• Journal of The Korean Association For Science Education
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• v.33 no.7
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• pp.1354-1366
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• 2013

The purpose of this study was to analyze the types of teachers' questioning between verification laboratory instruction and discovery laboratory instruction. Results were that there was no difference in questioning types in verification laboratory instruction and discovery laboratory instruction. Most teachers in two types of laboratory instruction used closed questionings more than open-ended questioning. This shows that teachers' laboratory instruction processes are focusing on 'get the content' rather than consideration of the characteristics of laboratory instruction types. Such results show that the teachers in verification laboratory instruction and discovery laboratory instruction provide little opportunity for children to improve in scientific thinking. Therefore, teachers should make good plans with a questioning strategy that can be adapted to the types and characteristic of laboratory instruction. If teacher's questioning is practiced well in the science class, it can improve students' scientific thinking and science laboratory instruction.

• Journal of the Korean Society for information Management
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• v.32 no.3
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• pp.69-97
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• 2015

This study aims to analyse the research areas and trends of reading (reading instruction) abroad in the respect of LIS, and suggest future research tasks. First, I reviewed the controlled keywords in SU field of LISTA database and the entries of DDC 23, and identified the research areas of reading and reading instruction in overseas. Second, I analysed the research trends of this field by applying a intellectual structure analysis on 2,115 research articles (1914~2014) retrieved from a representative database in the areas of Library and Information Science (LISTA). Third, Based on the results of these analysis, I suggested the future research tasks of this field in the domain of library and information science.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.19 no.1
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• pp.37-60
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• 2008

The purpose of this study is to develop a model for information literacy instruction far a university library. It surveyed and analyzed Information Literacy Competency Standards and four Information Problem-Solving Process Models. Through the investigation, this study found out the crucial six elements of information literacy instruction. It includes 1) Information need; 2) Information source; 3) Information seeking; 4) Information evaluation; 5) Information use; and 6) Information ethics. Based on the analysis of the information literacy tutorial of 3 university libraries in the States and Australia, special concerns were paid on investigating the contents of instruction programs. This study proposed the model of information literacy instruction of the university library as a result. It consists of eight steps such as 1) Guide of library facility; 2) Information ecology-the flow of academic information; 3) Information needs-Define the topic; 4) Determine the information sources; 5) Plan the search strategy; 6) Search information; 7) Evaluate Information; and 8) style manual. It is suggested to develop and to improve the information literacy instruction programs in university libraries.

• School Mathematics
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• v.10 no.3
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• pp.423-441
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• 2008

The purpose of this study was to examine the Pedagogical Content Knowledge(PCK) of teachers and their educational practice in the category of plane figure, to make a comparative analysis of their PCK and educational practice, and to discuss the relationship between their PCK and the characteristics of their instruction. Instruction of four selected elementary school teachers was analyzed to find out their educational practice. In conclusion, the characteristics of the PCK and actual instruction of the teachers could be listed as below: First, as a result of comparing their PCK and educational practice on plane figure by applying selected analysis criteria, there was a close correlation between their PCK and actual instruction. Second, the teachers had various levels of PCK on different areas. Especially, there was a large disparity in mathematical content knowledge and knowledge of teaching methods. Third, the teachers who had plenty of PCK were more excellent in textbook reconstructing, and those who fell behind in terms of PCK were more reliant on textbooks as if the textbooks had been the Bible.

• Proceedings of the Korean Society of Computer Information Conference
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• 2018.07a
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• pp.167-170
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• 2018

본 논문에서는 바이너리 분석을 위한 ARM의 구조를 분석한다. 바이너리 분석이란 0과 1로 이루어진 이진 값의 의미를 분석하는 것을 말한다. 바이너리 코드를 역어셈블(Disassemble)하여 값으로만 존재하는 데이터가 어떤 명령어(Instruction)이며 어떤 피연산자(Operand)를 의미하는지 알 수 있다. 소스코드를 컴파일하여 실행파일이 생성이 되면 바이너리 값으로 구성되며 이 실행파일을 바이너리 파일이라고도 한다. 바이너리 파일을 분석하기 위해서 CPU의 명령어 집합 구조(Instruction Set Architecture)를 알아야 한다. PC와 서버, 모바일 등에서 많이 사용되고 있는 ARM 중에서 64비트를 지원하는 AArch64(ARMv8)의 명령어 구조를 분석하여 효율적인 바이너리 분석의 기반을 마련하고자 한다.

• Journal of Gifted/Talented Education
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• v.20 no.3
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• pp.655-679
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• 2010

This study was created with the intent of improving the teaching quality of the teachers responsible for instructing higher level math programs. Additionally, this research study was designed to analyze the instruction of mathematically gifted students by using "The Flanders Category System" and "TIMSS video analysis". The results of this study will provide opportunities for a deeper understanding of ways to improve the quality of gifted instruction in mathematics and furthermore will increase the expertise of teachers in the realm of gifted education in mathematics.

• Journal of The Korean Association of Information Education
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• v.7 no.2
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• pp.189-197
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• 2003

WBI(Web Based Instruction) has been confined to some course due to a burden of development of instruction materials. In this paper, we implemented a personalized instruction and learning system for Word Processor based on Internet by using WBI. Compared to the traditional instruction and learning method for Word Processor Education, the proposed method induce students to take an interest in the learning and make it possible to do student oriented instruction and learning due to the selection of specific contents according to student's ability and his/her learning step. And this system can evaluate the learning rate on the spot by using personalized homework and maximize learning effect by using feedback.

• Journal of the Korean Institute of Telematics and Electronics
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• v.22 no.6
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• pp.124-132
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• 1985

The functional testing of microprocessor comes to be time - consuming task with the progress of technology of LSl/VLSl . In this paper, we present an efficient method to test instruction decoding function of MC 68000 that is the reason of complicated functional testing. This method is based on the analysis of operation word that is instruction dccoding information available to user with microprocessor's manual. Thc instruction is partitioned into representative instructions and party instructions. Then 332 minimum test instruction pairs are chosen from 69 basic instructions for detecting of instruction decoding function faults and test procedure for these is discussed.

• Journal of the Korean Society for Library and Information Science
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• v.41 no.3
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• pp.201-215
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• 2007

Instruction is an emerging critical factor of library services and the practice of instructional activities has expanded to related various areas. This study analyses librarian job advertisements to identify roles, responsibilities, and job qualifications of instruction librarian. Findings include reference services and collection development are important Parts for instruction librarians' work as well as instructional activities. Knowledge on web and instructional applications are also emphasized in the job description of instruction librarians.

• Journal of The Korean Association of Information Education
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• v.19 no.1
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• pp.113-126
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• 2015

This study intends to investigate the features and the difference between traditional instruction and flipped learning through a comparative analysis of verbal interaction on those learning method. The videos of traditional instruction and flipped learning of 5th graders social class were recorded and transcribed, which were analyzed in Flanders verbal interaction model. The results were as follows: First, the flipped learning is composed of students' learning activity and a teacher's statement properly, while the traditional instruction consists of a teacher's statement mostly. Second, the traditional instruction tends to be directive classes that full of dominant, despotic, restrictive communication of teacher oriented. In contrast, the flipped learning is inclined to be nondirective with integrated, democratic, comprehensive, permissive communication of students oriented. Third, the flipped learning emphasizes students' activities and statement and reduces delivery of knowledge, meanwhile, the traditional instruction stresses delivery of content that the teacher centrally located. Lastly, the type of verbal interaction in traditional instruction is a one-way communication, students responding simply in teacher's lectures and questions. On the other hand, in flipped learning lessons, more interactive communication occurs, teachers complimenting students and accepting their comments.