• Journal of The Korean Association For Science Education
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• v.35 no.1
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• pp.37-52
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• 2015

In this study, assessment items to examine geocognition on plate tectonics were developed and applied to middle and high school students and college students. Conceptual constructs on plate tectonics are Earth interior structure, specific geomorphology, and geologic phenomena at each plate boundary. Construct for geocognition included temporal reasoning, spatial reasoning, retrospective reasoning, and system thinking. Pictorial data in each item were all obtained from GeoMapApp. Students' responses to the items were analyzed and measured cross-sectionally by Rasch model, which distinguishes persons' ability levels based on their scores for all items and compared them with item difficulty. By Rasch model analysis, Wright maps for middle and high school students and college students were obtained and compared with each other. Differential Item Functioning analysis was also implemented to compare students' item responses across school grades. The results showed: 1) Geocognition on plate tectonics was an assessable construct for middle and high school students in current science curriculum, 2) The most distinguished geocognition factor was spatial reasoning based on cross sectional analysis across school grades, 3) Geocognition on plate tectonics could be developed towards more sophisticated level through scaffolding of relevant instruction and earth science content knowledge, and 4) Geocognition was not a general reasoning separated from a task content but a content-specific reasoning related to the content of an assessment item. We proposed several suggestions for learning progressions for plate tectonics and national curriculum development based on the results of the study.

• Journal of Korean Elementary Science Education
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• v.24 no.2
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• pp.145-159
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• 2005

Students' alternative concepts of evolution are similar to misconcepts and disputes which scientists had in science history. The aims of this study are to analyze the elementary children's concept in evolution based on science history. Lee (2004)'s two tests were applied to 6th grade to investigate the children's evolution concepts and genetic concepts related to the historical development of the evolution concepts. The test results were analyzed in accordance with 4 stages of science history based on Lee (2004)'s method. These stages are divided to stage 1 (Before Lamarck), stage 2 (Lamarck), stage 3 (Darwin), stage 4 (After Darwin). The major results are as follows. Most of elementary school children are fixed to the stage 2. They usually do not show the consistency of evolution concepts in the three dimensional aspects such as mechanism, time, and subjects. Many children do not have concrete meaning of gene, inheritance, sexual reproduction, mutation and could not connect these concetps and process of evolution. Also, they believe the inheritance of acquired traits and spontaneous generation. Therefore it is confirmed that they still have similar misconcepts and disputes which scientists had in transition time between stage 2 and 3 and most of children already have strong Lamarckian thought acquired from daily life experience before learning about natural selection and evolution.

• Journal of The Korean Association For Science Education
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• v.43 no.6
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• pp.521-531
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• 2023

In this study, we analyzed contextualized NOS lessons planned by preservice teachers from the perspectives of PCK. Eight preservice teachers who had completed all of the curriculum at the College of Education located in Seoul participated in the study. CoRe and teaching and learning guidance were collected. Interviews were also conducted. We used analytical induction to analyze the collected data. The analyses of the results revealed that the NOS learning goals selected by the preservice teachers were different depending on the context of the NOS lessons. In addition, the preservice teachers were unable to sufficiently explain the value of learning NOS. All of the preservice teachers were worried that their students would not understand NOS properly, and they faced various difficulties in dealing with NOS and science content. They thought that if their students conducted experiments, errors could cause problems for students learning NOS. Meanwhile, they guessed their students' preconceptions and misconceptions of NOS based on their experience. The preservice teachers also thought that their students' concept of science and cognitive development stage would affect their NOS learning. Although the preservice teachers used various strategies to teach NOS, NOS was often not explicitly addressed. Also, they were reluctant to evaluate NOS in lessons. Based on the above results, educational implications for preservice teacher education were proposed.

