• Journal of Digital Convergence
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• v.13 no.7
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• pp.109-116
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• 2015

This paper aimed to identify the relationship between satisfaction and continuous usage intention of AT(Accounting Technician) certification program using WBI(Web-Based Instruction) in the digital convergence environment. We extend satisfaction and continuous usage intention, technology acceptance model theory by adding usefulness expectation, program interface, expectation confirmation. This study was examined by using the SPSS 21.0 and AMOS 21.0. The results by analysis are as follows. First, usefulness expectation and program interface showed positive effect on the expectation confirmation, usefulness expectation had more significantly effect than the program interface. Second, expectation confirmation had significantly positive effect satisfaction, continuous usage intention. Also expectation confirmation was influenced by continuous usage intention rather than satisfaction. Third, satisfaction had positive sign on the continuous usage intention.

• Education of Primary School Mathematics
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• v.3 no.1
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• pp.1-36
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• 1999

The case of four classrooms analyzed in this study point to many commonalities in the challenges of reforming mathematics teaching in Korea and the U. S. In both national contexts we have seen the need fur a clear distinction between implementing new student-centered social practices in the classroom, and providing significant new loaming opportunities for students. In particular, there is an important need to distinguish between attending to the social practices of the classroom and attending to students conceptual development within those social practices. In both countries, teachers in the less successful student-centered classes tended to abdicate responsibility fur sense making to the students. They were more inclined to attend to the literal statements of their students without analyzing their conceptual understanding (Episodes KA5 and UP 2). This is easy to do when the rhetoric of reform emphasizes student-centered social practices without sufficient attention to psychological correlates of those social practices. The more successful teachers tended to monitor the understanding of the students and to take proactive measures to ensure the development of that understanding (Episodes KO5 and UN3). This suggests the usefulness of constructivism as a model (or successful student-centered instruction. As Simon(1995) observed, constructivist teachers envision a hypothetical learning trajectory that constitutes their plan and expectation for students learning from the particular if the trajectory is being followed. If not, the teacher adjusts or supplements the task to obtain a more satisfactory result, or reconsider her or his assumptions concerning the hypothetical learning trajectory. In this way, the teacher acts proactively to try to ensure that students are progressing in their understanding in particular ways. Thus the more successful student-centered teacher of this study can be seen as constructivist in their orientation to student conceptual development, in comparison to the less successful student-centered teachers. It is encumbant on the authors of reform in Korea and the U. S. to make sure that reform is not trivialized, or evaluated only on the surface of classroom practices. The commonalities of the two reform endeavores suggest that Korea and the U. S. have much to share with each other in the challenges of reforming mathematics teaching for the new millennium.

• The Journal of Korean Association of Computer Education
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• v.8 no.2
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• pp.41-51
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• 2005

Although distance education system based on WBI theory has already been generalized in domestic universities and some private academical institutes, the use of the system in the real fields of schools is in the early stage now. In this paper, we develop a model of English learning system for middle school students and improve students' learning methods through the system. The system also makes students study all the learning topics which they choose in the system freely and repeatedly. It was applied to the middle school students. The analysis of the application showed the following results. First, it was very effective for students to achieve the learning objectives of the course of English. Second, the system made students improve their abilities to study English and also increase their abilities to surf the Internet and glean useful information. Third, the system made it possible for students to accomplish individual learning.

• Journal of the Institute of Electronics Engineers of Korea SD
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• v.37 no.12
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• pp.79-90
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• 2000

In this paper, a high-performance floating point unit, which is suitable for high-performance superscalar microprocessors and supports IEEE 754 standard, is designed. Floating-point arithmetic unit (AU) supports all denormalized number processing through hardware, while eliminating the additional delay time due to the denormalized number processing by proposing the proposed gradual underflow prediction (GUP) scheme. Contrary to the existing fixed-radix implementations, floating-point divide/square root unit adopts a new architecture which determines variable length quotient bits per cycle. The new architecture is superior to the SRT implementations in terms of performance and design complexity. Moreover, sophisticated exception prediction scheme enables precise exception to be implemented with ease on various superscalar microprocessors, and removes the stall cycles in division. Designed floating-point AU and divide/square root unit are integrated with and instruction decoder, register file, memory model and multiplier to form a floating-point unit, and its function and performance is verified.

• Human Ecology Research
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• v.54 no.3
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• pp.333-349
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• 2016

This study develops and evaluates a game-based lesson plan applied to the 'Food Culture' unit of a high school Home Economics class. We developed, implemented, and evaluated lesson plans for seven periods that contained 'the Korean food table setting card,' 'the world's food culture card,' and the procedure for cards games according to the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model. 'The Korean food table setting card' consisted of 'the Korean food table setting order card' to easily understand 10 types of Korean traditional daily meals based on pictures and 'the Korean food table setting food card' to easily understand Korean traditional food based on 104 kinds of food picture and quick response (QR) code. 'The world's food culture card' consisted of 'the world's food culture quiz card' to help learners easily understand influential food culture formation factors, features of food culture, typical foods from 16 countries, and 'the world's traditional food card' to help learners easily understand typical foods from 16 countries through 63 kinds of pictures. Respective 'game guides' were also developed. High school students who studied the game-based Home Economics classes and who participated in the 'Food Culture' unit, could easily and enjoyably learn the food culture of Korea (and other countries), actively participate in learning activities, and understood the content of food culture. In addition, they evaluated that the game-based instruction was easy to remember with minimal memorizing.

