• Journal of the Korea Safety Management & Science
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• v.14 no.3
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• pp.229-236
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• 2012

소프트웨어 기반의 시스템 설계과정에서 설계자가 고려해야 하는 요소들이 다양해지면서 시스템 설계가 점점 어려워지고 있다. 다양한 설계 요소들이 존재하지만 사용자의 특성 및 직무, 사용가능한 정보기술의 특성 등이 핵심적인 요소로 간주된다. 또한 정보기술이 발달하면서 인간과 시스템의 상호작용이 점점 인지적인 특징을 지니게 되었다. 따라서 사용성 높고, 효율적이면서 안전한 소프트웨어 기반의 시스템을 개발하기 위해서는 시스템 설계자가 사용자의 인지적인 요구사항 및 그들의 직무를 시스템 설계과정에서 체계적으로 다룰 수 있어야 한다. 그러나 소프트웨어 공학, 시스템 공학 및 인간-컴퓨터 상호작용 등에서의 전통적인 시스템 설계 방법은 이러한 설계자의 설계활동을 효과적으로 지원하는데 한계가 있었다. 그 대안으로 인지시스템공학(cognitive systems engineering; CSE)은 인간중심의 설계철학을 바탕으로 소프트웨어 기반의 복잡한 시스템 설계과정에서 설계자의 활동을 체계적으로 도와줄 수 있는 유용한 개념과 방법을 제공해주고 있다. CSE는 원래 사람이 실시간으로 감시 및 제어해야 하는 복잡한 사회기술적 시스템(예: 원자력발전소 및 공항관제소)의 분석, 설계 및 평가를 위해 태동한 학문이다. 그러나 CSE에서 제공하는 이론적 및 방법론적 프레임워크는 소프트웨어 기반의 시스템을 설계하는 데에도 유용하게 활용할 수 있는 충분한 가능성을 갖고 있다. 이 논문은 CSE의 근간을 이루는 핵심 개념 및 원칙을 고찰하고 소프트웨어 기반 시스템 설계에의 활용가능성 및 그 방안을 논의한다.

• KIISE Transactions on Computing Practices
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• v.21 no.5
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• pp.351-358
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• 2015

As smart phones with built-in sensors are developed, research on recognition using wearable devices is increasing. Existing papers are mostly limited on research to personal activity recognition. In this paper, we propose a method to recognize conceptual group activity. Before doing recognition, we generate new data based on the analysis of the conceptual group activity in a classroom. The study focuses on three activities in the classroom environment: Taking Lesson, Doing Presentation and Discussing. With the proposed algorithm, the recognition rate is over 96%. Using this method in real time will make it easy to automatically analyze the activity and the purpose of the classrooms. Moreover, it can increase the utilization of the classroom through the data analysis. Further research will focus on group activity recognition in other environments and the design of an group activity recognition system.

• Journal of Science Education
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• v.42 no.1
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• pp.49-65
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• 2018

Astronomy is the subject that can easily draw students' interest in studying science, therefore plays an important role in developing scientific core competence. However, it is difficult to develop spatial thinking that is required in understanding astronomical concepts through the classroom lessons. Planetarium, along with the science museum, is one of the most representative informal educational institution where astronomical concepts can be taught beyond time and space constraints. In this study, we developed the astronomy education program that is operated in the planetarium and applied the program to the elementary, middle and high-school students to investigate the effects of the planetarium lesson compared to the classroom lesson. The duration of this research was about 8 months, and the number of the students involved is 761, including participants of the 1 night and 2 days camps in the Daegu National Science Museum. The newly developed planetarium lesson is comparable to the previous classroom lesson of which topics are cardinal points, constellation, and the rotation of the earth. Test items were developed to evaluate the understanding of the astronomical concepts. The study was conducted based on the pre- and post-test with non-equivalent groups design comparing classroom and planetarium lessons. The results of this study are as follows. First, planetarium lesson is more effective for understanding astronomical concepts such as the cardinal points, earth's rotation, and the constellation than classroom lesson. Second, planetarium has a positive effect irrespective of gender and previous knowledge. Third, planetarium for high school students has the same effect as additional observation activities followed by the classroom instruction. Therefore, planetarium can be used as an alternative, effective tool when night observation is not available. In summary, planetarium is an effective tool that helps students to understand the astronomical concepts.

