• Journal of Korean society of Dental Hygiene
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• v.12 no.1
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• pp.93-101
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• 2012

Objectives : The purpose of this study was to examine the educational effect of cooperative learning, which enables learners to make portfolio by taking advantage of their knowledge and skills acquired through practice, on an oral prophylaxis practice course in an attempt to stir up the spontaneous learning of learners, their learning interest and problem-solving skills. Methods : The selected dental hygiene students engaged in cooperative learning in oral prophylaxis practice III class in the second semester of their sophomore year by utilizing portfolio that was prepared by altering an inclusive dental hygiene practice model. They completed all the 15-week practice course, and then their portfolio was evaluated. They were divided into eight nonequivalent groups whose members were all different in academic standing, and their learning strategies and academic self-efficacy were checked before and after the instruction was provided. And their satisfaction with the class was investigated after the instruction was provided. Results : 1. There were significant gaps to $0.36{\pm}0.07$ in the charge of learning strategies after they engaged in cooperative learning(p<0.01). There were the broadest differences in cognitive strategies to 3.61, followed by metacognitive strategies to 3.19, and significant differences were found in all the subfactors(p<0.01). 2. There were significant gaps in the charge of self-efficancy to $0.13{\pm}0.06$ after they engaged in cooperative learning(p<0.01). There were the widest differences in self-regulating efficancy to 3.49, followed by confidence to 3.03 and task difficulty preference to 2.97, and significant differences were found in all the subfactors(p<0.01). 3. When their satisfaction level was analyzed after engaging in cooperative learning, there were significant gaps to 3.94 in the satisfaction level with all of the lectures(p<0.01). There were significant gaps in the satisfaction level with lecture to 4.20, with ensuring academic achievement to 4.13 and with cooperative learning to 3.48 (p<0.01). Conclusions : The above-mentioned findings indicated that cooperative learning had a positive impact on the learning strategies, academic self-efficacy and class satisfaction of the learners, and this study is expected to lay the foundation for the development of new teaching methods for dental hygiene.

• Journal of dental hygiene science
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• v.17 no.2
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• pp.87-98
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• 2017

The purpose of this study was to understand the effectiveness of oral health education (OHE) or oral hygiene instruction (OHI) involving professional plaque control/removal, as compared to conventional plaque control/removal. By means of a systematic review of the literature, in the review of literature by using systematic method, Korean articles of plaque control including OHE or OHI, were studied in order to analyze and conclude the literature to enhance oral health. We found that self and professional plaque control/removal, in addition to tooth brushing instructions, decreased incidence and prevalence of loss of teeth. Taken together, professional mechanical plaque removals were most effective 4~5 visits every 1~2 weeks. Use of disclosing agent was more effective than oral education or model education. In line with oral hygiene education, professional brushing, oral prophylaxis, scaling and root planing, it was advisable to repeat the training according to the characteristics of the patient. Routine OHE or OHI would be help to increase to oral health. For a quality of life related oral health, reliability and validity of data are needed to develop and its data should be applied to dental health insurance policy.

• Communications of Mathematical Education
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• v.20 no.1 s.25
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• pp.117-145
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• 2006

Mathematically gifted children have creative curiosity about novel tasks deriving from their natural mathematical talents, aptitudes, intellectual abilities and creativities. More effect in nurturing the creative thinking found in brilliant children, letting them approach problem solving in various ways and make strategic attempts is needed. Given this perspective, it is desirable to select open-ended and atypical problems as a task for educational program for gifted children. In this paper, various types of open-ended problems were framed and based on these, teaming activities were adapted into gifted children's class. Then in the problem solving process, the characteristic of bright children's mathematical thinking ability and examples of problem solving strategies were analyzed so that suggestions about classes for bright children utilizing open-ended tasks at elementary schools could be achieved. For this, an open-ended task made of 24 inquiries was structured, the teaching procedure was made of three steps properly transforming Renzulli's Enrichment Triad Model, and 24 periods of classes were progressed according to the teaching plan. One period of class for each subcategories of mathematical thinking ability; ability of intuitional insight, systematizing information, space formation/visualization, mathematical abstraction, mathematical reasoning, and reflective thinking were chosen and analyzed regarding teaching, teaming process and products. Problem solving examples that could be anticipated through teaching and teaming process and products analysis, and creative problem solving examples were suggested, and suggestions about teaching bright children using open-ended tasks were deduced based on the analysis of the characteristic of tasks, role of the teacher, impartiality and probability of approaching through reflecting the classes. Through the case study of a mathematics class for bright children making use of open-ended tasks proved to satisfy the curiosity of the students, and was proved to be effective for providing and forming a habit of various mathematical thinking experiences by establishing atypical mathematical problem solving strategies. This study is meaningful in that it provided mathematically gifted children's problem solving procedures about open-ended problems and it made an attempt at concrete and practical case study about classes fur gifted children while most of studies on education for gifted children in this country focus on the studies on basic theories or quantitative studies.

