• Journal of The Korean Association For Science Education
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• v.15 no.3
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• pp.325-331
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• 1995

The purpose of this study is to analyze learning objectives of biology contents in SATIS 14-16. Modified the 5th NAEP three dimentional science assessment framework was used to analyze learning objectives of SATIS 14-16. This study will be a basic data for the development of STS programs in KOREA. The following results were obtained. 1. In a content dimension, 'structures and functions of organism'(63.9%) was the most frequently found, followed by 'the nature and our Iives'(22.1%), 'a continuity of Iife'(9.4%) and 'our surrounding Iives'(4.7%). 2. In a cognitive dimension, an understanding of scientific knowledge(32.7%) was the most frequently found, followed by an improvement of inquiry ability(25.6%), attitude(24.7%), and scientific knowledge and its application(17.0%). 3. In a context dimension, a personal context(32.8%) was the most frequently found, followed by a social context(27.3%), a scientific context(20.0%) and a technological context(20.0%). 4. There were some differences in behavior when each content was compared. In 'surrounding lives' and 'a continuity of life', an understanding of scientific knowledge was the most frequently found. In 'structures and functions of organism' and 'the nature and our lives', proportions of four behavioral catagories were relatively even. 5. There were some differences in context when each content was compared. In 'surrounding lives', scientific context was the most frequently found, whereas in 'structures and functions of lives', individual context was found the most frequently. In 'a continuity of life', scientific and social context were found more frequently than others. In 'the nature and our lives', social context was the most frequent one.

• Korean Journal of Child Studies
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• v.36 no.1
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• pp.1-17
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• 2015

The purpose of this research was to explore the influence of a mother's motivational beliefs in the context of the child education and parent-teacher relationship and the impact that it has on the learning related skills of young children. The participants in this study consisted of 243 mothers of 4~5 years old children and 20 teachers in 5 child education centers located in Seoul, Korea. The data was analyzed by means of using statistical method such as mean, standard deviation, t-test, Pearson correlation, and stepwise regression. The major findings of this study were as follows: First, there were significant differences between parent-teacher relationship and learning related skills of young children according to the children's sex and maternal educational level. Second, children's sex, maternal educational level, and the parent-teacher relationship were significantly related with the learning related skills of young children. Last, mother's motivational beliefs in the context of child education and the parent-teacher relationship directly influenced the learning related skills of young children. The results of this study suggest that positive parent-teacher relationships are important for developing the learning related skills of young children and this in turn can predict the level of children's adjustment and success in school.

• English Language & Literature Teaching
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• v.12 no.1
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• pp.55-75
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• 2006

This paper attempts to discuss the complex nature of social contexts regarding English language education in Korean middle school and to demonstrate the affective factors that should be considered to find appropriate approaches within the context. To do this, a questionnaire survey was conducted among 85 middle school students regarding learners' motivation, and attitudes toward EFL learning. Additionally, teachers in secondary school were asked about the general circumstances of English language education. Findings indicate that in spite of the participants' high instrumental motivation, they rather show a negative attitude toward English learning. This paper intends to raise practitioners' attention to the fact that the effect of learners' affective variables on EFL learning seems distinctive depending on the host country's EFL contexts.

• Journal of Digital Convergence
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• v.19 no.6
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• pp.251-258
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• 2021

In this paper, we proposed an encoder-decoder model utilizing residual learning to improve the accuracy of the U-Net-based semantic segmentation method. U-Net is a deep learning-based semantic segmentation method and is mainly used in applications such as autonomous vehicles and medical image analysis. The conventional U-Net occurs loss in feature compression process due to the shallow structure of the encoder. The loss of features causes a lack of context information necessary for classifying objects and has a problem of reducing segmentation accuracy. To improve this, The proposed method efficiently extracted context information through an encoder using residual learning, which is effective in preventing feature loss and gradient vanishing problems in the conventional U-Net. Furthermore, we reduced down-sampling operations in the encoder to reduce the loss of spatial information included in the feature maps. The proposed method showed an improved segmentation result of about 12% compared to the conventional U-Net in the Cityscapes dataset experiment.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2022.10a
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• pp.612-614
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• 2022

This paper propose a clustering algorithm for mobile nodes that possible more efficient clustering using context-aware attribute information in adaptive learning. In typically, the data will be provided to classify interrelationships within cluster properties. If a new properties are treated as contaminated information in comparative clustering, it can be treated as contaminated properties in comparison clustering. In this paper, To solve this problems in this paper, we have new present a context-awareness learning based model that can analyzes the clustering attributed parameters from the node properties using accumulated information properties.