• Journal of Korean Elementary Science Education
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• v.43 no.1
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• pp.122-135
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• 2024

The purpose of this study was to analyze the examples presented in the "Separation of Mixtures" section of the 2015 revised science authorized textbook introduced in elementary schools in 2022 and to see how the teachers and students understand the concept. To do that, 96 keywords were extracted through three cleansing processes to separate the elements of the mixture presented in the textbook. In order to analyze the teachers' perceptions, 32 teachers at elementary schools in Gyeonggi-do received responses to a survey, and a survey of 92 fourth graders who learned the separation of the mixture with an authorized textbook in 2022 was used for the analysis. As a result, as for the solids, 54 out of 96 separations (56.3%) showed the highest ratio, and the largest number of cases were presented according to the characteristics of the development stage of students. It was followed by living things, liquids, other objects and substances, and gasses. By analyzing the mixture, the structure and the interrelationships between the 96 extracted keywords were systematized through the network analysis, and the connection between the keywords, which were a part of the mixture was analyzed. The teachers partially responded to the separation of the complex mixture presented in the textbook, but most of the students did not recognize it. Because the analysis of the teachers' and students' perceptions of the seven separate categories presented in the survey was not based on a clear conceptual perception of the separation of the mixture, but rather they tended to respond differently for each characteristic of each individual category, it was decided that it was necessary to present clearer examples of the separation of the mixture, so that the students could better understand the concept of separation of mixtures that could be somewhat abstract.

• Journal of The Korean Association For Science Education
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• v.25 no.3
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• pp.390-399
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• 2005

The purpose of this study was to examine university students' understanding of the nature of science, an aspect of scientific literacy, which is the goal of modern science education. To accomplish this, the differences and similarities by gender and major. on college students' understanding of the nature of science were investigated. 'Understanding of the Nature of Science' developed by Lee (2003) was implemented for this study. The instrument has three sub-scales; a scientific world view, scientific inquiry, and scientific enterprise. The instrument is only expected to give, and provides meaningful information on student understanding of the nature of science. A total of 120 college students, majoring in science education, liberal arts, and physical exercise participated in this study. Science education major students were verified to have a better understanding of the nature of science followed by liberal arts students and then physical exercise students. Moreover, men revealed slightly more comprehension that of women. More than 80% of students, majoring in science education, answered 11 out of 23 questions, approximately 50%. In the area of scientific inquiry, both science education and liberal arts students showed more comprehension that those in physical exercise. All participants showed relatively lower comprehension of the definition of scientific contribution than other subjects, but displayed a greater comprehension of the ethics of science. On the other hand, most students have relatively low apprehension in the contribution of science, while higher apprehension in the ethics of science.

• Journal of Korean Elementary Science Education
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• v.35 no.3
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• pp.326-335
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• 2016

The purpose of this study is to devise the concept of properties of the light on learning progressions for 3-6 grade students in the elementary school. For the purpose, this study creates a construct map of the properties of the light. Ordered multiple-choice items were developed in view of the construct map and presented to 200, 3~6 grade students in the elementary school. A partial credit model of Rasch model was used to analyze the results of those items, and the learning progressions was devised from the analysis results. The study can be summarized as follows: the construct modeling approach was used to devise the properties of light on learning progressions. As a result, the concept was selected for the core standards of construct map. Based on the construct map, the multiple-choice items were developed for students' conceptual understanding. The items were analyzed using the partial credit model, and the analysis findings showed that they were appropriate to assess students about their level of understanding of the properties of light. Finally, learning progressions were devised with the use of item analysis results.