• Smart Media Journal
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• v.10 no.3
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• pp.31-38
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• 2021

It is hard to predict when and where a fall accident will happen. Also, if rapid follow-up measures on it are not performed, a fall accident leads to a threat of life, so studies that can automatically detect a fall accident have become necessary. Among automatic fall-accident detection techniques, a fall detection scheme using an IMU (inertial measurement unit) sensor attached to a wrist is difficult to detect a fall accident due to its movement, but it is recognized as a technique that is easy to wear and has excellent accessibility. To overcome the difficulty in obtaining fall data, this study proposes an algorithm that efficiently learns less data through machine learning such as KNN (k-nearest neighbors) and SVM (support vector machine). In addition, to improve the performance of these mathematical classifiers, this study utilized feature data aquired in the frequency space. The proposed algorithm analyzed the effect by diversifying the parameters of the model and the parameters of the frequency feature extractor through experiments using standard datasets. The proposed algorithm could adequately cope with a realistic problem that fall data are difficult to obtain. Because it is lighter than other classifiers, this algorithm was also easy to implement in small embedded systems where SIMD (single instruction multiple data) processing devices were difficult to mount.

• Journal of Korean Elementary Science Education
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• v.42 no.3
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• pp.434-454
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• 2023

This study explored the composition and attributes of modeling instructions and factors of teacher competence in elementary science classes. The study also examined educational research papers regarding modeling instruction cases in elementary schools and elementary teachers' perceptions of modeling instructions using qualitative meta-analysis, which can integrate findings from qualitative research. This investigation led to creating a small group to compose modeling instructions. Furthermore, the modeling approach was demonstrated to go through the process of generating, evaluating, and modifying the model. The attributes of modeling instructions can be divided into factors that affect modeling instructions and competence factors necessary for students participating in modeling instructions. The factors affecting modeling instructions included "small group interactions" and "time limitation in classes." The competence factors necessary for students participating in modeling instructions included "scientific knowledge," "meta-modeling knowledge," and the "ability to control emotions." The teacher competence factors in modeling instructions regarding knowledge, function, and attitude were explored. The teacher competence factors in elementary modeling instructions included "meta-modeling knowledge," "knowledge of modeling assessment," "emotional support for students," and the "awareness of modeling value." Accordingly, this study offered some recommendations for effective modeling instructions.

• Journal of the Korea Society of Computer and Information
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• v.14 no.11
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• pp.97-103
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• 2009

In this thesis, we discuss the implementation of parallel processing system which is able to get a high degree of efficiency(size, cost, performance and flexibility) by using $Nios^{(R)}$ II(32bit RISC(Reduced Instruction Set Computer) processor) embedded processor in DE2-$70^{(R)}$ reference board. The designed Parallel processing system is master-slave, shared memory and MIMD(Mu1tiple Instruction-Multiple Data stream) architecture with 4-processor. For performance test of system, N-point FFT is used. The result is represented speed-up as follow; in the case of using 2-processor(core), speed-up is shown as average 1.8 times as 1-processor's. When 4-processor, the speed-up is shown as average 2.4 times as it's.

• Journal of the Korean Chemical Society
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• v.43 no.1
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• pp.110-118
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• 1999

In this study, the instructional influences of the conceptual change model based on the cognitive conflict and the conceptual change model emphasizing the social consensus were investigated. The subjects were 109 7th-graders in a boys' middle school in Seoul, and were taught about the changes of states, density, and dissolution for 8 class periods. The hypotheses provided in the instructions were constructed from the results of a pilot test. Prior to the instructions, three tests regarding the perceptions of discussion, the attitudes toward science instructions, and the perceptions of participation were administered. Two types of the conceptual change instructions and the traditional instruction were used in the treatment groups and the control group, respectively. After the instructions, the students' achievement, the conceptions, the perceptions of discussion, the attitudes toward science instructions, and the perceptions of participation were investigated. ANCOVA results revealed that the scores of the treatment groups were significantly higher than those of the control group in the achievement test. Although the score of the treatment group using the conceptual change model emphasizing social consensus were higher than those of other groups in the conceptions test, the differences were not statistically significant. The perceptions of discussion were significantly more positive in the treatment group using the conceptual change model emphasizing social consensus than in the control group. However, there were no significant differences in the scores of the attitudes toward science class and the perceptions of participation among the three groups. Educational implications are discussed.

