• Bioinformatics and Biosystems
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• v.2 no.2
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• pp.37-45
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• 2007

생물정보학은 컴퓨터를 이용하여 방대한 양의 생물학적 데이터를 처리하고 그 결과를 분석하는 학문으로서 IT의 고속성장과 맞물려 점차 그 활용도를 넓혀가고 있다. 특히 의학, 생명과학 연구에 사용되는 데이터는 그 종류도 다양하고 크기가 매우 큰 것이 일반적인데, 이의 처리를 위해서는 고속 네트워크가 바탕이 된 그리드-컴퓨팅(Grid-Computing) 기술 접목이 필연적이다. 고속 네트워크 기술의 발전은 슈퍼컴퓨터를 대체해 컴퓨터 풀 내에 분산된 시스템들을 하나로 묶을 수 있는 그리드-컴퓨팅 분야를 선도하고 있다. 최근 생물정보학 분야에서도 이처럼 발전된 고성능 분산 컴퓨팅 기술을 이용하여 데이터의 신속한 처리와 관리의 효율성을 증대시키고 있는 추세이다. 그리드-컴퓨팅 기술은 크게 데이터 가공을 위한 응용 프로그램 개발과 데이터 관리를 위한 데이터베이스 구축으로 구분 지을 수 있다. 전자에 해당하는 생물정보 연구용 프로그램들은 mpiBLAST, ClustalW-MPI와 같은 MSA서열정렬 프로그램들을 꼽을 수 있으며, BioSimGrid, Taverna와 같은 프로젝트는 그리드-데이터베이스 (Grid-Database)기술을 바탕으로 개발되었다. 본 고에서는 미지의 생명현상을 탐구하고 연구하기 위하여 현재까지 개발된 그리드-컴퓨팅 환경과 의생명과학 연구를 위한 응용 프로그램들, 그리고 그리드-데이터베이스 기술 등을 소개한다.

• Proceeding of EDISON Challenge
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• 2017.03a
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• pp.346-350
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• 2017

고속도로에서 자주 사용되고 있는 2way 가드레일 형상의 효율성을 탐구해보기 위하여 가드레일 형상과 이와 단면적이 같은 여러 종류의 단면을 가진 보들과 응력 값을 비교하였다. vonMises stress값의 비교를 통해 기존 가드레일의 W모양 단면과 경제적으로는 동일하고 형태는 상이하며 구조적으로 더 안정적인 단면 형상을 찾아보고자 한다. 그 결과 2way 단면의 가드레일 보다는 반원 단면의 가드레일이, 두께가 4T인 2way 모델 보다는 3T인 모델의 안전계수가 더 높음을 확인하였다. 이를 통해 향후 가정이 없는 실제 상황에서는 어떠한 이유 때문에 2way 가드레일 형상을 사용하고 3T보단 4T, 5T를 보편적으로 사용하는지 연구해보면 좋을 듯 하다.

• Korean Journal of Childcare and Education
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• v.10 no.6
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• pp.243-264
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• 2014

The present study examined the effects of science activities motivated through children's songs on young children's science-related attitudes, and understanding of science processing. skills. The subjects of the present study were 40 children aged five, among them 20 children being assigned into an experimental group, and 20 children into a control group. An Hyun-Jeong's(2011). 'The Test of Science-Related Attitudes' and science process skills measurement questions from 'The Science Learning Assessment' by Samarapungavan, Mantzicopoulos, Patrick, and French (2009) were used after adapting them as research tools. The experimental group performed science activities motivated through children's songs 21 times, 3 times a week for 7 weeks; learning children's songs and asking science questions at the first stage, performing science activities at the second stage, and adapting children's songs based on the findings of science activities. The control group performed the learning of children's songs, science activities, and rhythmic activities in the same period. The pre- and post-test data were analyzed as at-test using SPSS program. The study results indicated that science activities motivated through children's songs were effective in improving young children's science-related attitudes and their understanding of science process skills.

