• Archives of design research
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• v.15 no.3
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• pp.127-136
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• 2002

Existing design education in industrial highschool is heavily dependent on formal education, which is far from teaching practical technique. In other words, Current curriculum of industrial highschool is going all out to place emphasis on the necessity of design education and ignores its failures or problems. Factually, although students of industrial high school should procure training in basic skills that they will need to quality for good jobs in later life, there don't put into practice substantial education. Accordingly, this study will develope Supplementary Class for substantial and effective design education in industrial highschool on the focus of proper technical education which domestic companies need. Especially, the researcher selected web design education which is favored the most by companies in information society, which is adopting as a required course in industrial highschool.

• Education of Primary School Mathematics
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• v.9 no.2 s.18
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• pp.89-105
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• 2005

The purposes of this study were to develop an effective teaching material for slow learners in mathematics and to investigate its effect. To achieve the first goal, several pre-used teaching material and the 7th national curriculum for elementary school mathematics were analyzed to set up a framework fur developing new teaching material. Using these developed framework and curriculum data, 370 units of lesson were developed from the 3rd grade to the 6th grade. To investigate the effect of the material, 3 slow learners (2 from the 5th and 1 from the 6th grade) were selected through diagnostic tests. Then supplementary lessons were administered after school to relieve their disability accordingly for seven months. During the lessons(lasted about 40 minutes), teacher observed the subjects in detail and .judged the teaming sequence and the learning pace. Through this observation and the test administered after the treatment, several conclusions were drawn as follow: First, the supplementary lessons using the developed teaching material helped slow learners understand mathematics and solve problems. Especially, the test scores gained on formative evaluation became higher. This might be caused by the material that enabled to relieve the disablement and the teaching method that aimed to give a meaningful mathematical experience. Second, the supplementary lessons affected positively to the affective domain of the slow learners. They convinced themselves to their mathematical ability and became active in their mathematics class. This was observed by researcher and the class teacher in their lessons. Positive attitude toward mathematics and their ability is quite important for mathematics learning especially fur slow learners in mathematics.

• 제어로봇시스템학회:학술대회논문집
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• 1994.10a
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• pp.189-194
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• 1994

Adaptive control systems based upon the command generator tracker(CGT) approach have attracted considerable interest because of the simple structure of its adaptive controller. Some attempts to such improve the adaptive control algorithm, for the sake of the application to broader class of plants, are made. Recently, Su and Sobel(1992) proposed that those schemes can be treated by an unified theory using a metasystem representation with some types of supplementary dynamics. However, in their method, it is difficult to find the dynamic compensator, which is proper and output feedback stabilizable, for the uncertain plant. This paper proposes a new design method of such supplementary dynamics and some parameters of adaptive control system for linear time invariant SISO plants. The method gives a concrete and systematic design method using only a few priori knowledge of the plant.

• The Journal of Korean Association of Computer Education
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• v.8 no.6
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• pp.45-53
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• 2005

In this paper, we propose an improved method of differentiated curriculum in social studies class that can be immediately used in the class. There are two major reasons that differentiated curriculum has not been applied to actual educational programs. One reason is the inefficient progress of differentiated curriculum derived from students' self-study based on individual projects and teacher's excessive investment of time in the development and management of individual researches. The other attribute is the difficulty in distinguishing students' academic level due to the lake of distinct criteria, because students are classified into merely two groups, in-depth group and supplementary class. To cope with these problems, we adopted a cooperative learning to enhance the educational effect of students of the similar level. Experimental results validate that the proposed method is effective in the course of social studies.

• School Mathematics
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• v.11 no.1
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• pp.147-164
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• 2009

This study investigated the development of geometrical thinking levels of the under achievers at mathematics through supplementary classes according to van Hiele's learning process by stages using mathematical journal writing. We selected five under achievers at mathematics among the fourth graders. We examined their geometrical thinking levels in advance and interviewed them to collect basic data related to their family backgrounds and their attitude toward mathematics and their characteristics. Supplementary classes for the under achievers were conducted a couple of times a week during 12 weeks. Each class was conducted through five learning stages of van Hiele and journal writing was applied to the last consolidating stage. After 12th class had been finished, posttest on geometrical thinking levels was conducted and the journals written by the pupils were analyzed to find out changes in their geometrical thinking levels. The result is that three out of five under achievers showed one or two level-up in their geometrical thinking levels, though the other two pupils remained at the same level as the results by the pretest. Moreover we found that mathematical journal writing could provide the pupils with opportunities to restructure the content which they study through their class.

