• Journal of Convergence for Information Technology
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• v.11 no.7
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• pp.253-263
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• 2021

This study aims to present effective teaching and learning methods for improving class satisfaction and improving the quality of university education by empirically analyzing changes in class satisfaction according to teaching methods such as face-to-face(FTF) classes, non-face-to-face(NFTF) classes, and blended classes of theories and practical subjects before and after COVID-19, targeting beauty major students who have a relatively higher proportion of practical classes than theoretical classes. For data analysis, SPSS 18.0 statistical package was used, and in the analysis of the difference in satisfaction with teaching methods for theoretical subjects before and after COVID-19, 10 items out of 20 items showed statistically significant differences, and 8 items out of 20 items in the practical subjects showed statistically significant differences. It is expected that the quality of university education will be improved by applying efficient and practical teaching methods considering the items affecting the class satisfaction according to the teaching and learning methods of these theories and practical subjects.

• Journal of Industrial Convergence
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• v.19 no.6
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• pp.59-66
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• 2021

Globally, the prolonged pandemic of COVID-19 (COVID-19) has had a great impact on all industries. In particular, in the field of education, online classes (non-face-to-face) had some negative perceptions of online classes, such as lack of preparation for learning and student dissatisfaction with the class. According to the current situation survey in 2020, non-face-to-face classes accounted for about 56% of the class, and streaming real-time classes and video content-based classes accounted for most of the class. This study empirically analyzes the problems to be solved by online classes through the 2020-2021 survey (software application practical class university students), and explains the detailed program and development plan (implementation result). This study intends to contribute to the development of online learning development of each educational institution after the end of the corona crisis.

• Journal of the Korean earth science society
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• v.42 no.4
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• pp.459-469
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• 2021

In this study, we investigated the difference in the affective characteristics between science-gifted students and general students through the positive experiences about science (PES) index. We also explored ways to apply the characteristics of gifted classes suggeseted by the teachers of this study, which had a positive effect on science-gifted students, to general science classes. For this study, a PES survey was carried on middle school science-gifted students enrolled in the gifted education center in the central region and general middle school students in the same area who had no experience in gifted education. Based on the survey result, we conducted in-depth interviews with teachers, having teaching experience with both science-gifted and general students. The results revealed that science-gifted students showed a significantly higher PES index than general students in all five areas of PES. The area with the largest difference between the two groups was science-related self-concept and the smallest was science academic emotion. Teachers suggested ways to apply the characteristics of science-gifted classes to general science classes, such as organizing general science classes around inquiry activities, supporting class materials such as MBL or tablets, reconstructing the classes using materials reflecting students' needs, and changing the textbook content and narrative style, to induce students' interest and curiosity. Based on the study results, ways to enhance the PES through science classes for general students were proposed.

• Genomics & Informatics
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• v.8 no.4
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• pp.170-176
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• 2010

The Ribonucleotide reductases (RNR) are essential enzymes that catalyze the conversion of nucleotides to deoxynucleotides in DNA replication and repair in all living organisms. The RNRs operate by a free radical mechanism but differ in the composition of subunit, cofactor required and regulation by allostery. Based on these differences the RNRs are classified into three classesclass I, class II and class III which depend on oxygen, adenosylcobalamin and S-adenosylmethionine with an iron sulfur cluster respectively for radical generation. In this article thirty seven sequences belonging to each of the three classes of RNR were analyzed by using various tools of bioinformatics. Phylogenetic analysis, dot-plot comparisons and motif analysis was done to identify a number of differences in the three classes of RNRs. In this research article, we have attempted to decipher evolutionary relationship between the three classes of RNR by using bioinformatics approach.

• Journal of applied mathematics & informatics
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• v.6 no.2
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• pp.433-446
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• 1999

Let G denote either of the groups $GL_2(q)$ or $SL_2(q)$. The mapping $theta$ sending a matrix to its transpose-inverse is an auto-mophism of G and therefore we can form the group $G^+$ = G.<$theta$>. In this paper conjugacy classes of elements in $G^+$ -G are found. These classes are closely related to the congruence classes of invert-ible matrices in G.

• Journal of Engineering Education Research
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• v.24 no.4
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• pp.52-60
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• 2021

This study designed and developed a class using review games as a way to enhance students' interest, class participation, and class comprehension in engineering theory classes, and explored their educational effectiveness. To this end, a review game strategy based on the Creative Training Technique was established and applied to three engineering theory subjects. The types of review games include Jin-jin-ga, Bingo, Challenge Golden Bell, Finding hidden terms, and Completing initial sentences. As a result of applying this review game strategy to the classes over the past decade, students' satisfaction and lecture evaluation scores significantly increased compared to before application, and it was confirmed that students' interest in and understanding of the class increased significantly. Furthermore, this gamification class strategy can be a way to increase students' participation in theory classes regardless of their major, and can be applied to non-face-to-face online classes.

• Research in Mathematical Education
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• v.1 no.1
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• pp.95-106
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• 1997

Even though there are extracurricular mathematics classes for gifted students in all levels of schools in Korea, teachers cannot conduct the classes properly because the contents of the textbook are not adequate for the purpose of the classes. So, what they tend to do in the classes is just drilling with many problems which have already shown up at university entrance examinations and various mathematics competitions. The purpose of this paper is to give an example of what the content should be in "Mathematics III" (an elective subject for the science high school students according to the fifth and sixth amendment of national curriculum) and to suggest how to design the extracurricular classes for gifted students. Extracurricular classes of the ordinary secondary school as well as the elective course for the science high school can be suitably designed with choices of topics in the contents of Mathematics III.

• Journal of Engineering Education Research
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• v.24 no.5
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• pp.53-64
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• 2021

The purpose of this study is to provide implications for designing and implementing non-face-to-face online classes at the College of Engineering in the post-corona era by analyzing the instructors' evaluations and experiences of non-face-to-face online classes operated in the COVID-19 pandemic. According to the overall evaluation results of non-face-to-face online classes from instructors at the College of Engineering, 'instructional design' was the highest among the five areas including instructional design, learning management, learning support, learning evaluation, and instructional outcomes. In addition, the effectiveness of non-face-to-face online experimental or practical classes was found to be relatively low. The results of this study imply that the instructors need to consider several instructional strategies such as active interaction with learners, clear explanation, and the use of technology in non-face-to-face online engineering classes.

• Journal of Engineering Education Research
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• v.26 no.3
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• pp.42-48
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• 2023

We compare engineering students' learning performance in introductory Statistics classes of the two class types, traditional in-classroom classes with a few reports and real-time online classes with quizzes. Rates of missing classes and turning in homeworks are also included to explain learning attitude. Scores of quizzes, midterm test and final test are used to assess performance. Upto the midterm, the class type is not significant, but rates of missing classes and turning in homeworks are significant. Since the midterm, in-classroom class type reveals better final performance than real-time online class type, rate of turning in homeworks is significant, but rate of missing classes is not significant.

• Bulletin of the Korean Mathematical Society
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• v.46 no.5
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• pp.917-930
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• 2009

We find all distinct representatives of isomorphism classes of genus-3 pointed trigonal curves and compute the number of isomorphism classes of a special class of genus-3 pointed trigonal curves including that of Picard curves over a finite field F of characteristic 2.