• School Mathematics
• /
• v.16 no.4
• /
• pp.677-690
• /
• 2014

The main goals of learning geometry include developing spatial ability and concepts on geometric objects based on understanding the attributes and relationships of them. While the instructions on geometric objects follow the concept development models, the ones on spatial ability are designed from the perspective of geometric transformation. However, there is a need for instructional materials to emphasizing the relationships among geometric concepts. This study hypothesizes that spatial ability stems from the intuitive understanding of geometric objects and the relational understanding on concepts, and it considers the isoperimetric problems as instructional materials to foster spatial ability.

• Education of Primary School Mathematics
• /
• v.27 no.3
• /
• pp.247-260
• /
• 2024

In real life, the concepts of number range and approximation are frequently used. These concepts are closely related to various mathematical concepts, and the need for research on the defining and learning of these related terms is emphasized. The learning contents of seven mathematical terms related to the range of numbers and approximation were analyzed, focusing on the definition of terms and the context of real life. As a result of analyzing the contents of 10 currently used elementary school mathematics textbooks, the lessons were organized according to the achievement standards presented in the curriculum, but the composition and order, real-life context, examples used in definitions, and the highlighted parts and directions of the activities varied depending on the author's intent. Based on the analysis results, implications for textbook writing and classroom instruction were presented.

• Journal of The Korean Association For Science Education
• /
• v.41 no.3
• /
• pp.221-235
• /
• 2021

The purpose of this study is to investigate the learning effects according to the level of Science State Curiosity (SSC) and Science State Anxiety (SSA) in science learning situation for 5th~6th grade elementary school students. To achieve this purpose, we measured and analyzed SSC and SSA in each learning situation by dividing science learning into three situations: Confronting scientific task (I), Checking the results (II), and Learning science concepts (III). In order to identify the net effects of SSC and SSA on learning effects, science curiosity, need for cognition, science self-concept, science anxiety, and interest, which were expected to affect the learning effects, were controlled. SSC and SSA in the situation of confronting scientific tasks were defined as 'SSCI' and 'SSAI,' SSC and SSA in the situation of checking the results were defined as 'SSCII' and 'SSAII,' and SSC and SSA in the situation of learning science concepts were defined as 'SSCIII' and 'SSAIII.' In addition, the learning effects were divided into post-learning effect and delayed post-learning effect, and the degree of improvements in the post- or delayed post-test scores compared to the pre-test score were calculated and analyzed. As a result of the analysis, SSCI·SSCII had a positive effect on the post- and the delayed post-learning effect, but SSAIII had a negative effect on the post- and delayed post-learning effect, SSAI·SSAII had a negative effect on the post-learning effect. SSC had a greater effect on learning effects than SSA, and SSCII had the most influence on the post-learning effect and SSCI had the most influence on the delayed post-learning effect. As SSCIII increased, there was a tendency to do additional voluntary learning. The results of this study are expected to broaden the understanding of students' emotional states in science learning and provide a theoretical foundation for studies of state curiosity and state anxiety.

• Journal of Fisheries and Marine Sciences Education
• /
• v.21 no.1
• /
• pp.16-27
• /
• 2009

The purpose of this study was to develop of learning strategy scale for college students. This study further classified several sub-areas and defined each concepts of learning strategy. Based upon the classification of each sub-areas, tentative test items were developed through the verification of validity by three professionals. A pilot study of the developed scale was administered to 239 college students. And the research collected major data from 1,012 college students. Data were analyzed to obtain item quality, reliability, and validity analysis. The results of this study were as follows. The scale for learning strategy was defined by eight factors and they were 'self-management strategy', 'examination-readiness strategy', 'cognitive strategy', 'memorizing strategy', 'reporting strategy', 'resource-utilization strategy', 'self-regulated strategy', 'cooperative learning strategy'. The results of the confirmatory factor analysis proved the eight factors in the learning strategy. And criterion validity evidence was also obtained from a correlation analysis of the level of academic achievement.

