• Journal of Korean Home Economics Education Association
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• v.27 no.1
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• pp.51-65
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• 2015

The purpose of the study was to describe the operating status of "Logic and Writing in Home Economics Education(HEE)" course and the students' perception about the course. For this study, the syllabuses of "Logic and Writing" course in HE education department were reviewed. The survey method was used in this descriptive study. Respondents in this study were 116 students taking the "Logic and Writing in Home Economics Education" course. Questionnaires from the students were collected through on-line and off-line mail. The results of the study were as the follows: First, goals of the "Logic and Writing in HE Education" course were as the follows in order: to enhance writing skill about various subjects related to Home Economics; to foster HE teachers' professionalism through persuasive power logically; to foster writing skill logically; to prepare HE teacher recruitment exam; and to foster teaching skills to enhance students' writing. The student evaluation methods in the course were mainly attendance, examination, tasks, discussion and presentation, and class participation. Second, degree of satisfaction of students taking the course was higher than average. The student respondents perceived that the course was helpful to improve their logical thinking and critical analytical skill, writing skill related to HE education and education, ability to express one's opinion clearly and exactly, understanding of the fundamental concept of logic and the structure and method of the essay, comprehensive understanding of HE education, and ability to solve the problems specifically. However, they responded that it was difficult to practice writing, to discuss and debate frequently, to follow uncertain assessment criteria, and to present frequently. They wanted the instructor to give the feedback more frequently.

• Journal of Korea Multimedia Society
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• v.4 no.5
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• pp.439-445
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• 2001

In this paper, we suggest a method for dynamic generation of SMIL documents by user profiles on the web. Generated multimedia documents are based on the SMIL (Synchronized Multimedia Integration Language) that are recommended by the W3C. The method generates automatically XSLT documents according to user profiles. SMIL documents are produced on real-time by integration of the XSLT documents and the XML documents that are made already. Most of conventional web-based documents are based on the HTML that is difficult to support reusability of documents are relation among multimedia abject. However, the suggested method is based on the XML, and so it supports reusability of documents and produces efficiently various SMIL-based multimedia documents. Application for the suggested method are as follows; Electronic commerce, tele-lecture, a web-based document editing, etc.

• Proceedings of the Korea Water Resources Association Conference
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• 2018.05a
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• pp.273-273
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• 2018

하천유량을 산정하는 전통적인 방법은 수위-유량관계(stage-discharge relation)를 이용하는 것이며, 최근에는 하천특성에 따라 연속적으로 유속을 직접 측정하고 지표유속법(index velocity method) 또는 유속분포법(velocity profile method)을 이용하는 방법도 적용되고 있다. 연속으로 유속을 측정하는 방법에는 전자파 또는 영상이미지를 이용하여 표면유속을 측정하는 방법과 수중에 초음파 유속계를 설치하여 수중의 유속을 측정하는 방법이 있으며, 국내에서는 초음파 유속계를 이용하는 방법이 주로 활용되고 있다. 본 연구에서는 전자파표면유속계(MU2720)로 측정된 표면유속과 지표유속법을 이용하여 하천유량 산정방법을 검토하였다. 본 연구는 홍천강의 홍천군(반곡교)와 홍천군(홍천교), 한탄강의 철원군(한탄대교) 수위관측소에서 2016년도에 전자파표면유속계로 측정된 43개의 자료(평균유속 0.61~2.56m/s)를 이용하였다. 전자파표면유속계에 의한 유속측정은 한 지점에 고정하여 측정하지 않고 여러 개의 측선을 분할하여 표면유속을 측정하였으며, 단면 평균유속(Vm)과 가장 상관성이 높은 측선(지점)의 유속을 지표유속으로 하여 지표유속(vi)과 평균유속과의 관계식을 작성하고, 이를 통해 유량을 산정하였다. 여기서 평균유속은 전자파표면유속계로 측정한 유속을 이용하여 산정한 값이다. 그 결과 지표유속과 평균유속관계식의 결정계수($R^2$)는 0.9874~0.9976이었으며, 측정 평균유속과 지표유속관계식으로 산정된 평균유속과의 평균 편차율은 2.26~3.80%로 표면유속과 지표유속법을 이용한 유량산정 방법의 적정성을 확인할 수 있었다. 따라서 현재 국내에서 자동유량측정시스템에 초음파유속계만 상용화되고 있으나 향후에는 하천특성에 따라 전자파표면유속계를 이용하는 방법도 고려해 볼 필요가 있을 것으로 판단된다.

• Cartoon and Animation Studies
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• s.40
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• pp.443-476
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• 2015

The university e-learning classes give a major focused on practical training in the art and design field are opened such as theory classes. The cyber universities that fully gives on-line classes even open as theory classes. They speak about difficulty and limitation of operating cyber class with practice. So, many of them organize off-line special lecture at the classroom in weekend. In the reason of studying that has the constraints of time and space, the student wastage rates in cyber universities are going higher. This research focused on giving an efficient e-learning practice environment in college e-learning courses, and operated scholastic achievement test between the augmented reality(AR) based practice education and the existing classroom based practice education. The subjects of study were totally 84 people who are the freshmen of the design department in the two-year diploma course college. They were divided 3 groups which one was treated AR based practice e-learning and two others groups were existing classroom based practice. Each of the group took the same treated lecture during 7 weeks. The first of the outcome was the AR based practice e-learning was more effective than existing classroom based practice on the side of scholastic achievement. The second, the AR based practice e-learning aroused increasing in the interest in class on the side of attribute factors. The third, the AR based practice e-learning group made higher level of studying immersion than others. In consideration of this experiment was processed in the regular college academic course, the finding by this research shows AR based major practice e-learning is an alternative lecturing strategy what can be supplemented existing classroom based academic teaching methods.

