• 한국과학교육학회지
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• 제25권1호
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• pp.57-77
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• 2005

This review is aimed at the understanding of learning in field-trips relating to education in outdoor activities. The review specifically concerns what studies have been undertaken by seeking evidence from research published between 1950 and 2004. The review indicates three common arguments on learning during field-trips. First, the learning in an informal learning environment based on first-hand experiences is most significant when it has meaning for the learner from field-trips. Second, learning aims and strategies in field-trips have evolved along with world-wide concerns towards the environment. Third, the experiences from field-trips can impact significantly on students' cognitive and affective learning. However, the research of field-trip experiences from outdoor activities has focused on learning outcomes far more than on the learning characteristics which facilitate students' learning. Therefore, further study is required, which can provide clear evidence on how such learning characteristics through field-trips can help studentsto successfully attain educational goals.

• International Journal of Computer Science & Network Security
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• 제21권7호
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• pp.159-168
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• 2021

Detecting cyber-attacks using machine learning or deep learning is being studied and applied widely in network intrusion detection systems. We noticed that the application of deep learning algorithms yielded many good results. However, because each deep learning model has different architecture and characteristics with certain advantages and disadvantages, so those deep learning models are only suitable for specific datasets or features. In this paper, in order to optimize the process of detecting cyber-attacks, we propose the idea of building a new deep learning network model based on the association and combination of individual deep learning models. In particular, based on the architecture of 2 deep learning models: Convolutional Neural Network (CNN) and Long Short Term Memory (LSTM), we combine them into a combined deep learning network for detecting cyber-attacks based on network traffic. The experimental results in Section IV.D have demonstrated that our proposal using the CNN-LSTM deep learning model for detecting cyber-attacks based on network traffic is completely correct because the results of this model are much better than some individual deep learning models on all measures.

• Journal of Information Processing Systems
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• 제13권2호
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• pp.204-214
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• 2017

Artificial intelligence, especially deep learning technology, is penetrating the majority of research areas, including the field of bioinformatics. However, deep learning has some limitations, such as the complexity of parameter tuning, architecture design, and so forth. In this study, we analyze these issues and challenges in regards to its applications in bioinformatics, particularly genomic analysis and medical image analytics, and give the corresponding approaches and solutions. Although these solutions are mostly rule of thumb, they can effectively handle the issues connected to training learning machines. As such, we explore the tendency of deep learning technology by examining several directions, such as automation, scalability, individuality, mobility, integration, and intelligence warehousing.

• 공학교육연구
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• 제22권1호
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• pp.48-54
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• 2019

This study examined the effects of free writing in writing class targeted for engineering students on their writing skills. To assess the effects, we have asked 100 engineering students from writing class to write free writing, classifying them as the test group(N=50) and the control group(N=50). We have also compared their learning effect, their writing ability, and learning satisfaction via pre and post intervention surveys. The results showed higher change in learning effect, interest in writing, learning attitude, writing ability, learning satisfaction in the test group compared to the control group. This positive change proves that free writing is a significant teaching method in writing class for engineering and science students.

• The Journal of Asian Finance, Economics and Business
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• 제8권3호
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• pp.695-704
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• 2021

This study aims to determine the effect of changes in learning systems and its effects on students' learning outcomes amid the Covid-19 pandemic. The sample of this study are the students who are in Jakarta, Indonesia. "Non-probability random sampling" technique has been used to select the samples while the sampling method used is "purposive sampling", where criteria are used to select samples. The samples in this study are 200 people taken randomly using Google Form. Concentration ability and learning interest can affect learning outcomes with the mediation of learning comfort and a good learning environment. As well as physical distancing can moderate the effect of concentration ability and learning interest on learning outcomes. The ability to concentrate on improving learning outcomes requires psychomotor improvement. Whereas interest in learning with indicators of learning awareness can improve learning outcomes. A clean environment is a strength in the learning comfort and the community environment can be recommended in the learning environment. The implementation of the restriction of gathering becomes an important point of physical distancing. The other novelties are the learning comfort and the learning environment as mediating variables and physical distancing as moderating variables in one study at a time.

• 수산해양교육연구
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• 제12권2호
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• pp.224-243
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• 2000

The purpose of this study is to analyze the effects of constructivist instruction applying cooperative learning skill on science academic achievement, science inquiry ability, self-regulated learning, and science related attitude. The subjects of the study were 157 2nd grade junior high school students in Pusan. Subjects were randomly assigned to two groups, experiment and control group. Two groups received 14 sessions training for about 1 month which was done by researcher. The experiment group received constructivist science instruction and the control group received teacher-centered instruction. Constructivist science instruction applying cooperative learning skill consists of five phases: problem recognition, hypothesis establishment, experiment observation, clarification, and application phases. The results of this study are as follows: Constructivist science instruction applying cooperative learning skill had a significant effect on science academic achievement, self-regulated learning and science attitude improvement of middle school students but had no significant improvement of science inquiry ability. And constructivist science instruction had an effect on science academic achievement improvement of the students having high level science inquiry ability. Research suggestions and implications for teaching are discussed.

