• Computers and Concrete
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• v.34 no.2
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• pp.151-168
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• 2024

This research aimed to appraise the effectiveness of four optimization approaches - cuckoo optimization algorithm (COA), multi-verse optimization (MVO), particle swarm optimization (PSO), and teaching-learning-based optimization (TLBO) - that were enhanced with an artificial neural network (ANN) in predicting the bearing capacity of shallow foundations located on cohesionless soils. The study utilized a database of 97 laboratory experiments, with 68 experiments for training data sets and 29 for testing data sets. The ANN algorithms were optimized by adjusting various variables, such as population size and number of neurons in each hidden layer, through trial-and-error techniques. Input parameters used for analysis included width, depth, geometry, unit weight, and angle of shearing resistance. After performing sensitivity analysis, it was determined that the optimized architecture for the ANN structure was 5×5×1. The study found that all four models demonstrated exceptional prediction performance: COA-MLP, MVO-MLP, PSO-MLP, and TLBO-MLP. It is worth noting that the MVO-MLP model exhibited superior accuracy in generating network outputs for predicting measured values compared to the other models. The training data sets showed R² and RMSE values of (0.07184 and 0.9819), (0.04536 and 0.9928), (0.09194 and 0.9702), and (0.04714 and 0.9923) for COA-MLP, MVO-MLP, PSO-MLP, and TLBO-MLP methods respectively. Similarly, the testing data sets produced R² and RMSE values of (0.08126 and 0.07218), (0.07218 and 0.9814), (0.10827 and 0.95764), and (0.09886 and 0.96481) for COA-MLP, MVO-MLP, PSO-MLP, and TLBO-MLP methods respectively.

• Journal of the Korean earth science society
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• v.22 no.5
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• pp.360-376
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• 2001

This qualitative research investigated in-service science teachers' perceptions about cooperative learning and their perceived barriers in implementing cooperative learning in their classrooms. The underlying premise for cooperative learning is founded in constructivist epistemology. Cooperative learning (CL) is presented as an alternative frame to the current educational system which emphasizes content memorization and individual student performance through competition. An in-depth interview was conducted with 18 in-service science teachers who enrolled in the first-class teacher certification program during 2001 summer vacation. These secondary school teachers's interview data were analyzed and categorized into three areas: teachers' definition of cooperative learning, issues with implementing cooperative learning in classrooms, and teachers' and students' responses towards cooperative learning. Each of these areas are further subdivided into 10 themes: teachers' perceived meaning of cooperative learning, the importance of talk in learning, when to use cooperative learning, how to end a cooperative class, how to group students for cooperative learning, obstacles to implementing cooperative learning, students' reactions to cooperative learning, teachers' reasons for choosing (not choosing) student-centered approaches to learning/teaching, characteristics of teachers who use cooperative learning methods, and teachers' reasons for resisting cooperative learning. Detailed descriptions of the teachers' responses and discussion on each category are provided. For the development and implementation of CL in more classrooms, there should be changes and supports in the following five areas: (1) teachers have to examine their pedagogical beliefs toward constructivist perspectives, (2) teacher (re)education programs have to provide teachers with cooperative learning opportunities in methods courses, (3) students' understanding of their changed roles (4) supports in light of curriculum materials and instructional resources, (5) supports in terms of facilities and administrators. It's important to remember that cooperative learning is not a panacea for all instructional problems. It's only one way of teaching and learning, useful for specific kinds of teaching goals and especially relevant for classrooms with a wide mix of student academic skills. Suggestions for further research are also provided.

