• Journal of Korean Home Economics Education Association
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• v.31 no.1
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• pp.39-58
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• 2019

The purpose of this study was to investigate the home economics pre-service teachers' verbal interactions during their teaching practicum. For this purpose, the class interactions of four pre-service teachers were recorded, and the data were analyzed using advanced Flanders' verbal interaction analysis. The major findings are as follows: First, the item with the highest proportion of occurrences consisted of the pre-service teachers' 'lectures', 'nonverbal conditions' and 'asks questions'. 'forms a positive learning atmosphere' and 'praises or encourages' exhibited fewer occurrences, and there was little 'giving direction', 'criticizing students or justifying authority'. Second, the instances of class interactions appeared in the form of 'asks questions-student talk response' or 'lecture-asks questions', and in the last class were 'ask questions-student talk initiation' and 'accepts or uses ideas of students'. Third, trends of verbal interactions tend to be generally indirect, and students' remarks have appeared acceptable and compassionate. Fourth, according to expert analysis, 'class management questions' and 'diffusion questions' have increased. Pre-service teachers can guide students through their learning activities, and students can expand their thinking through the teachers' questions. As these results demonstrate, self-study analyses of pre-service teachers and active support in field are needed.

• Science of Emotion and Sensibility
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• v.17 no.1
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• pp.3-12
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• 2014

Quick and accurate learning of diverse electronic products has become an important daily task. In particular, software occupies core status in the control and operation of the products. This research tested the effects of learning method, schedule, and task difficulty in the learning of software. Using 2 (learning method: experiential vs. verbal) ${\times}$ 2 (learning schedule: spaced vs. massed) ${\times}$ 2 (difficulty: easy vs. difficult) between-subjects design, Experiment 1 tested participants' learning of file control using Windows Movie Maker. There was no effect of learning schedule on task completion time, but participants in experiential learning were faster in the completion of evaluation task compared with those in verbal learning condition. Importantly, as task difficulty increases participants in verbal condition showed markedly lower performance than those in experiential condition, which suggests that experiential learning is more effective with more difficult learning task. That is, in case of learning simple operation of software verbal learning using linguistic manual or instruction could be sufficient; on the other hand in case of learning complex operation learning from experience or tutorial mode would be more effective. Additional studies which manipulated task difficulty (Expt. 2) and inter-trial learning interval (Expt. 3) did not produce meaningful results.

• Journal of The Korean Association For Science Education
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• v.21 no.2
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• pp.264-278
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• 2001

The purpose of this study was to develop the web based instruction(WBI) program, to examine its effects on the science achievement, the attitude toward science, and students' perceptions on the WBI learning. The WBI program on the content of oceanography unit in Earth Science for high schools was developed using Namo 4.0, JAVA-script, Flash 4, Video Capture of SnagIt, Animation Shop graphic tools. The treatment group consisted of students who participated in the WBI program developed in this study, and the control group consisted of students who participated in the module instruction using self-learning materials. The results from this study were as follows: First, the scores of science achievement of WBI group were significantly higher than those of module group. There was not interaction effect of treatment and students' learning ability. Second, there were no significant difference in the scores of the attitude towards science learning between WBI group and module group, and there was not interaction effect of treatment and students' learning ability. Third, in the perception questionnaire of WBI learning, many students showed the WBI learning were good in terms of causing interaction between learners and web based learning materials including various images and animations. However there are several students who showed learning difficulties. For example they wonder which part is more important and what order is proper to study in hypertext environment.

• Korean Journal of Cognitive Science
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• v.25 no.4
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• pp.417-433
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• 2014

This research examined whether Korean-learners of French were sensitive to discourse structure in anaphoric pronoun resolution. In the experiments, participants read three-sentenced stories and made judgements about how the last sentence of each story makes sense in relation to previous two sentences on a 7-point Likert scale. The stories differed in whether the subject of the last sentence continued the subject of the preceding sentence, and whether the subject of the last sentence was mentioned with a pronoun or a proper noun. The results from French participants replicated the patterns shown in previous studies. In contrast, Koreans exhibited greater difficulty in interpreting pronoun-subject sentences than noun-subject sentences regardless of subject continuity. These findings are discussed within the context of developmental perspective, which suggests the processing of co-referential interpretation may interact with language proficiency.

• Journal of The Korean Association For Science Education
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• v.32 no.4
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• pp.555-569
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• 2012

Many science education research and practices are recently emphasizing the importance of collaborative learning. This study also understands learning in aspects of socio-cultural context, and regarded the creation of meaning in a same-age group as an important learning process. This is most especially true in the premise that the formation of roles in a collaborative learning is important for successful interactive learning. This study aims to find out how roles form in a group. For this purpose, university students participating in a group discussion activity about energy flow and circulation of material were selected as research participants. Discussions among the nine students in one group consisted of cognitive conversations on the topic and operational conversations for preparing a presentation. Video-clips of the discussions were made and transcribed. For the analysis, we developed a framework that includes four interaction functions (cognitive, organizational, meta-cognitive, operational), four action elements (question, simple answer, providing opinion, response to opinion), and two to four intention elements by each action elements. As a result, a total of nine roles were revealed through the interaction function and element; cognitive questioner, operational questioner, simple answerer, operational suggester, organizational commander, operational commander, cognitive explainer, terminator, reflective thinker. These roles are re-classified into seven utterance patterns by the utterance order and object, and they were categorized into three role groups (facilitating interaction, sustaining interaction, finishing interaction). The result means that role formation and function can have influence on learning and interaction. This study is meaningful to the suggestion to collaborative learning including project-based learning, investigation, club activity, and for the re-illumination of the role in an aspect of the interaction.

