• Proceedings of the Korea Information Processing Society Conference
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• 2008.05a
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• pp.269-272
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• 2008

하나의 시스템을 다수의 사람들이 동시에 작업을 할 경우 한정된 자원을 각각의 작업 요구에 효율적으로 배분하기 위하여 작업관리 시스템을 사용한다. IBM 시스템은 작업관리 시스템으로서 주로 LoadLeveler를 사용하고 있다. 작업관리 시스템은 자원을 할당 받아 작업을 처리할 수 있는 여러 가지의 큐를 가질 수 있으며, 이러한 큐는 시스템의 특성과 구성 그리고 사용자 작업의 패턴에 따라서 설계되어진다. 본 논문에서는 LoadLeveler에서 작업을 실행할 때 자원을 미리 예약하여 실행할 수 있는 reservation과 긴급한 작업을 우선적으로 처리할 수 있게 해주는 preemption 기능을 적용한 클래스를 만들어 작업을 실행하면서 각각 작업들의 메모리 사용 변화와 그에 따른 작업 처리 성능을 분석 연구하였다.

• Journal of Science Education
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• v.39 no.1
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• pp.44-57
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• 2015

The purpose of this study was to analyze the teachers' Innovation Configuration(IC) on STEAM of the 2009 elementary science curriculum and to implicate the assessment of STEAM. Therefore, this study was conducted by the IC component checklist of the Concerns-Based Adoption Model(CBAM). The total number of 126 teachers participated in this study. The results of the study were as follows: First, time management(33.3%) was the most ideal IC. On the other hand, curriculum planning(34.1%) was the most unacceptable IC. Second, the results of the chi-square test showed that the IC were significantly different according to their positions, career in education and training experiences(p<.05). Third, to explore the teacher's epistemic beliefs on STEAM, one in-service elementary teacher who studied in a doctoral course of a graduate school of education participated in the study. Based on these results, we suggested that the support of application and the revolution of the science curriculum and assessment should be implemented according to the teachers' IC.

• Journal of The Korean Association For Science Education
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• v.30 no.1
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• pp.140-156
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• 2010

This study aimed to investigate how science teachers perceived major features of the 2007 revised science curriculum and implementing them in classes. The 2007 revised science curriculum included critical features such as creativity, open inquiry, science writing, discussion and STS. In terms of necessity, clarity and complexity of those features for curriculum implementation, teacher perceptions were examined. Particularly with regard to open inquiry assigned 6 class periods per semester as one of the critical features of 2007 revised science curriculum, we asked teachers how they would prepare and implement the technique in their teaching. In results of this study, science teachers agreed on the necessity and importance of those major features of the 2007 revised science curriculum, including creativity, open inquiry, science writing, discussion, and STS. However, they were not clear on how those would work in their classrooms and expected various impediments. Open inquiry was specifically perceived as most negative in its implementation with the mention of various complex reasons. Based on findings in this study, we proposed the 'Dual Action Research Model' for curriculum implementation. It tries to explain how curriculum is implemented in classrooms and diminish the gaps between curriculum developers and teacher users by means of leading teachers to understand the curriculum meaningfully and implement their teaching based on this understanding.

• Journal of Science and Technology Studies
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• v.13 no.1
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• pp.1-39
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• 2013

How would technoscientists collaborate in their technoscientific practices? Based on the ethnographic research done at NRI(Neuroscience Research Institute), this research shows how collaboration occurs in/outside the interdisciplinary laboratory. As previous studies show, collaboration makes researches possible that otherwise would have been impossible. Korean technoscientists who are situated in the scientific periphery, practice contextualized collaboration in their labs. These collaborations are invisible before opening the black box of the lab. But it acquires visibility after certain incidents such as collaborations, debates and discussions, malfunctioning of the instruments, and networking with other actors occur. These networks again become invisible after the certain incidents end. However these blackboxing and whiteboxing (opening the blackbox) processes occur simultaneously in various levels, it is almost impossible to identify them separately. In real technoscientific practices, blackboxing and whiteboxing do not occur distinctively. They almost always occur at the same time on multi-layered levels, hence forming the 'grey box' of technoscientific practices. Lastly, collaborations inside laboratory have in/visible features, because laboratories function as Foucauldian heterotopias.

