• The Mathematical Education
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• v.62 no.2
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• pp.257-268
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• 2023

The purpose of the study is to analyze the characteristics of open-ended tasks in terms of cognitive demands. For this purpose, we analyzed characteristics of open-ended tasks presented in the sequence units of three high school mathematics textbooks. The results of the study have revealed that low cognitive demand levels of open-ended tasks had characteristics including procedures within previous tasks or within those tasks. On the other hand, high cognitive demand levels of open-ended tasks had characteristics of actively exploring new conditions to gain access to what is being sought, requesting a basis for judgement, linking various representations to the concepts of sequences, or requiring a variety of answers. These results are significant in that they not only specified the characteristics of open-ended tasks with high cognitive demands in terms of the intended curriculum, but also provided a direction for the development of open-ended taks with high congitive demands.

• Journal of Science Education
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• v.36 no.2
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• pp.216-234
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• 2012

This study examined the characteristics of verbal interactions presented in TS activities with different tasks' openness levels by the cognitive levels of students through the implementation of TS program to 14 fifth graders in gifted class. Results of this study revealed that the open-type TS activities showed higher percentages of verbal interactions than the guiding-type TS activities showed and that the higher the open level of tasks was, the more high-level verbal interactions occurred. These results were showed in almost all subcomponents of verbal interactions. The results according to the students' cognitive levels showed that the higher the cognitive level of students was, higher frequency of interactions, high-level verbal interactions and a variety of verbal interactions occurred. The influence of both cognitive level of students and the task's openness on verbal interactions among students seemed to be interactive, however. In guiding-type activities, the percentage of high-level verbal interactions was not high although the cognitive level of students was high. And students in low level of cognition showed far lower frequency of interactions and their percentage of high-level verbal interactions was low even though the openness of the tasks was high. The results of this study meant that although open-type activities drew higher level verbal interactions by stimulating students' thought, the effects would be limited owing to their low cognitive level. Based on these findings, an implication was suggested that it is important to design instructional strategies and adjust openness level of TS activities to students' cognitive level so as to stimulate the thinking of students in lower cognitive level and to highten their engagement in activities.

• The Mathematical Education
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• v.62 no.1
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• pp.57-78
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• 2023

Students' engagement in lessons not only determines the direction and result of the lessons, but also affects academic achievement and continuity of follow-up learning. In order to provide implications related to teaching strategies for encouraging students' engagement in elementary mathematics lessons, this study implemented lessons for middle-low achieving fifth graders using open-ended tasks and analyzed characteristics of students' engagement in the light of the framework descripors developed based on previous research. As a result of the analysis, the students showed behavioral engagement in voluntarily answering teacher's questions or enduring difficulties and performing tasks until the end, emotional engagement in actively expressing their pleasure by clapping, standing up and the feelings with regard to the topics of lessons and the tasks, cognitive engagement in using real-life examples or their prior knowledge to solve the tasks, and social engagement in helping friends, telling their ideas to others and asking for friends' opinions to create collaborative ideas. This result suggested that lessons using open-ended tasks could encourage elementary students' engagement. In addition, this research presented the potential significance of teacher's support and positive feedback to students' responses, teaching methods of group activities and discussions, strategies of presenting tasks such as the board game while implementing the lessons using open-ended tasks.

• Education of Primary School Mathematics
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• v.25 no.1
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• pp.81-100
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• 2022

The purpose of this study is to develop a framework for analyzing the solution spaces of open-ended task and to explore their usefulness and applicability based on the analysis of solution spaces constructed by students. Based on literature reviews and previous studies, researchers developed a framework for analyzing solution spaces (OMR-framework) organized into subspaces of outcome spaces, method spaces, representation spaces which could be used in structurally analyzing students' solutions of open-ended tasks. In our research, we developed open-ended tasks which had various outcomes and methods that could be solved by using the concepts of factors and multiples and assigned the tasks to 181 elementary school fifth and sixth graders. As a result of analyzing the student's solution spaces by applying the OMR-framework, it was possible to systematically analyze the characteristics of students' understanding of the concept of factors and multiples and their approach to reversible and constructive thinking. In addition to formal mathematical representations, various informal representations constructed by students were also analyzed. It was revealed that each space(outcome, method, and representation) had a unique set of characteristics, but were closely interconnected to each other in the process. In conclusion, it can be said that method of analyzing solution spaces of open-ended tasks of this study are useful for systemizing and analyzing the solution spaces and are applicable to the analysis of the solutions of open-ended tasks.

