자 중 39.8% (74명)이였다. 또한 경험대상자 중 중학교 3학년 겨울방학 시작 이후에 과학 선행학습을 시작한 학생 56명을 대상으로, 과학 선행학습에 따른 과학성취도를 분석하였다. 그 결과, 선행학습의 형태는 타의적 선행학습이 50.0%로 가장 높았으며, 선행학습의 시작동기는 시험점수 향상이 33.9%로 가장 높았다. 반타의적 형태로 선행학습을 하는 경우 자신감과 학습의향이 긍정적으로 나타났으며, 자기주도적 형태로 선행학습을 하는 경우 흥미도와 가치가 긍정적으로 나타났다. 결론적으로, 과학 선행학습을 받은 학생 중 71.4%의 학생이 과학성취도에서 긍정적으로 나타났다.

• International journal of advanced smart convergence
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• 제8권4호
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• pp.68-74
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• 2019

Along with the deeper architecture in the deep learning approaches, the need for the data becomes very big. In the real problem, to get huge data in some disciplines is very costly. Therefore, learning on limited data in the recent years turns to be a very appealing area. Meta-learning offers a new perspective to learn a model with this limitation. A state-of-the-art model that is made using a meta-learning framework, Meta-SGD, is proposed with a key idea of learning a hyperparameter or a learning rate of the fast adaptation stage in the outer update. However, this learning rate usually is set to be very small. In consequence, the objective function of SGD will give a little improvement to our weight parameters. In other words, the prior is being a key value of getting a good adaptation. As a goal of meta-learning approaches, learning using a single gradient step in the inner update may lead to a bad performance. Especially if the prior that we use is far from the expected one, or it works in the opposite way that it is very effective to adapt the model. By this reason, we propose to add a weight term to decrease, or increase in some conditions, the effect of this prior. The experiment on few-shot learning shows that emphasizing or weakening the prior can give better performance than using its original value.

• 기본간호학회지
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• 제17권2호
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• pp.240-248
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• 2010

Purpose: This study was done to examine learning motivation and self-directedness when animation prior learning of fundamental nursing practice education was used. Method: For the study 220 nursing students participated in a fundamental nursing practice session after prior study using animation every week for 15 weeks. They responded to questionnaires that included measures of learning motivation and self-directedness. Results: There was no statistically significant difference in total scores for learning motivation over the 15 weeks of the practice sessions, but there was a difference for self-directedness. There was a significant difference in learning motivation in the group that always watched the animation and for which animation helped with the practice sessions and where the application purpose was postive. There was a difference in self-directedness for the students whose future was described as health teachers and where the application purpose was positive. Learning motivation showed positive correlations with self-directedness. Conclusion: Learning motivation and self-directedness utilizing animation prior to fundamental nursing practice were high and correlated with each other indicating the usefulness of this teaching method.

• International journal of advanced smart convergence
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• 제10권3호
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• pp.163-171
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• 2021

Recently, Machine Learning-based visualization approaches have been proposed to combat the problem of malware detection. Unfortunately, these techniques are exposed to Adversarial examples. Adversarial examples are noises which can deceive the deep learning based malware detection network such that the malware becomes unrecognizable. To address the shortcomings of these approaches, we present Block-matching and 3D filtering (BM3D) algorithm and deep image prior based denoising technique to defend against adversarial examples on visualization-based malware detection systems. The BM3D based denoising method eliminates most of the adversarial noise. After that the deep image prior based denoising removes the remaining subtle noise. Experimental results on the MS BIG malware dataset and benign samples show that the proposed denoising based defense recovers the performance of the adversarial attacked CNN model for malware detection to some extent.

• PNF and Movement
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• 제12권2호
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• pp.81-88
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• 2014

Purpose: The purpose of this study is to examine the needs of prior field learning and the academic achievement of field experience learning in a college. Methods: This study was performed from May 1 to October 30, and students were given questionnaire. The research questionnaire as follows: (1) to investigate the academic achievement after field experience learning, (2) to verify the needs of field experience learning. A statistical analysis was performed using SPSS 17.0 for window version. Results: The results was as follows : First, satisfaction of field learning had scored good(47.2%) in lesson goal, good(51.8%) in acquisition of knowledge and techniques, good(51.0%) in preparation of study and good(45.9%) in association. Second, curriculum of field learning had scored normal(35.5%) in prior education, good(47.4%) in composition, good(50.8%) in guidance and good(47.2%) in contents. Third, curriculum of field learning had scored good(44.6%) in duration, good(46.1%) in numbers, good(51.3%) in convenience and normal(38.1%) in means of transportation. Forth, needs of field learning had scored good(46.6%) in field learning of practicum, good(48.2%) in field learning of theory subject, 3-4 times(42.0%) in frequency of field learning and 2hours(57.3%) in a field learning hour. Conclusion: These findings suggest that college student's thinking of field experience learning is positive. Field experience learning provided that college students have directly an opportunity of gaining valuable experience to feel the field.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제29권3호
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• pp.423-439
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• 2015

