• Title, Summary, Keyword: Learning Activity

Search Result 1,463, Processing Time 0.052 seconds

The Analysis of Researches on the Brain-based Teaching and Learning for Elementary Science Education (초등과학교육에의 적용을 위한 뇌-기반 학습 연구의 교육적 의미 분석)

  • Choi, Hye Young;Shin, Dong-Hoon
    • Journal of Korean Elementary Science Education
    • /
    • v.33 no.1
    • /
    • pp.140-161
    • /
    • 2014
  • The purpose of this study was to analyze 181 papers about brain-based learning appeared in domestic scientific journals from 1989 to May of 2012 and suggest application conditions in elementary science education. The results of this study summarizes as follows; First, learning activity suggested by brain-based learning study is mainly explained by working of brain function. Learning activity explained by brain-based learning study are divided into 'learning according to specialized brain function, learning according to brain function integration and learning beyond specialization and integration of hemispheres'. Second, it searched how increased knowledge of brain structure and function affects learning. Analysis from this point of view suggests that brain-based learning study affects learning in many ways especially emotion, creativity and learning motivation. Third, brain-based learning study suggests various possibilities of learning activity reflecting brain plasticity. Plasticity which is one of most important characteristics of brain supports the validity of learning activity as learning disorder treatment and explains the possibility of selective increment of brain function by leaning activity and the need of whole-brain approach to learning activity. Fourth, brain-based learning brought paradigm shifts in education field. It supports learning sophistication on the understanding of student's learning activity, guides learning method that reflects the characteristics of subject and demands reconstruction of curriculum. Fifth, there are many conditions to apply brain-based learning in elementary science education field, learning environment that fits brain-based learning, change of perspectives on teaching and learning of science educators and development of brain-based learning curriculum are needed.

Multiple Classifier System for Activity Recognition

  • Han, Yong-Koo;Lee, Sung-Young;Lee, young-Koo;Lee, Jae-Won
    • Proceedings of the Korea Inteligent Information System Society Conference
    • /
    • /
    • pp.439-443
    • /
    • 2007
  • Nowadays, activity recognition becomes a hot topic in context-aware computing. In activity recognition, machine learning techniques have been widely applied to learn the activity models from labeled activity samples. Most of the existing work uses only one learning method for activity learning and is focused on how to effectively utilize the labeled samples by refining the learning method. However, not much attention has been paid to the use of multiple classifiers for boosting the learning performance. In this paper, we use two methods to generate multiple classifiers. In the first method, the basic learning algorithms for each classifier are the same, while the training data is different (ASTD). In the second method, the basic learning algorithms for each classifier are different, while the training data is the same (ADTS). Experimental results indicate that ADTS can effectively improve activity recognition performance, while ASTD cannot achieve any improvement of the performance. We believe that the classifiers in ADTS are more diverse than those in ASTD.

  • PDF

Effects on Number and Operations Abilities of 1st grade Children by Applying Teaching and Learning Activity through communication (의견교환을 통한 교수.학습 활동이 1학년 어린이의 수, 연산 능력에 미치는 영향)

  • Choi Chang Woo;Lee Joong Hee
    • The Mathematical Education
    • /
    • v.43 no.4
    • /
    • pp.419-440
    • /
    • 2004
  • The purpose of this paper is to know the effects on number and operation abilities of the 1st grade children of elementary school by applying teaching and learning activity throught communication. For this purpose, we have studied according to the following procedure. 1. We divised teaching and learning model through communication and applied in the actual teaching and learning activity. 2. We investigated the effects of number and operations abilities of the 1st grade children by applying teaching and learning activity through communication. To accomplish this purpose, we applied learning activity through communication to the 1st grade of 40 elementary school children for about six months(September 1, 1999 ~ February 20, 2000). In process of applying this model, we collected all sorts of cases in the children's learning activity and investigated children's response on learning activity through communication, interview with children and researcher's observation. We applied the model through communication in class and compared with the traditional learning. 1. In learning through communication, children could solve the problem in themselves with a sense of responsibility. 2. It was impossible to find out the degree of children's comprehension in the explanatory learning. But in the learning through communication, it was a great help to individualize and plan the learning because children express their ideas clearly. It has conclusion as follows. The learning activity through communication has effected on forming number and operations abilities of the 1st grade of elementary school children importantly. 1. Children have improved in the abilities through communication to express their own ideas. 2. Children have studied with a sense of responsibility not in the teacher-oriented learning but in the self-directed learning 3. Children could find out the mathematical concepts in themselves - correcting false concepts, reguiding concepts by errors, finding invisible errors, solving problems variously and knowing the easy method. 4. The activity through communication in mathematics was a base of children's individual learning and important data of next learning plan. 5. The mathematical concepts formed through communication had a high transfer of learning. 6. Children have taken pleasure of discovery and had affirmative attitude about mathematics learning. We can make sure that number and operations abilities of the 1st grade children are formed by applying teaching and learning activity through communication. However, help and control of teacher have to be with it.

