• International Journal of Computer Science & Network Security
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• v.22 no.10
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• pp.246-256
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• 2022

Recently, parents and teachers consider physical education as a minor subject for students in elementary and secondary schools. Physical education performance has become increasingly significant as parents and schools pay more attention to physical schooling. The sports mining with distribution analysis model considers different factors, including the games, comments, conversations, and connection made on numerous sports interests. Using different machine learning/deep learning approach, children's athletic and academic interests can be tracked over the course of their academic lives. There have been a number of studies that have focused on predicting the success of students in higher education. Sports interest prediction research at the secondary level is uncommon, but the secondary level is often used as a benchmark to describe students' educational development at higher levels. An Automated Student Interest Prediction on Sports Mining using DL Based Bi-directional Long Short-Term Memory model (BiLSTM) is presented in this article. Pre-processing of data, interest classification, and parameter tweaking are all the essential operations of the proposed model. Initially, data augmentation is used to expand the dataset's size. Secondly, a BiLSTM model is used to predict and classify user interests. Adagrad optimizer is employed for hyperparameter optimization. In order to test the model's performance, a dataset is used and the results are analysed using precision, recall, accuracy and F-measure. The proposed model achieved 95% accuracy on 400^th instances, where the existing techniques achieved 93.20% accuracy for the same. The proposed model achieved 95% of accuracy and precision for 60%-40% data, where the existing models achieved 93% for accuracy and precision.

• Journal of The Korean Association of Information Education
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• v.10 no.2
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• pp.201-208
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• 2006

This study is to make in-depth and supplementary web-based courseware concerning each student's developed intelligence. The seventh elementary school social studies in-depth and supplementary curriculum is student-centered curriculum that concerns a student's learning ability, aptitude, concern, interesting. career and so on. But, present social science courseware does study without regard to learners's interest and aptitude So in this study, We have a target to build and develope web-based devise that helps student's in-depth and supplementary learning after evaluating multiple intelligence. That should be based on student's favorite intelligence in multiple intelligence theory. Considering Intrapersonal intelligence, Interpersonal intelligence, Musical intelligence, Bodily-kinesthetic intelligence, Logical-mathematical intelligence, Linguistic intelligence, Spatial intelligence, We expect student's effective in-depth and supplementary learning based on each student's interest and capability.

• Journal of Korean Elementary Science Education
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• v.28 no.2
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• pp.154-160
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• 2009

Correlational reasoning is used to analyze results from an experiment and create meaningful relationships among variables. Although there were many recognition development studies, not a single study found the optimal period for the development of logical thinking. Therefore, the purpose of this study is to find the optimal period for students whose logic for variable controlling and correlational reasoning are poor. This study made a logic program treatment subject for students between the 4th and 8th grade whose recognition in reasoning has not been developed in general in order to find the optimal period for their development. The variable-controlling reasoning was performed the program of voice survey and sugared-water melting in subsection survey and sugared-water melting in subsection. And, the correlation reasoning was performed the program of rat's size and tail color, treatment, and effect. As a result of research, students, who were not formed variable controlling and correlational reasoning, could be known to be enhanced through learning, but to fail to be formed the qualitative change like the cognitive development. In other words, the optimal period couldn't be found that is grown the formation of students, who are not formed the variable controlling and correlational reasoning, through learning. It is expected that this research can contribute to the improvement of students' cognitive level and there would be more active researches in different fields to improve the cognitive level.

• Journal of Science Education
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• v.39 no.3
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• pp.321-332
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• 2015

This study was intended to determine how developed Smart learning teaching-learning program on the unit of Solar system and Star affected on science-related attitude, science learning interest and academic achievement. The unit of Solar system and Star was selected among 5th grade science curriculum contents to design smart learning teaching-learning program. Smart learning instruction program utilized a various contents of smart equipment and made learners to do problem solving through their interaction and cooperation. The results of this study were as follows: First, smart learning instruction improved the science-related attitude and the science learning interest and the academic achievement of the experimental group students significantly. Sencond, the survey and the individual face-to-face data shows the positive effects of smart learning instruction. Especially, the satisfaction was high on the attitudes and interests in the classroom and the students regarded the classroom activities as interesting games by using the smart devices. On the basic of the conclusions, this work suggested the direction of the future studies, such as necessity of developments and researches on Smart learning teaching-learning program about other units or other subjects, such as measures of the increasing the intrinsic interest on science rather than Smart learning elicit simple interest and attitude.

• Journal of Educational Research in Mathematics
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• v.21 no.2
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• pp.165-180
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• 2011

Mathematical symbols concisely represent mathematical contents related to terms by describing their mathematical meanings implicitly. All symbols in elementary school mathematics textbooks are stated as to be read so that elementary school students could understand their mathematical meanings. The same is somewhat true as in middle school mathematics textbooks, however it is often the case that some symbols are difficult to be read and understood because their statements are unclear or different. In this study, we analyze problems and suggest implications on teaching and learning mathematics based on the statements and understanding of reading symbols in middle school mathematics textbooks.