• Journal of The Korean Association For Science Education
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• v.40 no.2
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• pp.177-189
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• 2020

In this study, we implemented an education program to improve the responsive teaching ability of pre-service science teachers, and analyzed the responsive teaching practices revealed during the program process. Through this, we derived the types and characteristics of responsive teaching practice, identified factors that made it difficult for pre-service teachers to practice, and obtained empirical data on under what conditions the responsive teaching capacity of pre-service teachers was developed. For this purpose, a practice-based teacher education program was designed and carried out for 14 pre-service teachers who had no experience in responsive teaching. The program consists of four steps; observation of class, practice through rehearsal, application in practicum, and post-reflection on educational practice. In particular, qualitative analysis was conducted on the types of responsive teaching and their detrimental factors revealed during application in practicum. As a result of the analysis, four types were derived; discriminator type, communicator type, guide type, and facilitator type. Each type was identified as having a common responsive teaching step element. The education program implemented in this study was effective for pre-service teachers to recognize the importance of student-participation class and the educational effect of responsive teaching. However, three barriers that prevented pre-service teachers from responsive teaching practice were also analyzed. First was the pressure to achieve specific learning goals within a given class time. Second was the rigid belief of the fixed curriculum. Third was the obsession that the teacher should lead the class. Based on these results, it was suggested that in order to improve the responsive teaching ability of pre-service teachers, it is necessary to support the recognition of breaking out of the thinking the time constraint, the flexibility of the curriculum, and the role of teacher as a class supporter.

• Journal of The Korean Association For Science Education
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• v.29 no.1
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• pp.22-42
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• 2009

The purpose of the case study is to understand changes in the teaching practices of two secondary science teachers during the span of their careers. To investigate changes in teaching practices, this study focuses on changes in the science teachers' practical principles based on Elbaz's practical knowledge. The biographical approach was adopted because teachers' voices are a valuable source to understand their professional development. In-depth interviews and classroom observations were conducted for two science teachers with seven years' and ten years' teaching experience. The major findings are as follows: First, participants' teaching practices changed through interaction with three factors, critical experiences that have stirred changes in teaching practice, teacher's reflection on teaching, and various experiences to make specific teaching practice changes. Second, three different change aspects of practical principles were revealed; reinforcement of existing practical principles, replacing old practical principles with new one, and generation of new practical principles.

• Journal of The Korean Association For Science Education
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• v.35 no.6
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• pp.949-959
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• 2015

In this case study, we analyzed the STEAM lessons conducted by secondary science teachers in the perspective of the CHAT. Two science teachers at high schools in Seoul participated in this study. All of the teaching-learning materials were collected before lessons, and their lessons were observed and videotaped. We also observed the atmospheres in both school offices and classrooms. Semi-structured interviews were conducted before and after their lessons. All the data collected were categorized according to the elements of the activity system and analyzed by using the constant comparative method. The analyses of the results revealed that both teachers did not consider the student-centered self-directed activities in their STEAM lessons, but that they differed in the subject element such as teacher's professionalism on STEAM. Various elements of the activity system such as environmental characteristics of the school and policies about the STEAM influenced the performance of their STEAM lessons. Contradictions in the elements of the activity system brought about various changes. Successful experiences of the STEAM lessons by complex effects of the elements positively influenced their performances on their STEAM lessons. Based on these results, we have made some suggestions for the establishment of the STEAM in secondary schools.