  • PDF

A Study on the Development of a Teaching-learning Model for Active Learning in Engineering Education (공학교육에서의 Active Learning 교수-학습 모형 개발 연구)

  • Kim, Na-Young;Kang, Donghee
    • Journal of Engineering Education Research
    • /
    • v.22 no.6
    • /
    • pp.12-20
    • /
    • 2019
  • The purpose of this study is to development of a teaching-learning model for active learning in engineering education. For this, the adequacy between educational objectives and active learning activities is verified and furthermore an "active learning teaching-learning model" is suggested. This suggested teaching-learning model is expected to supplement weakness of traditional lecture-type teaching-learning activity. Based on the literature review, first, the representative activities of active learning were derived. there are twenty active learning activities, which compose of five of individual learning activity, five of pair-learning activity and five of group-learning activity, and five of alternative- learning activity. In addition, a survey on adequacy between designed active learning activities and learning outcomes were conducted to ten educational experts. Lawshe's content validity calculation method was applied to analyze the validity of this study. Second, five teaching-learning principles, such as thinking, interaction, expression, reflection, and evaluation were derived to develop an "active learning teaching-learning model" which supplements lecture-type classes and then the "TIERA teaching-learning model" which consists of five stages was designed. Finally, based on the survey on educational experts, adequate active learning activities were proposed to apply in each stage of the "TIERA teaching-learning model" and as a result the TIERA model's active learning activities were developed. The result of this study shows that some activities of active learning are appropriate to induce high cognitive learning skills from the learners even in traditional lecture-type classrooms and therefore this study suggests meaningful direction to new paradigm of teaching-learning for engineering education. This study also suggests that instructors of engineering education can turn their traditional teaching-learning activities into dynamic learning activities by utilizing "active learning teaching-learning model".

A Study on Analysis of Learning Activity in Class of Engineering College Students (공과대학 학생의 수업 내 학습활동 분석 연구)

  • Song, Myung hyun;Kim, Kyeong Eon;Kang, Sueng Chan
    • Journal of Practical Engineering Education
    • /
    • v.8 no.1
    • /
    • pp.69-73
    • /
    • 2016
  • While growing interest about university education and quality enhancement, learner's scholastic achievement, learning process, various of learning activity work variable performance of university education. In this context, for quality enhancement of engineering education, it is necessary to pay attention not only learning achievement, educational conditions and environment, but also how students learn. The purpose of this study is checking learning activity in class of Engineering college students and proposing teaching and learning support for promoting learning activity in class. The result of this study is engineering college students were participate in highly only activity is called to professor, but self-directed learning engagements was less than. Activity of promoted thinking about task execution implemented frequently, but activity of critical thinking and applied everyday life were less than. In class students cooperated with colleague learner actively, they had sincere attitude about class. Based on these results, in order to promote learning activity in class, it is necessary sufficient teaching-learning support for learner's self-directed learning and enhancing thinking skills.

An Analysis of Mathematics Textbook's Contents Based on Davydov's Activity Theory (Davydov의 활동이론에 기반한 초등학교 수학교과서의 내용 분석)

  • Han, Inki
    • East Asian mathematical journal
    • /
    • v.29 no.2
    • /
    • pp.137-168
    • /
    • 2013
  • In this paper we study activity theory and Davydov's learning activity theory. We analyze brief history of activity theory in Russia, structure of human activity, and Davydov's studies in activity theory. Especially we analyze Davydov's 1st grade mathematics textbook, and try to investigate embodiment of Davydov's learning activity theory in his mathematics textbook.