• Journal of Digital Contents Society
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• v.17 no.6
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• pp.509-521
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• 2016

A novel Samples Balanced Genetic Algorithm combined with Extreme Learning Machine (SBGA-ELM) for Parkinson's Disease diagnosis and detecting bio-markers is presented in this paper. Proposed approach uses genes' expression data of 22,283 genes from open source ParkDB data base for accurate PD diagnosis and detecting bio-markers. Proposed SBGA-ELM includes two major steps: feature (genes) selection and classification. Feature selection procedure is based on proposed Samples Balanced Genetic Algorithm designed specifically for genes expression data from ParkDB. Proposed SBGA searches a robust subset of genes among 22,283 genes available in ParkDB for further analysis. In the "classification" step chosen set of genes is used to train an Extreme Learning Machine (ELM) classifier for an accurate PD diagnosis. Discovered robust subset of genes creates ELM classifier with stable generalization performance for PD diagnosis. In this research the robust subset of genes is also used to discover 24 bio-markers probably responsible for Parkinson's Disease. Discovered robust subset of genes was verified by using existing PD diagnosis approaches such as SVM and PBL-McRBFN. Both tested methods caused maximum generalization performance.

• Journal of Gifted/Talented Education
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• v.26 no.2
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• pp.235-255
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• 2016

This study examined whether there were differences in stakeholders' concerns regarding consulting in gifted education institutes. A total of 122 stakeholders in gifted and talented education responded to SoCQ(the Stage of Concerns Questionnaire, Hall & Hord, 2011). The SoCQ responses of these stakeholders to consulting for gifted education institutes were converted into relative intensities and SoCQ profiles, which were analyzed by the affiliated areas of institute, teaching years in gifted education, continuities of affairs in gifted education, and approaches to teacher training for gifted education with using t-test and one-way analysis of variance. Results indicated that stakeholders generally showed the highest concern for stage 1(information) and the lowest concerns for stage 4(consequence), which were the initial stage of change and innovation in consulting for gifted education institutes. In the meanwhile, skakeholders having training program for professionals showed the more concern for stage 6(refocusing), which was a kind of resistance for the present consulting for gifted education institutes. On the based on these results, this study suggested ways(or methods) for settlement and the diffusion of successful gifted education consulting.

• The Journal of the Korea Contents Association
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• v.15 no.11
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• pp.635-657
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• 2015

The current society characterized by knowledge-based information technology and multiculturalism put more emphasis on problem-solving skills, creative thinking, and communication skills than any other periods did. In response to the demand of the current times, multidisciplinary, or convergence courses and majors are being created and conducted in college education, yet, with the lack of specific teaching and learning model for the convergence courses. In this context, this study aimed to examine PBL as an instructional model for the convergent approaches in classroom, since PBL has been regarded as a model for fostering the 21st century learning capabilities for student coupled with the learning principles of authentic tasks, learner-centeredness, collaborative learning. This study, after conducted a PBL course for the general art education during the summer semester of 2014, analyzed the result using data collected from students' reflective journals, in-depth interviews, and SNS posts among the students. The result presented students' enhanced self-respect, increased interest in their learning and communication skills, and their recognition of the value on diversity and empathetic attitudes toward each others. In conclusion, PBL showed its potential as an alternative instructional model for the multidisciplinary and convergent learning in college education.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.12 no.1
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• pp.79-93
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• 2001

Objectives：The children with ADHD have some deficits in social skills including the peer relationship. There are several approaches to teaching social skills to children with ADHD, and many are combined in comprehensive programs to maximize treatment effects. We conducted this study to explore the direct effects of social skills training program applied to children with ADHD. Method：Five children and their mothers who were diagnosed to Attention Deficit-Hyperactivity Disorder(ADHD) in Y elementary school survey participated to the study. We performed the 8-session program with the modified the Pfiffner and McBurnett's program(1997), and assessed the social skills, problem behaviors, peer acceptance, parenting behaviors, and parenting stress. Results：Parent's reports were some different from teacher's reports；teacher reported improvement in social skills and peer acceptance, but parent notified decrement in problem behaviors. And also, there were no changes in maternal behaviors, but significant reducing effects in parenting stress. Conclusion：The stimulants are mainstream in treatment of children with ADHD. The social skills training programs are combined in comprehensive treatment programs in children with ADHD to maximize treatment effects.

