• 대한전자공학회:학술대회논문집
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• 대한전자공학회 2003년도 하계종합학술대회 논문집 V
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• pp.2875-2878
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• 2003

In this paper, we propose an EEG-based mental state prediction method during a mental tasks. In the experimental task, a subject goes through the process of responding to visual stimulus, understanding the given problem, controlling hand motions, and hitting a key. Considering the subject's varying brain activities, we model subjects' mental states with defining selection time. EEG signals from four subjects were recorded while they performed three mental tasks. Feature vectors defined by these representations were classified with a standard, feed-forward neural network trained via the error back-propagation algorithm. We expect that the proposed detection method can be a basic technology for brain-computer interface by combining with left/right hand movement or cognitive decision discrimination methods.

• 한국컴퓨터정보학회논문지
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• 제21권7호
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• pp.93-100
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• 2016

This paper shows what kind of influence the learning motivation factors have on the effectiveness of Flipped Learning Model through the case of operating a JAVA programming subject. The Flipped Learning Approach consisting of Before Class, Before or At Start of Class, and In Class provides the students with learning motivation as well as satisfies Keller's ARCS(Attention, Relevance, Confidence, Satisfaction) to keep them studying steadily. This research conducts the operation of Flipped Learning and gets Exploratory Factor Analysis and Reliability Analysis from the result of the course experience questionnaire at the end of the class. Given this survey result, Flipped Learning approach improves the learners' satisfaction in class and the effectiveness in the fields of understanding learning context more than does the previous lecture-based learning approach by pacing learning procedure and conducting self-directed learning.

• 한국수학교육학회지시리즈A:수학교육
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• 제43권3호
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• pp.257-273
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• 2004

In this paper, we analyze what the components of mathematics teacher` knowledge are, and find that mathematics teacher need knowledge of three areas: subject matter knowledge, pedagogical knowledge, and pedagogical content knowledge. Studies of practicing teachers suggest that When teachers lack understanding in their respective disciplines, it inhibits them from providing students the best learning opportunities, but that a teacher possessing pedagogical content knowledge provides learners with multiple approaches into learning. Some teachers having sound knowledge of mathematics and students were able to respond appropriately to students' questions, design appropriate learning activities involving a variety of mathematical representations, and orchestrate mathematical discourse in the classroom. Thus, it appears that mathematics teachers' knowledge positively affect teaching and student learning..

• 한국초등과학교육학회지:초등과학교육
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• 제38권1호
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• pp.102-115
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• 2019

This study investigated how elementary school teachers reconstruct science curriculum and how they perceive about their experiences. In-depth interviews were conducted with four elementary school teachers who had experience in restructuring science curriculum. Two distinct types of reconstruction were found; restructuring within the subject and integrating between subjects. The teachers who were restructuring science curriculum from personal needs usually substitute, delete, add some contents or activities and change the order of unit within science subject. In contrast, the teachers who were participating in research school usually integrated science with other subjects, developing a new unit or project. The latter recognized the need of teachers' reconstruction of science curriculum more strongly and the importance of teacher's voluntary learning community in implementing the reconstruction. Though they had some difficulties in identifying students' interests and level of understanding and lack of time, all teachers valued curriculum reconstruction by relating it to teacher professional development, identity as a teacher, and job consciousness.

• 한국건축시공학회:학술대회논문집
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• 한국건축시공학회 2023년도 가을학술발표대회논문집
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• pp.253-254
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• 2023

We this study investiged the level of perception such as construction quality-related systems according to the subject of construction work. The results of the recognition moisture survey showed a high response rate in the order of construction companies and supervisors. The result of the system's level of understanding was low at 3.6 points for the orderer and contractor. In addition, in recognition of the effectiveness of the quality management system, the contractor showed a somewhat negative perception than other targets.

• 한국실내디자인학회논문집
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• 제22권4호
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• pp.130-140
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• 2013

As the modern-day Apartment Complex has varied community facilities such as health care center and self-improvement institutions affecting the residents' quality of life, this paper is for the in-depth understanding on how such Exterior Space vary and development plan should go. To be specific, this paper is to, based upon the theoretical contemplation on the concept and role of the Exterior Space to Apartment Complex, as well as drawing a conclusion on the development plan for subject areas as assessed. Subject areas of this paper are a total of twelve Apartment Complexes built since Year 2005 in nine different regions in Seoul. As such specialties and features as leisure of the senior citizen and female residents, the subject Apartment Complexes have provided opportunities, active and inactive, to the residents for leisure by qualitative improvement of facilities, as well as establishing the discrete brand value for the Exterior Space with featured design and spatial properties. Also notable is the eco-friendliness of the Exterior Space with cutting-edge technology, eventually appreciating the value of Apartment Complex.