• The Journal of the Korea Contents Association
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• v.7 no.12
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• pp.283-291
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• 2007

In the age of ubiquitous computing, computer systems will be seamlessly integrated into our everyday life, providing services and information to us in an anywhere, anytime fashion. This ubiquitous computing can be used for developing a ubiquitous learning (U-learning). In this paper, we present a framework for U-school in which ubiquitous computing technologies are applied to advance the existing ERSS (Korea's Educational Resources Sharing System). Our framework applies mobile, sensor, and context-aware technologies to the existing ERSS. This framework presents a user-centric learning environment, using user-centric scenario. The U-school with context-aware services therefore can lead to the just-in-time learning or learner-led learning based on dynamic contexts acquired from learners, teachers and computing entities.

• The Mathematical Education
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• v.41 no.3
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• pp.329-339
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• 2002

This study analyzes the epistemological meaning of‘social construction’in mathematical instruction. The perspective that consider the cognition of mathematical concept as a social construction is explained by a cyclic scheme of an academic context and a school context. Both of the contexts require a public procedure, social conversation. However, there is a considerable difference that in the academic context it is Lakatos' ‘logic of mathematical discovery’In the school context, it is Vygotsky's‘instructional and learning interaction’. In the situation of mathematics education, the‘society’which has an influence on learner's cognition does not only mean‘collective members’, but‘form of life’which is constituted by the activity with purposes, language, discourse, etc. Teachers have to play a central role that guide and coordinate the educational process involving interactions with learners in this context. We can get useful suggestions to mathematics education through this consideration of the social contexts and levels to form didactical situations of mathematics.

• Journal of Korean Society of Industrial and Systems Engineering
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• v.44 no.4
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• pp.23-31
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• 2021

Treatment and management of chronic low back pain (CLBP) should be tailored to the patient's individual context. However, there are limited resources available in which to find and manage the causes and mechanisms for each patient. In this study, we designed and developed a personalized context awareness system that uses machine learning techniques to understand the relationship between a patient's lower back pain and the surrounding environment. A pilot study was conducted to verify the context awareness model. The performance of the lower back pain prediction model was successful enough to be practically usable. It was possible to use the information from the model to understand how the variables influence the occurrence of lower back pain.

• International Journal of Fuzzy Logic and Intelligent Systems
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• v.8 no.4
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• pp.254-259
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• 2008

Uncertainty of result of context awareness always exists in any context-awareness computing. This falling-off in accuracy of context awareness result is mostly caused by the imperfectness and incompleteness of sensed data, because of this reasons, we must improve the accuracy of context awareness. In this article, we propose a novel approach to model the uncertain context by using ontology and context reasoning method based on Bayesian Network. Our context aware processing is divided into two parts; context modeling and context reasoning. The context modeling is based on ontology for facilitating knowledge reuse and sharing. The ontology facilitates the share and reuse of information over similar domains of not only the logical knowledge but also the uncertain knowledge. Also the ontology can be used to structure learning for Bayesian network. The context reasoning is based on Bayesian Networks for probabilistic inference to solve the uncertain reasoning in context-aware processing problem in a flexible and adaptive situation.

• Cross-Cultural Studies
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• v.39
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• pp.407-432
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• 2015

This study focuses on the flow of story and content or related context when using movies as learning materials in a class. A great advantage of using movies is that they have a consistent story and detailed content development. Most teachers, however, tend to concentrate on practical expressions totally unrelated to the story or context of the movie they are using. This way might be efficient in the short run but it is certain that the expressions are unlikely to be retained in long-term memory. This study examines how a story-centered class influences learning of practical expressions and how efficient this approach to learning is. Learning and teaching with focus only on the expressions in a movie shades the meaning of the use of the movie a little. In this study the movie, Cars 2, was used in a course of general education with 150 students enrolled. Various group activities were suggested to immerse students into the story and contents of Cars 2. It was found that a story-centered class is helpful for students to acquire practical expressions and that students' satisfaction level with the class was high.