• Hwankyungkyoyuk
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• v.20 no.4
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• pp.84-96
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• 2007

The purpose of this study is to develop instruction model of environmental problem process focused with environmental justice. This study has analyzed environmental problem solution process in social studies of elementary school from 4th grade to 6th grade with it. The results of this study are as follows. First, social studies of elementary school didn't show distributive justice in environmental problem solving process. Second, procedural justice existed, but offered information is lacking to each main group. Third, substantive justice was emphasized personal viewpoint. We developed instruction model of environmental problem solving process based upon the results. Component of instruction model is problem analysis, distributive justice, procedural justice, substantive justice and evaluating a solution. Timely, teachers can use and can apply it in social studies class. In conclusion, it is strongly recommend to teach environmental education linked with environmental justice. It enables us enhance a new awareness and attitudes towards sustainable development.

• English Language & Literature Teaching
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• v.11 no.3
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• pp.89-112
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• 2005

This study investigated the effects of collocation-based vocabulary instruction for the experimental group (G2). It was compared to the traditional wordlist-based vocabulary instruction for the control group (G1). This results reflect the development of low level high school EFL learners' vocabulary learning strategy use and the positive change in the affective domain. In the analysis of the survey responses, G1 and G2 did not differ significantly on the first questionnaire. They did, however, differ significantly on the second questionnaire. G2 used more strategies to discover and to consolidate the meaning of the words by means of combining words. In terms of the affective domain, G2 participated more actively in the learning activities, which had a significant effect on vocabulary growth, memory, self-confidence, motivation, and cooperative learning. This is attributable to the fact that G2 was more inquisitive, interested, challenged, participatory, cooperative, and attentive than G1 in performing the vocabulary task activities. Moreover, the data collected from the questionnaire showed that G2 performed more interactive and dynamic activities in solving the given tasks.

• Journal of IKEEE
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• v.19 no.3
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• pp.447-454
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• 2015

In this paper, the complexity analysis for implementation of the PM-store is performed in terms of the number of instruction cycles which is executed by CPU in a personal health device(PHD) in order to transfer the large amount of the periodically generated measurement data using the PM-store concept defined in ISO/IEEE 11073 PHD standards. We propose an analytic model that is focused on the number of instruction cycles executed by CPU depending on the PM-store hierarchy.

• Proceedings of the IEEK Conference
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• 2003.07d
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• pp.1355-1358
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• 2003

This paper presents performance analysis of the embedded application, called EEMBC consisting of 5 categories and total 34 applications. We measured various performance metrics, such as code sizes, TLP(Thread Level Parallelism) using OpenMP API and ILP(Instruction Level Parallelism) on ARM-modeled SimpleScalar in detail. We show that the embedded applications have the similar characteristics as integer applications to deliver low ILP and TLP in our environment. They have many small loops, which result in large instruction overhead in TLP and loop control overhead in ILP.

• Journal of the Korean Society of Earth Science Education
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• v.4 no.2
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• pp.186-193
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• 2011

The aim of this study is to find out the effect of reading aloud science books on change of attitude toward the science, interest of instruction. Participants included 52 elementary school students. For this study, two classes were divided into experimental class and control class. The control class takes a regular instructions and the experimental class takes a reading aloud instructions. Two chapter were selected, 'Volcano and Rocks' and 'Family of the Sun', for this study. Students were treated for 12 hours. All the results were analyzed quantitatively and following conclusions were made. The students' scientific attitude in the experimental class were higher than those of students in the control class. However, according to statistical analysis, this result is meaningless. In the sub-parts, critical ability, cooperation and creativity were improved meaningfully. Instruction with reading aloud science books didn't show a meaningful difference in interest of instruction. However, in the sub-part, they showed meaningful improvement in attention and relevance.

• Journal of Nutrition and Health
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• v.37 no.4
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• pp.310-315
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• 2004

The purposes of this study were to: a) develop the quality assessment tool of Web-based Instruction (WBI) for nutrition education, b) evaluate the operated WBI (NutriZone) by this tool, and c) do the feasibility study about quality assessment tool for WBI by establishing the instruction and operating strategies. The developed quality assessment tool of WBI for nutrition education was divided into three categories of instruction design, contents and support ＆ operation. And a total of forty items were measured by Likert 5 point scale, computed as one point per item, and amounted to forty points in all. As a result of evaluation, NutriZone got 21.79 out of 40 points and fulfillment rate of 54.5%. The IPA (Importance-Performance Analysis) was applied to establish the instruction and operating strategies, and nine items characterized as attractiveness, multimedia, and learner-initiative were in 'Doing Great, Keep It Up', and so it was regar-ded as program designed with concern in WBI's characteristics unlike the conventional face-to-face education. But twelve items such as 'Errors on switch to other screens are few.', 'Ready correction leads to be out of systemic error.', 'Highlight marks and moving pictures were used in sign of importance.' and etc. that got high importance and low performance needed to be focused in instructional strategy.