The effects of leisure activities on learning agility for youths: Mediative effects of interpersonal relationship (청소년의 여가활용이 학습 적응성에 미치는 영향: 대인관계의 매개효과)

  • Choi, Kyung-Il
    • Journal of Digital Convergence
    • /
    • v.16 no.3
    • /
    • pp.527-532
    • /
    • 2018
  • This study aims to examine the effectiveness of leisure activity on learning agility and to verify the mediative effectiveness of interpersonal relationship between leisure activity and learning agility for youths. To achieve these purpose, 6,637 data that sampled by 'IEA ICCS 2016' were analyzed with structural equation. The results of study were as follow. First, leisure activity directly effects on learning agility for youths. Second, leisure activity directly effects on interpersonal relationship. Third, interpersonal relationship directly effects on learning agility and partial mediative effects between leisure activity and learning agility. These results implies that youths' leisure activity is not only directly affecting learning agility, but also affecting interpersonal relationship. And this interpersonal relationship also effects learning agility. Based on these results, some practical implications were proposed to develop learning agility in terms of leisure activity and interpersonal relationship.

The Pre-Teacher's Experiences on Sustainable Development (교실 친화적 지속가능발전 교육 활동을 통해 살펴본 예비교사들의 지속가능발전 경험 분석)

  • Ji, Seung-Hyun;Nam, Young-Sook
    • Hwankyungkyoyuk
    • /
    • v.24 no.3
    • /
    • pp.78-88
    • /
    • 2011
  • The purpose of this study is to conduct classroom-friendly learning activity for sustainable development and to find out the learner's understanding level of experiences on sustainable development. The results of this study could be summarized as follows. First, classroom-friendly learning activity for sustainable development which is focused on the sustainable flea market is concerned about enhancing learner's understanding sustainable development. It could be emphasized a viewpoint of sustainable development, and a possibility of expanding learner's experience in dealing with sustainable development. Second, this study shows also a application of the teaching & learning strategy for classroom-friendly learning for sustainable development. Three different group of pre-service teachers were participated in sustainable flea marker activity. It is considered to make the student be able to catch up core knowledge and value of sustainable development during the classroom-friendly learning activity. In conclusion, this research asserts that classroom-friendly learning activity for sustainable development could make students improve the knowledge and value of sustainable development. It is emphasized to advance education for sustainable development as a new teaching & learning strategy.

  • PDF

Study on the Model Development for Experiential Learning with Ubiquitous Everyday English (유비쿼터스 생활영어 체험학습장 교수-학습 모형 개발 연구)

  • Baek, Hyeon-Gi;Kim, Su-Min;Kang, Jung-Hwa
    • Journal of Digital Convergence
    • /
    • v.7 no.3
    • /
    • pp.49-60
    • /
    • 2009
  • The aim of this study was to develop a model for teaching-teaming by applying Ubiquitous at a learning experience field, in which connect characteristics of both ubiquitous application learning and experience teaming, making use of them. A literature survey of concepts was conducted, with the main areas to find out relationships between ubiquitous application learning and experience learning. Experience learning by applying ubiquitous learning methods maximizes its efficiency of experience learning in considering ubiquitous learning methods's characteristics of dynamic, interaction, sharing. Also it makes communications through positive participation and active interaction, and leads to a process of internal examination. The research data suggests that critical factors of experiencing learning applying ubiquitous are acquiring information and memory, information integration and exquisiteness, emotional and social activity, producing activity, help activity.

  • PDF

Engineering Mathematics Teaching Strategy Based on Cooperative Learning

  • Zhu, Wanzhen
    • Research in Mathematical Education
    • /
    • v.14 no.1
    • /
    • pp.11-18
    • /
    • 2010
  • The basic idea of cooperative learning focuses on team reward, equal opportunities for success, cooperation within team and competition among teams, and emphasizes share of sense of achievement through joint efforts so as to realize specific learning objectives. The main strategies of engineering mathematics teaching based on cooperative learning are to establish favorable team and design reasonable team activity plan. During the period of team establishment, attention shall be given to team structure including such elements as team status, role, norm and authority. Team activity plan includes team activity series and team activity task. Team activity task shall be designed to be a chain of questions following a certain principle.