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랜덤포레스트 기법 활용 대학 중도탈락 기관변인 탐색: 수도권과 비수도권 모델 비교를 중심으로
박원혁 연세대학교 교육연구소 2023 미래교육학연구 Vol.36 No.4
This study analyzed institutional factors affecting college student retention rates using a machine learning predictive model. The data of 2022, 2021, and 2022 university information disclosure data consisting of all four-year universities, capital region, and non-capital region were analyzed with the randomForest algorithm in R. First, the study findings indicate that the randomForest model demonstrated an accuracy rate of approximately 70%. Second, 10 key variables were identified in the overall university data set and 9 key variables in the capital region and non-capital region university data sets. However, there were some differences in the composition and ranking of the key factors in the data sets. Third, the partial dependence plots reveal the value ranges of the variables where the retention rate either decreased or remained stable. Institutions may apply these results by utilizing randomForest machine learning techniques for data-driven decision-making in formulating university retention policies.
7차 과학과 교육과정에 포함된 생물 I 생식과 발생 단원의 Jigsaw II 협동학습 모형 적용 효과
박원혁 한국생물교육학회 2003 생물교육 Vol.31 No.1
Jigsaw II Cooperative Learning program for the contents of reproduction and development included in a high school textbook 'biology I' of the 7th National Science Curriculum was developed in this study. While this program was applied to the experimental group, the control group was taught by traditional instructional methods focused on teacher's lecture.To identify the effectiveness of the Jigsaw II Cooperative Learning program, the pretests and posttests for students’achievement in science, inquiry process skills and attitude toward science were administered to both groups. Also students’satisfaction regarding Jigsaw II Cooperative Learning program were investigated. Students’achievement in science, inquiry process skill and attitude toward science were not significantly different(p>0.05) between the control and the experiment group in terms of the pretest scores. However, the posttest scores of the experiment group showed higher than the control group (p<0.05). The students instructed by the Jigsaw II Cooperative Learning program had much interest in the classes and took the class positively, and preferred the Jigaw II Cooperative Learning program.Therefore, the Jigsaw II Cooperative Learning program made a positive effect on students’achievement in science, inquiry process skill and attitude toward science and the students’satisfaction to the classes.
환경교육을 위한 대학생의 의식에 관한 연구 : Centered on the Pusan University
박원혁,문두호,조운복,최병태 부산대학교 사범대학 과학교육연구소 1994 科學敎育硏究報 Vol.21 No.-
The purpose of this study was to investigate university student's knowledge and the attitude toward the enveirnomental education for the solution o the environmental problem. 354 students of Pusan university were randomly sampled, and questinaire survey was method employed in this study. The results obtained were as fellow; 1. Most of university students (87.01%) were interested in environmental problem but 50% of students were educated regarding environmental education through senior high school (44.08%) and university classes (35.59%). Respondents (73.45%) indicated that the knowledge of environmental education was useful when they practiced the movement of the environmental conservation. Also, 94.07% of students preferred more classes about environmental education. 2. The most of students(72.88%) felt that the environmental problem on the region of their residence is very serious for human such as water pollution(83.51%), air pollution (74.93%) and garbage pollution (54.25%). 3. The results indicate that most of students (97.46%) expected necessary of sysmetic environmental education in school curriculum. The respondents indicated that all education systems take charge of environmental education (72.60%), biological teachers take charge of environmental education(51.69%) and 94.92% of the students exepected appropriate modification of contents regarding environmental education in current science book. 4. The results of this study indicated that 35.59% of students mentioned the curriculum equivalent for the environment should be in charge of environmental education in school. 5. The results of this study indicated that students want to emphasize environmental conservation (4.45 points), water pollution(4.35 points), air pollution (4.32 point), and resource conservation (4.07 points) in the junior high school curriculum. Respondents want to emphasize energy problem(4.28 points), environment policy(4.27 points), water pollution(4.24 points), air pollution(4.23 points) in the senior high school curriculum. Also, respondents felt that documentary(4.32 points), movie(4.12 points) and slide (4.03. points) ar important for environmental education reference. 6. According to the result, 2.54% of students only believed that they are well informed regarding environmental education subjects. 7. According to this study, 89.55% of students believed that enterance examinations for senior level schools affect environmental education. Also, 52.26% of students only took a class in environmental education in realated classes. 94.35% of students mentioned that there is no reference at all as far as environmental education. Therefore, they feel there are not enough reference materials regarding environmental education. 8. By way of solution to difficult environment problems, newspaper and journal were helpful (52.82%) and 29.10% of students also found technical environmental education books were helpful. respondents wanted the support of related reference books and reference materials in order to perform effective environmental education (56.21%). Also, almost of students (99.15%) believed that current contents of environmental education references are not enough to modify the attitude and the behavior of students. 9. Almost of students did not know about environmental education policy (64.97%) and environment policy (0.90%), but 63.56% of students believed the role of teachers has a strong effect on their students. 10. According to this study, problems about the environment issue in Korea are the people's awareness (4.65 points), immoral business practices (4.39 points), education (4.33 points) and environment policy(4.28 points).