• The Journal of Korean Association of Computer Education
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• v.10 no.6
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• pp.79-89
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• 2007

The advent of e-Learning paradigm requires a various type of e-Learning models and systems which are appropriate to support effective teaching-learning process. Accordingly, the teaching-learning system using the Internet and the intelligent tutoring system(ITS) in e-Learning environment has attracted a fair amount of critical attention. However there is a wide gap between infrastructure of a present educational site and the u-learning environment. Therefore, in this paper, an ITS teaching-learning model is proposed and system is developed for a school environment, which is based on a learner's cognitive structure and applies a concept of u-Learning, and then is verified for validity. X-Neuronet, the developed system, offers a method of representing a learner's cognitive structure so as to apply the method for the efficient individualized learning.

• Journal of the Korea Computer Industry Society
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• v.6 no.3
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• pp.519-528
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• 2005

Computers have been increasingly recognized as tools for teaming, in addition to supporting industrial works. Such advantages e-Learning have as teaming at any time and place, distribution and management of standardized contents, mentoring with learners, immediate feed-backs, and dynamic learning have been applied in a variety of divisions. Despite of the researches and interests, the study on the different views between teachers who design and operate e-learning and students who receive lessons hasn't been enough. So it studied the recognition of middle school teachers and students on the e-Learning. <중략>The research result showed that there were similarity in the views between teachers and students on the concept of e-Learning. Many teachers and students have experienced the e-Learning directly or indirectly. Teachers and students showed similar opinions on the beforehand education and preferred subjects of the e-Learning. But the students required fast and immediate feedback of the teachers. Teachers and students showed similar opinions on the utilization of multimedia components to achieve the goal of education. But teachers thought that immediate feedback was important. The students thought it important to control the degree of difficulty. It suggests a way to activate the e-Learning of middle school efficiently with the research result.

• Journal of Korean Elementary Science Education
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• v.31 no.2
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• pp.164-176
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• 2012

The purpose of this study was to find some suggestions for reorganization of contents about particle concept of matter in Korean science curriculum. For the purpose of this study, authors analyzed features of Korean science curriculum and compared science curricula of Korea, USA, UK, Japan and Finland. From the result of this study, authors find some features and important suggestions about reorganization of contents about particle in science curriculum. First, the sequence of contents about particle concepts in 2009 Revised National Curriculum was similar to that in the 6th National Science Curriculum. And the feature of 2009 Revised National Curriculum showed the articulation of contents about particle concept. If contents about particle concept is increased in elementary science curriculum, the total articulation would be increased. Second, the presenting sequence of atomic structure-first and laws about atom-later should be changed to laws about atomic-first and atomic structure-later. This presenting sequence is grounded by science curricula of other countries, history of science and developmental psychology. And science curriculum of Korea was required specific extended concept statement like science curricula of USA or UK. Also, Korean science curriculum could benchmark Finnish science curriculum if we want to develop some integrated learning activities such as those in STS or STEAM program.

• Journal of Korean Elementary Science Education
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• v.21 no.1
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• pp.13-24
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• 2002

This study examined the knowledge structure constructed by children before formal instruction, and successive changes in the structural complexity of knowledge during the learning of the 'Structure and Function of Plants' unit. The researchers let the 5th graders draw the first draft of their concept maps in order to examine the pre-existing knowledge structure concerned with the unit and also four concept maps after completing every fourth lesson. Each concept map drawn by children on the basis of the previous one showed the degree of their current understanding on the structure and function of plants. The results revealed that only two levels of hierarchy and five relationships among the components of the first concept map(relationship, hierarchy, cross link and example) were proven to be valid in terms of conceptual relevance. According to the standard map, there was no change in hierarchy from the 2nd to the 3rd map, and in example from the 2nd to the 4th map. However, the gradual and successive increases of the scores in all components appeared in the children's maps throughout the unit. Knowledge restructuring occurred strongly in the early periods from the 1st to the 6th lesson, and the significant stable changes in tuning and accretion appeared throughout the whole lessons. The results also showed that there were no significant gender differences on the 5th grader's knowledge structuring.

• Journal of KIISE
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• v.43 no.6
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• pp.718-723
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• 2016

In streaming data analysis, detecting concept drift accurately is important to maintain the performance of classification model. Error rates are usually used for concept drift detection. However, by describing prediction results with only binary values of 0 or 1, useful information about a behavior pattern of a classifier can be lost. In this paper, we propose an effective concept drift detection method which describes performance pattern of a classifier by utilizing probability estimates for class prediction and detects a significant change in a classifier behavior. Experimental results on synthetic and real streaming data show the efficiency of the proposed method for detecting the occurrence of concept drift.