• Journal of Educational Research in Mathematics
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• v.19 no.4
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• pp.545-564
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• 2009

TPACK (Technological Pedagogical Content Knowledge) adds the technological knowledge to PCK (Shulman 1986), completing the combination of three kinds of knowledge, i.e. teacher's content knowledge (CK), pedagogical knowledge (PK), and technological knowledge (TK). In this study, I seek to design methodological ways to improve TPACK for preservice mathematics teachers by developing and analyzing team project-based classes with technology in a class of the first semester 2009 in a teacher's college in Seoul, South Korea. The goal of the team project is to design classes to teach mathematics with technology by selecting technology tools suitable for specific mathematical concepts or mathematics sections. In the early stage of the class in the college, the confidence levels among the preservice mathematics teachers were relatively low but increased in the final stage their mathematics teaching efficacy up to from 3.88 to 4.50. Also, the pre service mathematics teachers answered the team project was helpful or very helpful in developing TPACK; this result proves that lectures with technology which based on team project are excellent tools for the teacher to design classes with technology confidently. Considering the teacher's TPACK is one of the abilities to achieve the goals required in the information technology era, the preservice mathematics teachers are asked to plan and develop the lectures with technology, rather than just taught to know how to use technology tools or adapt to specific cases. Finally, we see that national-wide discussion and research are necessary to prepare customized standards and implementable plans for TPACK in South Korea.

• Proceedings of the Korean Society for Technology of Plasticity Conference
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• 1992.03a
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• pp.47-58
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• 1992

탄소성 재료의 파괴에서 최대하중을 계산할 수 있는 방법이 제시되었다. 사용된 재 료상수는 파괴개시인성, 항복강도, 진행된 균열선단에서 열림 변위 증분에 대한 균열성장의 비이고, 계산을 실험결과에 맞추어 재료상수를 결정한다. 이들 상수로 다른 시편의 최대하 중을 계산하는 간단한 방법을 평면변형하의 A572 강(상온)과 4533(B)강(-10C)에 적용하여 기존의 실험결과와 비교하였다. 또한 균열 선단 열림 변위와 J-적분값에 기초한 다른 방법 과 비교·논의되었다.

• Proceedings of the Membrane Society of Korea Conference
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• 1996.03a
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• pp.91-109
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• 1996

막에 의한 유기액체 혼합물을 분리 하는 방법으로 액/증기 계의 막투과 메카니즘으로 분리, 농축하는 투과증발법(Pervaporation)이 연구되어져 왔다. 이 방법은 공급상이 수용액, 투과상이 기체로써 상변화를 동반하는 과정이기 때문에 분리의 에너지 효율은 증류법에 비해 그다지 높게 기대 되지 않지만 공비점(azotropic point)을 가지는 혼합물이나 비점차가 적어 분해하기가 쉽고 증류법이 불가능한 혼합물의 분리에 많이 쓰여져 왔다. 그러나, 이 방법을 실용화 시키기 위해서는 분리계수 및 투과속도가 큰 막이 필요로 하며 현재 그 연구 개발에 박차를 가하고 있다. 본 강의는 무기재질을 가지는 다공성막을 사용하여 투과증발 분리법에 대한 최근의 연구 동향에 대해서 간략하게 서술하고자 한다.

• Journal of Internet Computing and Services
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• v.3 no.4
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• pp.27-36
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• 2002

The purpose of this study is to develop editor applied to vector image for the distance learning system(FVU), which enables teachers effectively to construct self-page on the screen, to reduce the size of file for teaching, and to correct many different kinds of event which was already made in the previous, The design of the editor is used UML and the editor is named VUEditor. The first page which is needed in class can be constructed by using VUEditor. The contents using VUEditor ore exported into VUAuthor through Vector-transformation. Through this procedure, the size of image file comes to be reduced, it has a low bond width. In conclusion, this VUEditor enables user to construct the first page. even without using such applied program as Image Tool and Power Point, to solve the problem of network traffic for reducing size of the file.

• Journal of The Korean Association For Science Education
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• v.19 no.3
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• pp.479-486
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• 1999

This study was to inquire the effectiveness of concept mapping on the learning of biology concept. In this study the achivement acquired by the students in the classes of individual concept mapping and cooperative concept mapping were compared with those of traditional lecture on "photosynthesis and plant respiration". The concept mapping teaching methods, by individuals and groups. were more effective than traditional one. The results of analysis of covariance (ANCOVA) showed that these difference were statistically significant; individual concept mapping was more effective than traditional class result(p<.008). Also the cooperative concept mapping was effective than traditional class result(p<.0001). And the cooperative concept mapping was more effective than the individual one(p<.04). So that cooperative concept mapping is the most effective method in biology class.

• Journal of Engineering Education Research
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• v.15 no.3
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• pp.3-11
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• 2012

This paper discusses the effect that classroom demonstrations have on students' conceptual understanding in concepts in introductory physics. We used the same conceptual survey to probe the students' understanding on certain concepts before and after taking the course. We introduce Hake's , which is used to evaluate the effect of various kind of teaching methods, suggested by physics education research groups, on conceptual understanding of students who took the class. The effect of physics class using demonstration turned to be better than the traditional lecture, higher for students who graduated from science schools with higher prior knowledge and demonstration experience. Authors suggest to use to probe concepts which need more attention.