• Journal of Gifted/Talented Education
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• v.26 no.3
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• pp.515-539
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• 2016

The purpose of this study is to develop the integrated curriculum for gifted elementary students based on ICM (Integrated Curriculum Model) and to apply it for analysis of the relationship between creativity and creative problem solving skills. An integrated curriculum for gifted students attending a university-affiliated institute was developed and applied to twenty mathematically gifted 5th and 6th grade students. TTCT language test and CAT test for students' products from activities were conducted. In addition, tape-recorded group discussions and activities during instruction, and interview with students and teacher, activity sheets were analyzed. As results, their language abilities shown TTCT test have been improved. Furthermore, the correlation between the test results of automata and language creativity, the average of two projects and language creativity, and future problem solving and the average of TTCT showed significant correlations. Results showed the gifted students' understanding of high level concepts and cooperation among groups were needed in order to improve creative problem solving. It suggested a further study research the integrated curriculum applying creativity and giftedness to real-life problem situations for gifted students to make them grow into essential competent persons in the future.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2006.05a
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• pp.855-858
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• 2006

First of all, Developing information technology makes it possible to change a paradigm of all kinds of areas, including an education. Students can choose learning goals and objects themselves and acquire not the accumulation of knowledge but the method of their learning. Moreover, Teachers get to be adviser, and students play a key role in teaming. That is, the subject of leaning is students. Constructivism emphasizes the student-oriented environment of education, which corresponds to the characteristics of hypeimedia. In addition, Internet allows us to make a practical plan for constructivism. Web Based Internet provides us with a proper environment to make constructivism practice md causes an education system to change. Sure Web Based Instruction makes them motivated to learn more, they can gain plenty of information regardless of places or time. Besides, they are able to consult more up-to-date information regarding their learning use hypermedia such as an image, audio, video, and test, and effectively communicate with their instructor through a board, an e-mail, a chatting etc. A school and instructors have been making effort to develop a new model of a teaching method to cope with a new environment change. In this thesis, with 'Design and Implementation of Web Based Instruction Based on Constructivism', providing online learner-oriented and indexed video lesson, learners can get chance of self-oriented learning. In addition, learners doesn't have to cover all contents of a lesson but can choose contents they want to have from a indexed list of a lesson, and they ran search contents they want to have with a 'Keyword Search' on a main page, which can make learners improve learner's achievement.

• Journal of the Korean Society for Library and Information Science
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• v.46 no.2
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• pp.55-82
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• 2012

This study seeks to develop a curriculum operating model for Korean Library and Information Science, based on investigations into LIS curricula at home and abroad. Standard courses that can be applied to this model were also proposed. This study comprehensively analyzed the contents of domestic and foreign curricula and surveyed current librarians in all types of library fields. As a result, this study proposed required courses, core courses, and elective courses. Six required LIS courses are: Introduction to Library and Information Science, Information Organization, Information Services, Library and Information Center Management, Information Retrieval, and Field Work. Six core LIS courses are: Classification & Cataloging Practice, Subject Information Resources, Collection Development, Digital Library, Introduction to Bibliography, and Introduction to Archive Management. Twenty selective LIS courses include: the General Library and Information Science area (Cultural History of Information, Information Society and Library, Library and Copyright, Research Methods in Library and Information Science), the Information Organization area (Metadata Fundamentals, KORMARC Practice), the Information Services area (Information Literacy Instruction, Reading Guidance, Information User Study), the Library and Information Center Management area (Library Management, including management for different kinds of libraries, Library Information Cooperator, Library Marketing, Non-book Material and Multimedia Management (Contents Management), the Information Science area (Database Management, including Web DB Management, Indexing and Abstracting, Introduction to Information Science, Understanding Information Science, Automated System of Library, Library Information Network), and the Archival Science area (Preservation Management).