• The Journal of Information Technology and Database
• /
• v.8 no.1
• /
• pp.117-128
• /
• 2001

Recently there are many researches of text mining to find interesting patterns or association rules from mass textual documents. However, the words extracted from informal documents are tend to be irregular and there are too many general words, so if we use pre-exist method, we would have difficulty in retrieving knowledge information effectively. In this paper, we propose a new feature extraction method to classify mass documents using association rule based on unsupervised learning technique. In experiment, we show the efficiency of suggested method by extracting features and classifying of documents.

• Journal of the Korean Society for Library and Information Science
• /
• v.58 no.1
• /
• pp.181-198
• /
• 2024

As the teaching and learning paradigm shifts, the demand for informal learning is increasing. In this study, we reviewed related literature and analyzed cases of operating professional learning communities in order to apply professional learning communities to librarianship education and training programs. Seven operational cases of professional learning communities, both domestic and foreign, within the field of librarianship and other fields were selected. The organizational structure, operational format and method, learning content, and support systems were analyzed. Through this analysis, the concept of a librarian learning community was defined, and implications for organizing and operating a librarian learning community were derived from the spontaneity and multi-layeredness of composition, diversity of learning community operation formats, and fieldality of learning content. As a support system for the smooth operation and activation of the librarian learning communities continuity of program operation by the operating organization, support and cooperation from affiliated organizations, education and training programs, platform establishment and operation, and dissemination and feedback of results for activation were presented.

• The Journal of Korean Academic Society of Nursing Education
• /
• v.3 no.2
• /
• pp.207-213
• /
• 1997

Basic science teaching and clinical education should be integrated whenever appropriate, and the development of skills, values, and attitudes which are emphasized to the same extent as the acquisition of knowledge in nursing. Problem-based learning provides a students-centered learning environment and encourages an inquisitive style of learning. The purpose of this paper is to review and comment the role of tutors and students on problem-based learning. The use of problem-based learning places a high demand on faculty members' time and support. The role of tutors in Problem-based learning focuses primarily on issues of developing and teaching the curriculum and on organizational implementation and institutionalization. Tutors are an integral part of course planning. Tutors serve as a constant source of feedback on student needs and concerns to the course director and constitute an informal steering committee while the course is in progress. Tutors write cases, develop student evaluation methods, recommend resources, suggest modifications in lectures and laboratories. Students have a limited amount of time available to study what is traditionally defined as the core content of nursing. But, the role of students in Problem-based learning would be active, independent learners and problem-solvers rather than passive recipients of information. Students using a deep level approach attempt to integrate what they learn with what they already know, to understand the meaning underlying the material to be learned, and to look for explanations rather than facts. Students are encouraged, with appropriate guidance, to define their own learning goals, to select appropriate experiences to achieve these goals, and to be responsible for assessing their own learning progress. Problem-based learning is more flexible and meaningful, by encouraging student interaction, and by having a better emotional climate than the conventional learning.

• Journal of Korean Elementary Science Education
• /
• v.31 no.2
• /
• pp.188-196
• /
• 2012

Science festivals have occupied a very important axle in informal science education that enables students to experience the amazement of scientific experiments to think over scientific principals beyond the formal education in the classrooms. Among the concerned person, the most benefit-taken group may be the assistant who help the participants experience the activities in the festival. In order to find out the ways to make the student assistant's participation into a meaningful education experience, we analyzed the types of the activities in the science festival as well as the characteristics of the interaction between the student-assistants and the participating students are studied. The research findings are as follows: First, most activities in the science festival had related to the scientific concepts or principals; however, the understanding of the concepts and principals didn't highly affect the procedure of the activities. In many cases the students operated and made results without checking the related concepts or principals. Second, the student-assistants showed the consistency of operation in guiding their activities. They were explaining mainly the process of the experiments without giving a chance to think of related concepts or principles. We suggest that teacher should consider the student-assistants' learning in the festival as well as that of the participants.

• Journal of the Korean earth science society
• /
• v.39 no.5
• /
• pp.483-500
• /
• 2018

The purpose of this study was to explore what kinds of science communication are ongoing in formal and informal settings for learning about nuclear energy, which is very important issue domestically and internationally. The researchers collected and analyzed data from science textbooks at elementary and middle school levels, from exhibitions in Y informal hall that belongs to one nuclear power plant, and from 40 bestselling books about nuclear energy in order to explore the kind of science communication. The same process was used to explore Japanese case so that we could compare the results with Korean cases and draw implications for enhancing science communication about nuclear energy. The science communication of nuclear energy in Korea included implicit and indirect content espoused in science textbooks; two opposite views displayed in bestselling books, and positive aspects mainly displayed in exhibition of information hall in nuclear power plant. It is suggested that both direct and explicit science communication along with the neutral viewpoints including positive and negative ones be provided for the public to form a good understanding of nuclear energy.

