• Korean Journal of Mathematics
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• 제28권1호
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• pp.137-147
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• 2020

In this paper, we introduce two subclasses of analytic and Spiral-like functions and investigate convolution properties, the necessary and sufficient condition, coefficient estimates and inclusion properties for these classes.

• Journal of applied mathematics & informatics
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• 제20권1_2호
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• pp.171-180
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• 2006

Two infinite classes of special finite groups considered (The group G is special, if G' and Z(G) coincide). Using certain sequences of numbers we give explicit formulas for the Fibonacci lenghts of these classes which involve the well-known Wall numbers k(n).

• East Asian mathematical journal
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• 제14권2호
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• pp.393-397
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• 1998

The author obtains ideal-theoretical characterizations of the following two classes of $\Gamma$-semigroups; (1) regular $\Gamma$-semigroups; (2) $\Gamma$-semigroups that are both regular and intra-regular.

• 한국과학교육학회지
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• 제33권4호
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• pp.807-825
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• 2013

이 연구는 과학적 모델의 사회적 구성 과정을 목적으로 설계된 수업을 실행한 두 과학 교사의 과학 수업에서 형성되었던 실천적 지식의 내용을 Elbaz가 제시한 실천적 지식의 5가지 내용 범주를 준거로 조사하였다. 이를 위해 두 과학 교사의 과학 수업에 대한 참여 관찰 및 수업 촬영 비디오 자료를 바탕으로 행위 동안의 반성 과정 및 수업 후 면담에 반영된 교사들의 내러티브를 통한 행위에 대한 반성 과정을 질적으로 분석하였다. 연구 결과, 1) 두 과학 교사의 수업 실행 과정에서 학생들이 과학적인 모델을 구성할 수 있도록 지원하는 비계를 제공할 때 교과내용 지식에 대한 실천적 지식이 발현되는 것을 볼 수 있었다. 2) 교육 과정에 대한 교사의 지식이 어려운 과학 개념의 이해와 전달에서 주어진 학습 목표에 적절한 모델 형성으로 수업의 목표를 변화하는데 중요함을 알 수 있었다. 3) 참여 교사의 교수법 지식의 실행은 과학적 모델의 사회적 구성 수업의 의도에 맞추어 학생들의 모둠 활동과 모델 생성 활동을 지원하는 방향으로 변화하였다. 4) 교사의 자아에 대한 실천적 지식은 학생들이 모둠 활동을 통해 과학적 모델을 구성하는 것을 지원할 수 있으려면, 교사는 조력자, 안내자, 그리고 격려자로서 자신의 역할을 인식하고 변화된 역할을 적절하게 수행하는 것이 중요함을 보여주었다. 5) 두 참여 교사의 학습 환경에 대한 실천적 지식은 수업을 진행하는 동안 각 모둠과 교사가 형성한 상호작용의 양상을 통해 발현되었으며, 두 교사는 함께 뛰는 운동 선수 또는 그라운드 옆의 코치와 같은 양상을 보였다. 이상의 결과를 바탕으로 과학적 모델 구성에 대한 영역 특이적 실천적 지식의 특성에 대해 논의하였다.

• 한국초등과학교육학회지:초등과학교육
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• 제32권4호
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• pp.581-592
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• 2013

Various data and methods are necessary to help students understand the science subject, and have interest in it. Most students like cartoons, and more easily memorize their contents. The purpose of this study was to verify the effects of science cartoon reading on the academic achiements, the levels of interests in science and scientific attitudes of elementary students The study subjects were four classes of the 6th grade of G elementary school in U city. Two classes were experimental group and the others were comparison group. The students of the experimental classes were encouraged to read science cartoon related to class contents at the beginning and ending for 5 minutes respectively in instructional time. And those of the comparison classes received general science lesson. The results of this study were as follows. First, the experimental classes encouraged to read science cartoon marked higher average score than comparison classes in post-test and the difference was meaningful (p<.05). This meant science cartoon reading treatment had the effect of improvement of the levels of interest in science of student. Second, the experimental classes marked higher average score than comparison classes in post-test but didn't show meaningful difference. This meant science cartoon reading treatment didn't have the effect of improvement of academic achievement of students in our study. Third, the experimental classes marked higher average score than comparison classes in post-test and showed the meaningful difference(p<.05). This meant science cartoon reading treatment had the effect of improvement of scientific attitudes of students. From the results thus far, we could tell that science cartoon reading had positive effects on the levels of interest in science and scientific attitudes of students in our study.

• 한국융합학회논문지
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• 제12권4호
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• pp.171-177
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• 2021

본 논문의 목적은 줌을 기반으로 학습용 앱 활용이 학습자들의 영어 성취도에 미치는 영향을 살펴보고 이를 통해 줌 기반의 학습용 앱을 활용한 영어 수업의 효율성을 고찰하고자 한다. 본 연구는 줌 기반 수업에서 English Central 앱을 활용하였으며 이를 통해 다양하면서도 학습자들의 참여를 유도하는 영어 활동을 수행하였다. 줌 기반의 EC 앱 활용 수업의 효율성을 파악하기 위해 1차와 2차 성취도 테스트, 개방형 설문조사를 실시하였다. 두 차례의 테스트 결과 줌 기반의 EC 앱 활용 수업은 학습자들의 영어 성취도에 긍정적인 영향을 미치는 것으로 나타났다. 설문 조사결과 학습자들은 줌 기반 수업과 EC 앱 활용에 대해 만족도가 높은 것으로 나타났다. 줌 기반 수업에 대한 만족의 이유는 "부족한 수업 내용 보완", "영어 연습", "실시간 소통과 의견 공유" 으로 나타났다. 학습용 앱 활용에 대해 만족하는 이유는 "지루하지 않음", "영어의 4기술 훈련", "즉각적인 피드백"으로 나타났다. 변화된 언택트 시대 교수자들은 변화된 환경에 맞는 변화된 수업 도구의 효율적 사용을 위해 노력해야 한다.

