Earticle

본고는 우리나라 영어교육 현장에서 언제나 화두가 되고 있는 듣기 능력 향상에 관한 방안을 제시하는데 초점이 맞추어져 있다. 영어를 외 국어로서 습득하는 우리나라 교육 현장에서는 무엇보다도 협력학습이 제일 중요하다고 생각한다. 왜냐하면 언어라는 것은 말이며 말은 혼자 서 하는 것이 아니기 때문이다. 그러므로 서로가 협력해서 듣기, 읽기, 쓰기 및 말하기를 한다면 보다 더 수월하게 영어를 습득할 수 있을 것 이다. 협력학습을 할 때 처음에는 관심분야 및 친한 친구나 가족과 같 이 할 수 있다면 그 효과는 배가 될 것이다. 본고에서는 캐나다 소재 Palmer 중학교의 사례를 기반으로 하여 효과적인 듣기 협력학습 방안 을 제시하였다. 또한 제주도내 소재 일반계 고등학교의 영어회화 수업 현장에서 활용할 수 있는 협력학습 수업방안을 예로 들어서 협력학습의 효과성과 중요성을 강조하였다. 사회적 동물로서 인간은 언어를 사용하 여 의사소통을 한다. 언어적 의사소통은 서로간의 협력을 반드시 수반 하는 삶의 필수적 요건이며, 협력학습은 이를 가능하게 해주는 기초적 인 단계로서 교육현장에서 중요하게 다루어져야 한다. 인간의 생활 그 자체가 협력학습의 장이라고 할 수도 있을 것이다.

The purpose of this paper is to analyze and suggest the way on enlarging of Cooperative Listening Skill. In Korean English Classroom, there are many ways to learn and teach English. As we know, there are four skills in learning and teaching English as well as other languages. I'll focus on listening in this paper. Of course, the best way of listening is to listen and repeat the target language every day. One of them is a Cooperative Learning. A Cooperative Learning is a very important way in learning English as well as mother tongue. The first important topic to learn Cooperative Listening Skill is food which we are interested in cooking or eating. And the best partners to learn Cooperative Listening Skill are friends, classmates and families. In this paper, the ways to learn Cooperative Listening Skill at Palmer Secondary School were introduced because many students have to understand the methods of learning Cooperative Listening Skill. To communicate each other clearly and well, people have to be cooperative because they are social animals. To do so, Cooperative Listening Skill is a very important method.

This study suggests a teaching-learning method to improve creative design abilities of students majoring in design. By suggesting a creative design-inducing (CDI) teaching-learning method process and a creative design-inducing (CDI) teaching-learning method, this study aims to expand creative thinking among students with the aim of producing produce creative output as well as improving the effectiveness of design teaching. It also presents a case of the teaching-learning method in a design-related department, the process of teaching where the new method is applied is also examined. The teaching method this study suggests has the following merits: First, it allows the teacher to use various tools depending on the creative thinking abilities of individuals. By providing students with custom-made teaching, the method motivates and focuses students during the lesson. Second, it is easier for students to generate creative ideas than with other teaching methods.

This exploratory mixed-methods study examined the experiences of first-year engineering students in integrating problem-based learning (PBL) and practical learning. It also explored how these experiences relate to students' self-efficacy, peer evaluation, and early academic adjustment. The study involved 16 first-year engineering students enrolled in two project-based courses. Quantitative analyses assessed the reliability and construct validity of self-, peer-, and team-evaluation instruments, while qualitative data from 32 semi-structured interviews were analyzed using thematic analysis. The qualitative findings revealed several recurring themes, including authentic engagement in problem exploration, collaborative idea development, peer interaction, and emerging academic confidence. Quantitative results showed a relatively strong alignment between self-assessment and peer-assessment scores, whereas the relationship between individual self-perceptions and team-level evaluations was more variable. Given the small sample size and single-institution context, these findings should be interpreted with caution. Nevertheless, the study offers valuable insights into how integrated PBL and practical learning environments may enhance collaborative engagement and knowledge application among first-year university students. The implications for instructional design and multi-source evaluation practices in project-based learning contexts are discussed.

