• Journal of Science Education
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• v.38 no.1
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• pp.29-40
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• 2014

The new paradigm of the 21st Century science education explores a wide range of possibilities that can foster students' interest toward science and creative convergence thinking. The purpose of this study was to utilize science visual media that can improve students' scientific creativity and artistic sensibility. Curriculum reorganization can be one solution for the primary convergence science teaching and learning strategies using science visual media. Through a new and exciting experiment to a various science visual media such as science picture, TV film, movie, UCC, etc., we hope this teaching and learning strategy can increase the students' scientific interest and attitude.

• Journal of Digital Contents Society
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• v.18 no.1
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• pp.25-33
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• 2017

The development of ICT and the popularization of smart devices are affecting not only politics, economics and culture but also even education. Smart education, a concept that promotes active learning based on the latest mobile technology, is being noted for a new paradigm in education of the $21^{st}$ century. The aim of this study was to develop a mobile application, Smart Medical Terminology(SMT), allows health science students to learn medical terminology anytime, anywhere, easily and conveniently. The SMT makes learners interested in and motivated to learn medical terminology. It also provides various learning methods that enable self-direction learning in accordance with the level of learners.

• Journal of the Korean earth science society
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• v.23 no.2
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• pp.119-131
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• 2002

Constructivism is defined in a variety of ways (e.g., constructivist research paradigm, sociological constructivism, and philosophical constructivism) and applied in vastly different contexts. Among the various usages and interpretations of constructivism, one is educational constructivism that embodies an epistemological view of knowledge and learning that is an alternative to naive empiricism or classical behaviorism. To represent the full range of stances taken by educational constructivists, three versions of educational constructivism were considered in this study: individual constructivism originating in the work of Piaget, the radical version of constructivism associated with von Glasersfeld, and the social constructivism of Vygotsky. I investigated preservice teachers' meaning construction about constructivist epistemology as they went through their preservice teacher education program using in-depth interviews. This preservice teacher education program employs constructivist aspects of teacher education and generates applications of constructivism to the practice of teaching. Features of preservice teachers' internalized meanings of educational constructivism include: (1)traditional pedagogy as the default, (2) Literal interpretation of constructivism, (3) Individual constructivism as conceptual change learning, (4) Radical constructivism as a strong individualistic philosophy, (5) Social constructivism as being too ideal to be practical. A compilation of the teachers' own statements about how to implement conceptual change learning and their projected role as constructivist teacher is also provided.

• Journal of the Korean Society of Costume
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• v.67 no.4
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• pp.116-130
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• 2017

The aim of this study is to investigate the general status, operating status, and the satisfaction level of participating textile-clothing companies involved in the Work and Learning Dual System in Daegu. The general status and operating status of the participating companies are as follows. As of March 2016, 34 of the 43 companies in Daegu participated in this survey, and they were divided into three areas of textile: weaving, dyeing & finishing, and apparel manufacturing. The breakdown is as follows: 14 dyeing & finishing companies (41.2%), 13 apparel manufacturing companies (38.2%), and 7 textile weaving companies (23.6%). The results of the survey showed that 91.2% of the companies decided to participate in the system to cultivate their employees into experts in the field. The satisfaction rate of the theoretical education and training institutions was 3.88 out of 5 points. In particular, the satisfaction rate of the textile weaving companies was as high as 4.29, and the satisfaction level of the dyeing & finishing companies was higher than the average of 3.71. The overall satisfaction rate for the work-related paradigm was 3.97 out of 5 points. The results of this survey can be used to conclude that the Work and Learning Dual System is operating as it was intended to be by the government.

• The Journal of Korean Association of Computer Education
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• v.16 no.6
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• pp.83-94
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• 2013

As exchanges and cooperation of political, economic, social, and cultural aspects among nations are recently vigorous, recognition of the global world has increased. In order to nurture the right talent in this era of globalization, transition into appropriate education for the global age beyond the state centered curriculum is required. Due to the recent explosive spread of smart devices, a new educational paradigm of smart training has emerged. Global learning can be effectively supported in the smart educational environment that entails brisk interactions, active participation and cooperation in a highly connected society. In this research, we suggest an instructional model for effectively supporting global learning in smart learning environments.

