• Journal of the Korean Institute of Illuminating and Electrical Installation Engineers
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• v.29 no.3
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• pp.8-21
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• 2015

Technology for electric lighting has been evolving from Incandescent Lamp(IL) through Fluorescent Lamp(FL) and currently to Solid State Lighting(SSL) such as LED for more than 130 years of time. However, it took more than 100 years until the transition from IL to FL across overall society. That is because the transition is the Socio-Technical Transition(STT) which involves various social elements. This study investigated and analyzed the theories regarding STT, and applied the Multi-Level Perspective(MLP) theory to the case of electric lighting. A qualitative contents analysis was used with secondary data as research method, and the analyzed result was visualized based on the frame of MLP theory. The STT of electric lighting from IL to FL took place as the order of Technical Niche, Socio-Technical Regime and Landscape. Specifically, in Technical Niche level: Establishing Market Niche, Price-Performance Improvement, Learning Process and Support of Powerful Group took place. In Socio-Technical Regime level: Changes in Social Network, Changes in Technology and Changes in Rules. In Landscape level: Macro-Political Development, Socio-Economic Trends and Macro-Economic Trends took place in consecutive order.

• Journal of The Korean Association For Science Education
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• v.17 no.2
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• pp.139-148
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• 1997

This study investigated the influences of the cooperative learning strategies upon students' achievement and their perceptions of learning environments in a middle school physical science course. Prior to instruction, the Group Assessment of Logical Thinking was administered, and its score was used as a blocking variable. Mid-term examination score was used as a covariate. For the treatment group with heterogeneous grouping, cooperative learning instruction (the Learning Together model) was used, which emphasized group reward, individual accountability, and role division. For the control group, traditional instruction was used. After instruction, an achievement test consisting of three subtests (knowledge, understanding, and application), and the perception questionnaire of classroom and laboratory environments, were administered. ANCOVA results revealed that there was a significant interaction between instruction and the level of logical reasoning ability although there were no significant differences in all three subtest scores of the achievement test. For the concrete operational reasoners, the treatment group performed better in the subtests of understanding and application than the control group. For students at the formal and transition levels, however, the treatment group scored lower than the control group. Significant interactions were also found in the perceptions of classroom environment and laboratory environment. For the concrete operational reasoners, the treatment group showed more positive perception than the control group. For the students at the formal and transition levels, the control group had positive perception than the treatment group. Educational implications are discussed.

• Journal of the Korea Institute of Building Construction
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• v.21 no.1
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• pp.71-78
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• 2021

The spread of COVID-19 and the advent of the Fourth Industrial Revolution have significantly affected the nature of college education causing many changes to the way it is conducted. One of these changes is the expansion of online education. The purpose of this study was to analyze the difficulties experienced by learners due to the transition to rapidly expanding online education at domestic universities, and to seek ways to support their learning through this new online platform. Results of a questionnaire showed that learners experienced difficulties in their interactions with professors because of the rapid transition to online education without adequate preparation. It was determined that there were not enough opportunities for communication between learners and professors as a result of non-face-to-face online education, and that learners did not receive Q&A or feedback quickly enough. The study also examined ways to ways to improve the effectiveness of online learning. Students showed a high preference for items such as "appropriate guidance regarding announcements such as lecture schedules," "providing lecture notes as learning materials."

• Journal of the Korea Society for Simulation
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• v.14 no.4
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• pp.9-18
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• 2005

In this paper, the system is implemented in four ways , For those who want to learn Chinese characters using the internet, and To make the learning more interesting and entertaining. Four different learning methods have been provided , using the transition process of Chinese characters, games, animations, and an illustration of the relationships between Chinese Characters and korean letters. The subjects of the evaluation were freshmen polled about the Chinese character learning system. The evaluation methods are : the validity of the research content is evaluated using the Cronbach's coefficient alpha and the performance of the system is evaluated by F-type of Analysis of variance.

• Korean Institute of Interior Design Journal
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• no.27
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• pp.12-19
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• 2001

The purpose of this study is to develope instructional strategies and assessment model for distance learning in interior design education in Korea. Literature from various sources were examined to provide guidelines for instructional and technical strategies, communication system, and administrative process. Strategies and assessment model for transition to distance learning from goal setting to program evaluation were introduced. The results of this study indicated that distance learning in interior design education is optimized when applied in studio critique, portfolio production, and professional practice and with other traditional programs depending on the characteristics of the instructional materials. It is suggested for further studies that various distance learning programs based on instructional theories to be conducted and evaluated in different areas of interior design education for their maximum application as instructional tool.