• Journal of The Korean Association For Science Education
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• v.35 no.6
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• pp.1019-1030
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• 2015

This study examined the development of a teacher's teaching practice and identified argumentation-specific pedagogical content knowledge (PCK) and the influence of the argumentation-specific PCK on teaching practice in an argumentation classroom. The teacher has a Ph.D degree in science education, a 19-year teaching career, and no experience in instructing in an argumentation classroom. The developed program consists of nine lessons regarding photosynthesis for 7th graders. The teacher participated in a collaborative reflection with researchers after each lesson once a week and five times in total, which lasted for thirty minutes. All of the lessons were video- and audio-recorded and the transcript of lessons and collaborative reflection, pre- and post-survey related to argumentation, and researchers' journals were analyzed. Analysis of the data showed that the teacher emphasized group interaction showing utterances of listening, evaluating arguments, counter-arguing/debating, and reflecting on argument process after the fourth lesson although the teacher focused on individual argumentation showing utterances of talking, knowing meaning of argument, and justifying with evidence in the first three lessons. Also, the argumentation-specific PCK, which was identified with the understanding of students, nature of argumentation and argumentation task strategy, also influenced the development of teaching practice. The teacher comprehended the students' challenges in argumentation, developed her understanding of the nature of argumentation from an individual plane to social plane, and demonstrated a deep understanding of the task strategy by voluntarily joining in modifying the argumentation tasks.

• Journal of KIISE:Computer Systems and Theory
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• v.28 no.3
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• pp.144-154
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• 2001

다중 결합 질의에 포함된 다수의 결합 연산지를 효율적으로 처리하기 위해 서는 효율적인 병렬 알고리즘이 필요하다. 최근 다중 해쉬 결합 질의의 처리를 위해 할당 트리를 이용한 방법이 가장 우수한 것으로 알려져 있다. 그러나 이 방법은 실제 결합 시에 할당 트리의 각 노드에서 필연적인 지연이 발생되는 데 이는 튜플-시험 단계에서 외부 릴레이션을 디스크로부터 페이지 단위로 읽는 비용과 이미 읽는 페이지에 대한 해쉬 결합 비용간의 차이에 의해 발생하게 된다. 이들 사이의 실행시간을 가급적 일치시키기 위한 '페이지 실행시간 동기화'기법이 제안되었고 이를 통해 할당 트리 한 노드 실행에 있어서의 지연 시간을 줄일 수 있었다. 하지만 지연 시간을 최소화하기 위해 할당되어질 프로세서의 수 즉, 페이지 실행시간 동기화 계수(k)는 실제 결합 시의 결합률에 따라 상당한 차이를 보이게 되고 결국, 이 차이를 고려하지 않은 다중 해쉬 결합은 성능 면에서 크게 저하될 수밖에 없다. 본 논문에서는 결합 이전에 어느 정도의 결합률을 예측할 수 있다는 전제하에 다중 해쉬 결합 실행 시에 발생할 수 있는 지연 시간을 최소화 할 수 있도록 결합률에 따라 최적의 프로세서들을 노드에 할당함으로서 다중 해쉬 결합의 실행 성능을 개선하였다. 그리고 분석적 비용 모형을 세워 기존 방식과의 다양한 성능 분석을 통해 비용 모형의 타당성을 입증하였다.

• Journal of The Korean Association For Science Education
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• v.38 no.1
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• pp.11-26
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• 2018

The purpose of this study is to investigate teachers' responsive practices in whole class discussion after small group argumentation and the underlying epistemological framing. Three teachers and 84 students participated in this study by engaging in argumentation activities about the sensory system. We recorded both their discussions in the classes and our interviews with the teachers, which were transcribed for analysis. The results of the analysis showed that the teachers' responsive practices and the epistemological framing were categorized into four types. By framing the discussion as 'reaching the correct answer through discussion,' the teacher focused on whether students' ideas corresponded to scientific concepts and transferred scientific ideas to the students. By framing the discussion as 'eliciting appropriate conceptual resources and developing them into a scientific idea through critical evaluation,' the teacher engaged in the students' discussion as another participant, and considered the small groups' arguments as resources that could develop into scientific concepts. By framing the discussion as 'sharing small groups' arguments,' the teacher responded by asking for clarification of each group's argument, considering it as a valid argument in its own way. By framing the discussion as 'reaching a consented argument through critical evaluation,' the teacher negotiated students' critical evaluation and revision of the arguments. We explored the implications and limitations of each type of responsive practice and considered that the results of this study will contribute to developing teachers' responsive teaching strategies in argumentation activities.