• Korean Journal of Childcare and Education
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• v.15 no.4
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• pp.59-81
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• 2019

Objective: The purpose of this study was to analyze the influence of early childhood science education instruction through the implementation of science teaching methods and science teaching attitudes of preschool teachers. Methods: This study was conducted on 52 female students in the early childhood education department of Early Childhood Science Education at G university in Gyeongbuk province. The data collected in this study were analyzed through reliability analysis, carbon scanners verification, and homogeneity verification; ANCOVA was used to verify the effectiveness of the program. Results: First, the results showed that the post-test belief of science teaching methods of the experimental group were significantly different than that of the control group. Second, the results showed that the post-test scores of science teaching attitudes of the experimental group were significantly higher than that of the control group. Conclusion/Implications: This study suggests that there were positive influences of early childhood science education instruction through the field practice on the belief of science teaching methods and science teaching attitudes of preschool teachers.

• Research in Mathematical Education
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• v.25 no.4
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• pp.245-266
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• 2022

This study examines how teaching metacognitive strategies to students in a sixth-grade mathematics class affects their metacognitive awareness. Participants were 36 sixth-grade students in a middle school affiliated with the Ministry of National Education of Turkey in the 2020-2021 academic year. The students in the experimental group (n = 18) were taught a total of 40 mathematics lessons for eight weeks to improve their metacognitive awareness. The students in the control group (n=18) were taught mathematics in line with the regular mathematics curriculum. Using the Jr. Metacognitive Awareness Inventory, participants in both groups took a pre-test at the beginning and a post-test at the end of the study. To better interpret the data obtained, various statistical tests were performed. The pre-test and post-test averages of the groups were compared using the t-test for the normally distributed data for dependent and independent groups. The pre-test results showed no significant difference between the metacognitive awareness scores of the experimental and control groups (p>0.05). The comparison of post-test averages showed that students' metacognitive awareness differed significantly in favor of the experimental group (p<0.05). According to this, it was concluded that metacognitive strategy teaching in mathematics courses positively affected students' metacognitive awareness levels.

• The Journal of the Korean dental association
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• v.12 no.10
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• pp.767-770
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• 1974

A 12 years old patient having rampant dental caries on permanent dentition has been treated under operative procedures. In addition to this operative treatment the nutritional survey and the caries activity was checked, and performed the oral hygiene instruction to the patient. As the consequences of above procedures the following results were obtained: 1. The familial history and eating habits checkings were helpful for better dental health guide and caries control. 2. The restriction of mono & disaccharide intake and topical application of 8% stannous fluoride at least two times revealed excellent control effect for recurrent dental caries.

• Journal of Korean Elementary Science Education
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• v.28 no.3
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• pp.321-330
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• 2009

This study investigated the effects of teaching-learning lesson plan using cognitive acceleration instructional strategies applied to the unit, 'The Light and Shadow' in elementary school. Two classes of the second grade elementary students (N=63) in Chungcheongbukdo districts were assigned to control and treatment groups each, and were taught about 'The Light and Shadow' for 8 class hours. For the treatment group, teaching-learning lesson plan using cognitive acceleration instructional strategies developed by this research was applied. The traditional instruction by textbook and teacher's guides was used for the control group. All students were tested with the test for concept of the shadow and the test for academic achievement about the unit. As the result of the post-test, the scores of the treatment group were higher than those of the control group. However, it was not statistically meaningful difference. The scores of the treatment group were significantly higher than those of the control group in the delayed-post-test for concept of the shadow. No significant interaction was observed with respect to the students' gender, instruction and pre-level for the concept of the shadow. Data analysis indicated that the scores of the treatment group were significantly higher than those of the control group in the post-test and delayed- post-test for the concept of the shadow in the area of object permanence. Our research work shows the effectiveness of the teaching-learning lesson using cognitive acceleration instructional strategies for the development for concept of the shadow for elementary school students, and suggests the necessity for this kind of teaching-learning program in the fields.

• Journal of KIISE:Computer Systems and Theory
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• v.29 no.7
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• pp.401-410
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• 2002

Control independence has been put forward as a new significant source of instruction-level parallelism for superscalar processors. In branch prediction mechanisms, all instructions after a mispredicted branch have to be squashed and then instructions of a correct path have to be re-fetched and re-executed. This paper presents a new branch misprediction recovery mechanism to reduce the number of instructions squashed on a misprediction. Detection of control independent instructions is accomplished with the help of the static method using a profiling and the dynamic method using a control flow of program sequences. We show that the suggested branch misprediction recovery mechanism improves the performance by 2~7% on a 4-issue processor, by 4~15% on an 8-issue processor and by 8~28% on a 16-issue processor.