License plate recognition (LPR) is an important component of intelligent transportation systems. With the rapid development of deep learning, LPR has evolved from handcrafted pipelines toward data-driven detection and recognition models with substantially improved accuracy and efficiency. However, the progress reported in existing studies is often difficult to interpret clearly due to considerable differences in dataset splits, evaluation protocols, preprocessing strategies, task definitions, and hardware settings. This review examines LPR from a system-level perspective. We discuss dataset bias, limitations of benchmarks, different evaluation criteria, and the growing importance of restoration-aware LPR, including super-resolution for degraded license plate images.

Fake news is inaccurate information that is intentionally disseminated for a specific purpose. If allowed to spread, fake news can harm the political and social spheres, so several studies are conducted to detect fake news. This study uses a deep learning method with several architectures such as CNN, Bidirectional LSTM, and ResNet, combined with pre-trained word embedding, trained using four different datasets. Each data goes through a data augmentation process using the back-translation method to reduce data imbalances between classes. The results showed that the Bidirectional LSTM architecture outperformed CNN and ResNet on all tested datasets.

Machine learning models were developed to predict the degree of microbial quality of beef by a non-destructive method using a near-infrared hyperspectral imaging system. Beef was stored under aerobic conditions at different temperature scenarios (refrigerated, thawed after freezing, or left at room temperature) for a period of 15 days to induce freshness change and microbial growth. Hyperspectral data cubes were obtained from a data acquisition system in a darkroom environment. The total aerobic bacteria (TAB) experiment was performed in the established meat science manner to provide reference values for the microbial contamination level of the sample. The region of interest designated as the red meat region was selected for spectral extraction. Regression models were developed to predict the TAB value from the extracted data. Partial least squares regression, support vector machine, artificial neural network, and one-dimensional convolutional neural network methods were employed to construct TAB prediction models. Chemical maps were also created for each developed model to visualize the performance of the model. The model development process concluded with the iteration of all previous steps at completely different times and with different beef samples, generating the data for verification and applying it to the developed model to evaluate its versatility. As a result of the development, it was confirmed that the microbial quality of beef can be predicted by models generated from hyperspectral data (Best validation R2 = 0.8593, RMSE = 0.6947). Accurate quality prediction helps livestock breeders develop and apply better husbandry practices, which ultimately leads to higher quality beef production.

본 연구는 창의적 문제 해결을 위한 학제 간 융복합 교양교육에 관한 연구로, 이러한 교과·교육이 창의적 문제 해결에 미치는 기능과 효과를 분석하고자 하였다. 교과 운영 내용과 결과를 면밀히 검토하여 주요 특징과 관련성을 도출하였고, 향후 개선 방향과 발전적인 운영 방안을 모색하고자 하였다. 이를 위해 문헌 연구를 통해 이론적 기초를 마련하였고, 학제 간 융복합 교양 과목을 대상으로 사례 연구(Case Study)를 진행하였다. 교수법, 학습 전략, 교육(학습) 도구의 적용을 고찰하여, 수업 목표 달성과 학습자 역량 강화를 위한 적절성을 검토하였다. 연구 결과, 학제 간 융복합 교양교육은 창의적 문제 해결 역량을 배양하는 데 중요한 역할을 하였으며, 팀 기반 학습과 문제 중심 학습 방법이 실제 문제 해결 능력 강화를 위한 효과적인 접근법임을 확인하였다. 또한, 이러한 교과·교육은 학생들이 문제를 다각 도로 분석하고 최적의 해결책을 도출하도록 유도하는 데 기여하였다. 디지털 기술, 생성 형 AI 학습 도구, 경험 기반 학습의 통합은 학습자의 수업 몰입도를 높이고 학습 효과 를 증진하는 데 긍정적인 영향을 미쳤다. 나아가, 학생들은 비판적 사고, 창의적 아이디 어 도출, 협업 역량에서 뚜렷한 향상을 보였으며, 이는 학습 결과물을 통해 실증적으로 확인되었다. 본 연구를 통해 학제 간 융복합 교육이 창의적 사고와 혁신적 문제 해결 능력 함양에 효과적인 교육 방식임을 확인하였으며, 향후 융복합 교양 교과의 설계 및 운영 전략 개 선에 유용한 시사점을 제공하였다. 앞으로 다양한 교육 사례에 대한 비교연구 및 평가 체계 개선을 위한 후속 연구가 지속적으로 이루어질 필요가 있겠다.