• 한국정보교육학회:학술대회논문집
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• 한국정보교육학회 2011년도 동계학술대회
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• pp.103-112
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• 2011

주지교과에서는 개별화학습 모델을 적용한 학습이 이루어지고 있지만 컴퓨터 교과에 대한 인식부족과 학습내용의 선수학습정도에 따른 아동차이가 크기에 대부분 교사에 의한 일제수업이 이루어지고 있다. 본 논문은 아동의 특성에 따른 맞춤형 학습 모형을 제안하고 학습 활동을 전개하여 아동의 학습태도와 자기주도적 학습 능력을 향상시키는데 미치는 영향을 분석한다. 본 연구를 위하여 맞춤형 교수 학습 모형을 적용하여 수업을 실시한 후 아동의 학습태도와 수업만족도, 자기주도적 학습 능력 신장 정도를 아동 자기평가서와 산출물, 교사 평가에 의해 결과를 측정하며, 그 결과를 분석해서 시사점을 추출한다.

• 한국학교수학회논문집
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• 제10권1호
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• pp.1-25
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• 2007

최근 들어, 우리나라에서도 수학 교사의 전문성 신장을 위한 여러 가지 교사 재교육에 관한 관심이 점차 고조되고 구체적인 프로그램의 안이 모색되고 있다. 이에 따라 보다 근원적으로 전문성 있는 예비 교사 양성을 위한 효과적인 교원 양성 체제를 위한 연구 및 개선 방안이 모색되어야 할 것으로 사료된다. 이러한 취지하에, 본 연구에서는 30명의 중등 수학 교사들을 대상으로 설문 조사 방법을 이용하여 사범대학 수학교육과 재학 당시 어떠한 교육 내용이 다뤄졌는지, 또 그러한 교육 내용이 실제 현장에서의 수학 수업과 연관되어 활용되고 있는지 살펴보고자 한다. 그리고 향후 예비 교사 양성을 위하여 사범대학 수학교육과 교육과정에 어떠한 교육 내용이 필요한지를 살펴보고자 한다.

• 한국지구과학회지
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• 제38권5호
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• pp.367-377
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• 2017

The purpose of this research is to investigate characteristics of science content knowledge and pedagogical content knowledge shown in the primary school science classes. Through analysis of classroom teaching, explore the features and differences between primary and secondary school science PCK. Using open-ended interviews with the teachers and group discussions on a regular basis to analyze and compare classes of five primary school teachers, the relationship between CK and PCK. Regardless of the school level the teacher's PCK and professionalism is required with varying focus and emphasis. The features of the primary school teacher's PCK are as follows: Firstly, elementary teach secondary teach content, teachers value pedagogical knowledge (PK) content knowledge (CK). The primary school PCK requires more of understanding of students and teaching methods that to subject areas. PCK be without content knowledge, and the teacher's PCK is subject-specific In addition to the characteristics of PCK in the primary school science teaching, ways to set up professional exchange or collaboration between primary and secondary teachers, and to provide supplementary in-service training focused on content knowledge for primary school teachers.

• 공학교육연구
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• 제18권3호
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• pp.3-12
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• 2015

The aim of this paper is to provide teacher awareness and the status of robot based instruction(RBI) by focusing on the school curriculum. To gather that information, we conducted a questionnaire survey composed of six items to 116 teachers who have had experiences on RBI. The questions are about the fit school year for RBI, the fit subjects for it, the possibility of applying it to regular subject, the fit students' learning levels for it, the fit learning styles for it and effective methods to apply it to regular subject teachers. The result is as follows: (1) RBI is suitable for fifth and sixth grade in elementary school and all grades in high school. (2) It is suitable for all regular subjects in all schools. (3) It is more effective for the students who have average learning level. (4) It fits into introverted students more than the other style of learners. (5) It is likely to be more effective in supporting of learning and understanding of the contents than merely assisting the teachers' instruction. (6) The teachers showed positive awareness on applying RBI to subject of creative activities. The results are significant in relation to the following two views. First, we can get the positive possibility in applying school curriculum using RBI. Second we can foresee that RBI will provide an innovative paradigm to school curriculum. In addition, the results of this paper can be used as preliminary information for developing models and programs on RBI.