• English Language & Literature Teaching
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• v.11 no.4
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• pp.261-286
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• 2005

Lately, teaching methods and instruments have become student-centered and are directed towards developing a communicative competence of learners. However, compared with that of other countries, the level of our students English is not very good. I guess the reason is that our English education is focused on the uniformal teaching methods regardless of the differences of intelligence, affective domains and study time. I tried to find the relationship between these factors and the students' English accomplishments. So I divided the students into 2 groups of superior and inferior students by the standard of intelligence, affective domain and study time and compared the scores between the groups in the fields of reading comprehension, grammar, pronunciation, accent, vocabulary, and listening. These were the results that followed: First, intelligence has a great influence students' English accomplishment in all fields. Second, affective domains such as motivation, anxiety, attitude, confidence, and studying time also have some influence on the students' English accomplishments. Third, the sequence of these factors according to their influence force are as follows: study time, anxiety, intelligence, motivation, attitude, and confidence. So we can conclude that we should teach English according to our students' ability in the field of intelligence and affective domains and should not ignore the individual differences they have.

• Advances in Computational Design
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• v.2 no.4
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• pp.313-331
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• 2017

In this study, teaching-learning based optimization (TLBO) is improved by incorporating model of multiple teachers, adaptive teaching factor, self-motivated learning, and learning through tutorial. Modified TLBO (MTLBO) is applied for simultaneous topology, shape, and size optimization of space and planar trusses to study its effectiveness. All the benchmark problems are subjected to stress, displacement, and kinematic stability constraints while design variables are discrete and continuous. Analyses of unacceptable and singular topologies are prohibited by seeing element connectivity through Grubler's criterion and the positive definiteness. Performance of MTLBO is compared to TLBO and state-of-the-art algorithms available in literature, such as a genetic algorithm (GA), improved GA, force method and GA, ant colony optimization, adaptive multi-population differential evolution, a firefly algorithm, group search optimization (GSO), improved GSO, and intelligent garbage can decision-making model evolution algorithm. It is observed that MTLBO has performed better or found nearly the same optimum solutions.

• The Mathematical Education
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• v.51 no.4
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• pp.395-413
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• 2012

National Assessment of Educational Achievement(NAEA) is important standard reference to become the basic data for confirming the effect of the curriculum administrated and the educational policies put in force presently and preparing the new curriculum and educational policies. In this paper, we looked into the mean and standard deviation of the calibrated score of whole group and male/female students, the correct answer ratio of each performance level and the correct answer ratio of each content domain, etc. in the results of NAEA at 6th elementary school. The analytic objects are 2010 and 2011 NAEA that are changed into complete enumeration survey and the standard reference prepared on the basis of the new calibrated score is applied to. And we analysed and compared correct answer ratio of the each content domain and each item to conform the difference between male and female students. On the basis of the these informations, we investigated that here is what kind of characteristics and trends to the whole group and what kind of suggestions to the teaching-learning. And we were going to provide the information of the needs to understand which content of mathematics is needed and which thinking methods are needed.

• Korean Journal of English Language and Linguistics
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• v.1 no.3
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• pp.437-456
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• 2001

This paper raises a question on the theoretical background behind the English education at the elementary school level. The Critical Period Hypothesis (CPH), supporting the common belief of the earlier the better in foreign language learning, which has promoted the strong trend toward teaching English in Korean elementary schools, is analyzed to determine whether it provides a comprehensible picture to explain age-related factors and whether it is a valid hypothesis which can be applicable in an EFL situation such as Korea. This paper concludes that CPH itself is still considered as an impending hypothesis full of unresolved issues and that the present educational situation of Korean elementary schools is rather far from the environment in which the ideas of CPH could practically apply, and thus it may be desirable to find alternative theoretical backgrounds from which the educational programs can be developed and further expanded.

• Advances in robotics research
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• v.2 no.1
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• pp.13-31
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• 2018

This paper presents the performance of Teaching-Learning-Based Optimization (TLBO) algorithm for optimum static balancing of a robot manipulator. Static balancing of robot manipulator is an important aspect of the overall robot performance and the most demanding process in any robot system to match the need for the production requirements. The average force on the gripper in the working area is considered as an objective function. Length of the links, angle between them and stiffness of springs are considered as the design variables. Three robot manipulator configurations are optimized. The results show the better or competitive performance of the TLBO algorithm over the other optimization algorithms considered by the previous researchers.

