• 대한전기학회논문지:전력기술부문A
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• 제48권12호
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• pp.1554-1563
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• 1999

This paper presents the design of high speed processor for a sequence logic control using field programmable gate array(FPGA). The sequence logic controller is widely used for automating a variety of industrial plants. The FPGA designed by VHDL consists of program and data memory interface block, input and output block, instruction fetch and decoder block, register and ALU block, program counter block, debug control block respectively. Dedicated clock inputs in the FPGA were used for high speed execution, and also the program memory was separated from the data memory for high speed execution of the sequence instructions at 40 MHz clock. Therefore it was possible that sequence instructions could be operated at the same time during the instruction fetch cycle. In order to reduce the instruction decoding time and the interface time of the data memory interface, an instruction code size was implemented by 16 bits or 32 bits respectively. And the real time debug operation was implemented for easy debugging the designed processor. This FPGA was synthesized by pASIC 2 SpDE and Synplify-Lite synthesis tool of Quick Logic company. The final simulation for worst cases was successfully performed under a Verilog HDL simulation environment. And the FPGA programmed for an 84 pin PLCC package was applied to sequence control system with inputs and outputs of 256 points. The designed processor for the sequence logic was compared with the control system using the DSP(TM320C32-40MHz) and conventional PLC system. The designed processor for the sequence logic showed good performance.

• 한국초등과학교육학회지:초등과학교육
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• 제22권2호
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• pp.156-162
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• 2003

The purpose of this study was to explore effects of 4MAT system program on the creativity, science achievement and science-related attitudesof elementary school students. 4MAT learning program is a model based on the whole brain learning including the learning styles and the cognitive specialization of left and right hemispheres. The study was conducted for 10 weeks during the 1998 second semester in H elementary school which is located in Incheon. 4MAT learning program was applied to the 5th and 6th grade students. One hundred 5th grade students and eighty three 6th grade students are selected for this study. The experimental group was taught in applying the 4MAT system, and the control group was taught by the traditional manner. The results of this study were as follows: There was a significant difference on creativity between the instruction by applying 4MAT system and the traditional instruction. In the 6th grade, there was a statistically significant difference on science achievement and science-related attitude. In the 5th grade, there was slightly increased, but statistically onsignificant. In conclusion, the instruction by applying 4MAT system was more effective in developing student's creativity than the traditional instruction in both grades.

• 한국치위생학회지
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• 제17권5호
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• pp.875-887
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• 2017

Objectives: The objective of this study is to provide basic data needed in developing an educational program designed to upgrade capacity and awareness of preventive dental treatment among oral health workers, by analyzing levels of awareness of preventive dental treatment and educational needs among dentists and dental hygienists. Methods: The collected data was analyzed with SPSS program ver. 19.0. The data was under t-test. Results: The frequency level of giving preventive dental treatment to patients among dentists and dental hygienists is below mid-point, 3 on the 5-point Likert scale. In terms of frequency level per item, scaling & polishing was ranked the highest, followed by periodontal maintenance, tooth-brushing instruction, and prescription and instruction of oral care product in descending order. On the questions asking how important preventive dental care they perceive to be, both dentists and dental hygienists perceived it to be highly important. When they were asked to rank those items by the importance of education, they considered periodontal maintenance as the most important one, followed by individual education of oral health, incremental oral health care, scaling& polishing, toothbrushing instruction, and prescription and instruction of oral care product. Respondents pointed out problems in running a preventive dental treatment program as follows: overwork, lack of dedicated workforce, un-fixed costs, and lack of necessary equipment. When they were asked to point out items needed to run such a program, the largest number of respondents indicated dedicated workforce placement, followed by improving awareness of the customer, and improving awareness of the dental workers. Conclusions: In order to effectively run a preventive dental treatment program, it is necessary for oral health workers to clearly understand the concept of it. It is also necessary to develop and operate an education program on preventive dental treatment targeting oral health professionals.

