• The Journal of Korean Academic Society of Nursing Education
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• v.11 no.2
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• pp.287-297
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• 2005

Purpose: This study was to develop teaching-learning lesson plans to provide systematic health education materials to school health educators in middle schools. Method: The concepts of health promotion were redefined in the significance of health promotion in schools were emphasized, and the health problems of middle school students were identified through the literature review of previous studies. The preceding studies on the curriculum development of health education were examined and analyzed. Result: The contents of health education were provided by the learning level of middle school students. The selected contents were composed of total 9 units. The units were again divided into 34 subunits, each of which includes individual learning purposes. How to execute a program utilizing various teaching media and learning materials and how to assess the learning results of health education were presented as well. Conclusion: This study was aimed at developing a teaching-learning lesson plan for health education virtually available on the school scene, required are the follow-up case studies applying the lesson plan: how effectively the activities for promoting the health of middle school students are changed and how appropriate this health education is for promoting the health of middle school students.

• Hwankyungkyoyuk
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• v.21 no.4
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• pp.94-110
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• 2008

Recently environmental problem becomes such a big issue all over the world that the necessity and importance of the environmental education in school has been simultaneously emphasized. While diverse methods for the environmental education have been researched, this paper, especially focused on a teaching-learning model called GBS (Goal-based scenario), aims to provide a new learner-centered approach for the environmental education. For this purpose, this paper first briefly presents two theoretical backgrounds of GBS (i.e., constructivism and Schank's dynamic memory theory), which is followed by specific and concrete strategies and methods of how to apply GBS in class for the teacher. GBS(Goal-Based Scenario) is a learner-centered model in which learners are presented with a reality-based scenario (or task or problem) and go through several stages of 'missions' to get to a final solution of the given scenario. GBS, while completely resonant with other constructivist learning models in terms of learner-centered approaches, is distinctive from others, when it supplies more specific, structured guides of learning, called 'missions', to the students throughout the whole learning process. In a words, GBS ought to be recognized as an unique learner-centered model compromising the contradictory concepts of 'learner control' and 'structure and specifics' in learning environments still without any damage of constructivist learning principles.

• Korean Medical Education Review
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• v.22 no.2
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• pp.77-84
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• 2020

This study introduces cognitive constructivism in reference to its emergence in the development of medical education. The main concepts of cognitive constructivism as they relate to knowledge construction and the learner's process were described, and cognitive constructivism as a learning theory was examined in its capacity to help interpret the phenomenon of medical education. Piaget's theory of cognitive constructivism and Ausubel's meaningful learning theory were applied in an attempt to explore the role of students and educators, curriculum, and teaching and learning in medical education from a cognitive constructivist perspective. When faced with new information, learners compare it with the existing schema to understand, and in order to resolve conflicts caused by inconsistencies in the information, learners incorporate assimilation and accommodation to help maintain equilibration. Therefore, instructors must meaningfully connect new content to the learner's existing schema and make endless efforts to satisfy learners' intellectual curiosity. The basic premises of medical education content is a suitable subject of meaningful learning. A learner who already possesses well-structured knowledge is likely to experience meaningful learning and a richer intellectual experience. Therefore, it is necessary to organize the curriculum strategically and elaborately so that learners can have an improved and effective learning experience.

• Journal of Platform Technology
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• v.6 no.4
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• pp.34-40
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• 2018

Currently, artificial neural networks perform well for a single task, but NN have the problem of forgetting previous learning by learning other kinds of tasks. This is called catastrophic forgetting. To use of artificial neural networks in general purpose this should be solved. There are many efforts to overcome catastrophic forgetting. However, even though there was a lot of effort, it did not completely overcome the catastrophic forgetting. In this paper, we propose sequential iterative learning using core concepts used in elastic weight consolidation (EWC). The experiment was performed to reproduce catastrophic forgetting phenomenon using EMNIST data set which extended MNIST, which is widely used for artificial neural network learning, and overcome it through sequential iterative learning.

• International Journal of Computer Science & Network Security
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• v.22 no.3
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• pp.29-36
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• 2022

In deep learning classification tasks, most models frequently assume that all labels are available for the training datasets. As such strategies to learn new concepts from unlabeled datasets are scarce. In fingerprint classification tasks, most of the fingerprint datasets are labelled using the subject/individual and fingerprint datasets labelled with finger type classes are scarce. In this paper, authors have developed approaches of classifying fingerprint images using the majorly known fingerprint classes. Our study provides a flexible method to learn new classes of fingerprints. Our classifier model combines both the clustering technique and use of deep learning to cluster and hence label the fingerprint images into appropriate classes. The K means clustering strategy explores the label uncertainty and high-density regions from unlabeled data to be clustered. Using similarity index, five clusters are created. Deep learning is then used to train a model using a publicly known fingerprint dataset with known finger class types. A prediction technique is then employed to predict the classes of the clusters from the trained model. Our proposed model is better and has less computational costs in learning new classes and hence significantly saving on labelling costs of fingerprint images.

• Journal of Korea Society of Digital Industry and Information Management
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• v.18 no.4
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• pp.55-65
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• 2022

The purpose of this study is to develop online educational contents and verify its effectiveness in order to strengthen the learning capabilities of college students. The theme of mind map online education contents is a mind map series for effective learning arrangement, and has been developed into a total of six contents. Each contents consisted of 20-30 minutes, and the details consisted of the concept, principle, learning case, how to write a mind map, and how to use a digital mind map. The results of the study are as follows. First, it was confirmed that the higher thinking ability of college students who took the mind map online education contents was improved. Second, it was confirmed that the self-directed learning attitude of college students improved after taking the mind map online education contents. Third, the reason why students' higher thinking ability and self-directed learning attitudes improved in this study is that they were developed in consideration of the composition of contents and appropriate video time. Therefore, in order to increase the effectiveness of online educational contents, it is necessary to examine specific cases using concepts from conceptual approaches to specific topics, and to faithfully reflect the procedure in which each learner can actually use the concept.