This study examines interdisciplinary convergence-based liberal arts education for fostering creative problem-solving skills, analyzing its functions and effectiveness. By reviewing course implementation and outcomes, it identifies key characteristics and suggests strategies for improvement. A literature review established the theoretical foundation, followed by a case study of interdisciplinary liberal arts courses. The research evaluates teaching methodologies, learning strategies, and educational tools to assess their effectiveness in achieving course objectives and enhancing student competencies. Findings indicate that interdisciplinary education strengthens creative problem-solving. Team-based and problem-based learning proved effective in developing real-world problem-solving skills. Courses encouraged multifaceted analysis and optimal solutions, while digital technologies, generative AI, and experiential learning enhanced engagement and learning outcomes. Students also showed significant gains in critical thinking, creativity, and collaboration. This study confirms the effectiveness of interdisciplinary convergence education in fostering creative and innovative problem-solving. It offers insights for improving course design and implementation. Future research should explore comparative studies and refined evaluation methods to advance interdisciplinary education.

본 연구에서는 제주도 동부 지역의 지하수위 예측을 위한 머신러닝 모델로서 ANN, ELM, LSSVR, LightGBM을 적용하였으며, 모델 평가지표와 도식적 비교를 통해 적용 모델의 지하수위 예측 성능을 평가하였다. 자기상관성이 강한 지하수위 예측에 있어서 비교 모델들은 1일 예측에서 모두 매우 우수한 예측 성능을 나타낸 반면, 7일 예측에서는 예측 성능이 저하되었으며, 비교 모델들간 예측 성능은 거의 비슷하게 나타났다. 또한, 해안지역의 경우 조위변동의 영향으로 인하여 내륙지역보다 지하수위 예측 성능이 다소 저하됨을 확인할 수 있었다. 자기상관성이 강한 지하수위 예측에 있어서 예측 결과가 비슷하 게 나타날 경우 ANN, ELM 등과 같이 상대적으로 복잡한 상세 튜닝을 필요로 하지 않는 머신러닝 모델의 적용성이 상대적으로 우수할 것으로 판단된다. 따라서 머신러닝 모델을 이용한 지하수위 예측은 제주도의 지하수자원을 위한 효과적인 관리도구가 될 수 있을 것이다.

This study applies ANN, ELM, LSSVR, and LightGBM as machine learning models for groundwater level forecasting in the eastern region of Jeju Island, South Korea. The groundwater level forecasting performance of the applied models is evaluated through model evaluation indices. In forecasting the groundwater levels with strong autocorrelation, the comparative models all show excellent performance in the 1-day forecasting. In contrast, the forecasting performance deteriorates in the 7-day forecasting. The results also show that the forecasting performances among the comparative models are almost similar. In addition, it is confirmed that in coastal areas, groundwater level forecasting performance deteriorates compared to inland areas due to the influence of tidal variation. When forecasting results are similar in forecasting the groundwater levels with strong autocorrelation, models that do not require relatively complex detailed tuning, including ANN and ELM, can have excellent applicability. Therefore, groundwater level forecasting using machine learning models can be an effective tool for groundwater resources in Jeju Island.

