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김동구 서원대학교 교육대학원 1998 교육논총 Vol.2 No.-
The Purpose of this study was to explore some methods helping high school students to learn pedagogy in elective and liberal arts course. It is also necessary to inqure a phenomenological approach to educational theories in pedagogy at the teacher training institution in order to help the students understand the pedagogy in order to help the students understand the pedagogy in their meanings. In this study three research questions were examined. 1. What and how do we teach in high school pedagogy course? 2. What kinds of educational implications do the philosophical phenomenology have? 3. What kinds of philosophical methods do we have to consider for a phenomenological approach to educational theories in pedagogy? The findings of those inquiries will be summarized by analyzing and evaluating the evidences presneted in this study. 1. The general objectives of high school pedagogy course was to help students prepare for future life after understanding educational processes and phenomena. In accordance with the objective, the content of the course of composed of six scholatic domains. They were (1) the essence of education. (2) school and education, (3) the process of learning, (4) human develomental stage, (5) school and society and (6) desirable educational aims. It is suggestd that the teaching method of the course should not be prepared for traditional entrance examination. 2. There have been differences in philosophical phenomenlogy, but most phenomenologists will agree that they should accept things in themselves. Such a phenomenon that characterize human concious awareness can be understood by human intutition. Some educational experiences recognized by the intuition are same as something called for immediate existence arisen from hidden awareness. Such educated experinces come from a sudden awakening moment. 3. Some personal meanings are more important than some educated behaviors in educational phenomenlogy. We should accept personal insights and existential potentialities in phenomenological teaching methods. Teaching and learning activities were to help students get their own knowledge in the end. The educational theories in pedagogy should be opened after adopting the following three phenomenological approaches in order to teach highschool pedagogy course effectively. 1. It is realized that the students who will take highschool pedagogy course is active, purposeful and recognizable being. 2. The contents and teaching methods in highschool curriculum are not ends themselves but instruments or meanses. Teacher in charge of highschool pedagogy have to help the students discover the educational ideas in the pedagogy course. 3. We should have teaching and learning processes after realizing that any education created by human being can have some notions that explain educational principles. Hence it is immoral and anti-teaching to operate educational idealogies, aims or contents.
인지 무선 네트워크에서의 베이지안 추론 기반 다중로봇 위치 추정 기법 연구
김동구(Donggu Kim),박준구(Joongoo Park) 제어로봇시스템학회 2016 제어·로봇·시스템학회 논문지 Vol.22 No.2
In this paper, a localization method for multiple robots based on Bayesian inference is proposed when multiple robots adopting multi-RAT (Radio Access Technology) communications exist in cognitive radio networks. Multiple robots are separately defined by primary and secondary users as in conventional mobile communications system. In addition, the heterogeneous spectrum environment is considered in this paper. To improve the performance of localization for multiple robots, a realistic multiple primary user distribution is explained by using the probabilistic graphical model, and then we introduce the Gibbs sampler strategy based on Bayesian inference. In addition, the secondary user selection minimizing the value of GDOP (Geometric Dilution of Precision) is also proposed in order to overcome the limitations of localization accuracy with Gibbs sampling. Via the simulation results, we can show that the proposed localization method based on GDOP enhances the accuracy of localization for multiple robots. Furthermore, it can also be verified from the simulation results that localization performance is significantly improved with increasing number of observation samples when the GDOP is considered.
김동구,장세근 서원대학교 교육연구소 2002 敎育發展 Vol.21 No.2
The researchers have investigated the instructional situation and problems of pedagogy courses in Korean high schools and suggested desirable process of the courses. Three research questions were explored. 1. What is taught in the high school pedagogy course? 2. What kinds of approaches did the pedagogy teachers apply for course? 3. What kinds of educational processes did the pedagogy teachers suggest in order to improve the course? The research approach for obtaining data in order to be able to answer the research questions has applied a model utilizing two methodologies: historiography and ethnography. The results of the study are as follows. 1. It was reported that the educational objectives of the high school pedagogy course were not achieved. More than 50 percent pedagogy teachers responded that the general objectives of the course were not achieved, while only lower than 27 percent teachers responded that thought that some general objectives of course were achieved. 2. High school pedagogy teachers were unsatisfactory about textbooks being used as an elective course. More than sixty three percent teachers thought that the contents of books should be revised. 3. The pedagogy teachers responded that many high school students participated negatively in the pedagogy instruction. It was reported that only seventeen percent students were positive, while fifty seven percent students were negative. 4. In the pedagogy course many teachers did not evaluate students achievements. Forty seven percent teachers evaluate many times, seventeen teachers took two paper tests, ten percent teachers took two paper tests together with many performance tests. Twenty percent pedagogy teachers responded that the system gave students mark were adequate while sixty percent teachers reported that were inappropriate. Its is, from the above results, recommended that the pedagogy course should be reformed as follows. 1. phenomenological or constructive instructional methods should also be utilized in order that the students could discover holistic situation in educational setting. For them multi-disciplinary or comprehensive approaches through various subjects would be desirable for the pedagogy course. 2. Criterion-referenced evaluation method demonstrating accomplished or unaccomplished should be applied in order that the students would participate positively in the class.