• Journal of Biomedical Engineering Research
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• v.38 no.6
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• pp.342-351
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• 2017

The neural decoding is a procedure that uses spike trains fired by neurons to estimate features of original stimulus. This is a fundamental step for understanding how neurons talk each other and, ultimately, how brains manage information. In this paper, the strategies of neural decoding are classified into three methodologies: rate decoding, temporal decoding, and population decoding, which are explained. Rate decoding is the firstly used and simplest decoding method in which the stimulus is reconstructed from the numbers of the spike at given time (e. g. spike rates). Since spike number is a discrete number, the spike rate itself is often not continuous and quantized, therefore if the stimulus is not static and simple, rate decoding may not provide good estimation for stimulus. Temporal decoding is the decoding method in which stimulus is reconstructed from the timing information when the spike fires. It can be useful even for rapidly changing stimulus, and our sensory system is believed to have temporal rather than rate decoding strategy. Since the use of large numbers of neurons is one of the operating principles of most nervous systems, population decoding has advantages such as reduction of uncertainty due to neuronal variability and the ability to represent a stimulus attributes simultaneously. Here, in this paper, three different decoding methods are introduced, how the information theory can be used in the neural decoding area is also given, and at the last machinelearning based algorithms for neural decoding are introduced.

• Journal of The Korean Association For Science Education
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• v.30 no.5
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• pp.544-556
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• 2010

The purpose of this study was to investigate the change in beginning science teachers' inquiry-oriented teaching practice through mentoring program. Participants in this study are three mentor teachers and three beginning teachers. The three beginning teachers are middle school science teachers who have less than four years teaching experience. Also three science teachers participated in the program as mentors, who have more than twelve years teaching experience. We collected data such as video recordings of beginning teachers' classes, lesson plans, recordings of one to one mentoring and RTOP class observation reports. Mentor teachers observed and analyzed five classes of each beginning teacher. Before the mentoring program, beginning teachers' teaching methods were more concept-oriented and teacheroriented. They rarely used inquiry-elements including prediction, reasoning, hypothesizing and students were not actively engaged in communicative interactions in a classroom. But during the mentoring program, these teachers recognized and responded to student diversity and encouraged all students to participate in science learning. Beginning teachers' teaching methods have changed to become student-oriented, teachers and students collaborated in pursuit of ideas, and students often initiated new activities relevant to an inquiry. As a result, this mentoring program provided beginning teachers the opportunities to reflect on their own teaching and reform their classes. The results show that school-centered mentoring program is helpful to enhance beginning science teachers' inquiry-oriented teaching ability.

• The Journal of Korean Association of Computer Education
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• v.5 no.4
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• pp.134-145
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• 2002

The purpose of this study is to present the functional and technical solutions for text learning of web-based textbook in which each letter has its own focal point. The solutions help learners not to lose the main focus when eye moves to the next letter or line. The text screen of the electronic textbook automatically scrolls the text to up and down or left and right directions which are preassigned by learner. It doesn't need the operation of mouse or keyboard. And learner can change scroll speed and types anytime during scrolling. Automatic text scroll function is a solution for controlling data and screen to reflect the personal favor and ability. It contains the content structure of the text(characteristics, categorizations etc.), the appearance of the text(density, size, font etc.), scroll options(scroll, speed etc.), program control type(ram resident program etc.), and the application of the screen design principles(legibility etc.). To resolve these functional problems, technical 8 phases are provided, which are environment setting, scroll option setting, copy, data analysis, scroll coding, centered focus coding, left and right focus coding, implementation. The learner can focus on text without dispersion because the text focal points stay in the fixed area of screen. 1bey read the text following their preferences for fonts, sizes, line spacing and so on.

