• International Journal of Computer Science & Network Security
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• v.22 no.8
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• pp.153-162
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• 2022

Relevance. Innovative activities in education should be aimed at ensuring the comprehensive development of the individual and professional development of students. The main idea of modular technology is that the student should learn by himself, and the teacher manages his learning activities. The advantage of modular technology is the ability of the teacher to design the study of the material in the most interesting and accessible forms for this part of the study group and at the same time achieve the best learning results. Innovative Moodle technology. it is gaining popularity every day, significantly expanding the space of teaching and learning, allowing students to study inter-faculty university programs in depth. The purpose of this study is to assess the quality of implementation of the e-learning system Moodle. The study was conducted at the South Ukrainian National Pedagogical University named after K. D. Ushinsky in order to identify barriers to the effective implementation of innovative distance learning technologies Moodle and introduce a new model that will have a positive impact on the development of e-learning. Methodology. The paper used a combination of theoretical and empirical research methods. These include: scientific analysis of sources on this issue, which allowed us to formulate the initial provisions of the study; analysis of the results of students 'educational activities; pedagogical experiment; questionnaires; monitoring of students' activities in practical classes. Results. This article evaluates the implementation of the principles of distance learning in the process of teaching and learning at the University in terms of quality. The experiment involved 1,250 students studying at the South Ukrainian National Pedagogical University named after K. D. Ushinsky. The survey helped to identify the main barriers to the effective implementation of modern distance learning technologies in the educational process of the University: the lack of readiness of teachers and parents, the lack of necessary skills in applying computer systems of online learning, the inability to interact with the teaching staff and teachers, the lack of a sufficient number of academic consultants online. In addition, internal problems are investigated: limited resources, unevenly distributed marketing advantages, inappropriate administrative structure, and lack of innovative physical capabilities. The article allows us to solve these problems by gradually implementing a distance learning model that is suitable for any university, regardless of its specialization. The Moodle-based e-learning system proposed in this paper was designed to eliminate the identified barriers. Models for implementing distance learning in the learning process were built according to the CAPDM methodology, which helps universities and other educational service providers develop and manage world-class online distance learning programs. Prospects for further research focus on evaluating students' knowledge and abilities over the next six months after the introduction of the proposed Moodle-based program.

• Journal of the Korean Society for Library and Information Science
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• v.42 no.3
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• pp.133-168
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• 2008

As the library and information environment advanced, librarians should participate in continuing education programs for the improvement of services to satisfy users' need. To develop a curriculum model of continuing education for academic librarians, we reviewed related previous studies and continuing education programs performed both in Korea and overseas. Then. a survey was done to the academic librarians sampled systematically to identify the subject need for education. Based on the analysis, 2 sets of comprehensive curriculum were devised for the middle managers and working librarians respectively. The curriculum for the middle managers is consisted of 27 courses in 9 subject fields. and the curriculum far the working librarians is consisted of 25 courses in 7 subject fields. We selected one highly demanding subject from each curriculum, and developed specific educational program models. 'Library marketing' for middle managers and 'building and management of digital information resources' for working librarians. Program models include educational goal, content, teaching/learning strategies. duration time, teaching methods/tools, and instructor qualifications in detail. Finally, recommendations are suggested for the promotion and settlement of the continuing education.

• Journal of The Korean Association For Science Education
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• v.36 no.4
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• pp.681-691
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• 2016

In this study, we investigated pre-service secondary chemistry teachers' use of teacher's guide in planning lessons. Eleven pre-service teachers at a college of education in Seoul participated in this study. Textbooks and teacher's guide books including various teaching materials were provided. Pre-service teachers used teacher's guide while they planned two lessons, which were a lecture and an instruction using science teaching model. A semi-structured interview was conducted. All of the teaching-learning materials and interviews were analyzed. The analyses of the results revealed that most pre-service teachers followed each lesson presented in teacher's guide, but they did not consider the structure of the whole unit and science curriculum. There were some cases that the exemplary lesson planning in teacher's guide helped them to select science teaching model. They modified the questions of textbook activity in planning their lecture. On the other hand, they modified the activity to fit each stage of the model in planning their instruction using science teaching models. Most pre-service teachers constructed their own worksheets by applying the materials of the teacher's guide. They recognized the components of assessment by considering exemplary lesson planning from the teacher's guide, and created questions by modifying the content of textbooks and teacher's guide books including various teaching materials. However, the questions which they made were limited in context of knowledge. They evaluated that introductory questions were not of interest to students, and modified or added new materials. Educational implications of these findings are discussed.