• 한국초등과학교육학회지:초등과학교육
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• 제17권2호
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• pp.1-10
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• 1998

The purpose of this study was to evaluate the effects of constructivist instruction on science inquiry skills and science-related attitudes, and to investigate the students' responses to the lesson using constructivist instruction. In this study, 108 students of sixth graders from four classes were intentionally selected from two elementary schools located in Gyungsan city, Kyungsangbukdo. Two classes of 54 students were used by the constructivist teaching program and the other two classes were handled by the traditional teaching program. Two teachers who have twenty years' careers guided the program prepared by researcher to the students and this examination was conducted for 8 weeks (total 20 class hours). In pretest and posttest, both groups were tested in the science inquiry skills and science-related attitudes. An interview and questionnaire for the students analyzed the responses about the constructivist instruction. The major results of this study are as follows: First, in science inquiry skills test, there was no statistical significance between the score of the experimental group and that of the comparative group(p>.05). The ability of formulating problem in the experimental group was significantly higher than that in the comparative group at 0.05 level. In pretest and posttest, the experimental group was statistically significant on classifying, formulating problem, interpreting data, while the comparative group was not significant on those. Second, we can find that the experimental group has more positive effect on forming the desirable science-related attitudes than the comparative group(p<.05). Especially, experimental group is significantly higher the attitudes about the science curriculum than the comparative group at 0.05 level Third, constructivist instruction has more affirmative tendency of the students' learning activity. Constructivist instruction generated much interest and curiosity about science for the students, and this method prompted students' expression and discussion.

• 한국간호교육학회지
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• 제7권1호
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• pp.94-112
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• 2001

The main purpose of this study was to investigate the effectiveness of a standardized patients managed instruction program for a fundamentals of nursing. The standardized patients managed instruction was evaluated by using a quasi-experimental, nonequivalent control group posttest design with two separate classes of sophomore students attending fundamentals of nursing classes at one baccaleureate nursing school in Korea. Control group was taught by traditional lecture/model instruction and experimental group was taught by standardized patient managed instruction. Data were collected from December, 1999 to July, 2000 using checklist developed by researcher on following areas; clinical nursing performance, communication skills, and learning motivation. There were 36 students in the experimental group and 40 students in the control group. Data analysis was done using SPSS WINDOW. The results were summarized as follows ; 1. Clinical nursing performances were evaluated by change position, back care and hot bag apply. The total score was statistically significant higher in the experimental group than the control group(t=3.325, p=.000). Thus hypothesis 1 was supported. 2. Communication skill was evaluated by professional attitude and ability to explain to patients. There was a statistically significant difference between the experimental group and the control group (t=4.232, p=.000). Thus hypothesis 2 was supported. 3. Learning motivation was evaluated by self-reported questionnaires. There was statistically a significant difference between the experimental group and the control group(t=3.024, p=.004). Thus hypothesis 3 was supported. In conclusion, this study suggests that standardized patients managed instruction is an effective learning method to nursing students. By utilizing a standardized patient managed instruction, learning can proceed in a more relaxed environment and reduce the risks to patients because student inexperience are avoided. It is recommended to develop more standardized patients cases for wider areas of nursing educational and evaluate the program with more students using logitudinal method.

• 한국치위생학회지
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• 제14권3호
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• pp.417-424
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• 2014

Objectives : The purpose of the study is to develop and to evaluate the oral health education program using computer assisted instruction(CAI) for the elementary school students. This study was carried out from November, 2012 to February, 2013. Methods : The subjects were 188 elementary school students of the first, second, and third grades in Buk-gu, Busan. The education was provided as computer assisted instruction and conventional classroom education. Three trained dental hygienists recorded three times of knowledge of oral health, oral health attitude, oral health behaviors and the plaque control index(O'Leary index). Results : CAI group showed high score of oral health knowledge of 6.74 points, 8.62 points and 8.38 points(p<0.01). In oral health attitude, the scores were 7.40 points, 8.01 points, and 7.99 points(p<0.05). In oral health behavior, the scores were 5.47 points, 6.14 points, and 5.61 points(p<0.05). The plaque control index was 22.59 points, 19.69 points, and 21.44 points(p<0.01). Conclusions : CAI education program of this study showed the effective education for the elementary school students. So the CAI education program can be useful and disseminated to the community project.

• 컴퓨터교육학회논문지
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• 제7권6호
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• pp.27-35
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• 2004

자료구조 및 알고리즘 분야는 컴퓨터 프로그래밍 교육의 기반이 되는 과목이다. 그러나 교육방법이 헌재의 추세인 비주얼 프로그래밍과 윈도우 프로그래밍 방법을 따라가지 못하여 학생들의 흥미를 유발하지 못하고 있다. 정렬 프로그래밍도 다른 자료 구조와 상황은 마찬가지이다. 이러한 문제점을 해결하기 위하여 본 논문에서는 교육자가 효과적으로 정렬 알고리즘을 교육할 수 있는 VTSPI (Visualization Tool for Sorting Programming Instruction)를 개발하였다. 뿐만 아니라 VTSPI는 비주얼 프로그래밍에 기반을 둔 소프트웨어 컴포넌트이기 때문에 학생들이 쉽게 프로그래밍할 수 있고, 자신의 프로그램을 이해할 수 있고, 디버깅을 쉽게 할 수 있게 해준다.