• Journal of The Korean Association For Science Education
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• v.34 no.1
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• pp.1-9
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• 2014

This study aimed to explore the over-efficacy in problem solving and overconfidence of knowledge of students performing assessments in two different test formats: multiple-choice and supply-type. Two hundred and four female middle school students participated in this study. Multiple-choice and supply-type formats of tests on photosynthesis were used, and each item contained scales indicating one's self-efficacy on problem-solving and confidence of knowledge. The results showed that the correlation coefficients of performance between the two different assessment formats were less than 0.5 and the correlation coefficients between efficacy/confidence and actual performance were less than 0.45. Moreover, students tended to exhibit more over-efficacy and overconfidence in multiple-choice formats. The percentage of over-efficacy and overconfidence was higher in the group that completed the multiple-choice test first followed by the supply-type assessment than in the group that started with the supply-type followed by the multiple-choice assessment. From this study, it can be suggested that more use of supply-type assessment is required in science education. If test administrators require the combination of both multiple-choice and supply-type in an assessment, the supply-type assessment format should come first so that students can maintain the appropriate level of efficacy and confidence. In addition, science educators need to develop new learning programs to enhance students' self-monitoring skills of their problem-solving ability and knowledge.

• Journal of The Korean Association For Science Education
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• v.34 no.8
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• pp.795-806
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• 2014

The purpose of this study is to develop an intervention program for improvement of elementary science-poor students' Basic Science Process Skill (BSPS) and to validate the intervention program's effectiveness using eye-tracker. The participants of this study were 35 elementary science-poor students. This study's method was the analysis of real-time eye movements during basic science process skill problem solving. SMI's 120 Hz iView XTM RED was used to collect EMD (eye movement data). Experiment 3.4 and BeGaze 3.4 programs were used to design experiment and to analyze EMD. The results of this study are as follows. First, we developed an intervention program including BSPS instructional strategy, behavior of teachers & student according instructional strategy stage, teachinglearning plan and learning note. Second, science poor students' BSPS ability has improved statistically significantly through the application of intervention program and BSPS problem-solving time decreased statistically significantly. Third, AFT (average fixation time) of BSPS Question and keyword area decreased statistically significantly. Fourth, APD (average pupil diameter) of BSPS problem-solving process expanded statistically significantly. Fifth, AST (average saccade time) of BSPS problem-solving process increased statistically significantly. Sixth, AFET (average fixation entry time) of BSPS problem-clue area was accelerated statistically significantly, AFT of BSPS problem-clue area reduced statistically significantly.

• Communications of Mathematical Education
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• v.32 no.3
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• pp.363-383
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• 2018

The subject of 'Mathematical Task Inquiry' was introduced newly in the curriculum revised in 2015. The subject is dealt with after completing the subject of 'mathematics' to be dealt with in the tenth grade. Its main content is comprised of the understanding and learning of the purpose and procedure of inquiry task and of study ethics, and its educational goal is to enforce the prior mathematical knowledge and to obtain the ability to select interesting topics that combine mathematics with other subjects. However the textbook of the subject does not exist, and teachers should handle with the subject with responsibility for their own ways. Because of this reason, this study is to develop an instruction model on project(task) inquiry model and materials. Namely, according to the model, students is guided to select and decide the subject of the task, and develop the task for themselves, solve it with peers in cooperation, and announce the solution and their feelings. During those students' exploration and activities, the role of teachers is to guide students to complete their work. By the way, in order to develop more creative tasks that is appropriate to their academic and cognitive level, this study conducted the experimentation for the subject of 9 students (6 girls and 3 boys), who are scheduled to advance to the 11 grade of J high school located in G domestic. The experimentation was consisted of three class and after the third class, the semi-structured interview was conducted immediately for the students.

• Journal of the Korean School Mathematics Society
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• v.9 no.1
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• pp.105-120
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• 2006

The Seventh Curriculum makes sure that those students who don't have a proper understanding of contents required at a certain stage take a remedial course. But a trend contrary to the intention is formed since there is no systematic education for such a course and thus more students get to fall into the group of low achievement. In particular, solving a simultaneous equation in a rote way without understanding influences negatively students' achievement. Schoenfeld introduced the basic elements of one's own mathematical problem solving process and behavior, referred to Polya's. Employing Schoenfeld's strategy, this study aimed to induce students' active participation in math classes, as well as to focus on a mathematical problem solving process during the study. Two students were selected from a remedial course at 00 Middle School and administered with a qualitative case study method over 17 lessons, each of which lasted for 30 minutes. In the beginning, they used such knowledge as facts and definitions a lot. There was a tendency of their resorting to intuitive knowledge more when they lacked basic knowledge or met with a difficult question. As the lessons were given, however, they improved their ability to implement algorithm procedures and used more familiar ones with the developed common procedures in the area of resources.

