• Journal of Korea Multimedia Society
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• v.24 no.12
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• pp.1598-1605
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• 2021

Recently, convolutional neural networks (CNNs) have been widely used with excellent performance in various computer vision fields, including super-resolution (SR). However, CNN is computationally intensive and requires a lot of memory, making it difficult to apply to limited hardware resources such as mobile or Internet of Things devices. To solve these limitations, network lightening studies have been actively conducted to reduce the depth or size of pre-trained deep CNN models while maintaining their performance as much as possible. This paper aims to lighten the SR CNN model, SRGAN, using the knowledge distillation among network lightening technologies; thus, it proposes four techniques with different methods of transferring the knowledge of the teacher network to the student network and presents experiments to compare and analyze the performance of each technique. In our experimental results, it was confirmed through quantitative and qualitative evaluation indicators that student networks with knowledge transfer performed better than those without knowledge transfer, and among the four knowledge transfer techniques, the technique of conducting adversarial learning after transferring knowledge from the teacher generator to the student generator showed the best performance.

• Korean Journal of Childcare and Education
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• v.8 no.5
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• pp.67-87
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• 2012

The purpose of this study is to investigate childcare teacher's knowledge of child safety education. In this study, Novak and Gowin(1984)'s concept map was applied to investigate knowledge of safety instruction. Forty teachers working at child centers were completed the concept map. The results of this study were as follows: First, Teachers used 194 higher concepts. 'Safe action in dander situation'(77.8%) was most frequently used higher concept and followed by 'traffic safety('35%). Second, Teachers used 1,270 dependent concepts. Third, there was significant difference in density according to frequency of safety instruction. These results can be meaningful to decide the contents of child safety instruction for teacher's education and as a basic data for teacher's education.

• 한국정보교육학회:학술대회논문집
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• 2010.08a
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• pp.151-160
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• 2010

Learning progression is an advantageous way to describe the development of learner understanding about a topic. In the present study, learning progression is introduced to characterize novice teachers' professional knowledge and competence and to help designing teacher professional development programs in the developmental approach. The development and validation phases of learning progression are proposed in the paper. In addition a case study is presented to demonstrate the process of developing a learning progression for teaching-through-inquiry using ICT. The learning progression in novice teacher professional development can be used to assess the level of teacher understanding in specific topic and to effectively support the development of teachers' professional knowledge and competence via professional development programs in the longitudinal view.

• Journal of Korean Elementary Science Education
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• v.33 no.4
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• pp.784-794
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• 2014

In this study, we operated science teacher learning community to enhance professionality of elementary science teachers. 8 participants with various background, which include their science content knowledge, teaching experience and beliefs about teaching, were involved in this study. Bales(1950)'s social interaction process framework was mainly used to understand the members' interaction, focusing particularly on process aspects not on contents aspects. The data analysis shows that the members in the science teacher learning community tried their best to maintain the positive reaction to other members in most occasions in the community meetings. On the other hand, there were also negative reaction process due to their different ideas and views, causing their emotional conflicts in some social relations and dialogical situations. Nevertheless, the results also imply that the dual reaction processes, which are positive and negative processes, are equally important to facilitate science teachers' professional knowledge and experience. The educational meanings are discussed in the aspects of science teacher education.

• Journal of Korean Elementary Science Education
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• v.26 no.2
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• pp.226-241
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• 2007

The purpose of this study was to elucidate elementary school teachers' pedagogical content knowledge regarding the subject of "weight and pressure in water". 6 elementary teachers in charge of the 6th grade were selected for this study. The 7 hour lessons were observed over $15{\sim}20$ days, and a variety of data including scenarios, questionnaires for teachers, interviews of teachers were analyzed. As a result of this study, teachers who had long career histories thought that the purpose of teaching science was to teach the use of science principles, and teachers who had only taught for a relatively short time thought the purpose was satisfying students' curiosity. Most of the teachers felt that the science content knowledge related to buoyancy was insufficient. They had acquired most of the science content knowledge from teaming experiences in middle and high schools. The pre-service teacher education programs didn't help them to satisfactorily acquire the science content knowledge under analysis here. Most of the teachers taught the science lessons according to the order of sequence as shown in the science textbook. They didn't teach the contents that they thought were needed if they were not already included in the science textbook. Only one teacher who had taken science courses in high school managed the science classes freely according to his own thoughts and opinions. From the results of this research, it could be concluded that most elementary school teachers did not have enough pedagogical content knowledge to teach their students effectively.

