• Journal of the Korean earth science society
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• v.44 no.2
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• pp.105-118
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• 2023

In this study, we predicted the presence of fog with a one-hour delay using the XGBoost DART machine learning algorithm for Andong, which had the highest occurrence of fog among inland stations from 2016 to 2020. We used six datasets: meteorological data, agricultural observation data, additional derived data, and their expanded data. The weather phenomenon numbers obtained through naked-eye observations and the visibility distances measured by visibility meters were classified as fog [1] or no-fog [0]. We set up twelve machine learning modeling experiments and used data from 2021 for model validation. We mainly evaluated model performance using recall and AUC-ROC, considering the harmful effects of fog on society and local communities. The combination of oversampled meteorological data features and the target induced by weather phenomenon numbers showed the best performance. This result highlights the importance of naked-eye observations in predicting fog using machine learning algorithms.

• Korean Educational Research Journal
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• v.43 no.1
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• pp.125-152
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• 2022

The purpose of this study is to examine the differences of perceptions of teachers and students regarding teaching skills. For the analysis, data was collected by ICALT(International Comparative Analysis of Learning and Teaching) class observation tool and students survey called My Teacher Questionnaire. a student survey. The data of teachers and students can be compared because as the two tools have seven common domains(Safe and stimulating learning climate, Efficient organization, Clear and structured instructions, Intensive and activating teaching, Adjusting instructions and learner processing to inter-learner differences, Teaching learning strategies, Learner engagement). In 2016, in Daejeon, Chungbuk and Chungnam. trained teachers collected data from 106 classes, and 2,866 students responded the survey. The reliability and validity of the two tools, class observation and MTQ(My Teacher Questionnaire) are proven to be satisfactory for use in Korean schools. Students perception on teaching was high, particularly when students are in lower grades and learning major subjects like English, Korean, and math. The domain of higher teaching skills, male students show higher perceptions while female students reported higher perceptions on lower-level teaching skill domains. To compare the perceptions of teachers and students, the predictive reliability of students engagement against teaching skill domains was used. Teachers showed higher predictive reliability on lower teaching skill domains while students showed higher predictive reliability on higher teaching skill domains. It is recommended for further study to develop a professional development model using a teacher class observation tool and the My Teacher Questionnaire for pre-service teachers and school teachers.

• Journal of the Korean earth science society
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• v.45 no.2
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• pp.111-120
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• 2024

Cloud coverage is a key factor in determining whether to proceed with observations. In the past, human judgment played an important role in weather evaluation for observations. However, the development of remote and robotic observation has diminished the role of human judgment. Moreover, it is not easy to evaluate weather conditions automatically because of the diverse cloud shapes and their rapid movement. In this paper, we present the development of a cloud monitoring program by applying a machine learning-based Python module "cloudynight" on all-sky camera images obtained at Miryang Arirang Astronomical Observatory (MAAO). The machine learning model was built by training 39,996 subregions divided from 1,212 images with altitude/azimuth angles and extracting 16 feature spaces. For our training model, the F1-score from the validation samples was 0.97, indicating good performance in identifying clouds in the all-sky image. As a result, this program calculates "Cloudiness" as the ratio of the number of total subregions to the number of subregions predicted to be covered by clouds. In the robotic observation, we set a policy that allows the telescope system to halt the observation when the "Cloudiness" exceeds 0.6 during the last 30 minutes. Following this policy, we found that there were no improper halts in the telescope system due to incorrect program decisions. We expect that robotic observation with the 0.7 m telescope at MAAO can be successfully operated using the cloud monitoring program.

