• Journal of Science Education
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• v.39 no.3
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• pp.333-342
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• 2015

The purpose of this research was to investigate the effect of physics learning through the teaching-learning strategy of phased context in introductory physics classes. The participants in the study included 35 university freshmen. The teaching-learning strategy of phased context were developed by idealizing, extending and comparing contexts which were then applied in introductory physics classes : six hour classes about straight line motion, two-dimensional motion and Newton's laws of motion. The effects of the physics learning were then analyzed by the FCI (Force Concept Inventory) and MPEX (Maryland Survey on Physics Expectation) questionnaires. The results showed that the teaching-learning strategy of phased context helped change the force concept and did not change the belief about physics learning. Finally, based on the results of the study, we discuss possible educational implications for phased context in introductory physics classes.

• Journal of Korean Society of Industrial and Systems Engineering
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• v.19 no.40
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• pp.321-327
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• 1996

Time phased reorder models for non-instaneous receipt was Presented in a recent paper [l]. This paper extends the models under learning effects and learning retention after breaks. The result of this model show that learning and learning retention significantly influence the amount of inventory and production lot size. Sample example demonstrate the application of the proposed methodology.

• Journal of IKEEE
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• v.27 no.4
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• pp.636-643
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• 2023

In this paper, a high-speed calibration method for phased array antennas in the far-field is presented A max calibration, which is a simplification of the rotating-element electric-field vector (REV) method that calibrates each antenna element only through received power, and a method of grouping calibrations by sub-array unit rather than each antenna element were proposed. Using the Proximal Policy Optimization (PPO) algorithm, we found a partitioning optimized for the distribution of phased array antennas and calibrated it on a subarray basis. An adaptive max calibration method that allows faster calibration than the conventional method was proposed and verified through simulation. Not only is the gain of the phased array antenna higher while calibration is being made to the target, but the beam pattern is closer to the ideal beam pattern than the conventional method.

• Journal of the Korean School Mathematics Society
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• v.5 no.1
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• pp.21-32
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• 2002

The purpose of this research is to invent the method which improve the problem - solution power in mathematics, making learning materials for it and apply it to the inactive 1st grade high school students. The results of this reaserch are as follows. 1. Through this 4 phased team teaching, the atmosphere of learning is positive and learning activities are voluntary and the attitude to the mathematics is improved. 2. The harmony of team studying for a problem solution, problem understanding, flowchart drawing and mind map studying enabled students to have confidence of learning, leading to improve the ability of mathematics.

• Asia pacific journal of information systems
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• v.5 no.1
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• pp.36-51
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• 1995

본 논문에서는 비구조적인 의사결정문제를 효과적으로 해결하기 위하여 감독학습 인공신경망 모형과 비감독학습 인공신경망 모형을 결합한 하이브리드 인공신경망 모형인 HYNEN(HYbrid NEural Network) 모형을 제안한다. HYNEN모형은 주어진 자료를 클러스터화 하는 CNN(Clustering Neural Network)과 최종적인 출력을 제공하는 ONN(Output Neural Network)의 2단계로 구성되어 있다. 먼저 CNN에서는 주어진 자료로부터 적정한 퍼지규칙을 찾기 위하여 클러스터를 구성한다. 그리고 이러한 클러스터를 지식베이스로하여 ONN에서 최종적인 의사결정을 한다. CNN에서는 SOFM(Self Organizing Feature Map)과 LVQ(Learning Vector Quantization)를 클러스터를 만든 후 역전파학습 인공신경망 모형으로 이를 학습한다. ONN에서는 역전파학습 인공신경망 모형을 이용하여 각 클러스터의 내용을 학습한다. 제안된 HYNEN 모형을 우리나라 기업의 도산자료에 적용하여 그 결과를 다변량 판별분석법(MDA:Multivariate Discriminant Analysis)과 ACLS(Analog Concept Learning System) 퍼지 ARTMAP 그리고 기존의 역전파학습 인공신경망에 의한 실험결과와 비교하였다.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2019.05a
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• pp.319-322
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• 2019

There are many techniques for locating users in an indoor spot. Among them, WiFi fingerprinting technique which is widely used is phased into a data collection step and a positioning step. In the data collection step, all surrounding Wi-Fi signals are collected and managed as a list. The more data collected, the better the accuracy of the indoor position based on Wi-Fi fingerprint. Existing high-quality data collection and management methods are time consuming and costly, and many operations are required to extract and generate data necessary for machine learning. Therefore, we research how to collect and manage large amount of data in limited resources. This paper presents efficient data collection methods and data generation for learning.