This study employed a mixed-methods approach to examine how international students’ AI-assisted academic and career coaching needs vary according to their levels of academic and career competencies. Quantitative and qualitative analyses revealed a three-stage pattern of coaching needs, that is to say, introductory, intermediate, and implementation, across both competencies, and identified four competency-combination types: latent-vulnerable, direction-seeking, implementation-gap, and self-development. These types differed not only in the intensity of their coaching needs but also in their attitudes toward AI use, modes of expressing needs, and levels of emotional anxiety. Notably, the same AI tool functioned as a developmental resource for some groups, while for others it appeared to heighten anxiety and avoidance. The study underscores the need to view international students as adult and lifelong learners at different developmental stages and highlights the importance of competency-based, tailored AI coaching systems for effective support.

The duration of an inpatient stay affects hospital administration and improves hospital effectiveness in terms of controlling expenses and raising patient standards. It also assists in identifying the correlations among illnesses requiring hospitalization. For our study, we took 24,150 records from of the Open Data database pertaining to inpatient admissions in 2023. We used a number of methods, including Neural Networks, Deep Learning, Linear Regression, and Support Vector Machines, to predict the Length of Stay (LOS). We converted the data to numerical form for predictive purposes, dividing the dataset into 70% for training and 30% for testing. We assessed the model's performance using Root Mean Squared Error (RMSE) and split the forecast into four LOS categories: 0-2, 3-4, 5-7, and 8 days or more. The study also employed the Apriori algorithm to identify illness association rules that could impact LOS estimates. The results showed that identifying illness correlations is one element that might aid in enhancing the capacity to predict LOS.

This study explores the impact of a modified cooperative learning application on the communication skills and learning experiences of nursing students within a health statistics course. A mixed-method approach was employed, involving 39 nursing students who participated in a 10-week modified cooperative learning module integrated with both theoretical and practical sessions of the health statistics curriculum. Quantitative measures were used to assess changes in communication skills, while qualitative feedback was collected to analyze students' learning experiences. Results demonstrated a significant improvement in communication skills post-intervention (from 3.71±0.42 to 4.03±0.48, p < .001). Qualitative analysis highlighted enhanced student engagement and cooperation through active participation and interactions. The findings suggest that modified cooperative learning can effectively enhance communication skills and provide a positive learning experience, supporting its potential as an alternative teaching strategy in nursing education.

This mixed-methods study explores perceptual learning style preferences among Korean and Uzbek EFL learners and examines teachers’ interpretations of these preferences. Quantitative data were collected from secondary-level learners in both countries (N= 208) using Reid’s PLSPQ, followed by semi-structured interviews with English teachers (n= 18) to contextualize survey patterns. The PLSPQ was selected for its modality-based structure and comparability with current EFL research, and teacher interviews were added to triangulate self-report. Independent-samples t-tests showed that Uzbek learners reported significantly higher preferences across all six modalities, with no group differences on visual. These higher scores are interpreted as context-responsive tendencies rather than indicators of superior ability, with Uzbek patterns linked to smaller classes, limited private tutoring, early instruction prior to full literacy, and movement-based activities in resource-limited schools. In contrast, narrower preference profiles among Korean learners align with exam-oriented, text-focused instruction, larger classes, and classroom norms of deference. While this study contributes a cross-context perspective on learning style preferences, its findings are limited by reliance on self-report and the absence of factor analytic validation of the PLSPQ. Future research should include psychometric testing and behavioral measures. Overall, results underscore the value of inclusive, multimodal pedagogy and learner metacognitive awareness.