• Journal of English Language & Literature
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• v.57 no.6
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• pp.1199-1212
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• 2011

This paper is to scrutinize Jean Rhys' Wide Sargasso Sea through a Marxist criticism. While critics were industriously excavating discourses of feminism, post-colonialism, and racism in the novel, they tended to regard the Marxist attribute as supplementary material and to diminish the significance not considering as an independent subject to be examined. However, the novel, in which all the major relationships are based on capital, exemplifies class conflict between the bourgeois and the proletariat. Marx and Engels believe that the foundation of our society is capital and that society evolves through class conflict to obtain more capital, and thus they assert people's relations are the product of the commodification of individuals. Furthering their study, Louis Althusser specifies the power system through the (repressive) state apparatus and the ideological state apparatus. With the theories of the thinkers' above, this paper analyzes the relationship between Annette and Mason, Antoinette and her nameless husband, allegedly Rochester, Rochester and Amelie, and Rochester and Daniel Cosway. This paper offers an alternative reading of a classical feminist and post-colonial text.

• The Journal of Korean Institute for Practical Engineering Education
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• v.2 no.2
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• pp.10-15
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• 2010

The subject of basic fluid power practice which is used in various industries requiring factory automation aims at understanding of the composition and operating principles of pneumatic components and programming of electric sequential circuits, building the design ability of pneumatic system. This subject goes by 3 hour classes with theory and practice side by side. So it is not enough time to instruct students various contents related in this subject. In this research a supplementary learing using E-learning is proposed as a solution for this problem. The off-line classes of this subject went with E-learning side by side and analyzed the effects of E-learning as a supplementary learning through the students survey who attended the class. And further needed research is presented.

• Journal of Korean Home Economics Education Association
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• v.11 no.2
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• pp.13-26
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• 1999

The goals of this research are for producing and optimizing the CD-ROM, effective and practical Teaching-Learning method. It consists of Wearing Korean Traditional Costume for the First Grade of Middle School Students in Home Economics Teaching. This research’s summarization is following. First, the multi-media material. CD-ROM making use of Powerpoint. Wearing Korean Traditional Costume, is produced to help the students learn the difficult contents in terms of video and audio. Second, it is introduced the model of Open Education for increasing the efficiency of class. Third, it is developed to proceed the class with the CD-ROM and small group study of place activity. Fourth, it helps students concentrate on the class with proper sound effect whenever the slide films are changed. And it helps to link the web sites related to Korean Traditional Costume. Finally, another kinds of suggestions are following. The effective verification of this software that is tested and applied at the field for a given period will be necessary. And, it is necessary to upgrade for the CD-ROM and the supplementary teaching materials in Korean Traditional Costume education.

• Journal of the Korean Society of Earth Science Education
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• v.9 no.1
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• pp.88-96
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• 2016

The purpose of this study is to examine the effects of Jigsaw small inquiry method on science academic achievement and scientific attitudes. For this study, two classes of six graders were divided into a research group and a comparative group. The classes were pre-tested in order to ensure the same standard. The research group had the science class with Jigsaw small inquiry method, and the comparative group had the class with a teacher centered lectures for 12 classes for 12 weeks. The Jigsaw small inquiry method was focused on the introduction stage, the whole group activities, professional group activities, restart the whole group activities, supplementary structured study guide, results announced, and excellent group rewards. To prove the effects of this study, science learning motivation was split up based on the attention power, relation, confidence, and sense of satisfaction. The results of this study are as follows. First, Jigsaw small inquiry method is effective in science academic achievement. Second, Jigsaw small inquiry method is effective in scientific attitudes. Also, Jigsaw small inquiry method was approved by students. Consequently, Jigsaw small inquiry method had the great effects on developing science academic achievement for the elementary science class. That means the science class with Jigsaw small inquiry method has potential to develop science academic achievement and scientific attitudes.

• Korean Journal of Child Studies
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• v.30 no.4
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• pp.87-97
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• 2009

This study used Hierarchical Linear Modeling analysis to investigate the effects of individual self-regulated cognitive strategies and public education on middle school students' academic achievement. Participants were 6389 (boys 3287, girls 3102) middle school students from the 2005 data of the Korea Education Longitudinal Study. Results were as follows : (1) there were significant differences among different schools in middle school students' academic achievement, i.e. 20% of variance in English achievement and 15% of variance in mathematics achievement were explained by school differences. (2) Students' elaboration and meta-cognitive strategy influenced academic achievement positively. (3) Predictor variables by ability grouping, supplementary class, and/or self-learning class had no significant effects on students' academic achievement.