• Journal for History of Mathematics
• /
• v.26 no.2_3
• /
• pp.131-148
• /
• 2013

Euler's formula provides the topological characteristics of geometrical objects including polyhedra, and so an important mathematical concept. Descriptions on Euler's formula had been in the textbooks according to the 3rd through 7th National Mathematics Curriculum. However, they are gone after that. In this study, we focus on Euler characteristic and Euler's formula as an educational material for educations for the gifted or after-school educations. We first look at the mathematical history and the applications of Euler's formula and national curriculums to search for its mathematical and educational meaning. We further make a suggestion for a learning environment which provides a better education relying on search activities, not just depending on memorization, illuminated from the education of Euler's formula.

• Journal of Engineering Education Research
• /
• v.20 no.3
• /
• pp.32-41
• /
• 2017

The $4^{th}$ industrial revolution refers to an era where machines capable of outperforming humans are created. In light of the 4th industrial revolution, university students are demanded problem solving abilities, critical thinking abilities, and problem discovering abilities as general and basic abilities. The need for changes in the university level communication education for engineering students remains imperative in this constantly changing social environment. The era where education is conducted only in classrooms is over. This paper discusses the need for diversified education such as the integration of online and offline education, the reinforcement of learning outside of the classroom as well as an education model that transcends formal and informal education such as games and activities that induce self-learning, both intentional and non-intentional learning, and the utilization of mass media and social networking systems. Through providing an education model that assesses and utilizes the data gained from the learning process provided above, this paper widens the perception of future education methods in the 4th industrial revolution.

• Journal of Korean Elementary Science Education
• /
• v.24 no.4
• /
• pp.391-398
• /
• 2005

Recent studies say that informal learning is influential to students as much as formal teaming. Nowadays we can see various informal teaming inside and outside of the country. In 2004, it was the first attempt in Korea that engineer had gone to the elementary school fur activity that included scientific experiment and engineering work with students. National Academy of Engineering of Korea (NAEK) progressed activity with companies and elementary schools for students' making sense of engineer and what they are doing. To do that, NAEK had developed the network that company could support its local school's science education circumstance by engineers' visiting program. In 2004, seventeen companies including both large and small ones took part in the program called' Korea Junior Engineering Achievement (KJEA)'. In this program, engineers played the role of teacher (we call them company teacher), elementary school teachers played the role of organizing classes as a mediator. Elementary school teachers and company teachers' recognition is very important to make students' activity meaningful. The aim of this study was to give implication for informal science education activity for which engineers visit their local school. We got the result by survey and interview of company teachers and elementary school teachers. This study's result shows that almost company teachers and school teachers were in favor of purpose of this informal science education activity and satisfied with their participation. But some company teachers were not satisfied with worksheets, materials provided and relationship between school and company). Elementary school teachers and company teachers, both of them believed students' program as the key factor of success of informal science education activity. To make informal science education grow, school administrator and teacher need to have a will to utilize the activities more actively.

• Korean Institute of Interior Design Journal
• /
• v.25 no.1
• /
• pp.65-72
• /
• 2016

In allowing visitors to manipulate objects or models with their hands, science museums can become informal education institutions. However, little research has been conducted analyzing the specific interactions of visitors at museums and the effects that specific characteristics of interactive exhibit have on visitors. This research classified exhibits according to the three characteristics: the presentation of concepts, interaction with exhibits and concept levels. Further, relationships among engagement behaviors, visitors'attraction to exhibits, and the holding power of exhibits were analyzed. Using the three characteristics, 55 exhibits were classified into five styles. The results suggest that intriguing content and novel interfaces, maximizing information on science and technology, should be developed for the educational purpose of encouraging visitors to engage in active learning with interactive exhibits. The results of this study provide useful data that planners, designers, and instructors of science museums can use to maximize visitors' participatory learning and interactions.

• Cross-Cultural Studies
• /
• v.20
• /
• pp.29-66
• /
• 2010

This paper is a qualitative study of the experiences of Korean heritage language learners (KHLLs) with literacy (reading and writing), particularly before they enter the college-level heritage language classroom. Previous research, both qualitative and quantitative, has addressed the overall language background of KHLLs, including oral and aural proficiency and writing and reading ability, as well as demographic information (such as when the student immigrated to the United States) in relation to language test scores. This study addresses KHLL experiences in the following six areas as they relate to student perceptions and attitudes toward their own heritage language literacy: language proficiency, motivation for learning, academic preparedness, cultural connectedness, emotional factors, and social factors. Fourteen undergraduate students at a university in the western United States participated in a convenience sample by responding to a 10-question survey. Trends in responses indicated that KHLLs entered the classroom with high integrational motivation and experienced great satisfaction with perceived progress in literacy, but students also expressed regret for having missed childhood learning experiences that would likely have resulted in higher proficiency. These experiences include informal and formal instruction in the home and formal instruction outside of the home.