• 한국수학교육학회지시리즈D:수학교육연구
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• 제7권2호
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• pp.91-99
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• 2003

Isik & K$_1$l$_1$c (1998: Mathematics Education and its Appraising in the Primary School Teacher Certificate) found that many prospective mathematics teachers for primary schools who attended at newly established certificate programs made significant misconception on mathematics education because they were not graduates of education faculties. The levels of conceptual knowledge and procedural knowledge of students from a secondary school in Erzurum, Turkey were investigated in order to reveal how serious misconception the teachers have been made so far. The conceptual knowledge is very important to students, however in this research, it was found that procedural knowledge was much more important than conceptual knowledge.

• PNF and Movement
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• 제6권3호
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• pp.19-28
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• 2008

Purpose : The objective of this study was to determine efficacy of sleep-dependent motor learning. Methods : This is a literature study with books and internet. We searched the PubMed, Science Direct, KISS and DBpia. Key words were Sleep-dependent, motor learning, RAM and LTP. Results : Procedural memory, like declarative memory, undergoes a slow, time-dependent period of consolidation. A process has recently been described wherein performance on some procedural task improves with the mere passage of time and has been termed "enhancement". Some studies have reported that the consolidation/enhancement of perceptual and motor skill is dependent on sleep. Specially, rapid-eye-movement(REM) sleep seems to benefit procedural aspects of memory. Conclusion : Motor learning is very important for CNS injury patients. And also distribution of practice sessions is important because REM sleep is to benefit procedural aspects of memory consolidation.

• Educational Technology International
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• 제17권2호
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• pp.151-174
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• 2016

This study examined the effects of simulation game-based learning on academic emotions (positive, negative) and achievement (factual, conceptual, procedural knowledge acquisition). Sixty-three students from a high school located in South Korea were chosen for the study. The students were assigned to either an experimental group for simulation game-based learning or a comparison group for instructor-led lectures. The results demonstrated that there was a significant difference between the comparison and experimental groups in both positive and negative academic emotions. However, there was no significant difference in factual, conceptual and procedural knowledge acquisition. The results indicate that simulation game-based learning generates more positive emotions than instructor-led lectures.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제26권4호
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• pp.349-368
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• 2023

본 연구의 목적은 수학적 모델링 수업에서 학생들이 개념적 지식과 절차적 지식을 연결하는 방안을 탐색하는 것이다. 이에, 초등학생들이 개념적 지식과 절차적 지식을 연결하는 데 어려움을 보이는 학습 내용 중 최대공약수를 선정하고. 개념적 지식과 절차적 지식을 연결하면서 최대공약수 관련 문제를 해결할 수 있도록 수학적 모델링 수업을 설계하여 실행하였다. 분석 결과, 해당 수학적 모델링 수업은 학생들이 개념적 지식과 절차적 지식을 연결하여 문제를 해결하는 데 긍정적인 영향을 미친 것으로 나타났다. 또한 실제 수업 적용을 통해 수학적 모델링 수업에서 개념적 지식과 절차적 지식을 의미 있게 연결하기 위한 교수학습 방안을 도출하였다.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제24권1호
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• pp.1-27
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• 2021

For elementary school children, learning the standard multiplication algorithm with accuracy, clarity, consistency, and efficiency is a daunting task. Nonetheless, what should be our expectation in procedural fluency, for example, in finding the product of 25 and 37 among fifth grade students? Collectively, has the mathematics education community emphasized the value of conceptual understanding to the detriment of procedural fluency? In addition to examining these questions, we survey multiplication algorithms throughout history and in textbooks and reconceptualize the standard multiplication algorithm by using a new tool called the Multiplication Aid Template.

• 대한임베디드공학회논문지
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• 제17권5호
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• pp.297-307
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• 2022

The simple procedural segment selection algorithm commonly used in Dynamic Adaptive Streaming over HTTP (DASH) reveals severe weakness to provide high-quality streaming services in the integrated mobile networks of various wired and wireless links. A major issue could be how to properly cope with dynamically changing underlying network conditions. The key to meet it should be to make the segment selection algorithm much more adaptive to fluctuation of network traffics. This paper presents a system architecture that replaces the existing procedural segment selection algorithm with a deep reinforcement learning algorithm based on the Asynchronous Advantage Actor-Critic (A3C). The distributed A3C-based deep learning server is designed and implemented to allow multiple clients in different network conditions to stream videos simultaneously, collect learning data quickly, and learn asynchronously, resulting in greatly improved learning speed as the number of video clients increases. The performance analysis shows that the proposed algorithm outperforms both the conventional DASH algorithm and the Deep Q-Network algorithm in terms of the user's quality of experience and the speed of deep learning.