• Korean Journal of Childcare and Education
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• v.5 no.1
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• pp.81-101
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• 2009

This study analyzed a total of 37 studies about bi-lingulism and English education as a foreign language published in 8 academic journals in early childhood education or child development fields. Research topics, participants, methods, and variables in the studies were categorized and descriptively analyzed. The research findings which had been statistically investigated were also summarized. The most frequently studied research topics were children's development and English education program exposure, actual conditions of English education in preschool settings and effectiveness of specific English programs for preschool children. However, children's home characteristics were seldom included as research variables and no research investigated so called English preschools. Several studies reported that bi-lingual children may have different language development paths from mono-lingual children but they eventually have comparable language abilities to mono-lingual children. Also some studies reported that, when learning English as a foreign language in school settings, older children can handle more information regarding English than younger children, resulting in better outcomes of older children. Exposure to two languages in early childhood seems to contribute to young children's meta linguistic awareness but the long term effect of English education in early childhood should be further studied. Several English education programs for preschool settings were developed and the effectiveness were investigated. Even though most of them reported that their programs were effective to children's English ability or interests, the results should be carefully interpreted because their research designs and methods were not rigorous.

• Journal of the Korean Institute of Telematics and Electronics S
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• v.35S no.8
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• pp.96-105
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• 1998

The aim of this paper is to propose the method of WDHMM(Weighted DHMM), using the MLP-VQ for the improvement of speaker-independent connect-digit recognition system. MLP neural-network output distribution shows a probability distribution that presents the degree of similarity between each pattern by the non-linear mapping among the input patterns and learning patterns. MLP-VQ is proposed in this paper. It generates codewords by using the output node index which can reach the highest level within MLP neural-network output distribution. Different from the old VQ, the true characteristics of this new MLP-VQ lie in that the degree of similarity between present input patterns and each learned class pattern could be reflected for the recognition model. WDHMM is also proposed. It can use the MLP neural-network output distribution as the way of weighing the symbol generation probability of DHMMs. This newly-suggested method could shorten the time of HMM parameter estimation and recognition. The reason is that it is not necessary to regard symbol generation probability as multi-dimensional normal distribution, as opposed to the old SCHMM. This could also improve the recognition ability by 14.7% higher than DHMM, owing to the increase of small caculation amount. Because it can reflect phone class relations to the recognition model. The result of my research shows that speaker-independent connected-digit recognition, using MLP-VQ and WDHMM, is 84.22%.

• PNF and Movement
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• v.14 no.3
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• pp.237-244
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• 2016

Purpose: This case report examines the influence of proprioceptive neuromuscular facilitation (PNF) combined with a dynamic neuromuscular stabilization approach on balance in patients with cerebellar atrophy. Methods: The target subject of this case report was a 34-year-old woman who was informed of the purpose of this research and voluntarily agreed to participate in it. The case report conformed to research ethics based on the Helsinki Declaration. The target subject was confirmed to have cerebellar atrophy from an unknown cause in 2009 and was diagnosed with slight ataxia. At that time, she could carry out daily activities without physical therapy. On May 19, 2015, she suffered both a subdural hemorrhage (SDH) and subarachnoid hemorrhage (SAH) in a traffic accident. She was urgently moved to the emergency room and managed by nonsurgical treatment, and then, the cerebellar atrophy and ataxia gradually deteriorated. To evaluate the patient's balance capacity before and after intervention, the trunk impairment scale (TIS), trunk impairment scale (OLST) during eye-closing/opening, timed up and go test (TUG), and visual analogue scale (VAS) were conducted. The PNF intervention program was executed for 30 min, four times a week, for three weeks. Results: The TIS and OLST during eye-closing/opening were improved by as much as a point, by 8.15 s and 6.21 s, respectively, after applying the PNF program. TUG and VAS decreased by 1.33 s and 3 points, respectively, after intervention. According to the result, the OLST during eye-closing/opening and VAS improved remarkably in comparison with those before intervention. Conclusion: As the final result of the case report, PNF intervention combined with DNSA more effectively improved the static balance capacity, such as the OLST during eye-closing/opening and VAS, compared to the dynamic balance capacity. In addition, the intervention duration and period of the exercise program are recommended to be more than 1 h a day for four weeks considering the learning ability of a patient with cerebellar atrophy.