• 대한공업교육학회지
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• v.31 no.1
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• pp.129-145
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• 2006

The purpose of this study was to develop and apply the project-based learning strategy in blended learning environment to raise and enhance scientific thinking skill, creativity, and problem solving skills to students who would be teachers of an elementary school in the future. This study was conducted as an action research based on an educational university. The study included 25 participants in a class. Data were collected through observation, surveys, interview and students' artifacts. Results indicated the project-based learning strategy in blended learning environment allowed students to raise problem solving skill, critical thinking skill, and creativity. Finally implications of this study, obstacles to conduct this study, and recommendations to implement this strategy more effectively and efficiently were presented.

• Asia pacific journal of information systems
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• v.31 no.1
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• pp.43-75
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• 2021

Clearly, the smartphone is increasingly playing a greater role in everyday life, thus providing opportunities to evaluate how well the use of the smartphone meets the requirements of undergraduate students in independent learning outside of a classroom setting. This study used the task-technology fit (TTF) model to explore the effectiveness of smartphone usage to interact with learning materials in independent learning outside of classrooms, the need for smartphone support, and the fit of devices to tasks as well as performance. First, the study used interviews, observation, and survey data to identify what are the most important constructs of smartphones that stimulate students to interact with learning materials in independent learning outside of classrooms. Based on the findings from the exploratory study and Task Technology Fit theory, we postulated the Navigation design, Ergonomic design, Content support, and Capacity as the essential dimension of the smartphone construct. Then, we proposed a research model and empirically tested hypotheses with the structural model analysis. The results reveal a significant positive impact of task and technology on TTF for smartphone usage to interact with learning materials in independent learning outside of classrooms; it also confirmed the TTF and performance have a direct effect on actual use.

• Journal of Fisheries and Marine Sciences Education
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• v.20 no.3
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• pp.343-357
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• 2008

Generally, schooling is implemented by instruction in the classroom. And instruction is made progress by concrete interaction through teacher's question and students' answer or presentation. According to a lot of researches on teacher-student interaction, student's opportunity of class presentation is influenced by students' self-esteem, learning attitude, academic achievement, and relationships. And students' opportunity of class presentation is very important not only students but also social equality and democracy. Therefore, teachers have to recognize the importance of students' opportunity of class presentation. However, according to many referential researches, students' opportunity of class presentation is differentiated by students' academic ability and social-economic status. The purpose of this study was to ascertain whether students' opportunity of class presentation was differentiated by students' academic ability and social-economic status or not. The method of this study was used checklist, interview, and class observation for a month. This study indicates that in spite of some exceptional cases, many students were taken the opportunity of class presentation differently by his/her academic ability and social-economic status. And teacher does not recognize that whether she gives student's opportunity of class presentation differently or not. To be a good teacher, teacher should reflect that teaching students is not easy, and teaching students is very important. And teacher should recognize that her speaking, action, and interaction with students including students' opportunity of class presentation influences students' self-esteem, learning attitude, academic achievement, and relationships.

• Journal of People, Plants, and Environment
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• v.24 no.6
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• pp.595-608
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• 2021

Background and objective: For effective horticultural education, it is required to develop kits for practice. In this study, we developed a horticultural kit for germination that introduces storytelling, characterization, and assembly, and investigated the educational effects of using it to study its educational differentiation and usefulness. Methods: First, we developed a seed germination kit for learning. It consists of three components: the kit main frame for hydroponics, the activity sheet for storytelling, and the instruction manual. It is made into an acrylic assembly in consideration of the ease of delivery for contactless learning. Second, we developed two programs, each using a germination kit for horticultural education (experimental group) and a general germination kit program (control group). At this time, the class consists of pre-questionnaire, the 1st and 2nd classes, observation log writing (total six times for two weeks), the 3rd class, and post-questionnaire. The experimental group and control group were separately executed. Third, the application results were compared and analyzed before and after class. As a quantification questionnaire, the effects before and after class were compared through t-test with a questionnaire on program satisfaction and attitude change toward plants. The quantitative results were analyzed through observation activity sheets and effects before and after the class were analyzed through t-test with quantification and language coding. Results: The effect of horticulture education using the developed kit was estimated by a quantification questionnaire. Both the program satisfaction and the change in attitude toward plants showed high in the experimental group, and this difference was statistically significant (p < .05). As a result of analyzing the observation paper with a qualitative questionnaire, various cognitive and affective expressions appeared in the experimental group as well as the contents of the observation paper. The number of syllables and various qualitative expressions appeared, and these differences were also statistically significant (p < .05). Conclusion: Compared to general germination activities, it was found that the germination activities using storytelling-based horticultural kits would be effective for contactless classes in the post-COVID-19 era and in increasing the educational effect of horticultural activities.