• Journal of The Korean Association For Science Education
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• v.37 no.4
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• pp.565-575
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• 2017

This study analyzes the epistemic considerations and the argumentation level revealed in the discourse of the key concept of natural selection for science-gifted elementary students. The paper analyzes and discusses the results of a three-student focus group, drawn from a cohort of twenty gifted sixth-grade elementary students. Nature, generality, justification, and audience were used to analyze epistemic consideration. Learning progression in scientific argumentation including argument construction and critique was used to analyze students' scientific argumentation level. The findings are as follows: First, Epistemic considerations in discourse varied between key concepts of natural selection discussed. The nature aspect of epistemic considerations is highly expressed in the discourse for all natural selection key concepts. But the level of generality, justification and audience was high or low, and the level was not revealed in the discourse. In the heredity of variation, which is highly expressed in terms of generality of knowledge, the linkage with various phenomena against the acquired character generated a variety of ideas. These ideas were used to facilitate engagement in argumentation, so that all three students showed the level of argumentation of suggestions of counter-critique. Second, students tried to explain the process of speciation by using concepts that were high in practical epistemic considerations level when explaining the concept of speciation, which is the final natural selection key concept. Conversely, the concept of low level of epistemic considerations was not included as an explanation factor. The results of this study suggest that students need to analyze specific factors to understand why epistemological decisions are made by students and how epistemological resources are used according to context through various epistemological resources. Analysis of various factors influencing epistemological decisions can be a mediator of the instructor who can improve the quality and level of the argumentation.

• Journal of The Korean Association For Science Education
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• v.33 no.4
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• pp.751-762
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• 2013

The purpose of the study is to develop a science writing program for middle school students and to analyze the effects of this program. The program consists of twenty-one 10-minute long sessions in 2 chapters (stimulus and response; the structure and function of plants) from the $2^{nd}$ year middle school textbooks. The team selected themes in science writing that can cultivate multiple facets of creativity in students: flexibility, originality and elaboration. The format of the science writing was diverse. The program was conducted through worksheets, and there was separate section within the worksheet for teacher to give feedback to students. The science writing program with teacher's feedback improved students' scientific creativity(p<.01). It seems like teacher's feedback is critical in checking students' concept and boosting students' creativity. The program is statistically effective in improving students' flexibility(p<.01), however it is not the case for improving on their originality and ability to elaborate(p>.05). We assumed that the relatively extensive portion of the writing was not suitable to improve students' ability to elaborate their ideas further as well as fostering originality. In order to improve the students' creativity and ability to elaborate, there is a need to adjust the amount of science writing, content, time.

• Korean Security Journal
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• no.15
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• pp.337-358
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• 2008

With the Japanese attacks on Pearl Harbor in 1941, approximately 2,500 people were killed. The terrorist attack on World Trade Center in the United States resulted in the heavy loss of people's lives, 2,749 in all. The 9.11 demonstrated that terrorist attack could be more serious problem than the war in our modern life. In addition, terrorist armed with new and high technologies have become more dangerous elements to the international community. Especially, the fact that the weapons of mass destruction are used by terrorist organizations is a matter of great concern. The strength of terrorist arsenal gives terrorist a decided advantage over us. The chances of success for terrorist have been increased due to the terrorist friendly environments. Terrorism has evolved without stopping from its birth, which is imposing a great burden on the authorities concerned. The counter-terrorism strategy and tactics used in the past have been useless in the fighting against new terrorism. To cope with the fast changing terrorism, comprehensive countermeasures should be developed. The purpose of this study is to know the enemy. To achieve the goal, the current situation on international terrorism as a whole is examined. Based on the result of the research, this paper also tried to give a perspectives on the future terrorism. At the same time, it provides a guidelines of the direction in the fighting against terrorism.

• Archives of design research
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• v.12 no.4
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• pp.191-200
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• 1999

Improving the design ability of idea developing and creative problem solving should be started from the primary school. Design education in the primary school should be not education for design but education by design. It helps students can naturally understand the basic concept of design and experience the process of activities. Therefore primary educational circle use the term of 'Design-related activities', or 'Design-Based Education'. It can be applied to variable themes of mathematics, science, music, society as well as Art. On the Basis of these literature review, the traditional design education as a part of the art education is analyzed in two aspects of its contents and behaviors. The contents in design education involve aesthetic·symbolic, useful·functional, and scientific·technological area. And, the basic design behaviors are classified with 'know', 'perceive', 'inquire', and so on. This concept becomes the analytic frame of the present condition of design education in Korean primary school. Through the analysis, it is found that the portion of scientific·technological area in contents and 'inquire' related behaviors are relatively very low. Also, the planning and teaching methods for leading children's opportunity of creative expression are found inadequate. This study proposes the potential capability and the integrative contents of design education in primary school.