언어문화교육에서 언어와 문화교육은 그 필요성과 중요성을 인식하는 단계를 넘어 구체적인 내용과 방법을 모색하고 있는 단계에 있다. 그러나 교육의 내용과 방법을 규정하는 교육의 방향이 무엇인지에 대한 논의는 깊이 있게 논의되지 않고 있다. 본고는 언어문화교육이 문화 중심의 통합교육이 되어야 한다는 전제 하에 언어문화교육의 이념(목적)을 문화능력의 신장이라 하였고, 바람직한 문화능력을 갖춘 인간을 그 지향하는 인간상으로 제안하였다. 또한 외국 언어와 문화를 이해하는 일이 이질적인 문화 이해를 통해 다른 삶의 양식과 조화를 이루고, 자신의 문화적 정체성을 찾아가고, 나아가 다른 문화권의 사람들과 더불어 살아가는 세계인으로서의 존재 가능성을 확장해가는 과정이라는 점도 밝혔다. 그리고 긍정적인 문화를 계승 발전시키고, 문화의 상대적 가치를 인식하고 궁극적으로 인간을 억압하는 문화를 넘어 새로운 문화 창출에 기여할 수 있어야 한다고 보았다. 따라서 언어문화교육에서 이루어지는 어휘/문법교육, 의사소통교육 등은 문화교육이라는 큰 틀 속에서 위치를 정립할 필요가 있음을 주장하였다. 이러한 방향 속에서 교수학습의 원리, 교수학습의 모형을 제안하고 교수학습의 단계에 따라 적용할 수 있는 방법을 구체적 사례를 들면서 제안하였다. 특별히 스토리텔링과 교육연극의 방법을 포괄하면서 서사의 속성을 내용과 방법적인 차원에서 활용 가능성이 있는 교육서사를 제안한 것은 이 방면에 또 하나의 이론을 구축한다는 의의를 지닌다 하겠다.

A Study on the Methods of Integrative Teaching-Learning of Language and Culture in Culture Centered Now, Korean Language and Culture Education step into investigation of concrete contents and methods beyond cognition about importance of language and culture education. Especially, We should notice about unified approach of culture and language education. But We did not discuss about its idea(goal). It is very important in that it decides contents and methods of Korean Language education. The educational idea(goal) is development of culture-ability and its personal image is owned human of desirable culture-ability. and The foreign culture understanding is harmony with other life style and investigate self-culture-identity, and process expending being as world human through foreign culture understanding. Besides, culture and language education should develop positive culture, recognize relative value of culture, and contribute creation of new culture beyond oppressive culture. Thus Grammar teaching and communication teaching should be relocating in the great category of culture education. This article presents teaching-learning principles and models in this orientation. and suggest its methods according to teaching-learning steps. and This article show teaching-learning examples. First of all, I insisted that Narrative in Education(NIE) is very important approaching for integrative education of culture and language. NIE include narrative like storytelling, DIE(drama in education), teaching-learning process etc.

This descriptive study identifies nursing students' methods of studying related to the learning stages, based on a sample of 251 nursing students in a Korean university. The main findings of the study are as follows. The major learning styles of nursing students were accomodation (68.6%), divergen (53.6%), and convergence (38.8%) for the first, second, third, and fourth year group. For all students, the majority (71.3%) showed accomodation or the divergence. The learning styles for grade level were significantly different, (x2=110.021, df=9, p=0.001). The stage of concrete experience was the majority for all of the first year group (51.8%), the second year group (57.1%), and the third year group (61.3%). But, active experimentation (41.9%) was the majority for the fourth year group. Also there were significant differences between the stages of learning by age (x22= 64.391, df=9, p=0.001). The most significant result of the study was the establishment of different modes of learning stages by year, thus supporting the experiential learning theory. The greatest change of style from the first year group to the second year group was reflective observation (7.3%longrightarrow12.9%). That from the second year group to the third year group was the abstractive conceptualization (14.3%longrightarrow21.3%); and that from the third year group to the fourth year group was active experimentation (12.0%longrightarrow41.9%). This reflects the same cycle as indicated by the experimental learning theory of Kolb. According to the study, nursing students' learning stages tended to be more unbalanced as year increases. Therefore this calls for a careful review of the current nursing curriculum.

The purpose of this study is to explore the methods for the effective uses of the external representa-tions in science learning of the scientifically gifted and general students. For this, this study reviewedthe theories (e.g., dual coding theory, cognitive load theory, cognitive theory of multimedia learning,generative theory, and social constructivism theory), the principles (e.g., multiple representations princi-ple, spatial contiguity principle, temporal contiguity principle, split-attention principle, coherence princi-ple, and personalization principle), and the studies (e.g., drawing and writing) for the effective uses ofthe external representations in science learning, and provided the guideline to establish their effectiveuses in science learning of the scientifically gifted and general students.