• Journal of Gifted/Talented Education
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• v.24 no.1
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• pp.63-80
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• 2014

The open inquiry is one of the representative learning approaches for gifted students. However, a gifted student should develop various complicated competencies to succeed in the open inquiry because of its complexity. This study develops a question list in accordance with each stage of inquiry so that the list could provide scaffolding in the process of open inquiry and students develop near-professional competencies and produce distinguished outcomes. For the purpose, we have reviewed various literatures related to research methodologies, academic writings, and learning of inquiry. Based on the review, we identified the open inquiry as cognitive, metacognitive, and sociocultural processes and set up the direction of the development of the question list. We also have elaborated the goals of the open inquiry, provided a model of the stage of inquiry, and developed the guiding question list belonging to each stage. As a discussion, we provided several noteworthy issues in the situation of when the list is used in the teaching of the open inquiry for the gifted.

• Journal of The Korean Association For Science Education
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• v.31 no.4
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• pp.567-586
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• 2011

The purpose of this study was to investigate the gifted students' view on argumentation and the aspects of the argumentation in problem-solving type experiment. As a result, very lively argumentation was identified but quality enhancement on argumentation wasn't found over time. Students made frequent use of dialogic argumentation component, and especially, request & response component was highly used. Though usage frequency is low, the component of ground & question on ground was shown in 3rd class, and simple agreement gradually reduced, and reinforcing elaboration & metacognitive question has slightly increased. Also, students' argumentation were closely related to teachers' teaching approaches as some teacher-led steps doesn't appear in students' argumentation. By comparison in steps, 'problem solving activity & result analysis' step included 2 times more argument components than the previous step. We also found that method grouping teams does not almost affect the argumentation of gifted students. By survey results, most students recognized that they experienced free argumentation and this program activate argumentation and 'strange things' or 'difficulty' of program topics are obstacles in vitalization of argumentation. 'Surface growth experiments' was the most lively argumentation topic. The argumentation was lively made in the step of 'finding solution. 'Teachers' scaffolding accelerate the argumentation and help resolve difficulties in argumentation. Thus, students have positive recognition for the argumentation process in the experiments and recognize that argumentation process is needed.

• Journal of Digital Contents Society
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• v.16 no.3
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• pp.389-395
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• 2015

Digital image provides many conveniences at the internet environment recently. A great number of applications, like Digital Library, Stock Image, Personal Image and Important Information, require the use of digital image. However it has fatal defect which is easy to be modified because digital image is only electronic file. Numerous digital image forgeries have become a serious problem due to the sophistication and accessibility of image editing software. Copy-Move forgery is the simplest type of forgery that involves copying portion of an image and paste it on different location within the image. There are many approaches to detect Copy-Move forgery, but all of them have their own limitations. In this paper, visual and invisible feature based forgery detection techniques are tested and analyzed. The analysis shows that pros and cons of these two techniques compensate each other. Therefore, a hybrid of visual based and invisible feature based forgery detection that combine the merits of both techniques is proposed. The experimental results show that the proposed algorithm has enhanced performance compared to individual techniques. Moreover, it provides more information about the forgery, like identifying copy and duplicate regions.

• Journal of The Korean Association For Science Education
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• v.35 no.1
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• pp.85-94
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• 2015

Constructivism gave many implications to science education but at the same time it has brought confusion about its implication to the field of science education. Hermeneutics has possibilities of being able to reduce confusion as well as opening a new horizon. Hermeneutics seeks the meaning of 'real understanding' through the concepts of horizon, hermeneutical circle, and fusion of horizons. Both hermeneutics and constructivism have positive attitude to students' pre-understanding and accept contextualization of knowledge. Thus, they both can criticize traditional teaching method and propose an alternative. Moreover, hermeneutics approaches human understanding holistically with the concept of horizon, and pays attention to the circularity of the process of human understanding. As a result, hermeneutics can open a new horizon and give new discourse to science education and contribute to the development of research and practice of science education.