• Journal of Science Education
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• v.33 no.2
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• pp.271-289
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• 2009

The purpose of the research was to analyze the characteristics and the process elements which appeared to the process of designing experiment for biologists and gifted students in science. Four biologists and thirty-two gifted students were participated in this study. The findings indicated that (a) the researcher figured out the process elements could constructed in fifteen elements such as confirming questions, arrange materials, consideration for experimental subjects, searching variables, eliminating variables, selecting variables, planning operation of variables, planning control environmental variables, planning control biological variables, planning the methods of observation and assessment, planning the methods of collecting data, planning the interpretation of data, planning the repetition of experiments, planning the repetition of assessment, safety regulations as well. The biologists concentrated in the particular process elements related with variables, since the science-gifted students concerned the performance whole process elements themselves without deeper consideration, (b) the characteristics of biologists and science-gifted students in the process of designing experiment were as follows; 1) biologists and students showed the process elements which include the domain specific process skills as well, 2) biologists accurately conducted the designing experiments processes with repetition of specific process, since students designed experiments conventionally, and 3) biologists possessed the domain specific skills and know-how about their experiments, but students did not. The results show that the programs of designing experiment activity should be constructed with the process elements which were concentrated by biologists, should provide feedbacks to design experiment more accurately, and should be developed with concern of the process skills and know-hows of biologists.

• Journal of The Korean Association For Science Education
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• v.32 no.4
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• pp.586-603
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• 2012

This study is a survey conducted to explore what art high school students specifically see as nature of science. Third-year students of a high school of arts in Gyeonggi-do participated in the survey. The questionnaire was classified into three categories - the formative arts in the fine arts, the sound arts in music, the performing arts in dance, and drama and play. The study analyzed what they think of as similar aspects of science and art respectively according to their majors, with focus on the extracts. As a result, they mentioned 'creative imagination', 'correlation with technology', 'social and cultural relation', 'subjectivity', 'variability', and 'inquiring attitude' as similarities between science and art. The results are almost the same as the elements of the nature of science as agreed on by scientists. From the result, we can assume that students majoring in art, indeed, need an education on the nature of science. Also, while the fine arts students have more tendency to perceive inquiring attitude than others, music students are more likely to perceive variability than others. Therefore, teaching strategy in experimental inquiring context for the former is more helpful in understanding the nature of science, and teaching strategy in the context of scientific history for the latter.

• Journal of The Korean Association For Science Education
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• v.31 no.1
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• pp.78-98
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• 2011

The purpose of this study was to analyze elementary school students' interpretation of data characteristics by cognitive style. Participants were elementary students in sixth grade who can use integrated inquiry process skills. The students were divided into two groups, analytic cognitive style and wholistic cognitive style according to their response to Cognitive Style Analysis. They performed scientific interpretation of data activity. To collect data for this study, participants recorded the result on scientific interpretation of data activity paper and researcher recorded the situation on videotape and interviewed with participants after the end of interpretation of data to get additional data. And the findings of this study were as follows: First, the study analyzed interpretation of data characteristics by the operator regarding different situations of interpreting data according to cognitive style. For example, in the intermediate state, analytic-cognitive style students showed high achievement in identifying variables, and wholistic-cognitive style students were active in using prior knowledge to interpret data. Second, the result of analysis on the direction of interpreting data and preference for data types in interpreting data activities according to cognitive style are as follows: Wholistic-cognitive style students showed relatively high perception of information through the top-down approach. On the other hand, analytic-cognitive style students usually used the bottom-up approach gradually expanding detailed information to the scientific question-related answer and showed a preference data of the table type. Through the result, this study aimed to help establish a data interpretation strategy for learners to solve problems based on understanding of interpretation of data characteristics according to learners' cognitive style, and purposed the instruction design suggesting the data requiring various data interpretation strategies to develop learners' data interpretation ability.

• Journal of The Korean Association For Science Education
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• v.33 no.4
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• pp.708-717
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• 2013

The new paradigm of the 21st Century science education explores a wide range of possibilities that can foster students' interest toward science and creative convergence thinking. In this study, through the analysis of programs that were developed in 'STEAM leader school' and 'STEAM teacher association for research' supported by the 'Ministry of Education, Science, and Technology,' we analyzed the linking frequency with each of STEAM education's fields and teachers' perception for the convergence strategy of technology and engineering. The results of this study show that linking frequency of technology and engineering is lower than the field of arts and mathematics in elementary school, but higher in middle and high school. 'Introduction technology contents in lives' in technology and 'crafts activity' in engineering are the most used teaching and learning strategy in STEAM education. But, although 'crafts activity' is engineering's major way of learning, many teachers understand and use it as a technological teaching learning strategy. It is important to understand that each of STEAM education's field has a unique nature and educational implications, for the effective settlement of STEAM education, we need to consider teaching and learning strategy in various way.