• Nuclear Engineering and Technology
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• v.53 no.8
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• pp.2610-2615
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• 2021

The prediction of irradiation-induced transition temperature shift for RPV steels is an important method for long term operation of nuclear power plant. Based on the irradiation embrittlement data, an irradiation-induced transition temperature shift prediction model is developed with machine learning method XGBoost. Then the residual, standard deviation and predicted value vs. measured value analysis are conducted to analyze the accuracy of this model. At last, Cu content threshold and saturation values analysis, temperature dependence, Ni/Cu dependence and flux effect are given to verify the reliability. Those results show that the prediction model developed with XGBoost has high accuracy for predicting the irradiation embrittlement trend of RPV steel. The prediction results are consistent with the current understanding of RPV embrittlement mechanism.

• Journal of Educational Research in Mathematics
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• v.13 no.2
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• pp.143-157
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• 2003

This paper is to make strides toward an enriched understanding of mathematics teacher learning and professional development. Different theoretical frameworks in understanding mathematics teacher learning are reviewed, followed by a discussion of the relationships of knowledge and teaching practice. This paper then analyses contemporary conceptions about effective professional development and, in particular, deals with teacher learning in inquiry communities. This paper introduces a research project describing transition processes from teacher- centered mathematics classroom culture to student-centered culture and analyzing teacher learning in communities and its concomitant change in teaching practice. On the basis of the emerging problems in doing the project, this paper finally addresses some crucial issues on teacher learning and professional development, including the management of an inquiry community, the description of teaching practice from the researcher's perspective, and the analysis of teacher learning in communities.

• 제어로봇시스템학회:학술대회논문집
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• 1990.10b
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• pp.963-968
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• 1990

An iterative learning control scheme for tracking control of a class of uncertain nonlinear systems is presented. By introducing a model reference adaptive controller in the learning control structure, it is possible to achieve zero tracking of unknown system even when the upperbound of uncertainty in system dynamics is not known apriori. The adaptive controller pull the state of the system to the state of reference model via control gain adaptation at each iteration, while the learning controller attracts the model state to the desired one by synthesizing a suitable control input along with iteration numbers. In the controller role transition from the adaptive to the learning controller takes place in gradually as learning proceeds. Another feature of this control scheme is that robustness to bounded input disturbances is guaranteed by the linear controller in the feedback loop of the learning control scheme. In addition, since the proposed controller does not require any knowledge of the dynamic parameters of the system, it is flexible under uncertain environments. With these facts, computational easiness makes the learning scheme more feasible. Computer simulation results for the dynamic control of a two-axis robot manipulator shows a good performance of the scheme in relatively high speed operation of trajectory tracking.

• Journal of the Korean School Mathematics Society
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• v.10 no.4
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• pp.415-435
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• 2007

A transition from elementary to secondary school, and among grades, among learning contents is a essential problem in education. A connectivity between learning contents is important in student's growth and development. A gap between lower grades and higher grades in elementary school is no less extensive than a gap between elementary mathematics and secondary mathematics. In this paper, we start with a critical mind about a transition and connectivity between lower grades and higher grades in elementary school. In order to compare between elementary grades, we firstly focus 4th grade mathematics which finish lower grades and start higher grades at the same time. First, we make up a questionnaire to 4th grade students and teachers in charge 4th grade. A questionnaire is composed of questions about the degree of difficulty in the learning(and teaching) of 4th grade mathematics comparing with 3rd grade mathematics. Second, we compare to lower grades lessons(1st grade) and 4th grade lessons using a qualitative method. we analyze the lesson contents, activities and time through 'analysis of the learning course'. And we compare the pattern of eliciting questions, question patterns, nomination patterns and feedback patterns between 1st grade and 4th grade lessons. We hope that this paper is a fundamental sources in investigating a connectivity between lower grades and higher grades in elementary mathematics in the future.

• International Journal of Fuzzy Logic and Intelligent Systems
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• v.16 no.4
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• pp.270-275
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• 2016

We present an approach for acceleration actor-critic algorithm for reinforcement learning with continuous action space. Actor-critic algorithm has already proved its robustness to the infinitely large action spaces in various high dimensional environments. Despite that success, the main problem of the actor-critic algorithm remains the same-speed of convergence to the optimal policy. In high dimensional state and action space, a searching for the correct action in each state takes enormously long time. Therefore, in this paper we suggest a search accelerating function that allows to leverage speed of algorithm convergence and reach optimal policy faster. In our method, we assume that actions may have their own distribution of preference, that independent on the state. Since in the beginning of learning agent act randomly in the environment, it would be more efficient if actions were taken according to the some heuristic function. We demonstrate that heuristically-accelerated actor-critic algorithm learns optimal policy faster, using Educational Process Mining dataset with records of students' course learning process and their grades.