• Journal of the Korea Institute of Information Security & Cryptology
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• v.30 no.4
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• pp.527-536
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• 2020

It has been found that an attacker can extract the secret key embedded in a security device and recover the operation instruction using power consumption traces which are some kind of side channel information. Many profiling-based side channel attacks based on a deep learning model such as MLP(Multi-Layer Perceptron) method are recently researched. In this paper, we implemented a disassembler for operation instruction set used in the micro-controller AVR XMEGA128-D4. After measuring the template traces on each instruction, we automatically made the pre-processing process and classified the operation instruction set using a deep learning model CNN. As an experimental result, we showed that all instructions are classified with 87.5% accuracy and some core instructions used frequently in device operation are with 99.6% respectively.

• Journal of Korean Academy of Nursing
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• v.34 no.3
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• pp.485-494
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• 2004

Purpose: This study was aimed to develop a WBI(Web Based Instruction) program on safety for 3rd grade elementary school students and to test the effects of it. Method: The WBI program was developed using Macromedia flash MX, Adobe Illustrator 10.0 and Adobe Photoshop 7.0. The web site was http://www.safeschool.co.kr. The effect of it was tested from Mar 24, to Apr 30, 2003. The subjects were 144 students enrolled in the 3rd grade of an elementary school in Gyungju. The experimental group received the WBI program lessons while each control group received textbook-based lessons with visual presenters and maps, 3 times. Data was analyzed with descriptive statistics, and ${\chi}^2$test, t-test, and repeated measure ANOVA. Result: First, the WBI group reported a longer effect on knowledge and practice of accident prevention than the textbook-based lessons, indicating that the WBI is more effective. Second, the WBI group was better motivated to learn the accident prevention lessons, showing that the WBI is effective. As a result, the WBI group had total longer effects on knowledge, practice and motivation of accident prevention than the textbook-based instruction. Conclusion: We recommend that this WBI program be used in each class to provide more effective safety instruction in elementary schools.

• Journal of Korean Home Economics Education Association
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• v.2 no.1
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• pp.123-142
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• 1990

The aim of this study is to apply lesson design of high school home economics to model which consists of six steps of instructional procedure among various models for instructional design, Through thesis, central content of each step was written as follows; 1) At the step of establishment of terminal instructional objectives, educational objectives, terminal instructional objectives was analyzed and specific instructional objectives was extracted. 3) At the step of diagnosis of entering behavior, ability of prior learning and ability of preliminary learning were evaluated, which was used as establishing instructional strategy and doing individual guidance. 4)At the step of determining instructional strategy, instructional strategy should be extracted by considering instructional event which is adequate to content of instruction. Instructional strategy consists of five main factor, factors, those are, activity of introduction of instruction, presentation of content of instruction and information, participation of learner and learning activity, identification of learning result, and subsequent treatment after evaluation. 5)Specific activity at the step of selection and development of instructional media consists of reidentification of instructional objectives determination of learning type, drawing up instructional media analysis sheet, synthesis of selected media, and explanatory note of selected media. In order to increase efficiency of instruction at the step of determining instructional strategy, this step should be considered simultaneously. 6)The step of try-out and evaluation of instructional design should be efficient when designed instruction was inputted at class after evaluation of each step of instructional design.

• Child Health Nursing Research
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• v.12 no.2
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• pp.233-243
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• 2006

Purpose: This study was aimed to develop a WBI(Web Based Instruction) program on safety for 6th grades of elementary school students and to test the effects of it. Method: The web site is http://www.safeschool.co.kr. The effect of it was tested from Mar 24, to Apr 30, 2003. The subjects were 150 students. Data were analyzed with descriptive statistics, and $x^2$ test, t-test, and repeated measure ANOVA. Result: In the knowledge of the safety precaution, the preliminary test was mean 17.8, immediate post-test was mean 20.9 and 4 weeks post-test was mean 20.9, there were significant differences statistically among three points of time. In the attitude of the safety precaution, the preliminary test was mean 75.1, the immediate post-test was mean 80.8 and 4 weeks post-test was mean 80.4, which showed significant difference statistically among three points of time. For the motive of learning to the safety precaution, it was significantly higher statistically in the WBI. As a result, the WBI group had totally longer effects on knowledge, attitude and motivation of the safety accident prevention than the textbook-based instruction. Conclusion: WBI program be used in each class to provide more effective safety instruction.