• Journal of the Institute of Electronics and Information Engineers
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• v.54 no.5
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• pp.35-41
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• 2017

In this paper, we analyze the performance of the recently introduced Hint-knowledge distillation (KD) training approach based on the teacher-student framework for knowledge distillation and knowledge transfer. As a deep neural network (DNN) considered in this paper, the deep residual network (ResNet), which is currently regarded as the latest DNN, is used for the teacher-student framework. Therefore, when implementing the Hint-KD training, we investigate the impact on the weight of KD information based on the soften factor in terms of classification accuracy using the widely used open deep learning frameworks, Caffe. As a results, it can be seen that the recognition accuracy of the student model is improved when the fixed value of the KD information is maintained rather than the gradual decrease of the KD information during training.

• International Journal of Internet, Broadcasting and Communication
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• v.15 no.1
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• pp.56-62
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• 2023

In the educational environment of the post-COVID-19 era, metaverse learning, which can improve the disadvantages of online learning and improve learning outcomes, is attracting attention. Metaverse is expected to play an important role as a learning experience platform (LXP) that can provide immersion and experience for learners. In order to successfully introduce and utilize metaverse learning that utilizes the metaverse platform, teachers' knowledge of metaverse-related technologies and pedagogical convergence is important. So far, teacher knowledge for educational use of the metaverse has not been explored. In this regard, this study explored the TPACK (Technological, Pedagogical And Content Knowledge) framework as a teacher's knowledge system for metaverse learning. Based on this, this study designed the class contents of metaverse learning. The results of this study are expected to diffuse the importance of TPACK required for metaverse learning and contribute to the development of teachers' competence.

• Journal of The Korean Association For Science Education
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• v.16 no.2
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• pp.154-163
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• 1996

In Korea, previous survey in science education mainly dealt with Quantitative variables. Qualitative ethnographic observation can bring deeper understanding of the context of school lesson and it's feature. The purpose of this study was to develop qualitative understanding about the learning experiences provided in middle school and students' responses to them through observation and interview and to investigate it from a constructivist perspective. Six lessons of the 9th grade were observed and recorded on the video tape. The topics of the lessons were potential energy, kinetic energy and conservation of mechanical energy. We had also unstructured interview with the teacher and three groups of students. The teacher's deductive explanation starting from scientific definition and quantitative problem solving using formula were the main features of the classroom lectures. The video - watching lesson was taking the role of a break rather than being seen as a useful tool for science learning and teaching by both students and the teacher. The teacher's perception about the lab experiment was not supported by the responses from the students. The teacher and students preferred problem-book to textbook for their teaching and learning. From a constructivist's perspective, however the teacher seemed to have intention of introducing daily life context, he couldn't unfold it to main context of the lessons. Students were so accustomed to passive learning that they did not express directly their complaint about their learning and did not participate in planing and controling their learning. The teacher and the students believed the scientific knowledge came from an exact experiment. There was a cooperation to seek right answer rather than a social process of making sense of knowledge. In conclusion, the observed science lessons of a middle school showed typical cross section of teacher - centered, passive learning environment, which is far from constructivist perspective.

• School Mathematics
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• v.16 no.2
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• pp.335-353
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• 2014

The purpose of this study was to analyze the trends of domestic research on mathematics teacher education in terms of timings, topics, methods, and subjects. For this purpose, a total of 111 articles dealing with mathematics teacher education, published since 1992 by the Korea Society of Educational Studies in Mathematics, were analyzed. The results of this study showed that the number of such articles has been rapidly increased since the late 2000's. Research on the professional development for teachers has been the most frequent topic but the studies dealing with teacher knowledge or orientation tend to be popular. Qualitative research methodology, specifically case study, has been most frequently employed in studying mathematics teacher education. The subjects for research included a similar portion of in-service and pre-service teachers, and elementary and secondary school teachers. Given these results, this paper closes with several implications for future research direction on mathematics teacher education.

• School Mathematics
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• v.18 no.4
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• pp.773-791
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• 2016

Teacher noticing ability has been considered as one of important elements influencing a quality of teaching. Noticing is closely related to teachers' in the moment decision making in a class, and teachers notice things as they create and interact with their classroom setting. Mathematics teachers as an expert should notice students' mathematics learning during a class. The aim of this study was to analyze how mathematics teacher's pre-noticing activity that the teacher anticipated students' typical strategies and difficulties in learning targeted mathematics knowledge and prepared appropriate responses worked in practice. As a result, the teacher conducted three types of noticing in her classes: noticing shaping students' understanding by using students' misconceptions or errors; noticing creating students' learning opportunities based on their prior knowledge; noticing improving students' informal reasoning. This study concluded with discussion about the positive effect of teacher's pre-noticing activity on her actual noticing in practice, as well as implications for teacher education.