• Journal of The Korean Association For Science Education
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• v.35 no.2
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• pp.209-216
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• 2015

In science classrooms, using science terminology is a very important aspect of communications between science teachers and students, as well as in the science learning of students. This study was conducted to investigate the usage of the science terminology in the lectures of science teachers, and identify the problem in the aspect of both communication and teaching. To do this, we have recorded 13 hours of class teaching 'Motion' part in unit of 'Force and Motion' from three science teachers, and extracted science terminologies from the science teachers' lectures by using an analysis program. We performed qualitative analysis, such as kind of science terminology used, and linkage between curriculum and textbook, and quantitative analysis, such as number of science terminology, and frequency of use. With respect to communication, there appears some problems in its proportion in the teacher's lecture in class. It is deemed that science terminology in teachers' lectures were too many, that the frequency of usage of important conceptual terminology was low, and that teachers use higher level terminologies to explain key concepts. And in respect to science learning, there were problems where terminologies including important concepts were used separately by the teachers and textbooks, terminologies of higher level concept were used, and there might be differences between teachers in majority of teachers.

• Korean Journal of Applied Biomechanics
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• v.20 no.1
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• pp.109-116
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• 2010

This study aims to comparatively analyze kinetic variables that affect high jump records and thus to provide the basic data for enhancement of physical education teachers' teaching skills and expertise. 10 students who were majoring in physical education in a college of education - five males and five females - were chosen for the experiment in which the 3D image analyzer and ground reaction force measuring unit were adopted. The kinetic variables of the groups, the characteristics and differences were analyzed, and the correlation between each variable and record in each group was examined. The results are as follows: As to the height of center of gravity from one step before stamping to landing, the vertical velocity of the center of gravity at take off, the vertical velocity of the limbs at take off, the angles of the hip joint and ankle joint of the jumping leg, it turned out that male were better than female. As to the angles of the hip joint and ankle joint of the lead leg, female recorded higher values than male. As to the maximum vertical ground reaction force, the maximum horizontal ground reaction force, the vertical impulse, it turned out that male were better than female.

• Journal of the Institute of Electronics and Information Engineers
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• v.52 no.3
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• pp.206-212
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• 2015

This paper proposes the physical human-robot interaction method that controls the robot arms using ITO touch panel sensor as the skin of robot. To implement physical human-robot interaction, the method of using the force/torque sensor and the method of using tactile sensor created by arranging small element type of sensor have been studied. However, these sensors have the pros and cons in terms of price and performance. This study aims to demonstrate the economy of element type sensor and the accuracy of force/torque sensor through experiment by proposing the method of physical interaction using the touch panel as the skin of robot, and by constructing overall system. The experiment was carried out for the method of controlling the robot arm by installing end-effecter and the method of controlling robot arm by creating the gesture with reference point on the touch panel. Through this experiment, the possibility of teaching control using the touch panel was confirmed.

• Journal of Gifted/Talented Education
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• v.20 no.3
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• pp.1027-1037
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• 2010

Comparing to the other subject, the relationship among physics contents is strong from the perspective of knowledge order as grades go up. That is, The things already that students learned, are learning and will learn are closed related from grade to grade. We expect students to be proactive and creative in studying physics, which is the goal of 21th century, analyzing their knowledge structure based on the knowledge order through assessment. Especially, using computer system, we provide students with substantial feedback for the assessment as well as objective validity is increased along with speedy and exact process in a bid to help students' mathematical understanding grow. This paper seeks to analyze the data from assessment applying knowledge spaces of the scientifical gifted in the force and the motion concept to applicate on teaching method.

• Korean Journal of Child Education & Care
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• v.18 no.4
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• pp.65-89
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• 2018

Objective: The purpose of this study is to analyze the science concepts and teaching and learning methods presented in the science education-related activities of the Nuri Curriculum teacher guidebooks for ages 3-5. Methods: The research data included 772 activities related to science education in the teachers' guidebook. The analysis of science concepts was based on physical science (force and motion, physical structure, electricity and magnetism, light and shadow, sound properties), chemistry (material properties, material reaction), life science (organizational structure, growth and change, heredity and evolution, animal plant and human relationships), earth science (earth system interaction, earth system structure, and universe), engineering (designed world, engineering design, engineering, technology and society) and ecology (environment preservation). Teaching and learning methods were analyzed according to the types of small and large group activities and of free play activities. Results: Science concepts were mainly presented in the fields of engineering, chemistry, and life science commonly among children aged 3-5, whereas the concepts of physical science were lowly presented in all ages. Science concepts appeared mainly in the daily subjects of 'animal plant and nature', 'life tools', 'environment and life', and 'spring, summer, autumn and winter'. As the teaching and learning method, free paly activities (science area, free outdoor selection activity, math and manipulative activity) were mostly used for the ages of 3 and 4, and small and large group activities (cooking, story sharing, music activity) were for the age of 5. Conclusion/Implications: It is necessary to select the level of science area and concept that can be taught according to the age of children and the timing of the teaching.