• Annual Conference on Human and Language Technology
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• 1990.11a
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• pp.49-56
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• 1990

기술개발의 근원인 사고활동을 효과적으로 수행하고, 고도 정보화사회에 대응하는 국가의 지적영역을 확보하기 위해 모든 기술적 개념을 어휘 수준, 구문 수준, 의미수준에서 모국어를 확충 발전시키는 것이 기술 용어의 국어화 과제이다.

• Digital Contents
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• no.11 s.102
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• pp.54-57
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• 2001

본고는 기업정보 포탈 (Enterprise Information Portal : EIP)의 필요성에 대해 일본인 전문가들이 기술한 원고이다. 이글을 통해 일본의 EIP 수준을 알아보고 우리나라의 경우와 비교하여 경쟁력을 가늠해 보고자 한다. 다만 EIP에 대한 개념정리가 주로 다뤄지고 있어 그러한 비교분석만에 초점을 맞춘다는 것이 무리가 있을수 있다. 일본의 시장이나 기술 수준을 평가하기에는 다소 미흡한 점이 있으나 다만 일본에서의 논의되고 있는 수준을 짐작하는데에는 무리가 없을 듯 싶다.

• Journal of Gifted/Talented Education
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• v.21 no.2
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• pp.287-307
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• 2011

The purpose of this study is to investigate levels of mathematically gifted students' understanding of statistical samples through comparison with non-gifted students. For this purpose, rubric for understanding of samples was developed based on the students' responses to tasks: no recognition of a part of population (level 0), consideration of samples as subsets of population (level 1), consideration of samples as a quasi-proportional, small-scale version of population (level 2), recognition of the importance of unbiased samples (level 3), and recognition of the effect of random sampling (level 4). Based on the rubric, levels of each student's understanding of samples were identified. t tests were conducted to test for statistically significant differences between mathematically gifted students and non-gifted students. For both of elementary and middle school graders, the t tests show that there is a statistically significant difference between mathematically gifted students and non-gifted students. Table of frequencies of each level, however, shows that levels of mathematically gifted students' understanding of samples were not distributed at the high levels but were overlapped with levels of non-gifted students' understanding of samples.

• Journal of The Korean Association For Science Education
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• v.19 no.4
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• pp.560-569
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• 1999

This study was conducted with two science classes of the 8th grade students in Seoul during 4 weeks. The numbers of students in the classes were 37 and 38, and they were taught for 12 class hours. Questions obtained for 12 class hours from 75 students were analyzed and grouped into patterns. All together 1.108 questions from the students were classified into six categories: 'No Connection' (7%). 'Contradiction' (3%), 'Recall' (23%), 'Reframe' (40%), 'Application' (18%), and 'Extension' (9%). Irrelevant questions to learning and questions of false proposition were classified into 'No Connection' and 'Contradiction', respectively. Questions repeating what were already explained were grouped into 'Recall'. Those requiring other examples and/or additional explanations were grouped into 'Reframe'. Those requiring practical applications and/or explanations for other concrete facts were grouped into 'Application'. Finally. Questions for higher and/or other concepts were grouped into 'Extension'. We also discussed educational implications of the above categorized questions in this study.

• Journal of The Korean Association For Science Education
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• v.35 no.4
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• pp.691-707
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• 2015

This study aims to develop biology teachers' education program based on argumentation activity about core concepts of evolution and to analyze the characteristics of core concepts of evolution learned during the program. The eight core concepts of evolution in this study were variation, heritability of variation, competition, natural selection, adaptation, differential reproductive rate of individuals, changes in genetic pool within a population, and macroevolution. The performances of teachers participating in the program were compared before and after argumentation activities; consisting of seven sessions on the eight core concepts of evolution. The process of the program was specially designed by learning cycle model for teacher education, consisting of seven phases: identification of the task, production of a tentative argument, small group's written argument, share arguments with the other groups, reflective discussion, final written argument, and organization by an instructor. Participants in the study were two pre-service biology teachers and four in-service biology teachers. The results suggest that biology teachers reduced the teleological explanation for biological evolution and improve its adequacy after the intervention. Teachers lacked the opportunity to discuss variation, heritability of variation, competition, and macroevolution because science textbooks lack information on the concepts of biological evolution. The results of this study suggest that because the argumentation program developed for teachers helps to improve understanding the concepts of evolution and to reduce inadequate conceptions in biology, teacher education programs using argumentation activity and eight core concepts of evolution will play a role for efficient evolution education for biology teachers.