• Journal of Engineering Education Research
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• v.18 no.3
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• pp.3-12
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• 2015

The aim of this paper is to provide teacher awareness and the status of robot based instruction(RBI) by focusing on the school curriculum. To gather that information, we conducted a questionnaire survey composed of six items to 116 teachers who have had experiences on RBI. The questions are about the fit school year for RBI, the fit subjects for it, the possibility of applying it to regular subject, the fit students' learning levels for it, the fit learning styles for it and effective methods to apply it to regular subject teachers. The result is as follows: (1) RBI is suitable for fifth and sixth grade in elementary school and all grades in high school. (2) It is suitable for all regular subjects in all schools. (3) It is more effective for the students who have average learning level. (4) It fits into introverted students more than the other style of learners. (5) It is likely to be more effective in supporting of learning and understanding of the contents than merely assisting the teachers' instruction. (6) The teachers showed positive awareness on applying RBI to subject of creative activities. The results are significant in relation to the following two views. First, we can get the positive possibility in applying school curriculum using RBI. Second we can foresee that RBI will provide an innovative paradigm to school curriculum. In addition, the results of this paper can be used as preliminary information for developing models and programs on RBI.

• English Language & Literature Teaching
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• v.11 no.2
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• pp.19-34
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• 2005

Hypertext raises question to general assumptions about our conventional conceptions of education. In this essay, three kinds of learning-models are presented by the application of "writing" hypertext literature to the English education of the elementary school. These models, which I call the "scene-centered" system, give knowledge to learners in non-linear, non-sequential structure. The term "scene" is a single concept or idea composed of a single sub-text, which is to be made by the group of students. This system is focused on the collaborative composition of students. Students, by generating sub-texts and connecting texts, perform the educational activities to expand the source text. The "scene-centered" system is, to put it into a Barte's term, a "writerly text." But in order to "write," "reading" should be accompanied. So, this system is a learning model in which writing and reading are carried on simultaneously. In all the process, students play a role of multi-user, with three access rights: read, write, and annotate. So, students making use of hypertext systems will act as reader-authors. And teachers will take the new role in collaborative writing environment. No longer the central authoritarian evaluator, they will become consultants, co-writers, coaches of their students.

• International Journal of Computer Science & Network Security
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• v.22 no.2
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• pp.232-240
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• 2022

To fulfill user expectations, the rapid evolution of software techniques and approaches has necessitated reliable and flawless software operations. Aging prediction in the software under operation is becoming a basic and unavoidable requirement for ensuring the systems' availability, reliability, and operations. In this paper, an improved evolutionary computing-driven extreme learning scheme (ECD-ELM) has been suggested for object-oriented software aging prediction. To perform aging prediction, we employed a variety of metrics, including program size, McCube complexity metrics, Halstead metrics, runtime failure event metrics, and some unique aging-related metrics (ARM). In our suggested paradigm, extracting OOP software metrics is done after pre-processing, which includes outlier detection and normalization. This technique improved our proposed system's ability to deal with instances with unbalanced biases and metrics. Further, different dimensional reduction and feature selection algorithms such as principal component analysis (PCA), linear discriminant analysis (LDA), and T-Test analysis have been applied. We have suggested a single hidden layer multi-feed forward neural network (SL-MFNN) based ELM, where an adaptive genetic algorithm (AGA) has been applied to estimate the weight and bias parameters for ELM learning. Unlike the traditional neural networks model, the implementation of GA-based ELM with LDA feature selection has outperformed other aging prediction approaches in terms of prediction accuracy, precision, recall, and F-measure. The results affirm that the implementation of outlier detection, normalization of imbalanced metrics, LDA-based feature selection, and GA-based ELM can be the reliable solution for object-oriented software aging prediction.

• Proceedings of the Korea Information Processing Society Conference
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• 2023.11a
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• pp.140-142
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• 2023

Federated learning (FL) is a new paradigm in machine learning (ML) that enables multiple devices to collaboratively train a shared ML model without sharing their local data. FL is well-suited for applications where data is sensitive or difficult to transmit in large volumes, or where collaborative learning is required. The Internet of Underwater Things (IoUT) is a network of underwater devices that collect and exchange data. This data can be used for a variety of applications, such as monitoring water quality, detecting marine life, and tracking underwater vehicles. However, the harsh underwater environment makes it difficult to collect and transmit data in large volumes. FL can address these challenges by enabling devices to train a shared ML model without having to transmit their data to a central server. This can help to protect the privacy of the data and improve the efficiency of training. In this view, this paper provides a brief overview of Fed-IoUT, highlighting its various applications, challenges, and opportunities.

• Journal of Technology Innovation
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• v.12 no.1
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• pp.135-160
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• 2004

We witness now the changing techno-economic paradigm and the emerging learning economy. Reflecting on these changes, the group of Evolutionary Economists study recently the theory on regional innovation system, but their research results are still now not theoretically ‘systemized’. Moreover, they often indeed speak of the ‘social capital’, but do not investigate that. This paper tries to systemize their empirical findings and theoretical results and integrate the discussions on social capital in fields of sociology into a mathematical model. This study emphasizes the role of social capital in the innovating process.