• 대한수학교육학회지:수학교육학연구
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• 제22권4호
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• pp.517-534
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• 2012

이 논문에서 연구자는 중학생들의 수학 학습을 삼 년간에 걸쳐 관찰하면서 그들이 유리수 범위에서 형성한 개념적 지식과 절차적 지식 사이의 발달 관계에 대하여 조사하였다. 특히, 아래의 두 상황에서 학생들의 개념적 지식과 절차적 지식 사이의 불균형한 발달이 이후의 지식 발달에 어떤 영향을 미치는 지에 관하여 조사하였다: (a) 상대적으로 강한 개념적 지식과 약한 절차적 지식을 가진 경우; (b) 상대적으로 약한 개념적 지식과 강한 절차적 지식을 가진 경우. 연구 결과는 개념적 지식과 절차적지식이 균형적인 방식으로 (즉, 아주 근접하게 되풀이되거나 동시에) 발달될 때 가장 생산적이라는 것을 시사하며 또한 어느 한 가지 유형의 지식이 다른 유형의 지식보다 우위에 있다는 가정에 의문에 제시한다.

• 한국컴퓨터정보학회논문지
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• 제21권1호
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• pp.181-189
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• 2016

This study examined three elementary school computing curriculum - the CSTA K-12 computer science standards, the computing programme of the national curriculum in England, and the 2015 national curriculum in Korea - focusing on the educational objectives with the perspective of the revision of Bloom's Taxonomy of Educational Objectives. The CSTA K-12 computer science standards mainly addressed applying procedural knowledge and using digital technology is the main theme. The computing programme in England concentrated on understanding factual and conceptual knowledge of computer science, such as algorithms. The 2015 national curriculum also addressed applying procedural knowledge, but the main focus is making softwares and robots. The findings of this comparative analysis suggest that it is needed to set up concrete educational objectives for lower grade and make them related to the secondary education to make more coherent elementary-level learning objectives. And elementary-level computing learning objectives are needed to be organized with the perspective of knowledge and cognitive process level.

• 한국초등과학교육학회지:초등과학교육
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• 제36권4호
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• pp.331-345
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• 2017

The purpose of this study is to collect and analyze the student's pre-inquire and to obtain information on how to use the teaching-learning process. The specific research problem is to confirm the level of the student's pre-inquire, to identify the characteristics of each type, and to check what pre-inquire can be used in the teaching-learning process. The research was conducted on 149 children in the $3^{rd}$ and $4^{th}$ grade of elementary school, and collected a total of 2,034 inquires. As a result of analyzing three times, the students' pre-inquires accounted for 90% of Level 2 and Level 3, which are the inquires that give meaningful answers in the teaching-learning process. These results show that the pre-inquires presented before the students take up the new lesson are not low-level inquires and they can present meaningful inquires that can be used for teaching-learning. Next, as a result of analyzing the student's inquire by type, the factual question was the largest with 50%, followed by comprehension question, procedural question, application question, and prediction question. The factual and procedural questions showed that they could be used as learning activities during the teaching-learning process. Comprehension questions included in the wonderment question can be used as a learning question. And the application question is a question that can be applied to deepening activities, and the prediction question can be used in the inquiry and experiment process of learning activities.

• 컴퓨터교육학회논문지
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• 제15권4호
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• pp.25-39
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• 2012

스마트교육은 기존에 분리되어 있던 교육 요소들을 스마트인프라 기반으로 상호연결하여 교육적 가치를 만들어내는 것을 의미한다. 본 연구에서는 스마트교육의 정의와 성격, 스마트 학교들의 환경을 고려하여 스마트 학습활동 개발 프레임워크를 제안하고 관련하여 개발된 수업모형에 대해 살펴본다. 이 프레임워크는 스마트 학습활동을 중심으로 한 수업을 설계할 때 학습활동의 최소단위를 하나의 블록으로 표현하며, 스마트 학습활동 아이디어를 학습활동, 동기, 정보활동, 도구 및 환경 요소의 선택 과정을 통해 구성한다. 이 프레임워크를 적용하여 고안된 수업모형으로, 스마트교실 환경에서 공유와 검토 및 보완과정을 활성화시킨 생각나눔 수업모형을 소개하며, 교실에서 적용과 관련해서 논의한다.