• Communications of Mathematical Education
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• v.19 no.1 s.21
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• pp.57-68
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• 2005

무한, 극한, 연속, 미분가능과 같은 중요한 수학적 개념을 이해하는 것은 대학수학 교양과정의 미분적분학 수강생들에게 필수적이다. 이들 개념의 이해 수준을 부록1, 2, 3을 통해 알아보고 평가를 분석한다. 평가결과는 이해도가 낮은 학생들을 위한 새로운 교수법이 필요성을 알게 하고 수학적 기본개념의 이해를 증진시키는데 정의의 정확한 이해를 돕고 구체적인 예제를 제시하는 교수법 개발에 수학교수의 노력을 필요로 한다.

• Proceedings of the Korean Institute of Navigation and Port Research Conference
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• 2014.06a
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• pp.163-164
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• 2014

본 논문에서는 항만 입출항시 선박의 안전 강화를 위하여, 항만 PNT(Position, Navigation, and Timing) 수신 모듈의 예상 측위 정확도와 그 오차수준을 평가하여 사용자에게 제공하기 위한 해상 PNT 정보의 신뢰도 서비스 개념에 대해 다룬다. 국제해사기구(IMO)에서 요구하는 해양항법성능인 항만 입출항시의 측위정확도(Accuracy)와 무결성(Integrity), 그리고 가용성(Availability)을 충족하기 위한 성능 평가기법과 성능 검증방법에 대해 제시한다. 사용자 관점에서의 GPS 오차수준을 분석하기 위하여, 신뢰도 측정 및 평가를 위한 수평보호수준(HPL, Horizontal Protection Level)과 스탠포드 다이어그램 분석을 통한 평가를 실시하여, 신뢰도 측정지수를 기반으로 사용자에게 신뢰성 수준을 제공하기 위한 방안을 제시한다.

• Journal of the Korean earth science society
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• v.32 no.7
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• pp.798-808
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• 2011

The purpose of this study was to explore middle school students' perceptions about earth systems in order to implement the 2009 revised national science curriculum effectively. A total of 1219 students participated in the survey and asked to determine their basic understandings about earth systems, self-reported knowledge level, and perceived significance level of the 23 earth systems concepts (contents). In relation to students' basic understandings about earth system, approximately 67% students reported that they didn't know about the term of the earth system. Atmosphere and hydrosphere were highly perceived as major component of earth system. However, cryoshere was perceived to be least familiar by the subjects. The findings also showed that students' self-reported knowledge level and significance level about major ESU#4, #5, #6 related concepts (contents) were significantly different by gender. Most of male students were more knowledgeable and perceived more significant than female students. Regarding the difference of the perceived significance level by grade, 10 out of 23 concepts were significantly different. Some implications for implementing the revised curriculum and school fields were discussed.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.1
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• pp.215-222
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• 2015

The purpose of this study was to examine the relationship among physical self-concept, leisure sport participation satisfaction, and leisure sport participation level. By analysing a total of 353 university students participating in leisure sport with structural equation modeling through AMOS 20.0 statistics program, this study found the followings. First, the physical self-concept has a positive influence on leisure sport participation satisfaction. Second, leisure sport participation level has a positive influence on leisure sport participation satisfaction. Third, there was no significant mediating effect of leisure sport participation level on the relationship between physical self-concept and leisure sport participation satisfaction.

• Journal of the Korean School Mathematics Society
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• v.20 no.2
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• pp.91-117
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• 2017

In this paper, we develop a logarithm units' teaching learning materials using genetic modeling which is designed for students to construct by themselves and figure out mathematical knowledge conceptually, and we analyze the process of students' comprehension of logarithm concepts through genetic modeling activities. For this purpose, we divide logarithm units into three subunits and develop teaching learning materials which include genetic original contexts and are framed by the four pedagogic phases of genetic modeling, application, extraction, comprehension, and construction so that students themselves are capable of construct the concepts of logarithm units. The developed teaching learning materials are applied into lessons for two intermediate-basic students and two intermediate-advanced students. Through this, we examine students' conceptual construction process about logarithms units with the four pedagogical stages of genetic modeling applied, and analyze the depth of their comprehension about the logarithm units based on the general phases of mathematics-learning introduced by van Hiele, and then we suggest several pedagogical implications.