• 응용통계연구
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• 제24권5호
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• pp.847-859
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• 2011

cDNA microarray-based comparative genomic hybridization(CGH) data includes low-intensity spots and thus a statistical strategy is needed to detect subtle differences between different cancer classes. In this study, genes displaying a high frequency of alteration in one of the different classes were selected among the pre-selected genes that show relatively large variations between genes compared to total variations. Utilizing copy-number changes of the selected genes, this study suggests a statistical approach to predict patients' classes with increased performance by pre-classifying patients with similar genetic alteration scores. Two-stage logistic regression model(TLRM) was suggested to pre-classify homogeneous patients and predict patients' classes for cancer prediction; a decision tree(DT) was combined with logistic regression on the set of informative genes. TLRM was constructed in cDNA microarray-based CGH data from the Cancer Metastasis Research Center(CMRC) at Yonsei University; it predicted the patients' clinical diagnoses with perfect matches (except for one patient among the high-risk and low-risk classified patients where the performance of predictions is critical due to the high sensitivity and specificity requirements for clinical treatments. Accuracy validated by leave-one-out cross-validation(LOOCV) was 83.3% while other classification methods of CART and DT performed as comparisons showed worse performances than TLRM.

• 한국생활과학회지
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• 제20권5호
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• pp.897-915
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• 2011

The purpose of this study was to investigate the actual conditions and characteristics of weekly and daily child care programs for infants, to provide a basis for the improvement of infant care quality. Weekly and daily curricula of 18 classes for one and two-year-olds classes (9 for each ages) from childcare centers in D city were collected from Nov. 2009 to February 2010. The results are as following: first, classes for one-year-olds plan 6-25 activities and classes for two-year-olds plan 12-30 activities weekly, with differences in the number of weekly activities according to the childcare centers. The number of weekly activities should be planned considering infants' interest as well as educational continuity of the activities. Second, the investigation of daily activities showed that the routine activities planned for one-year-olds were for total of 310-600 minutes and for two-year-olds 310-540 minutes. Among these, on average of 66% of the time was planned for everyday life such as eating and napping. The rest of time was dedicated to indoor and outdoor free play. However a few centers allocated more time for group activities according to subjects compared to free play. A curriculum composed of group activities ignoring infants' individual developmental differences should not be encouraged. Last, the results of cluster analyses on weekly and daily curricula in terms of the number of activities and time, duration, number of group activities and time showed that curricula for infants could be characterized into two types: "free play" and "group activity" curricula.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제14권3호
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• pp.249-262
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• 2010

Large Midwest university faculty members proposed the Science and Technology Enhancement Program Project (STEP) to improve students' learning in the secondary mathematics classroom using modules of inquiry-based teaching. The purpose of this study was to determine the impact of the STEP Project on students' attitude toward mathematics. Hierarchical linear models (HLM) were used to evaluate the impact of the STEP Project. The sample group for the study was 130 ninth grade students enrolled in Integrated Algebra I in a large urban school district. The school was one of eight secondary schools that participated in the STEP Project. The classes in the treatment group were three of five classes ordered in terms of the highest, middle, and lowest mean GPA. The control group consisted of two other middle GPA classes. The classes had an average of 25 students. Teachers who previously had been involved in the STEP Project taught all treatment and control classes. The inquiry-based teaching activities provided by the project were confined to the treatment classes. The survey measuring students' attitudes toward mathematics were obtained for both groups of students. The inquiry-based teaching affected students' attitudes toward mathematics (p < 0.07, ES = 3.07). Especially, students who had preexisting low attitudes toward mathematics were significantly affected by treatment (p < 0.02, ES = 0.02), while the treatment positively affected African American students overall at p < 0.08 (ES = 0.58).

• 한국BIM학회 논문집
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• 제7권1호
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• pp.18-27
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• 2017

Although Industry Foundation Classes (IFC) provide standards for exchanging Building Information Modeling (BIM) data, authoring tools still require manual mapping between BIM entities and IFC classes. This leads to errors and omissions, which results in corrupted data exchanges that are unreliable and thus compromise the validity of IFC. This research explored precedent work by Krijnen and Tamke, who suggested ways to automate the mapping of IFC classes using a machine learning technique, namely anomaly detection. The technique incorporates geometric features of individual components to find outliers among entities in identical IFC classes. This research primarily focused on applying this approach on two architectural BIM models and determining its feasibility as well as limitations. Results indicated that the approach, while effective, misclassified outliers when an IFC class had several dissimilar entities. Another issue was the lack of entities for some specific IFC classes that prohibited the anomaly detection from comparing differences. Future research to improve these issues include the addition of geometric features, using novelty detection and the inclusion of a probabilistic graph model, to improve classification accuracy.