• School Mathematics
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• v.14 no.4
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• pp.553-564
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• 2012

Story corners in elementary school mathematics practice activity books are newly given for students not only to have interests in mathematics, but to solve story problems related to already learned mathematical contents. In this study, we investigate the story corners in third grade mathematics practice activity books to analyze the contents according to their utilizations. We also suggest their implications. Based on our analysis, we have the following results. First, there are cases where the contents of the story are not related to the corresponding learning contents. Second, there are cases where some the contents or the posed problems related to the story are hard to be understood by students. Third, there are cases where the posed problems are not related to the corresponding learning contents.

• Journal of the Korea Safety Management & Science
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• v.25 no.2
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• pp.17-28
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• 2023

This study aimed to verify the validity of the evaluation items and weight determination of the indoor environmental safety area, which has the most frequent accidents, among the safety certification evaluations of educational facilities by the Ministry of Education of the Republic of Korea, which has been conducted since May 2021. As a preceding study, the evaluation items of the school safety evaluation checklist being implemented in the US state of Vermont were compared, and the causes of accidents judged by teachers in the accident experiences written by 200 Korean teachers were compared with the safety certification evaluation items belonged to the Ministry of Education. In addition, research literature using the AHP analysis technique on safety risks of elementary and secondary schools in China and safety evaluation index study cases of 539 elementary school children in Indonesia were analyzed. Through these preceding studies, measures to add and adjust evaluation items were derived and the validity and importance rankings of evaluation items were calculated through AHP questionnaires to teachers and safety experts. In addition, a survey was conducted on 104 ordinary people to verify the results of expert analysis. As a result of expert AHP analysis, 'safety education and disaster response training (.396)' was the highest priority for the relative importance of the first layer, followed by 'safety measures (.387)' and 'building materials'. Safety (.216)' was found to be the highest priority. In the overall importance ranking of the 13 second-tier screening items, safety accident prevention education had the highest priority and disaster preparedness training ranked second, proving that the Ministry of Education's review weight was underestimated. In addition, slip and collision accident countermeasures, which were not in the existing Ministry of Education review items, ranked 4th, laboratory practice room safety measures ranked 6th, and sanitation, cleanliness, hazardous substance management, and cafeteria/cooking room safety measures ranked 9th, indicating a significant level of importance. Referring to the importance ranking, which is the result of this study, it is suggested that it is necessary to review the weight of each review item again.

• Journal of The Korean Association For Science Education
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• v.26 no.3
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• pp.342-355
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• 2006

The purpose of this study was to develop a classification scheme for laboratory instruction, which could occupy a central and distinctive role in science education. For this study, literature on laboratory instruction types were analyzed. Utilizing several of these theoretical frameworks, a Classification Scheme for Laboratory Instruction (CSLI), which clearly represents various features of laboratory instruction, was created. The developed CSLI consisted of two descriptors: one is the procedure for laboratory instruction, and the other is a way of approach. The procedure is either designed by the students or provided for them from an external source. A dichotomy also exists for the approach taken toward the activity: deductive or inductive. Validity was established for the CSLI. In addition, laboratory instruction according to CSLI was divided into four types: verification, discovery, exploratory, and investigation. Although this study demonstrated only limited features of laboratory instruction due to the absence of a field test, it serves as a model for more comprehensive studies.

• Journal of The Korean Association For Science Education
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• v.35 no.2
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• pp.289-301
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• 2015

This study noted that elementary school students were unable to accurately comprehend the principles of moon phase changes and that teachers themselves lacked a full understanding of it as well. Therefore, this study classifies conception types through 161 5th grade respondents and suggests how to change students' conception types through the use of reconstructed teaching and learning materials (that have been developed in existing studies). It verified the changes in the learning achievement of 129 5th grade respondents and analyzed how to think about reconstructed teaching and learning materials through four teacher respondents and four 5th grade respondents from the same study. The results of this study are as follows: First, the conception types on moon phase changes were classified into C and W types. W types consisted of W1, W2, W3, W4, and W5 types. Students had difficulty in understanding the principles of a waxing crescent moon and first quarter phase changes. Second, the group taking classes, which implemented reconstructed teaching and learning materials, showed greater improvement in learning achievement posttest and long-term tests compared to those who have not. Finally, teachers and students reacted positively to the reconstructed teaching and learning materials as shown in exit survey results. In conclusion, it is suggested that teachers are better off utilizing reconstructed teaching and learning materials so that elementary school students may fully understand the principles of moon phase changes rather than just memorizing the results.

• Journal of Science Education
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• v.38 no.2
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• pp.356-375
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• 2014

The purpose of this study was to develop the informal education based elementary gifted education program utilizing local resources in Yeongheung island for enhancing the creative problem solving, science process skills, scientific attitudes. This program was totally consisted 36 lessons and 3 part. For this purpose, 7 weeks' informal gifted education program utilizing local resources was treated to a class students who were 5th graders of elementary school in Yeongheung island. The results of this study were as follows : First, the change of science creative problem solving ability in the gifted class was found statistically meaningful difference. Second, science process skills were showed statistically meaningful difference. Third, scientific attitudes were not showed statistically meaningful difference. Fourth, the student responses about effectiveness of this programs were generally positive. Therefore, the gifted education programs showed meaningful results. Based on the results of this study, a number of studies to overcome the limitations will be needed.