• Journal of The Korean Association For Science Education
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• v.22 no.4
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• pp.683-695
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• 2002

In this study, we analyzed types of explanation on osmosis concept that were represented in chemistry and biology textbooks of high school and college. There were 5 types of explanation on osmosis concept. The types of explanation were diffusion of solvent, collision, hydration, equilibrium of concentration and screen of holes. Last two types of explanation were classified into misconceptions. The various types of explanation on osmosis concept might cause to have be a reason that students had many misconceptions and to feel difficult to learn about osmosis concept. Many of textbooks is accord to types of concept explanation and figure explanation on osmosis but some is not.

• Journal of the Korea Society of Computer and Information
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• v.13 no.1
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• pp.37-44
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• 2008

Data stream has the tendency to change in Patterns over time. Also known as concept drift, such problem can reduce the predictive performance of a classification model CVFDT and IOLIN tried to solve the problem of a concept drift through incremental classification model updates. The local changes in patterns. however was revealed to be unable to resolve the problems of local concept drift that occurs by influencing on total classification results. In this paper, we propose adapted IOLIN system that improves system's predictive performance by detecting the local concept drift. The experimental result shows that adaptive IOLIN, the Proposed method, is about 2.8% in accuracy better than IOLIN and about 11.2% in accuracy better than CVFDT.

• Journal of Korean Academy of Nursing
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• v.24 no.2
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• pp.206-215
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• 1994

Intuition is an abstract concept which is most often thought of as a nonrational, nonscientific mode of thought. However, since there are so many amorphous definitions of intuition that it seems important to clarify the meaning of this concept. Therefore, this study use the process of Walker & Avant’s concept analysis to define of the concept of intuition Attributes of intuition were defined as 1) Knowledge of truth that is difficult to explicate ; 2) A type of immediate knowing ; 3) Knowlwdge without reasining analysis ; 4) Knowledge that is attained based on virtue character which integrates all matter and is not attained through individual experience. Antecedents of intuition consists of 1) as ground for knowledge or truth that is not availables to trace through the analytic procedures ; & 2) the flow of Ki which unites human beings and the universe. Consequences of intuition events or incidents occuring as a result of the concept consist of verification of the truth though analytic procedures and application of knowledge in both theoretical and practical ways. To develop intuitive ability, as an educator should not only make studies in recognizine, analysing and teaching concepts related to logical, rational decision making but should also recognize and teach concepts related to intuitive components of making decisions in clinical practice and classroom learning as well.

• Journal of The Korean Association of Information Education
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• v.13 no.4
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• pp.497-508
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• 2009

As the educational use of intelligent service robots has been proved to be effective, educational service robots have been utilized in kindergarten. In addition, service robots will be used in elementary schools from 2010 for the after-school English program. This trend indicates that r-Learning using service robots will become a major educational paradigm in preparing for future education. This article consists of the following four parts. First, the concept and the type of educational robots were defined and the trend of previous research was examined. Second, the characteristics of robot-assisted learning were analyzed as a part of r-Learning, and difference between r-Learning and u-Learning was compared. Third, the contents and service using a robot-assisted learning system were discussed, the models and trend of service using the robot-assisted learning system were examined, and the aspects of viewing evolution were compared. Finally, suggestions for activating the service market of robot-assisted learning were made for the educational institution, research institution, government and robot companies.

• Journal of The Korea Institute of Healthcare Architecture
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• v.27 no.3
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• pp.7-16
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• 2021

Purpose: This study identified the planning trends for formal and informal learning spaces in the college of medicine through literature reviews. And then, by the analysis of the actual condition of existing domestic facilities, It was organized the architectural planning baseline data and future directions for the formal and informal learning spaces in the college of medicine. Methods: This study was conducted using literature reviews on the existing medical education method and learning space planning. Subsequently on-site surveys and questionnaires were conducted at existing facilities. Results: In the past, learning space of the college of medicine was considered only a formal learning space such lecture rooms, labs. But lately it has been turned into a total learning concept that embraces shared learning spaces such as libraries, student spaces, amenities and common spaces such as lobbies and hallways. ① Formal learning spaces are composed of teaching and practice areas. Since It is the basic functions that comprise the college of medicine, this paper conducted a functional analysis based on the current operating system of the College of Medicine and provided baseline data on architectural planning such as function, layout, zoning, and detailed planning. ② The informal learning sharing space was divided into a library area and a student well-being and convenience area to analyze the real conditions of domestic medical college. In addition, by comparing the trends and differences in foreign medical colleges identified by literature analysis, this paper summarizes the need to revitalize informal learning spaces and their integration into formal learning spaces, architectural planning considerations, etc. Implications: the evolution of the learning method and the flexibility of the learning space bring about changes in the learning space.