본 연구는 생성형 AI의 교육적 활용 가능성과 한계를 탐색하기 위해 초등학생 대상으로 주장하는 글 쓰기 학 습 지원을 위한 에이전트를 개발하고, 이를 적용하기 위한 학습 프로그램을 개발하였다. 개발한 AI 에이전트는 LangChain, LangGraph를 기반으로 ReAct(계획–행동–관찰) 루프로 구성되며, RAG, 실시간 웹 검색, 수식 계산 도구를 통합한 웹 기반 에이전트이다. AI 에이전트를 적용하기 위해 초등 6학년 5차시 학습 프로그램을 개발하 여 1개 학급(25명)을 대상으로 적용하였다. 적용 결과, 출처 불명확 자료로 인한 기존 웹 탐색의 한계가 보완되 고 신뢰 가능한 근거와 명시적 출처 확보가 용이해졌다. 또한 도구 선택의 자율화와 RAG,웹 검색 및 계산 병행 으로 LLM의 환각 감소와 최신성, 정확성 제고가 관찰되었다.

This study explores the educational potential and limitations of generative AI by designing and implementing an AI agent–based lesson program and a learning-support agent to assist elementary students with argumentative writing. Built on LangChain and LangGraph, the web-based agent implements a ReAct (plan–act–observe) loop and integrates RAG, real-time web search, and a math computation tool; it was deployed in a five-session lesson program with one sixth-grade class (n=25). The intervention mitigated difficulties in traditional web searching caused by advertisements and unclear sources, enabling easier access to reliable evidence and explicit citations. In addition, autonomized tool selection and the combined use of RAG, web search, and computation were associated with reduced hallucinations and improved recency and accuracy in LLM outputs.

이 글은, ｢行實圖｣類書와 聖學十圖등의 圖書가 성리학적 덕성교육론의 조선조적 원용과 실천이라는 차원에서 깊은 ‘교육적 고려’ 속에 편찬 간행된 것이라는 가정 하에, 여기에 함의된 덕성교육의 접근법을 교수-학습의 모형과 방법적 원리를 중심으로 탐구한 것이다. ｢行實圖｣類書는 덕목과 행위의 교화적 덕성교육의 목표달성에 걸맞게 특별히 개발되고 간행된 교재이다. 聖學十圖는 제목 그대로 ‘聖人이 되기 위한 학문론 혹은 공부론’으로, 대학단계의 교학적 덕성교육에 입문할 초학자를 위해 깊은 교육적 안목에서 개발된 교재이다. 각 교재의 저변에 함의되어 있는 교수-학습의 모형과 원리는 다음과 같다. ｢행실도｣류서에 함의된 교수-학습 모형은 <도입 → 이야기하기 → 행동 실천해보기 → 실천의지 다지기 → 마무리하기>의 5단계이고, 교수-학습의 원리는 ① 지․정․행의 통합적 접근의 원리, ② 도덕적 영웅 따라 배우기의 원리, ③ 감화설득의 원리, ④ 행동실천을 통한 배우기의 원리 등이다. 성학십도에 함의된 교수-학습 모형은 <도입 → 문제의 제시(圖) / 탐구 및 상호토론 → 1차 자료의 제공(說) / 자료읽기 및 잠정결론 도출하기 → 2차 자료의 제공(관련 전문가 혹은 교사의 조언) / 견해 수정하기 → 마무리하기>의 5단계로 구성되고, 교수-학습의 원리는 ① 인지 중심 접근의 원리, ② 자료로서의 교재 제공의 원리, ③ 대화와 토론의 원리 ④ 개별화 교수의 원리 등이다.