• Korean Journal of Cognitive Science
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• v.16 no.4
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• pp.225-242
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• 2005

Consciousness dualists argue that materialism is false because of the conceivability of zombie which has no consciousness. The argument from conceivability applies to consciousness asymmetrically with $Water=H_2O$ whose identity was already established. However I think that argument is unsound because asymmetric application Is implausible. First, the metaphysical sap between water and $H_2O$ must be filled not by conceptual analysis, but by empirical methods: the neuroscientific developments will fill the metaphysical gap of consciousness. Second, consciousness dualists said it is illusion when we seem to conceive of $H_2O$ without water, but it is not illusion when we conceive the tumble with no consciousness. I argue it is also illusion in the case of latter. So two cases must be concerned equally.

• Journal of Korean Elementary Science Education
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• v.23 no.4
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• pp.273-278
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• 2004

According to Piaget, children aged 11 are in the middle of concrete operation period and formal operation period. So, it is necessary to adopt the Learning Cycle Model (LCM) which helps students improve their cognitive development. After determining the test for the Science Concept of Matter (SCOM), the experimental group showed higher average than the comparative group in the post-test. In the sound understanding, the experimental group showed higher ratio than the comparative group. And in the ratio of imperfect, wrong understanding and no response, the experimental group was lower than the comparative group. On the questions that were needed the complicated inquiry, many students of both groups still couldn't find the fundamental cause. In forming the scientific conceptualization, there was a meaningful difference (p < .001) after post-test Analysis of Covariance (ANCOVA) with pre-test result. After determining the test for the Test Inquiry Science Process (TISP), the experimental group showed higher average than the comparative group in the post-test. In the category of basic inquiry process which is needed in concrete operation, there was a meaningful difference (p < .05). In the category of unified inquiry process which is needed in formal operation, they showed no meaningful difference (p > .05). Therefore, applying the LCM to the chapter of 'Solution and Dissolving' is more effective on improving the scientific conceptualization and on helping the concrete operation abilities than the teacher centered learning.

• Journal of Science Education
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• v.42 no.1
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• pp.27-48
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• 2018

The purposes of this study are to derive suggestions and implications to improve the continuity of Korean Science & Practical Arts (Technology Home Economics) curricula through international comparative analysis with focus on the science curricula or standards in five countries (Canada, New Zealand, Singapore, the United States, Korea). Original documents of the national curriculums or standards of each country collected from NCIC comparatively analyzed the big concepts of the 'system' and 'energy' based on features of related components of curriculum contents, vertical, and lateral connectivity. The results indicated that the big concepts of systems and energy were used internationally to consider the curriculum continuity. In most countries, the big concept of system was used as a framework to integrate science with technology or other contents. In particular, it was also utilized to strengthen vertical and lateral connectivity in earth science and space science contents area. In the comparison of countries for the system as the big concept, New Zealand focused interrelationship between system and human activities, systems' interaction, levels and features of system concept for the linkage between grades and subjects on the basis of level. In the case of Canada and Singapore, science and technology are combined to strengthen contents' connection. However, the revised 2015 curriculum has a lack of continuity and sequence because the concepts of system and energy were concentrated on a specific grade and contents' area. The curriculum was not developed systematically for multiple grades according to their levels. In conclusion, Korean science curriculum requires sufficient understanding of students' learning and research on learning progressions and curriculum continuity. In addition, it is very important to constitute the curriculum based on the vertical and lateral connectivity in order to improve science education and to foster students' key competencies and abilities.

• Journal of The Korean Association For Science Education
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• v.35 no.3
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• pp.353-361
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• 2015

This study focused on the use of peer assessment activities to investigate its the impact on students' argumentation skills in argument-based inquiry. The participants of the study were 106 10th grade students (four classes). Two classes were assigned to the experimental group, and the other two classes were assigned to the comparative group. The experimental group was taught argument-based inquiry through the application of peer assessment activities. The comparative group was taught argument-based inquiry without peer assessments. At the claim and evidence stage, students were asked to evaluate whether peers' claims fit with the evidence and whether peers' explanation of the evidences validity was sufficient. The quality of argumentation used in the students' writing was different in each group. According to the analysis of the summary writing test, the results showed that the experimental group had a significantly higher mean score than the comparative group in argumentation components, including evidence and warrant/backing. In addition, the experimental group used better multimodal representation including explanation of evidence than the comparative group. The findings showed that argument-based inquiry applying peer assessment activities had an effect on the argumentation skills in students' writing.