• Smart Structures and Systems
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• v.26 no.6
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• pp.753-763
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• 2020

The early prediction of Compressive Strength of Concrete (CSC) is a significant task in the civil engineering construction projects. This study, therefore, is dedicated to introducing two novel hybrids of neural computing, namely Shuffled Complex Evolution (SCE) and Teaching-Learning-Based Optimization (TLBO) for predicting the CSC. The algorithms are applied to a Multi-Layer Perceptron (MLP) network to create the SCE-MLP and TLBO-MLP ensembles. The results revealed that, first, intelligent models can properly handle analyzing and generalizing the non-linear relationship between the CSC and its influential parameters. For example, the smallest and largest values of the CSC were 17.19 and 58.53 MPa, and the outputs of the MLP, SCE-MLP, and TLBO-MLP range in [17.61, 54.36], [17.69, 55.55] and [18.07, 53.83], respectively. Second, applying the SCE and TLBO optimizers resulted in increasing the correlation of the MLP products from 93.58 to 97.32 and 97.22%, respectively. The prediction error was also reduced by around 34 and 31% which indicates the high efficiency of these algorithms. Moreover, regarding the computation time needed to implement the SCE-MLP and TLBO-MLP models, the SCE is a considerably more time-efficient optimizer. Nevertheless, both suggested models can be promising substitutes for laboratory and destructive CSC evaluative models.

• Journal of Korean Academy of Nursing
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• v.49 no.5
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• pp.575-585
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• 2019

Purpose: The purpose of this study was to develop predictive models for pressure ulcer incidence using electronic health record (EHR) data and to compare their predictive validity performance indicators with that of the Braden Scale used in the study hospital. Methods: A retrospective case-control study was conducted in a tertiary teaching hospital in Korea. Data of 202 pressure ulcer patients and 14,705 non-pressure ulcer patients admitted between January 2015 and May 2016 were extracted from the EHRs. Three predictive models for pressure ulcer incidence were developed using logistic regression, Cox proportional hazards regression, and decision tree modeling. The predictive validity performance indicators of the three models were compared with those of the Braden Scale. Results: The logistic regression model was most efficient with a high area under the receiver operating characteristics curve (AUC) estimate of 0.97, followed by the decision tree model (AUC 0.95), Cox proportional hazards regression model (AUC 0.95), and the Braden Scale (AUC 0.82). Decreased mobility was the most significant factor in the logistic regression and Cox proportional hazards models, and the endotracheal tube was the most important factor in the decision tree model. Conclusion: Predictive validity performance indicators of the Braden Scale were lower than those of the logistic regression, Cox proportional hazards regression, and decision tree models. The models developed in this study can be used to develop a clinical decision support system that automatically assesses risk for pressure ulcers to aid nurses.

• Research in Mathematical Education
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• v.24 no.3
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• pp.137-173
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• 2021

Research and national standards, such as the Next Generation Science Standards (NGSS) in the United States, promote the development and implementation of K-12 interdisciplinary curricula integrating the disciplines of science, technology, engineering, mathematics, and computer science (STEM+CS). However, little research has explored how teachers provide epistemic support in interdisciplinary contexts or the factors that inform teachers' epistemic support in STEM+CS activities. The goal of this paper is to articulate how interdisciplinary instruction complicates epistemic knowledge and resources needed for teachers' instructional decision-making. Toward these ends, this paper builds upon existing models of teachers' instructional decision-making in individual STEM+CS disciplines to highlight specific challenges and opportunities of interdisciplinary approaches on classroom epistemic supports. First, we offer considerations as to how teachers can provide epistemic support for students to engage in disciplinary practices across mathematics, science, engineering, and computer science. We then support these considerations using examples from our studies in elementary classrooms using integrated STEM+CS curriculum materials. We focus on an elementary school context, as elementary teachers necessarily integrate disciplines as part of their teaching practice when enacting NGSS-aligned curricula. Further, we argue that as STEM+CS interdisciplinary curricula in the form of NGSS-aligned, project-based units become more prevalent in elementary settings, careful attention and support needs to be given to help teachers not only engage their students in disciplinary practices across STEM+CS disciplines, but also to understand why and how these disciplinary practices should be used. Implications include recommendations for the design of professional learning experiences and curriculum materials.