본 연구는 대학 신입생의 고등학교 재학 시 선행학습경험, 내신등급, 수능수리영역등급과 대학에서의 대학수학교과성적, 대학학업성취도(GPA) 간의 관계를 보았다. 이를 통해, 고등학교 재학 시의 수학교과 학업능력이 대학 신입생의 대학수학교과성적에 어느 정도 영향을 미치는지 분석하고자 하였다. 연구의 목적을 위해, A대학교 2014학년 1학기에 개설된 '기초미적분학'을 수강한 이과대학 및 공과대학 신입생 193명을 대상으로 설문을 실시하고 성적 등 관련 자료를 활용하였다. 이들 자료는 기술통계, 상관분석, 차이검정, 일원변량분석(ANOVA), 사후검정 및 회귀분석을 실시하였다. 연구결과, 첫째, 연구 대상 대학생의 90% 이상이 고등학교 재학 시 수학교과 선행학습을 한 것으로 나타났으며, 둘째, 선행학습의 효과성에 대한 인식은 필요성 인식보다 유의미하게 낮게 나타났다. 셋째, 대학수학교과성적과 대학학업성취도 간에는 높은 정적 상관관계가 있었으나, 내신등급과 대학학업성취도 간 및 수능수리영역등급과 대학수학교과성적 간에는 미미한 수준의 상관관계만 있었다. 넷째, 고교성적(내신등급, 수능수리영역등급), 선행학습노력, 선행학습만족도, 선행학습필요성이 대학수학학업성취도에 미치는 영향력은 미미한 수준이었다. 연구결과를 바탕으로, 대학수학교과의 학업성취도를 높이기 위한 방안을 제언하였다.

• 한국멀티미디어학회논문지
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• 제23권2호
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• pp.135-145
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• 2020

Recently, deep-learning based methods for low-light image enhancement accomplish great success through supervised learning. However, they still suffer from the lack of sufficient training data due to difficulty of obtaining a large amount of low-/normal-light image pairs in real environments. In this paper, we propose an unsupervised learning approach for single low-light image enhancement using the bright channel prior (BCP), which gives the constraint that the brightest pixel in a small patch is likely to be close to 1. With this prior, pseudo ground-truth is first generated to establish an unsupervised loss function. The proposed enhancement network is then trained using the proposed unsupervised loss function. To the best of our knowledge, this is the first attempt that performs a low-light image enhancement through unsupervised learning. In addition, we introduce a self-attention map for preserving image details and naturalness in the enhanced result. We validate the proposed method on various public datasets, demonstrating that our method achieves competitive performance over state-of-the-arts.

• 한국과학교육학회지
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• 제32권8호
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• pp.1333-1344
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• 2012

This study aimed to enhance creative problem solving skill by using the Creative Problem Solving (CPS) learning model which was developed based on creative problem solving approach and five essential features of inquiry. The key strategy of the CPS learning model is using real life problem situations to provide students opportunities to practice creative problem solving skill through 5 learning steps: engaging, problem exploring, solutions creating, plan executing, and concepts examining. The science content used for examining the CPS learning model was "matter and properties of matter" that consists of 3 learning units: Matter, Solution, and Acid-Base Solution. The process to assess the effectiveness of the learning model used the experimental design of the Pretest-Posttest Control-Group Design. Seventh grade-students in the experimental group learned by the CPS learning model. At the same time, students at the same grade level in the control group learned by conventional learning model. The learning models and students' prior knowledge levels were served as the independent variables. The creative problem solving skill was classified in to 4 aspects in: fluency, flexibility, originality, and reasoning. The results indicated that in all aspects, the students' mean scores of creative problem solving between students in experimental group and control group were significantly different at the .05 level. Also, the progression of students' creative problem solving skills was found highly progressed at the later instructional periods. When comparing the creative problem solving scores between groups of students with different levels of prior knowledge, the differences of their creative problem solving scores were founded at .05 level. The findings of this study confirmed that the CPS learning model is effective in enhancing the students' creative problem solving skill.

• 대한간호학회지
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• 제49권1호
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• pp.92-103
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• 2019

Purpose: This study aimed to compare the effects of simulation integrated with problem based learning (S-PBL) according to the sequences of problem-based learning (PBL) and high fidelity simulation training (HFS) on knowledge, clinical performance, clinical judgment, self-confidence, and satisfaction in fourth-grade nursing students. Methods: In this randomized crossover design study, four S-PBLs on medical-surgical nursing were applied alternatively to two randomly-assigned groups of 26 senior nursing students for 8 weeks. The collected data were analyzed using an independent t-test. Results: The method of administering PBL prior to HFS led to significantly higher scores on knowledge (t=2.28, p=.025) as compared to the method of administering HFS prior to PBL. However, the latter method led to significantly higher scores on clinical performance (t=-6.49, p<.001) and clinical judgment (t=-4.71, p<.001) as compared to the method of administering PBL prior to HFS. There were no differences in the effect of the two methods on self-confidence (t=1.53, p=.128) and satisfaction (t=1.28, p=.202). Conclusion: The integration sequences of S-PBL was associated with different learning outcomes. Therefore, when implementing S-PBL, it is necessary to consider the educational goal to executes an appropriate sequence of integration.