• Journal of the Korean Data and Information Science Society
• /
• v.14 no.4
• /
• pp.1083-1090
• /
• 2003

Web-based learning is currently an active area of research and a considerable number of studies have been conducted on its application in the learning environment. However, in spite of many advances in the research and development of the educational contents, questions about how the environment affects learning remains largely unanswered. In this article, we propose a Web-based learning environment to improve the educational effect. The goal of this article is not to provide a complete system to support Web-based learning but rather to describe some meaningful strategies and fundamental design concepts that utilize information technologies to support teaching and learning.

• Asia pacific journal of information systems
• /
• v.5 no.2
• /
• pp.143-176
• /
• 1995

We present an overview of the Extensional Object Model (ExOM) and describe in detail the learning and classification components which integrate concepts from machine learning and object-oriented databases. The ExOM emphasizes flexibility in information acquisition, learning, and classification which are useful to support tasks such as diagnosis, planning, design, and database mining. As a vehicle to integrate machine learning and databases, the ExOM supports a broad range of learning and classification methods and integrates the learning and classification components with traditional database functions. To ensure the integrity of ExOM databases, a subsumption testing rule is developed that encompasses categories defined by type expressions as well as concept definitions generated by machine learning algorithms. A prototype of the learning and classification components of the ExOM is implemented in Smalltalk/V Windows.

• Proceedings of the Korean Society of Machine Tool Engineers Conference
• /
• 1996.10a
• /
• pp.6-10
• /
• 1996

This paper presents an overview of research results obtained by the authors in a series of publications. Methods are developed both for time-varying and time-invariant for linear and nonlinear. for time domain and frequency domain . and for discrete-time and continuous-time systems. Among the topics presented are: 1. Learning control based on integral control concepts applied in the repetition domain. 2. New algorithms that give improved transient response of the indirect adaptive control ideas. 4. Direct model reference learning control. 5 . Learning control based frequency domain. 6. Use of neural networks in learning control. 7. Decentralized learning controllers. These learning algorithms apply to robot control. The decentralized learning control laws are important in such applications becaused of the usual robot decentralized controller structured.

• Journal of Educational Research in Mathematics
• /
• v.12 no.1
• /
• pp.29-48
• /
• 2002

The purpose of this paper is to investigate the transfer in mathematics learning, especially focussing on arithmetic and algebra. There are many obstacles at the stage of transfer in learning. In the case of mathematics, each learning contents are definitely categorized by the learning level, therefore these obstacles are more happened than other subjects. First of all, this paper investigates the historical transfer from arithmetic to algebra by Sfard's perspectives. And we define prealgebra as the stage between arithmetic and algebra, which may be revised obstacles or misconceptions happened in the early algebra learning. Also, this paper discusses various obstacles and concrete examples happened in the transfer from arithmetic to algebra. To advance the understanding in the learning of algebra, we consider the core contents of the algebra learning which should be stressed at the prealgebra stage. Finally we present the teaching units of (pre)algebra which are sequenced from the variable concepts to equations.

• International Journal of Computer Science & Network Security
• /
• v.21 no.11
• /
• pp.248-256
• /
• 2021

The article discusses the evolution of the development of distance learning in world practice; investigated the essence and modern content of the concepts of "distance learning" and "distance education"; studied the principles of distance learning in the educational process; analyze the use of distance learning in higher educational institutions of Ukraine; substantiated the effectiveness of introducing distance learning into the higher education system; formed new management approaches in the distance learning system; proposals for the organization and improvement of distance learning at the university were developed on the basis of the analysis.

• The Journal of the Korea Contents Association
• /
• v.17 no.9
• /
• pp.437-448
• /
• 2017

This study was conducted as a qualitative case study for examining what transformed primary concepts and transformed schemas were formed for the addition of decimals and how they were formed, and how the relational understanding of the addition of decimals was in three 3rd grade elementary school children who had studied the primary concepts of division, fraction and decimal. That is, this study investigated how the subjects approached problems of decimal addition using transformed primary concepts and transformed schemas formed by themselves, and how the subjects formed concepts and transformed schemas in problem solving. According to the results of this study, transformed primary concepts and transformed schemas formed through the learning of the primary concepts of division, fraction, and decimal functioned as important factors for the relational understanding of decimal addition.