• Journal of Computing Science and Engineering
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• 제5권1호
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• pp.1-18
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• 2011

As the first step toward real-time multi-core computing, this paper presents a novel approach to bounding the worst-case performance for threads running on multi-core processors with shared L2 instruction caches. The idea of our approach is to compute the worst-case instruction access interferences between different threads based on the program control flow information of each thread, which can be statically analyzed. Our experiments indicate that the proposed approach can reasonably estimate the worst-case shared L2 instruction cache misses by considering the inter-thread instruction conflicts. Also, the worst-case execution time (WCET) of applications running on multi-core processors estimated by our approach is much better than the estimation by simply assuming all L2 instruction accesses are misses.

• 한국초등과학교육학회지:초등과학교육
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• 제19권2호
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• pp.29-41
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• 2000

The purpose of this study is to examine the effects of the Portfolio applied science instruction on the students' scientific affective domain and perceptions of portfolio in elementary schools. Portfolio applied science instruction of the 6th grade science unit 'Environment pollution and Nature protection' was developed for this study. Traditional instruction was implemented to the control group and portfolio applied science instruction was implemented to the experimental group. Pretests of the scientific affective domain were administered to both groups. The treatment was given for about seven weeks for both groups. Instruments about scientific affective domain were administered to both groups. A questionnaire on perception of portfolio applied science instruction was given to the experimental group after the treatment. The results were analyzed using t-test on the students' scientific affective domain. The results of this study are as follows: 1. Portfolio applied science instruction program for elementary schools was developed. Students themselves determine the portfolio learning goal in a portfolio applied science instruction. Students construct the portfolio and they evaluate themselves and other colleagues. Also teachers go on portfolio applied science instruction considering portfolio purpose, concepts, evaluation. 2. There was not a statistically meaningful difference between an experimental group and a control group o]1 the students' scientific affective domain. In three sub categories of a scientific affective domain, the science perception, the interest on science and scientific attitude, there were not statistically meaningful difference among them. 3. As the results of the questionnaire on perceptions of portfolio, they didn't understand it very well but after learning portfolio, they showed positive attitude to perceptions of portfolio. Students in portfolio applied science instruction like more the portfolio applied science instruction than general instruction. 4. Portfolio applied science instruction has an useful value as a method of teaching and evaluation. Students and teachers can produce various portfolios products in portfolio applied science instruction. As a conclusion, portfolio applied science instruction was not statistically meaningful on the students' scientific affective domain, but it gives positive effects on perceptions of portfolio in elementary schools. Therefore, portfolio has an educational value as a method of teaching and evaluation for students' growth. In the future, teachers and students must have interaction and feedback in portfolio applied science instruction.

• 한국도서관정보학회지
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• 제37권1호
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• pp.239-259
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• 2006

본 연구는 디자인분야 대학생의 핵심 정보문해능력을 향상시키기 위한 디자인분야 정보문해 프로그램 모형을 개발하기에 앞서 정보문해 교육방법과내용을 조사 분석하고자 하는 것이다. 고등교육 정보문해 기준과모형 및 정보문해 프로그램에 대한 비교분석과 국립미술디자인학교협회(NASAD)의 디자인분야 학사학위 프로그램을 위한 기준과 지침의 분석에 대한 이론적 고찰을 바탕으로 델파이 조사를 통해 디자인분야 정보문해 교육방법과내용에 대한 디자인 전문가의 견해를 조사 분석하였다. 연구결과 디자인분야는 디자인학과 요청에 의한 도서관 전문사서의 디자인 정보문해 교육을 가장 선호하였으며, 학습 및 실제 상황에 적용할 수 있도록 디자인-특정 컨텐츠와 정보탐색 프로세스에 기반을 두고, 디자인분야 특정 도구, 자원을 상세히 제시하는 정보문해 교육을 요구하고 있는 것으로 분석되었다.