• Journal of the Korean Society of Surveying, Geodesy, Photogrammetry and Cartography
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• v.37 no.3
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• pp.119-127
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• 2019

In this study, we investigated the application of deep learning to the manufacturing process of traffic and road signs which are constituting the road layer in map production with 1 / 1,000 digital topographic map. Automated classification of road traffic sign images was carried out through construction of training data for images acquired by using transfer learning which is used in image classification of deep learning. As a result of the analysis, the signs of attention, regulation, direction and assistance were irregular due to various factors such as the quality of the photographed images and sign shape, but in the case of the guide sign, the accuracy was higher than 97%. In the digital mapping, it is expected that the automatic image classification method using transfer learning will increase the utilization in data acquisition and classification of various layers including traffic safety signs.

• Korean Journal of Cognitive Science
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• v.7 no.3
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• pp.115-134
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• 1996

The study was designed to investigate implicit and explicit memory for words with processing theory.From experiment 1 to experiment 3,in a study phase,subjects first viewed stimulus words and were required to rate likeness of words of semantic processing task and to count lines of words of perceptual processing task.In a test phase,subjects were tested by implicit word completion task and explicit cued recall task.In experiment 1,levels of processing (LOP)effects were examined.Lop effects were obtained on the explicit memory tasks but not on the implicit memory tasks.In experiment 2,repertition of perceptual processing task influenced onlu implicit memory task.In experiment 3,bepertiotion of semantic processing task affected both implicit memory task and explicit memory task.These findings suggest that repetition effect of stimulus words are explanied better in dual process theory than transfer-appropriate processing theory.

• 한국정보교육학회:학술대회논문집
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• 2007.08a
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• pp.340-345
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• 2007

사회과에서는 학생들이 주제를 정해 스스로 계획을 세워 조사하고, 사회를 탐구해 가며 조사 보고서를 정리해가는 능력을 중요시 여겨왔다. 따라서 교육 현장에서 가장 많이 사용되는 사회과 수행평가 방법도 조사 보고서 방법이다. 하지만 대부분의 학습자들은 '보고서를 작성해오라'는 지시를 받고 뚜렷한 목표나 체계적인 형식 없이 보고서를 작성하고, 교사에게 제출한 후 학기말 평가 결과만을 일방향적으로 통보 받아왔다. 이에 본 연구는 정적인 텍스트 위주의 보고서 형식에서 벗어나 웹에서 효율적이고 평가의 질을 높일 수 있는 웹 기반 수행평가 시스템을 설계하였다.

• Proceedings of KOSOMES biannual meeting
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• 2003.05a
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• pp.105-110
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• 2003

현대의 선박운항에 있어서 선내 노동의 경감과 운항의 안정성 및 경제성 확보를 위하여 선박 자동차 및 원격 조종화가 이루어지고 있다. 또한, 선박조종 및 작업제어를 위하여 컴퓨터를 이용한 통합제어 시스템에 관한 연구도 활발하게 진행되고 있다. 그러나 소형선박 및 어선과 같은 환경에서의 지능형 시스템에 관한 연구는 많이 부족한 실정이다. 본 논문에서는 지능형 선박을 구현하기 위한 기반 연구로서 선박 운항자의 원격지시로 선박의 조타기를 제어하는 지능형 조타제어시스템을 구축하여 실용화를 위한 방안을 모색하였다. 구체적인 연구결과로는 지능형 학습 기법을 바탕으로 하는 퍼지 조타수 조작 모델을 구축하여 조타제어 시스템을 구현하였고. 모형선박(Miniature Ship)의 조타 시스템을 PC 상에서 원격으로 제어하기 위한 시뮬레이션 시스템을 구축하여 그 유효성을 확인하였다.

• Proceedings of the Korea Multimedia Society Conference
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• 2001.06a
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• pp.437-443
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• 2001

On-line 상의 사용이 급증함에 따라 사용자의 욕구가 다양화되면서 사용자의 감성적인 욕구를 충족시켜 줄 수 있는 인터페이스의 개발과, 이를 위한 소비자의 감성구조 파악에 대한 요구가 높아지고 있다. 이와 관련하여, 감성판단의 이미지를 분석하고 이를 디자인에 응용하고자 하는 연구는 아직 미비한 상태로 사용자 집단의 특성 파악과 심리를 바탕으로 한 감성 구조의 파악에 있어 이지와 감성욕구에 관한 양자의 연구가 요구되는 실정이다. 사용자 개개인의 독특한 감성과 지시 체계의 유기적인 결합으로 이루어지며, 이는 장기간에 걸쳐 이루어지는 주위 환경의 학습을 통해 분화되고 누적된다. 미래에 대한 불확실성과 이로 인한 불안은 모험이라는 요소만으로 극복되지 않으며, 긴장의 항상성을 유지하고 나아가 발전을 위한 심리적 에너지를 제공해줄 수 있는 요인, 즉 새로운 환경에 대한 욕구의 실현이 요구되어진다.