• 한국과학교육학회지
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• 제8권2호
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• pp.33-41
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• 1988

During the last decade researchers in science education and psychology have emphasized the importance of children's ideas, or "what they already know", which they bring to their related learning situations. Most research reports on the children's prior ideas reject both the traditional epistemologies and the conventional learning theories. Therefore, this study has its objective to analyze the traditional epistemologies as well as post-positivism contemporarily in vogue, to examine both the conventional learning theories and the constructivism of psychology, and then, based on the analyses, to draw the implications for the future science education. The implications are described under such headings as the nature of science, the science curricula, and the science teaching/learning. The implications are drawn in logical relation to the post-positivism and constructivism, and some of which are empirically validated by the research on the children's conceptions.

• 과학교육연구지
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• 제38권3호
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• pp.555-568
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• 2014

본 연구는 초등학교 과학 수업에서 교사의 과학학습에 대한 신념이 교수 실제와 어떤 관계가 있는지를 알아보고자 하였다. 이를 위하여 초등학교 교사 4명을 대상으로 리커트식 설문 조사와 면담을 통하여 교사의 과학학습에 대한 신념을 알아보았다. 그리고 각 교사당 2차시의 수업에 대하여 실제 수업 관찰 및 수업 후 면담을 통하여 수업 분석을 실시하였다. 분석 결과, 과학학습에 대한 신념에서 전통적 관점을 보인 A교사와 B교사는 교수 실제에서도 교사 중심의 설명식 수업을 진행하였다. 반면에 상대적으로 구성주의적인 신념을 보인 C교사와 D교사는 교수 실제에서 교과서 내용을 재구성하고 다양한 교수 방법과 전략을 활용하는 수업을 진행하였다. 초등 교사의 과학학습에 대한 신념에는 교사간에 차이가 있었으며, 이러한 신념의 차이는 대체적으로 과학 수업의 실제와도 관련이 깊은 것으로 나타났다. 이를 토대로 초등 과학수업에서 교사의 과학학습에 대한 신념의 중요성에 대하여 시사점을 논의하였다.

• 대한지구과학교육학회지
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• 제11권2호
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• pp.90-106
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• 2018

이 연구에서는 초등 과학과 수업에서 과정 중심 평가가 반영된 백워드 설계가 과학 학업성취도 및 과학 학습 동기에 미치는 효과를 확인하고자 하였다. 학습자의 성장과 발달을 지원하는 과정 중심 평가와 학습자의 온전한 이해를 추구하는 백워드 설계는 과학 학습에 큰 도움을 줄 수 있다. 연구 결과는 다음과 같다. 첫째, '지구와 달의 운동' 단원을 중심으로 과정 중심평가가 반영된 백워드 설계를 실시하였고, 성취기준도달에 도움이 되는 다양한 과정 중심 평가를 반영하였다. 둘째, 실험집단 학생들은 과학학업 성취도 검사와 과학학습 동기 검사에서 통계적으로 유의미한 차이를 나타냈다. 과학 교과의 특성을 반영한 과정 중심 평가가 백워드 설계와 연계되어 학교 현장에서 의미 있게 활용되길 기대한다.

• 대한지구과학교육학회지
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• 제5권1호
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• pp.105-113
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• 2012

The purpose of this study was to examine the effects of storytelling skill on science learning motivation and space perception ability. For this study the 5 grade, 2 class was divided into a research group and a comparative group. The class was pre-tested in order to ensure the same standard. The research group had the science class with storytelling skill, and the comparative group had the class with teacher centered lectures for 10 classes in 10 weeks. The storytelling skill was focused on finding stories, constellation searching, story deciding, story hero deciding, story composition, storytelling completion. To prove the effects of this study, science learning motivation was split up according to attention power, relation, confidence, and sense of satisfaction. Also, space perception ability consisted of two-dimensional rotation, 3 dimension rotations, reflection, three-dimensional searching, number of block, and figure type in pattern. The results of this study are as follows. First, using storytelling skill was effective in science learning motivation. Second, using storytelling skill was effective in space perception ability. Also, after using storytelling skill was good reaction by students. As a result, the elementary science class with storytelling skill had the effects of developing science learning motivation and space perception ability. it means the science class with storytelling skill has potential possibilities and value to develop science learning motivation and space perception ability.