• 교육공학연구
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• v.33 no.4
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• pp.1001-1024
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• 2017

Flipped classroom has used widely in university in that its unique structure can facilitate learners' higher-thinking skills and promote competencies. Learners are expected to extend knowledge through performing online and offline, but they have difficulty in understanding their roles and specific behaviors to achieve the learning goals in the flipped learning. Therefore, a guidance for students has been required to support learners' mastery learning. The purpose of this study is to identify successful learners' characteristics in terms of "competency". For this, three-phased competency modeling was employed. In Phase I, Behavioral Event Interviews were conducted with eight learners of the flipped classroom. In Phase II for identifying competencies and developing a competency model, the data was coded, followed by testing reliability of the coding. Based on the meaning codes, competencies and behavioral indexes were developed. The final competencies consist of learning orientation, learning management, feedback seeking, peer interaction, and knowledge extension. In Phase III, validation of the competency model was conducted by explanatory factor analysis. As last, competencies were aligned by the two-phase of the flipped classroom. The finding will be used as the guidance for the learners and instructors in the flipped classroom.

• The Journal of Korean Association of Computer Education
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• v.18 no.5
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• pp.55-62
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• 2015

Today, living in a software-centered global community. lots of countries are putting most efforts on breeding a creative manpower well equipped with problem-solving abilities based on computational thinking. Upon this colleges and universities where most strongly related to job activities are proceeding instruction related to programming for the IT majors realizing the importance of the software education. Hereby we intend to be of a proper help for every colleges and universities students who are working on educational programming design for the first time performing a research probing the relationship with the full gamut of computational thinking based on the result acquired through a phased survey showing the amount of difficulties at their beginning stages.

• The Journal of Korean Association of Computer Education
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• v.12 no.2
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• pp.13-22
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• 2009

In this paper, we propose a new dynamic syllabus composition system to solve the problems of a static syllabus which can appear in the field of computer education, where the relationship between pre-post study subjects is clear and teachers may grasp easily the degree of understanding of learners in real time. Our dynamic syllabus composition system is designed to be adjusted according to the physical change of the amount of education and the level of learners, which is based on the priority of educational objects. The result of instance performed on two groups of different entering behavior shows that the proposed method enhances the degree of transfer of education and helps us teach a class around the representative subject which has to be dealt with in the class, so that it is very effective for the achievement of educational objects prior to others.

• Journal of Elementary Mathematics Education in Korea
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• v.5 no.1
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• pp.99-120
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• 2001

The purpose of this thesis is to find the guiding direction of mathematical communication in lower grade students of elementary school and to present a new direction about the effect of using concrete material in communication. It is expected that mathematical communication increases when concrete material is used for the students of the lower grades, who are in concrete operational period. Therefore, this study ai s to investigate what characteristics there are in mathematical communication of second grade students and what effect concrete materials have on mathematical communication and learning. The analysis of the teaching record shows that the second grade students use alternative terms in the process of communication since they are not familiar with mathematical symbols or terms, which is a characteristic of communication in a mathematics class in which concrete material is used. In the process of teaming the students apply their living experiences to their teaming. Since a small number of students lead class, the interaction between students is also led by them. The direction of communication in a small group is not centered around solution of a problem, and most students show a more interest in finding answers than in the process of learning. The effect that concrete material has on communication plays an important role in promoting students' speaking activity; it allows students to identify and correct their errors more easily. It also makes students' activities more predictable, and it increases a small group activities through the medium of concrete material. However, it was also noticed that students' listening activities are not appropriately developed since they do not pay attention to a teacher who uses concrete material. The effects that concrete material has on mathematics class can be summarized as follows. Concrete material promotes students' participation in class by triggering their interest of learning of mathematics and helps them to understand the course of learning. It also helps the teaming and formation of concepts for children of low academic performance. And it makes a phased learning possible according to students' ability to use concrete material and to solve a problem. Based upon the results above mentioned, the use of concrete material is absolutely needed in mathematics classes of lower grade elementary school students since it increases communication and gives much influence on mathematics learning. Therefore, teachers need to develop teaching or learning method which can help increase communication, considering the characteristics of students' communication.