• Journal of the Korean Chemical Society
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• v.48 no.1
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• pp.77-84
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• 2004

The purpose of this study was to analyze the controversial points in the concepts of materials in the science textbook of middle school and to provide alternatives of teaching method. For this study, units in connected textbooks were analyzed and the teaching method using ball-and-stick models was developed. The subjects were 130 second graders from a middle school in Seoul, Korea. It aimed to compare the effectiveness of using ball-and-stick models for lesson with the one of traditional lessons, in learning concepts concerning materials by cognitive levels and to investigate the difference of scientific concept formation about concepts concerning materials by their cognitive levels between experimental group and control group by using concept formation questionnaires. Before the instructions, a short-version GALT was administered. After instructions, the posttest of concepts and attitude test connected with science subject were administered, and 10 months later, the posttest of concepts was administered to analyze the long-term memory effects. According to the results, the experimental group using the ball-and-stick models had significantly higher scores at conceptual understanding and long-term memory effects than the control group and improved the attitude relevant to science subject, and also had affirmative effects in attitude for science and science work. When analyzing the results according to the cognitive level, the long-term memory effects was high in the concrete operational stage students. From the results of this study, middle school students that are more concrete operational stage and transitional stage than formal operational stage elevates interesting in studying by using ball-and-stick models and making material form concretely. It would be effective in helping the students develope the correct concepts by connecting real world as materials and the particle world as atom.

• Journal of The Korean Association For Science Education
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• v.19 no.2
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• pp.305-314
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• 1999

The effects of three teaching models were compared in this research. One of those is concept change model, another is concept change model based on students learning motivations, the other is traditional teaching method based on science textbooks. The subjects of this research were the 8th grade students of Korean middle school. They were divided into three groups, and tested learning motivations. All of the three groups improved their learning motivations and concept understanding by the classes. Especially, the group of concept change model based on students learning motivations represented most effective improvement of learning motivations. The concept change teaching model and concept change teaching model based on students learning motivations are more effective in concept understanding than traditional teaching method based on textbooks. The students who have high learning motivations improved their concept understanding by the classes of concept change model based on students learning motivations. The students who have low learning motivations improved their learning motivations by the classes of concept change model based on students learning motivations also.

• Journal of the Korean Society for Library and Information Science
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• v.38 no.1
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• pp.247-261
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• 2004

According to several researches and news reports on the lottery system for a school entrance, the private education fee, lower quality of education and classroom crisis at our real education settings are serious. The author analyses that those problems are not because of the lottery system for a school entrance itself, because of not changing the lecturing to all the students in a class into proper teaching and learning method for school condition regards to the lottery system changed 30 years ago. The lottery system makes that the different levels of students are in one class. The author recommends changing the general lecturing into the teaching and learning method by using the information processing models which are made for individual study. She also interprets the synthesis level of a information processing model for the use of teachers and librarians. The synthesis level is most ambiguous process for students when they organize the information gathered into a report.

• Journal of The Korean Association For Science Education
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• v.28 no.4
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• pp.302-315
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• 2008

Circular motion has been one of the most difficult concepts for students to understand. To facilitate for students to form scientific mental models about circular motion, this study developed 4M learning cycle teaching model based on the integrated mental model theory and strategies. For this study, fifty-three eleventh graders at a technical high school in Inchon were taught for 3 class hours. We conducted tests of basic physics concept and mental model of circular motion before, after, and two months after instruction. In results, we found that there were statistically significant improvement in the test of basic physics concept and mental model related with circular motion after instruction. Especially, this teaching model affected learning effectiveness of Correctness and Coherence of mental model.