• Journal of the Korea Society of Computer and Information
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• v.10 no.4 s.36
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• pp.365-373
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• 2005

Ubiquitous learning environment needs various new model of e-learning as web based education system has been proposed. The demand for the customized courseware which is required from the learners is increased. the needs of the efficient and automated education agents in the web-based instruction are recognized. But many education systems that had been studied recently did not service fluently the courses which learners had been wanting and could not provide the way for the learners to study the learning weakness which is observed in the continuous feedback of the course. In this paper we propose a multi-agent system for course scheduling of learner-oriented using weakness analysis algorithm via personalized ubiquitous environment factors. First proposed system analyze learner's result of evaluation and calculates learning accomplishment. From this accomplishment the multi-agent schedules the suitable course for the learner. The learner achieves an active and complete learning from the repeated and suitable course.

• Journal of the Institute of Electronics Engineers of Korea SD
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• v.46 no.6
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• pp.58-64
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• 2009

For the success of the reconfigurable computing, the algorithm for mapping operations onto coarse-grained reconfigurable architecture is very important. This paper proposes a resource-aware mapping system for the coarse-grained reconfigurable architecture and its own underlying heuristic algorithm. The operation assignment and the routing path allocation are simultaneously performed with a cycle-accurate time-exclusive resource model. The proposed algorithm minimizes the communication resource usage and the global memory access with the list scheduling heuristic. The operation to be mapped are prioritized with general properties of data flow. The evaluations of the proposed algorithm show that the performance is significantly enhanced in several benchmark applications.

• Journal of The Korean Association For Science Education
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• v.37 no.4
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• pp.693-703
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• 2017

In this study, 37 elementary, middle, and high school science teachers attending graduate schools of education were surveyed about their thoughts about the difficulty of teaching science units and teaching methods to teach these units to students. After experiencing the activity of making new teaching tools using scratch, we tried to confirm the development of TPACK among the teachers. Through the questionnaire survey for elementary, secondary, and high school science teachers, we selected the unit of Planetary Movement of the Solar System as a unit that is difficult for teachers to teach. We gave them the experience of instruction on tool making process for implementing a planetary operation model using scratch. Then, based on the questionnaires and class presentations, we analyzed the change of awareness about technology introduction and the development of their TPACK. As a result, most of the teachers showed changes of perceptions related to TK, TCK, TPK; the use of programming for creating teaching materials enhances teachers' understanding of the teaching contents; the teachers were convinced that students would develop the ability to construct models that fit observational phenomena; they thought that there would be a positive educational effect in the positive domain.

• Journal of Korea Society of Industrial Information Systems
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• v.6 no.2
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• pp.38-46
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• 2001

This paper presents a new multiprocessor system and corresponding scheduling algorithm that can be applied for implementation of fine grain DSP algorithms such as digital filters. The newly proposed system uses one or more shared buses as the basic interconnection network between processors, and fixed amount of clock-skew is maintained between instruction execution of processors. This system not only can handle the interprocessor communications very efficiently but also can explicitly incorporate the interprocessor communication delay time into the multiprocessor scheduling model. This paper also presents a new scheduling strategy for implementing digital filters expressed in fully-specified flow graphs on the proposed system. The simulation result shows that well-known digital filters can be implemented on proposed multiprocessor in which the implementation satisfies the iteration period bound.

• Journal of Korean Elementary Science Education
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• v.22 no.2
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• pp.149-155
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• 2003

The objective of this research was to study the impact of metacognitive lesson models on the formation of magnetic field concepts. The subjects of this research was eighty students from two sixth grade classes. One class of forty of these students was the experimental group, which the metacognitive strategic lesson model was applied, and the other class of forty students was the control group which the traditional lessons were conducted. As the result of the experiment, the experimental group and the control group, which previously did not show difference in terms of achievement of conceptualizing magnetic field, displayed a significant difference. According to the comparison between the pre-experiment test on the students' previous concepts and the achievement of the students after the experiment, the middle group showed difference between the experimental group and the control group in a small degree. The lower group showed a notable difference between the two groups and the higher group showed no difference. In terms of achievements shown in different questions asked, there was little difference in the questions that were stated in the textbook while there was a significant difference in the questions that applied the contents of the textbook. The higher academic group, according to the test on the previous concepts, did not show much difference between the experimental group and the control group when they were asked about the concepts of the textbook. In terms of the comparison in the metacognitive levels, both the higher and lower metacognitive experimental groups' average grade was higher than the control groups' and showed an important statistical difference.