• The Korean Nurse
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• v.31 no.2
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• pp.70-85
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• 1992

Relaxation technique is an independent nursing intervention used in various stressful situations. The concept of relaxation must be explored for the meaning given by the people in their traditional thought and philosophy. Korean relaxation technique, wanting to become culturally acceptable and effective, is learning to recognize and develop Korean concepts, experiences, and musics of relaxation. This study was aimed at discovering Korean concepts, experiences and musics of relaxation and contributing the development of the relaxation technique for Korean people. The subjects were 59 mursing students, 39 hospitalized patients, 61 housewives, 21 rural residents and 16 researchers. Data were collected from September 4th to October 24th, 1991 by interviews or questionaires. The data analysis was done by qualitative research method, and validity assured by conformation of the concept and category by 2nursing scientists who had written a Master's thesis on the relaxation technique. The results of the study were summerized as follows; 1. The meaning of the relaxation concept; From 298 statements, 107 concepts were extracted and then 5 categories "Physical domain", "Psychological domain", "Complex domain", "Situation", and "environment" were organized. 'Don't have discomforts, 'don't have muscle tension', 'don't have energy(him in Korean)', 'don't have activities' subcategories were included in "Physical domain". 'Don't have anxiey', 'feel good', 'emotional stability', 'don't have wordly thoughts', 'feel one's brain muddled', 'loss of desire' subcategories were included in "physical domain" 'Comfort body and mind', 'don't have tension of body and mind', 'be sagged' 'liveliness of thoughts' subcategories were included in "Complex domain". 'Rest', 'sleep', 'others' subcategories were included in "Situation domain". And 'quite environment' & 'comfortable environment' subcategories were included in "Environmental domain". 2. The experiences of the relaxation; From 151 statements, 59 experiences were extracted. And then 9 categories-at rest after physical activities, after problem solving, fancy, bathing in the bed, situation, rest, particular time, others-were organized. 3. The musics of the relaxation; From 229 statements, 108 musics were extracted. and the 9 categories- Western classical music, semi classical music, Korean song, Korean popular classical music, song, western popular sonhg, hymn, characteristics of music, others - were organized. In conclusion, There are some differences between Korean concepts, experiences and musics of relasation and western concepts, experiences and musics of relaxation.

• Education of Primary School Mathematics
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• v.21 no.2
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• pp.209-221
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• 2018

Angle concepts have a multifaceted nature such as quantitative aspects as the amount of rotation, qualitative aspects as geometric shapes, and relationship aspects made with planes or lines. This study analysed angle concepts and introduction methods of angles in elementary mathematics textbooks which have been used from the Syllabus Period to the 2015 Revised Mathematics Curriculum. First, the concepts of angles in mathematics textbooks focus through the definitions, representations, and components of angles presented in mathematics textbooks are analyzed. Secondly, how various aspects of each angle are sequenced through the tasks or activties in the introduction of lesson is looked. As a result of analysis, the methods of introducing angles in the changes of mathematics textbooks have mainly focused on learning about geometric shapes and relations of components. In the mathematics classroom, students should experience various aspects of geometric shapes, rotations, relational aspects of points, lines and surfaces, and support and link them to form a wide range of concepts.

• Journal of Korean Elementary Science Education
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• v.24 no.2
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• pp.145-159
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• 2005

Students' alternative concepts of evolution are similar to misconcepts and disputes which scientists had in science history. The aims of this study are to analyze the elementary children's concept in evolution based on science history. Lee (2004)'s two tests were applied to 6th grade to investigate the children's evolution concepts and genetic concepts related to the historical development of the evolution concepts. The test results were analyzed in accordance with 4 stages of science history based on Lee (2004)'s method. These stages are divided to stage 1 (Before Lamarck), stage 2 (Lamarck), stage 3 (Darwin), stage 4 (After Darwin). The major results are as follows. Most of elementary school children are fixed to the stage 2. They usually do not show the consistency of evolution concepts in the three dimensional aspects such as mechanism, time, and subjects. Many children do not have concrete meaning of gene, inheritance, sexual reproduction, mutation and could not connect these concetps and process of evolution. Also, they believe the inheritance of acquired traits and spontaneous generation. Therefore it is confirmed that they still have similar misconcepts and disputes which scientists had in transition time between stage 2 and 3 and most of children already have strong Lamarckian thought acquired from daily life experience before learning about natural selection and evolution.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.12 no.12
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• pp.5486-5492
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• 2011

This paper presents a model of ubiquitous learning environment system based on the concepts of ubiquitous computing technology that enables learning to take place anywhere at anytime. This ubiquitous learning environment is described as an environment-friendly learning scheme that supports students' learning using digital media in geographically distributed environments. The u-learning model is a web-based e-learning system that could enable learners to acquire knowledge and skills through interaction between them and the ubiquitous learning environment. Education is happening all around the student but the student may not even be conscious of the learning process. Source data is present in the embedded objects and students do not have to do anything in order to learn. The communication between devices and the embedded computers in the environment allows learners to learn in an environment of their interest while they are moving, hence, attaching them to their learning environment.