• Journal of The Korean Association For Science Education
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• v.33 no.6
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• pp.1154-1169
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• 2013

The present work was performed to find behavioral characteristics of elementary school students corresponding to the motivation system on science learning (SL-BIS/BAS; Behavioral Inhibition/Activation System about Science Learning) in the observation situation. Eye-tracking was used for this study, which is one of the neurophysiological methods. The findings of present study were as follows: First, students who have sensitive motivation system to SL-BIS (SL-BIS group) showed meaningfully shorter fixation duration the whole time during an observation task than students who have sensitive motivation system to SL-BAS (SL-BAS group) (p<.05). Total fixation counts of SL-BIS group were significantly larger than SL-BAS group and it indicates that SL-BIS group often generated new fixations. Therefore, fixation duration per count of SL-BAS group was longer than that of SLBIS group. Second, we studied fixations in situations with movement corresponding to the motivation system on science learning. SL-BIS group and SL-BAS group exhibited similar fixation duration in the study task segment with movement, which is one of the stimulus attracting students. However, for the study task segment when the movement was finished, total fixation duration and fixation duration per count of SL-BAS group were meaningfully longer than those of SL-BIS group. Third, comparing fixation targets classified by factors of study task, SL-BIS group showed fixation on the target that is not important for the study task. But SL-BAS group concentrated on the target-related factor of the study task. The present work could be helpful in understanding students' characteristics corresponding to the motivation system on science learning in observation situation and for making a learning & teaching plan that is suitable to the feature of students.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2009.10a
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• pp.602-605
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• 2009

This study is intended to analyze unscientific concepts shared by high school students regarding planet movement; produce a learning program to address these concepts; and investigate what impact the application of the program to planet observation and classroom lessons may have on their grasp of planet movement and their attitudes toward science at large. Application of the learning program developed in this study to teaching and learning courses led to the discovery that the program is a useful tool to enhance students' understanding of planet movement. These results suggest that a variety of programs including planet movement activities that may keep students interested in science should be continued. The above study results may be utilized in geoscience teaching and learning. It is deemed necessary to develop better learning programs and study teaching and learning methods regarding not only planet movement but also other spheres.

• Educational Technology International
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• v.19 no.1
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• pp.35-60
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• 2018

The purpose of this study was to analyze the types of lesson and its effectiveness with digital textbook. To address those goals, we had observed five classes of the primary school, which designated as a research pilot school for digital textbook. Based on the result of observation, 3 types of lesson with digital textbook were categorized: Teacher-directed lecture (type 1), Blended learning (type 2), and Flipped learning (type 3). Depending on the type of lesson was analyzed the positive and negative effectiveness by means of matrix analysis method. As a result, in Teacher-directed lecture (type 1), there was found out the participation of the lesson in atmosphere of stable and comfortable as positive experience, also digital textbook operating immature and boring as negative experience. In Blended learning (type 2), there was found out the fun by sharing the product and peer feedback, and flow by learning transfer as positive experience, also digital textbook operating immature and understanding the difference between assignments as negative experience. In Flipped learning (type 3), there was shown the positive attitude and ownership in the lesson as positive experience, also distracting and boring in the lesson when learner was excluded in participation as negative experience. Based on the results, we suggested some strategies for improving positive experience and protecting negative experience in the lesson with using digital textbook.