• The Mathematical Education
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• v.62 no.4
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• pp.457-471
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• 2023

Measurement is an imperative content area of early elementary mathematics, but it is reported that students' understanding of units in measurement situations is insufficient despite its importance. Therefore, this study examined lower-grade elementary students' quantitative reasoning of units in length measurement by identifying the levels of reasoning of units. For this purpose, we collected and analyzed the responses of second-grade elementary school students who engaged in a set of length measurement tasks using an open number line in terms of unitizing, iterating, and partitioning. As a result of the study, we categorized students' quantitative reasoning of unit levels into four levels: Iterating unit one, Iterating a given unit, Relating units, and Transforming units. The most prevalent level was Relating units, which is the level of recognizing relationships between units to measure length. Each level was illustrated with distinct features and examples of unit reasoning. Based on the results of this study, a personalized plan to the level of unit reasoning of students is required, and the need for additional guidance or the use of customized interventions for students with incomplete unit reasoning skills is necessary.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.15 no.4
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• pp.263-275
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• 2020

In the vortex of change, commonly referred to as the Fourth Industrial Revolution, Korea has a national task of changing the paradigm of economic growth from a chase-type economic structure to a leading one. The era has come when all resources of the country, as well as the government and businesses, must join in innovation and growth in order to maintain the pace of sustained economic development, and significantly advanced countries are stimulating members' innovation activities with various policies and systems as they enter the 21st century. South Korea is also making efforts to create an open creative space referred to as Makerspace or Fab Lab, to create an innovative voluntary environment for its citizens. This study explored factors that Makerspace, which is proliferating in Korea, should consider to secure development and sustainability as an innovation (start-up) space. Through prior research, openness and expertise were derived from the characteristics of Makerspace, and expert interviews confirmed that the capabilities lacking in Makerspace and the capabilities to be secured in the future are openness and professionalism. Also, specific components of openness and professionalism were presented through prior research, and implications for each subject's Makerspace were presented, such as openness, professionalism, and commercialization.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.19 no.1
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• pp.5-17
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• 2008

Rapid expansion of digital convergence, involving services and technologies from different areas that are combining to create new forms of products or services. Digital convergence itself is changing from technology-based to content-based, to include the convergence of different types of contents as well as contents of the same kind. In line with this trend, vigorous researches are being done to combine various formats and types of academic contents to create new services. In this paper, we examine cases of connection and convergence among different types of academic contents and analyze its characteristics, as well as the pros and cons. We especially focus on CLICK, KISTI's model of connection and convergence among different types of contents, to introduce a special feature of convergence platforms, difficulties involved and their solutions, and researches to be conducted in the future.

• Journal of The Korean Association For Science Education
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• v.38 no.4
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• pp.565-574
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• 2018

The purpose of this study is to investigate the features of science classes of Science Core Schools (SCSs) perceived by students. 654 students from 14 SCSs were surveyed with two open-ended questions on the features of science classes. The students' responses were analyzed with NetMiner 4.5, in terms of the centrality (of betweenness and of degree) analysis and the community analysis. The results of the research are as follows: (1) the science classes of SCSs were perceived by students to be of the environment of free questioning, active participation and communication, caring teacher, more science experiments and advanced contents, and knowledge sharing; (2) science classes in SCSs were perceived to be different from those of ordinary high schools because SCSs provide more opportunities for science-related special courses (like project work, advanced science subjects), extra-curricular activities, inquiry and research activities, school supports, hard-working classroom environment, longer studying hours, R&E and club activities. The students' perceptions of SCS science classes appear to be in line with the characteristics of 'good' science lessons from previous studies. The SCS project itself and the features of SCS science classes would help us to see how we introduce educational innovations into actual schools.

