• Journal of Korean Elementary Science Education
• /
• v.28 no.3
• /
• pp.245-262
• /
• 2009

This research was to examine the understandings of elementary school teachers on the phenomena related to light and image, and to survey their perception change related to learning contents of optics. The subjects were selected from the elementary teachers who were enrolled in a graduate course, 'Science education seminar' at an education college located in Chungchungbuk-Do, South Korea. Among the five students who exposed their perceptions clearly in the class, the three of them were selected who agreed to the proposal of the case study. To achieve the purpose of this study, semi-structured interviews following the conception test with the 3 elementary teachers were conducted. During the analysis of the data, additional interviews by phone, e-mail, and internet messenger were conducted if necessary. According to the results, all of the elementary school teachers lacked the scientific conceptions of the phenomena related to light and image. Unfortunately, their learning experiences did not help them to understand the scientific concepts. During the interviews, the teachers recognized the importance of the viewpoints of seeing, image, cognition of light, point light source to understand the phenomena related to light and image.

• The KIPS Transactions:PartB
• /
• v.13B no.4 s.107
• /
• pp.421-428
• /
• 2006

Intelligent Tutoring System(ITS), which offers individualized learning environment that consider many learners' variable, is realized by the effective alternative to take the place of domain expert. Accordingly, research on Learning Companion System(LC) is currently noticing. However, to develop LCS which applies effective interaction, it is necessary to combine several LCs, and personalized knowledge base have to be made first. Therefore, in this paper, we propose the 'Knowledge Base Object Medel', which is based on connectionist' in cognition structure, represents learner's knowledge to self-learnig object, and grows adaptive object by proprietor, verify the validity. This model lays the groundwork for design of personalized knowledge base, offers clue to development of adaptive ITS using knowledge base object.

• Journal of KIISE:Software and Applications
• /
• v.26 no.9
• /
• pp.1125-1131
• /
• 1999

정보자원의 변화에 따라 학습의 유형도 점차 변화되고 있으며 그에 따라서 컴퓨터를 이용하는 학습 형태도 변화할 필요가 있다. 그것은 학생이 중심이 되는 학습형태이며 그 중의 하나가 문제해결학습형태이다. 컴퓨터와 정보통신기술을 이용하는 문제해결능력은 구체적인 수준에서의 컴퓨터 관련 지식과 기술에 대한 체계적인 조직이 필요하다. 본 연구에서는 정보소양의 단계를 문제인식, 전략수립, 정보수집, 정보가공, 정보출력, 반성단계로 제시하고 그에 따른 컴퓨터관련 지식과 기술을 조직하여 문제해결능력 신장을 위한 컴퓨터 교육과정의 한 모델을 제시하였다.Abstract Learning styles have got to vary gradually according to the change of information resources. Thus We need to change learning styles with a computer. It's a student-oriented learning types. One of them is called a problem solving learning type. The problem solving ability with a computer and information communication technology require the systematic organization of concrete knowledges and the technology about computer. In this study we found the steps of information literacy as problem cognition, strategies establish, information collection, information processing, information presentation, reflection and proposed a model of computer curriculum to improve the problem solving ability.

• Archives of Pharmacal Research
• /
• v.24 no.3
• /
• pp.234-239
• /
• 2001

Three types of learning and memory tests (Morris water maze, active and passive avoidance) were performed in rats following intracerebroventricular infusion of ethylcholine aziridium (AF64A). In Morris water maze, AF64A-treated rats showed the delayed latencies to find the platform iron 6th day after the infusion. In pretrained rats, AF64A caused the significant delay of latency at 7th days but not 8th day. In the active avoidance for the pretrained rats, the escape latency was significantly delayed in AF64A-treatment. The percentages of avoidance in AF64A-treated rats were less increased than those in the control. Especially, the percentage of no response in the AF64A-treated rats was markedly increased in the first half trials. In the passive avoidance, AF64A-treated rats shortened the latency 1.5 h after the electronic shock, but not 24 h. AF64A also caused the pretrained rats to shorten the latency 7th day after the infusion, but not 8th day. These results indicate that AF64A might impair the learning and memory. However, these results indicate that the disturbed memory by AF64A might rapidly recover after the first retrain. Furthermore, these results suggest that AF64A may be a useful agent for the animal model of learning for Spatial cognition .

• KSII Transactions on Internet and Information Systems (TIIS)
• /
• v.15 no.9
• /
• pp.3444-3457
• /
• 2021

In the field of anti-jamming based on dynamic spectrum, most methods try to improve the ability to avoid jamming and seldom consider whether the jammer would perceive the user's signal. Although these existing methods work in some anti-jamming scenarios, their long-term performance may be depressed when intelligent jammers can learn user's waveform or decision information from user's historical activities. Hence, we proposed a hidden anti-jamming method to address this problem by reducing the jammer's sense probability. In the proposed method, the action correlation between the user and the jammer is used to evaluate the hiding effect of the user's actions. And a deep reinforcement learning framework, including specific action correlation calculation and iteration learning algorithm, is designed to maximize the hiding and communication performance of the user synchronously. The simulation result shows that the algorithm proposed reduces the jammer's sense probability significantly and improves the user's anti-jamming performance slightly compared to the existing algorithms based on jamming avoidance.