• Journal of the Korean Society of School Health
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• v.24 no.1
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• pp.50-60
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• 2011

Purpose: This paper compares practical first aid training and theoretical first aid training in elementary schools. Methods: Research subjects were randomly selected and sorted into experimental and control groups. The former is one class (28 students) of the fifth grade students, and the latter is another class (30 students). In order to verify the effect of first aid training, we conducted theoretical as well as practical first-aid instruction about foreign body airway obstruction to the experimental group, but conducted only theoretical instruction with the control group. Data were analyzed by the ${\chi}^2$-test and t-test, one-way using the SPSS / win 12.0 program. The results were as follows (p=.05). Results: The first hypothesis was that the knowledge of an experimental group would be better than that of a control group. The analysis showed a significant difference (p=.000) between the two groups, supporting this hypothesis. The second hypothesis was that the experimental group would be more accurate than the control group. There was no because of (p=.000) between the two groups on this measure. The third hypothesis, that the two groups would vary over time on the measure of accuracy, was supported by the following observations: the experimental results were accumulated before, two days after and two weeks after the training (experimental group, p=.000, and control group, p=.000). This supports the third hypothesis that the technical performance accuracy levels of complete respiratory obstruction first aid vary over time. Conclusion: First aid training has to include practical education as well as theoretical education in the future, as part of a school's health education for elementary students. Health education classrooms should be prepared to teach first-aid theory and be supplied with equipment for practical exercises. Schools, communities, and private organizations need to carry out the practical education component periodically.

• Journal of Practical Agriculture & Fisheries Research
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• v.14 no.1
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• pp.3-22
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• 2012

Control independence has been put forward as a significant new source of instruction-level parallelism for superscalar processors. In branch prediction mechanisms, all instructions after a mispredicted branch have to be squashed and then instructions of a correct path have to be re-fetched and re-executed. This paper presents a new branch misprediction recovery mechanism to reduce the number of instructions squashed on a misprediction. Detection of control independent instructions is accomplished with the help of the static method using a profiling and the dynamic method using a control flow of program sequences. We show that the suggested branch misprediction recovery mechanism improves the performance by 2~7% on a 4-issue processor, by 4~15% on an 8-issue processor and by 8~28% on a 16-issue processor.

• 제어로봇시스템학회:학술대회논문집
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• 1997.10a
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• pp.848-851
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• 1997

A graphic simulation program is developed to assimilate the remote dismantling process of research nuclear reactors. This program makes extensive use of a commercial robot graphic instruction program. Firstly, a realistic graphic model of research reactors are built along with various dismantling equipments. Using the graphic instruction languages provided by IGRIP, then, a graphic process simulation program is developed that operates interactively with the user. Consequently, it is made possible for a process designer to visualize an arbitrary dismantling sequence and interactively modify the process. It is expected that the developed system will be utilized as an effective operator aid in both design and execution phases of remote dismantling of research reactor.

• Journal of the Korean Institute of Telematics and Electronics C
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• v.35C no.2
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• pp.1-9
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• 1998

To achieve high performance in VLIW processors, they must exploit the parallelism on application programs. Data dependency makes it difficult to find the instruction-level parallelism. Among the three kinds of data dependency, true dependency causes RAW(Read After Wirte) hazards that occur most frequently in VILW processors. Forwarding is a widely used technique to reduce the performance degradation caused by RAW hazards. However, forwarding requires too much area of the chip when it is applied to VLIW processors. In this paper, static forwarding is proposed to reduce the hardware cost of forwarding circuits. It needs an extended compiler to detect RAW hazards and control the proposed forwarding scheme via instruction. And it uses the modified register file to shrink the area of forwarding path. VLIW Processor Model is also designed to verify static forwarding. This paper describes the operation of static forwarding and the comparison with the conventional forwarding.

• Journal of Korean Society of Industrial and Systems Engineering
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• v.22 no.51
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• pp.211-220
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• 1999

The purpose of this study is the necessity of collaboration, equilibrium or the differences of examination items about certification system which is focused on products, such as KS, formal approval, and ISO 9000 family, QS 9000, etc, for Quality management system. We make expert group control this problem. Also we make examination items to be united. And the differences of certification body and personnel necessary is dissolved by proper instruction. Examination process and corrective maintenance should be improved by clarity, fairness and reliability. Problems through preparation for certification and certified company should be focused on reform of consciousness of top management and continuous instruction. And desirable solution for mutual certification problem and others should be found by information interchange system of international cooperation.