• Korean Journal of Medical Ethics
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• v.21 no.4
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• pp.330-343
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• 2018

This article explores some of the ethical issues associated with the fourth industrial revolution and suggests new directions for bioethics education in Korean universities. Some countries have recently developed guidelines and regulations based on the legal and ethical considerations of the benefits and social risks of new technologies associated with the fourth industrial revolution. Foreign universities have also created courses (both classroom and online) that deal with these issues and help to ensure that these new technologies are developed in an ethically appropriate fashion. In South Korea too there have been attempts to enhance bioethics education to meet the changing demands of society. However, bioethics education in Korea remains focused on traditional bioethical topics and largely neglects the ethical issues related to emerging technologies. Furthermore, Korean universities offer no online courses in bioethics and the classroom courses that do exist are generally treated as electives. In order to improve bioethics education in Korean universities, we suggest that (a) new course should be developed for interprofessional education; (b) courses in bioethics should be treated as required subjects gradually; (c) online courses should be prepared, and (d) universities should continually revise course contents in response to the development of new technologies.

• The Journal of the Korea Contents Association
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• v.15 no.1
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• pp.506-518
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• 2015

Recently there are growing needs and demand to enhance 'Unity of knowledge' as the concept of "Creating new value through integration and convergence" is developing rapidly in many different areas in the society. This also has significant implication to education. Especially, it requires paradigm shift in terms of required capabilities and qualifications for the students with science major. To accommodate this trend, Natural Sciences and Engineering's College has been increasing convergence education which focus on cultivating creative and cooperative learning capabilities as well as acquiring fundamental knowledge of individual majors. However, convergence education developed and implemented by Sciences college or liberal education so far has been mechanical combination of knowledge from different academic fields - not effectively integrated and interdisciplinary education. Given this situation, this research is to develop and propose a "convergence education program based on the development of scientific and cultural contents" as an education tool to enhance capabilities to apply and re-create integrated knowledge as well as acquire and learn existing knowledge. Education program developed in this research aims to achieve two different and sequential capabilities. First is to understand 'Science and Technology' and 'Cultural Archetype' which would be essential and useful to create cultural contents. Second is to develop capabilities to convert this understanding into cultural contents - a storytelling capability. This education program is differentiated in that it defines cultural contents as a medium to converge and integrate science and technology and humanities. By leveraging the concept of cultural content and storytelling, this education program would be able to overcome restrictions of existing interdisciplinary approach. Also, this program would encourage students to try in-depth research and new applications, and develop logical and creative thinking.

• Journal of Korean Elementary Science Education
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• v.40 no.4
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• pp.443-459
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• 2021

In this study, a TPACK-based STEAM program was developed and applied under the theme of excretory organs in the 'Structure and Function of Our Body' of the elementary science curriculum. The program was produced and conducted through curriculum analysis and learning goal detailing, learning environment analysis, teaching·learning method and technology selection, TPACK elements arrangement and teaching·learning material development, application and effectiveness verification. Teacher's TPACK considered in STEAM program design process is content knowledge (appearance and work of excretory organs), pedagogical knowledge (STEAM, problem-based learning, research learning, discussion learning, cooperative learning, scientific writing) and technology knowledge (3D printer and smart device application technology). The program consisted of a total of 8 hours of project learning activities and was applied to 29 students in the fifth grade as an experimental group. A program of the same theme developed mainly from textbooks was applied to 27 students in the fifth grade of a comparison group. As a result of the application of the program, the experimental group showed significant improvement in creative problem-solving ability and scientific attitude compared to the comparison group, and the class satisfaction with the STEAM program was also high. However, there was no significant difference in academic achievement ability.