• Journal of Korea Multimedia Society
• /
• v.24 no.6
• /
• pp.838-848
• /
• 2021

Parents' influence on children's development is generally considered essential. This paper attempts to explore the role of AR in preschool education from the perspective of parents, aiming to help parents better understand the impact of children's use of augmented reality in preschool education. The subjects were parents of children in the preschool age range (3-6 years old), and the experimental equipment was AR cognitive cards. In order to extract parents' views on AR, five parents were invited to conduct an experiment with their children using AR cognition cards, and then an open interview survey was conducted. In the second experiment, the answers obtained from the first experiment were sorted out and formed a questionnaire to conduct a closed-book survey. It shows that parents are satisfied with the characteristics of AR to assist their children's learning. At the same time, parents also value technology, usage management and playing environment. AR can stimulate children's learning initiative. Children like to use AR, AR is suitable for learning, make parents satisfied. But even if AR is suitable for learning, parents will control the time their children use it.

• The Korea Journal of Herbology
• /
• v.24 no.4
• /
• pp.165-171
• /
• 2009

Objectives : In the present study, we assessed the effects of the ethanolic extract of Crataegus pinnatifida Bunge on the learning and memory impairments induced by scopolamine using the passive avoidance and the Morris water maze tasks in mice. Methods : The cognition-enhancing effect of C. pinnatifida was investigated using a passive avoidance test, the Morris water maze test and Y-maze test in mice. Drug-induced amnesia was induced by treating animals with scopolamine (1 mg/kg, i.p.). Results : The ethanolic extract of C. pinnatifida (100, and 200 mg/kg) significantly reversed the scopolamine-induced cognitive impairments in the passive avoidance test (p < 0.05). Moreover, C. pinnatifida (200 mg/kg) also improved escape latencies in training trials and increased swimming times and distances within the target zone of the Morris water maze (p < 0.05). On the Y-maze test, C. pinnatifida (100, and 200 mg/kg) also significantly reversed scopolamine- induced cognitive impairments in mice (p < 0.05). Conclusions : The ethanolic extract of Crataegus pinnatifida dramatically possesses the anti-amnestic and cognitive-enhancing activities related to the memory processes, and these activities were parallel to treatment duration and dependent on the learning models.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.17 no.4
• /
• pp.243-254
• /
• 2016

The purpose of this study was to examine the effects of collaborative learning and explore the learners' experiences in three dimensions: cognition, emotion and motivation. Another purpose of this study was to make an in-depth examination of learners' experiences during collaborative learning. Data were collected from 44 students at N university who participated in collaborative learning for 7 weeks. The results were as follows: First, collaborative learning had significant effects on the higher group of collaborative tendencies on academic achievements. Second, collaborative learning had no significant effects on their epistemological beliefs, the higher group of collaborative tendencies and the lower beliefs involving simple knowledge and tentative knowing. Finally, learners amassed cognitive, emotional, and motivational experience during collaborative learning. We suggest that the for the effective implementation of collaborative learning.

• Journal of Korean Academy of Nursing Administration
• /
• v.13 no.2
• /
• pp.191-198
• /
• 2007

Purpose: The aim of this study was to find the effect of collaborative learning on problem-solving processes according to the level of metacognition, after adopting collaborative learning to clinical practice of nursing management. Method: Senior college students participated in this study. 90 students who was involveled in high level metacognitive group and another 88 students in low level metacognitive group. The data was collected from 2003 to 2005. The process of collaborative learning was categorised in 4 steps. The data were analyzed using t-test, ANCOVA, paired t-test. Results: 'There will be a distinction between the low and high metacognition groups after application of collaborative learning' was rejected. 'In the high level metacognitive group, the problem-solving ability will also increase after application of collaborative learning than before application' was supported. 'In the low level metacognitive group, the problem-solving ability will increase after application of collaborative learning than before application' was supported. Conclusion: The results showed that with collaborative learning, the problem-solving ability of learners with different levels of metacognition is improved.

• Journal of The Korean Association For Science Education
• /
• v.30 no.5
• /
• pp.647-667
• /
• 2010

The purpose of this study was to develop a brain-based analysis framework for evaluating teachinglearning program in science. To develop the framework, this study categorized educational constructs of the teachinglearning programs into one of three teaching-learning factors: cognition, motive, and emotion, using previous studies on science program. Ninety-three articles on the brain functions associated with science program were analyzed to extract brain activation regions related to the three educational constructs. After delineating the brain activation regions, we designed the brain function map, "the CORE Brain Map." Based on this brain map, we developed a brain-based analysis framework for evaluating science teaching-learning program using R & D processes. This framework consists of the brain regions, the bilateral dorsolateral prefrontal cortex, the bilateral ventrolateral prefrontal cortex, the bilateral orbitofrontal cortex, the anterior cingulate gyrus, the bilateral parietal cortex, the bilateral temporal cortex, the bilateral occipital cortex, the bilateral hippocampus, the bilateral amygdala, the bilateral nucleus accumbens, the bilateral striatum and the midbrain regions. These brain regions are associated with the aforementioned three educational factors; cognition, motivation, and emotion. The framework could be applied to the analysis and diagnosis of various teaching and learning programs in science.