This paper studied the Books of Tu(圖) - the books of Shamkanghaengsildo(三綱行實圖) and Seonghaksibdo(聖學十圖) published in Chosun Period from a viewpoint of moral educational theory. Confucian and Neo-confucian thoughts which have been our great tradition is character educational or virtue educational theory regarded character building as the goal of moral education. Chu Tzu(朱子) set up theory of Virtue education by stages applicable to adjust a degree of morality. It has two educational steps. One is the step of Hsiaohsueh(小學) education, which makes hard the base of humanity aimed the internalization of existing regular rule(Jiaohua 敎化 theory of Virtue education). The other is the step of Tahsueh(大學) education, which is based on the retrospective thoughts about internalized rule and establishes the autonomous moral principle(Jiaohueh 敎學 theory of Virtue education). The books of Shamkanghaengsildo published as textbook for the step of Hsiaohsueh or Jiaohua.. Principles of the teaching and learning methods implied on its textbook: ① the integrational approach of moral knowing, moral feeling, and moral action, ② learning through moral models(moral heroics), ③ inspiration and persuasion, ④ practice through experience etc. Seonghaksibdo editied by Toegye(退溪) as textbook for the step of Tahsueh or Jiaohueh. Principles of the teaching and learning methods implied on its textbook: ① cognitive approach, ② textbook as teaching & learning materials, ③ discours and discussion, ④ instruction in consideration of individual personality etc.

기계학습은 주어진 디지털 신호 Data로부터 비용함수를 만들고, 그 비용함수를 최소화함으로 학습이 이루어진 다. 비용함수는 디지털 신호 Data의 양과 인공신경망의 구조에 따라 비용함수에 부분 최솟값(local minimum)들이 생기게 된다. 비용함수의 부분 최솟값들은 학습을 방해하는 요소가 된다. 이러한 방법을 해결하는 여러 방법 중 우리의 제안 방법은 학습률(Step-size)을 변화시키는 방법이다. 학습률을 고정된 상수로 이용하는 기존의 방법과는 다르게 비 용함수를 이용한 다변수함수를 이용함으로써 불필요한 기계학습이 이루어지는 것을 방지할 수 있으며, 최솟값으로 가는 최적의 길을 찾을 수 있다. 수치적 실험을 통하여 기존의 방법보다 우리가 제안하는 방법을 이용하여 약 3%(88.8%→ 91.5%)의 성능이 향상하는 결과를 얻었다.

Machine learning is achieved by making a cost function from a given digital signal data and optimizing the cost function. The cost function here has local minimums in the cost function depending on the amount of digital signal data and the structure of the neural network. These local minimums make a problem that prevents learning. Among the many ways of solving these methods, our proposed method is to change the learning step-size. Unlike existed methods using the learning rate (step-size) as a fixed constant, the use of multivariate function as the cost function prevent unnecessary machine learning and find the best way to the minimum value. Numerical experiments show that the results of the proposed method improve about 3%(88.8%→91.5%) performance using the proposed method rather than the existed methods.

Purpose: The purpose of this study was to determine learning styles and preferred learning methods of clinical nurses. Method: Data were collected from 735 nurses at one university hospital in Seoul. Learning style inventory, a self-report questionnaire was completed by the subjects. Result: Learning styles of nurses were accommodator 35.9%, diverger 30.4%, converger 18.2%, assimilator 15.5%. Learning styles varied significantly with clinical practice area and academic background. Furthermore, RO(reflective observation) learning mode varied significantly according to the clinical practice area. AC(abstractive conceptualization) learning mode varied significantly with job position. AC and AE(active experimentation) learning modes varied significantly according to the academic background and preferred learning method. Preferred learning methods were lecture 24.8%, clinical practice 23.1%, self-directed learning 21.5%, audiovisual education 16.7%, and group discussion 13.9%. Preferred learning methods varied significantly with learning styles and career. Lecture was preferred in diverger and self-directed learning was preferred in assimilator. Clinical practice was preferred in accommodator and converger. Conclusions: This study suggested that clinical education should be applied to nurses after examining learning styles and preferred learning methods. In conclusion, to identify the nurses' learning styles could be helpful for developing the effective educational skill.