• Proceedings of the Korea Information Processing Society Conference
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• 2001.04b
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• pp.743-746
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• 2001

자바는 객체지향 언어이고, 한번 작성된 프로그램은 자바 가상 기계가 있는 모든 곳에서 수정없이 실행될 수 있기 때문에 소프트웨어의 개발과 유지 보수에 많은 장점을 가진 언어이다. 이러한 특징으로 인하여 개발되는 제품들이 자바로 구현되는 경우가 많다. 그러나 아직 대다수 소프트웨어 개발자들은 주로 C 언어나 C++ 언어를 사용하고 있으며, 최근에는 C#이라는 언어를 사용하고 있다. 자바가 플랫폼에 독립적인 장점은 가지고 있지만, 다수의 개발자 및 사용자가 마이크로소프트 윈도우 운영체제를 사용하고 있다는 것을 감안한다면 그리 탁월한 장점만은 될 수 없다. 또한, 최근의 개발동향이 COM(Component Object Model)을 지향하고 있고, 이는 더 이상 개발자들에게 프로그래밍 언어에 구애를 받지 않고 오직 개발 제품에 대한 집중력을 가질 수 있는 환경을 제공할 수 있다면, 그 개발 효율에 있어서 상당한 이점을 가질 수 있다는 의미이다. 따라서, COL(Component Object Language)을 기반으로 하고 있는 C# (C sharp)언어를 사용하여 개발을 함에 있어서 자바의 언어를 C# 언어로 변환할 수 있다면, 신생 언어인 C#에 있어서 기존 자바로 되어 있는 유용한 개발 제품들을 보다 효율적으로 이용할 수 있을 것이다. 본 논문에서는 두 언어(자바, C#)를 하나로 잇는 교량(bridge)역할을 할 수 있도록 자바의 중간 언어인 Bytecode를 C#의 중간 언어인 MSIL(Microsoft Intermediate Language)로 바꿀 수 있는 중간 언어 번역기를 설계하고 구현하였다. 이를 위한 방법으로는 먼저, 자바 Bytecode 와 MSIL 의 어셈블리 형태에서의 명령어 매칭과정을 매핑 테이블을 이용하여 처리하였고, MSIL 에서 자바 Bytecode 의 함수와 같은 기능을 하는 메소드의 변환을 위하여 마크로 변환기법을 이용하여 해결하였다.I/O ratio 2.5). BTEX의 상대적 함량도 실내가 실외보다 높아 실내에도 발생원이 있음을 암시하고 있다. 자료 분석결과 유치원 실내의 벤젠은 실외로부터 유입되고 있었고, 톨루엔, 에틸벤젠, 크실렌은 실외뿐 아니라 실내에서도 발생하고 있었다. 정량한 8개 화합물 각각과 총 휘발성 유기화합물의 스피어만 상관계수는 벤젠을 제외하고는 모두 유의하였다. 이중 톨루엔과 크실렌은 총 휘발성 유기화합물과 좋은 상관성 (톨루엔 0.76, 크실렌, 0.87)을 나타내었다. 이 연구는 톨루엔과 크실렌이 총 휘발성 유기화합물의 좋은 지표를 사용될 있고, 톨루엔, 에틸벤젠, 크실렌 등 많은 휘발성 유기화합물의 발생원은 실외뿐 아니라 실내에도 있음을 나타내고 있다.>10)의 $[^{18}F]F_2$를 얻었다. 결론: $^{18}O(p,n)^{18}F$ 핵반응을 이용하여 친전자성 방사성동위원소 $[^{18}F]F_2$를 생산하였다. 표적 챔버는 알루미늄으로 제작하였으며 본 연구에서 연구된 $[^{18}F]F_2$가스는 친핵성 치환반응으로 방사성동위원소를 도입하기 어려운 다양한 방사성의 약품개발에 유용하게 이용될 수 있을 것이다.었으나 움직임 보정 후 영상을 이용하여 비교한 경우, 결합능 변화가 선조체 영역에서 국한되어 나타나며 그 유의성이 움직임 보정 전에 비하여 낮음을 알 수 있었다. 결론: 뇌활성화 과제 수행시에 동반되는 피험자의 머리 움직임에 의하여 도파민 유리가 과대평가되었으며 이는 이 연구에서 제안한 영상정합을 이용한 움직임 보정기법에 의해서 개선되었다. 답이 없는 문제, 문제 만들기, 일반화가 가능한 문제 등으로 보고, 수학적 창의성 중 특히 확산적 사고에 초점을 맞추어 개방형 문제가 확산적 사고의 요소인 유창성, 독창성, 유연성 등에 각각 어떤 영향을 미치는지 20주의 프로그램을 개발, 진행하여 그 효과를