• Journal of The Korean Association For Science Education
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• v.36 no.3
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• pp.471-483
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• 2016

The purpose of this study is to explore how students' epistemological framing and positional framing affect the role of wonderment questions related to the activation of conceptual resources and to investigate what contexts affect students' framings during scientific model construction. Four students were selected as focus group and they participated in collaborative scientific model construction of mechanisms relating to urination. According to the results, one student whose framings were "understanding phenomena" and "facilitator" asked wonderment questions, but the others whose framings were "classroom game" and "non-respondent" were not able to activate their conceptual resources. However, they were able to activate their conceptual resources when they shared the epistemological framing of "understanding phenomena" and shifted between the positional framings of "facilitator" and "respondent." Although they were able to activate their conceptual resources, these activated resources were not able to contribute to their model when they shifted to the framings of "classroom game" and "receiver." In contrast, when students constantly shared an "understanding phenomena" framing and dynamically shifted between the framings of "facilitator" and "respondent," they were able to activate various conceptual resources and develop their group model. The students' framings were affected by the contexts. These included: when students were confronted with cognitive difficulties and were not provided proper scaffolding; when the teacher played the role of answer provider and guided the activity with correctness; when there were several possible explanatory models that students could choose from; and when the teacher played the role of thought facilitator. This study contributes to supporting teaching and learning environments for productive scientific model construction.

• Proceedings of the Korea Water Resources Association Conference
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• 2023.05a
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• pp.2-2
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• 2023

기후변화가 가속화로 인해 수재해의 빈도와 강도 예측이 어려워짐에 따라 실시간 홍수 모니터링에 대한 수요가 증가하고 있다. 합성개구레이다는 광원과 날씨에 무관하게 촬영이 가능하여 수재해 발생시에도 영상을 확보할 수 있다. 합성개구레이다를 활용한 수체 탐지 알고리즘 개발이 활발히 연구되어 왔고, 딥러닝의 발달로 CNN을 활용하여 높은 정확도로 수체 탐지가 기능해졌다. 하지만, CNN 기반 수체 탐지 모델은 훈련시 높은 정량적 정확성 지표를 달성하여도 추론 후 정성적 평가시 경계와 소하천에 대한 탐지 정확성이 떨어진다. 홍수 모니터링에서 특히 중요한 정보인 경계와 좁은 하천에 대해서 정확성이 떨어짐에 따라 실생활 적용이 어렵다. 이에 경계를 강화한 적대적 학습 기반의 수체 탐지 모델을 개발하여 더 세밀하고 정확하게 탐지하고자 한다. 적대적 학습은 생성적 적대 신경망(GAN)의 두 개의 모델인 생성자와 판별자가 서로 관여하며 더 높은 정확도를 달성할 수 있도록 학습이다. 이러한 적대적 학습 개념을 수체 탐지 모델에 처음으로 도입하여, 생성자는 실제 라벨 데이터와 유사하게 수체 경계와 소하천까지 탐지하고자 학습한다. 반면 판별자는 경계 거리 변환 맵과 합성개구레이다 영상을 기반으로 라벨데이터와 수체 탐지 결과를 구분한다. 경계가 강화될 수 있도록, 면적과 경계를 모두 고려할 수 있는 손실함수 조합을 구성하였다. 제안 모델이 경계와 소하천을 정확히 탐지하는지 판단하기 위해, 정량적 지표로 F1-score를 사용하였으며, 육안 판독을 통해 정성적 평가도 진행하였다. 기존 U-Net 모델이 탐지하지 못하던 영역에 대해 제안한 경계 강화 적대적 수체 탐지 모델이 수체의 세밀한 부분까지 탐지할 수 있음을 증명하였다.

• Journal of the Korea Society of Computer and Information
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• v.4 no.1
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• pp.92-98
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• 1999

Interpersonal trust is the mutual "faithfulness" on which all social relationship ultimately depend and applicable to the relations among people rather than to their psychological states taken individually. Recent development in the organizational sciences reflect the importance of interpersonal trust relationships for sustaining individual and organizational effectiveness, researchers have recongnized trust's influence on coordination and control at both institutional and interpersonal levels of organization. Because economic action is embeded within networks of social relationships. researchers have argued that efficiency within complex systems of coordinated action is only possible when interdependent actors work together effectively. Thus, for managers and professionals in organizations, developing and maintaining trust relationship is especially import. The purpose of the present study is to investigate the mechanism of interpersonal trust in the organization. Especially, the major concern of this study is to verify role of interpersonal trust in the member's task behaviork behavior