• Journal of The Korean Association For Science Education
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• v.9 no.2
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• pp.89-97
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• 1989

어떤 현상에 대한 학생들의 수업전 개념구조가 과학자들의 그것과 다를때 이 수업전개념을 간단한 정성적인 퀴즈를 통하여 학생 스스로 인식하게 하고 실험 또는 관찰을 통하여 학생 자신의 수업전개념 보다는 과학자들의 개념이 실험결과를 더 잘 설명할 수 있다는 것을 깨닫게 함으로써 학생들의 수업전 개념구조를 변화시키려는 교수모델을 고안하여 그 효과를 검토하였다. 고등학교 1학년 남학생 115 명(실험집단 58명, 비교집단 57명)과 고등학교 2학년 여학생 120명(실험집단 59명, 비교집단 61명)을 대상으로 뉴우턴 제2법칙에 대한 학습에 적용하고 2주후에 뉴우턴 제2법칙에 관한 시험(13문항)을 실시하였다. 그 결과, 퀴즈에 사용한 것과 유사한 상황을 다룬 문제에서는 실험집단의 성적이 비교집단의 성적보다 유의하게 높았다. 그러나, 같은 개념을 다루나 새로운 상황의 문제에서는 그 효과가 유의한 차이를 나타내지 않았다. 한가지 개념이 여러가지 새로운 상황속에 나타날때 학생들에게 이미 친숙한 상황과 새로운 상황사이의 유사점을 강조하며 위의 교수법을 계속하여 사용한다면 학생들의 뿌리깊이 밝힌 수업전 개념구조를 변화시킬 수 있으리라 사료된다. 위의 교수법은 학생들이 자신의 수업전 개념구조를 명확히 인식하고 그 불합리함을 깨달아야 하므로 자신의 수업전 개념구조에 근거하여 어떤 결과를 예측할 수 있는 예측논리(Expectation or biconditional Reasoning)가 형성된 이후의 학생들에게만 효과가 있으리라 가정하였으나 교수방법과 예측논리 사이에 유의한 상호작용효과(interaction offect)는 나타나지 않았다. 다만 여학생의 경우에서만 학생들에게 새로운 상황의 문제에서도 예측논리를 이미 형성한 실험집단의 평균이 이에 상응하는 비교집단의 평균보다 높았다. 이것은 남학생과 여학생을 지도한 교사의 교수경력과 학생들의 수업전 개념구조에 대한 교사의 인식정도에 큰 차이가 있었음을 고려할 때, 위의 수업방법을 사용하는 데 있어 교사가 학생들의 수업전 개념구조가 학생들의 개념획득에 얼마나 커다란 영향을 끼치는가에 대해 인식하는 것이 중요한 요인임을 시사한다.

• The Journal of the Convergence on Culture Technology
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• v.8 no.4
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• pp.347-353
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• 2022

In the restaurant industry, start-ups are active due to high demand from consumers and low entry barriers. However, the restaurant industry has a high closure rate, and in the case of franchises, there is a large deviation in sales within the same brand. Thus, research is needed to prevent the closure of food franchises. Therefore, this study examines the factors affecting franchise sales and uses machine learning techniques to predict the success and failure of franchises. Various factors that affect franchise sales are extracted by using Point of Sale (PoS) data of food franchise and public data in Gangnam-gu, Seoul. And for more valid variable selection, multicollinearity is removed by using Variance Inflation Factor (VIF). Finally, classification models are used to predict the success and failure of food franchise stores. Through this method, we propose success and failure prediction model for food franchise stores with the accuracy of 0.92.

• Proceedings of the Korea Water Resources Association Conference
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• 2023.05a
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• pp.19-19
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• 2023

최근 기후변화에 의해 단기간에 많은 양의 집중호우가 발생하여 도시지역의 침수 피해가 증가하고 있다. 이에 도시지역의 홍수 피해 해결을 위해 도심지 홍수 발생 시 홍수정도 및 상황을 파악할 수 있는 장비가 개발되었으나, 실용화 단계까지는 진행이 미흡한 상황이다. 또한 기존 도시지역 홍수 현상 및 원인을 분석하기 위해 수치모형을 활용하고 있으나, 우수관망의 노후화 및 초기 강우패턴 적용에 대한 정확한 해석결과의 어려워 활용성이 낮다. 또한 홍수정도와 발생상황 인지를 위한 계측 장비의 개발 연구는 지속적으로 진행되고 있으나, 계측 장비의 높은 가격으로 전국적으로 설치 할 수 없는 상황으로 이를 대응하기 위한 별도의 방안 마련이 필요한 실정이다. 이를 위해 본 과제에서는 고성능·저비용 계측센서를 개발하여 실용화 가능성을 높이고, 전국에 산재되어있는 CCTV(교통상황, 방법용 등)의 영상을 활용한 침수상황 인지 기술 개발, 계측 데이터와 모니터링 데이터의 활용을 위한 빅데이터 개방 플랫폼을 구축하여, 상습 침수지역에 대해 실시간 감시가 가능한 계측 시스템의 정형 데이터와 CCTV 및 영상 등 모니터링 장비의 비정형 데이터의 분석 기술을 결합한 새로운 도심지 홍수 감시 기술의 개발을 목표로 한다. 이를 위해 본 연구 1차년도에 지표면 침수심 계측센서와 우수관망 월류심 계측센서를 개발하였으며, 2차년도에는개발된 계측센서의 현장실증을 통해 데이터를 수집한다. 수집된 계측센서 데이터와 비정형(CCTV 영상) 데이터의 AI학습을 통해 분석된 침수심, 침수범위, 침수면적 데이터는 도심지 홍수 정보 프로그램을 통해 표출되며, 최종적으로는 현장 상황을 쉽게 파악 가능한 3D 레이어의 형식으로 표출하고자 한다. 추후 도심지 홍수 정보 프로그램을 통해 표출되는 3D 레이어는 환경부가 추진하는 DT(Digital Twin) 연계 인공지능(AI) 홍수예보 사업과의 연계 시 도심지 홍수 지도 구축을 위한 자료로 활용될 수 있을 것으로 판단된다.

• Journal of The Korean Association For Science Education
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• v.29 no.6
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• pp.693-711
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• 2009

One of the most important objectives in science education is to develop students' science literacy. The purpose of this study is to analyze the relevance between biology instructional objectives in the 7th curriculum taught in elementary and secondary schools. For this study, 7 major parts in each grade were analyzed including cell, the form and function of plants, the form and function of animals, genetics, diversity, evolution, ecology, and environment. The strand map of instructional objectives is completed that represents the relation between the objectives. The summary of the results from this study is as follows. First, the concept about cells is not fully covered in lower grades including elementary schools. While the concept of energy metabolism is repeatedly covered, there is no concept of energy covered in learning the concept of energy metabolism in elementary schools. Second, the textbooks in elementary and middle schools have main concepts about the form and function of plants while those in high schools don't. The concept related to the part of the form and function of animals is repeatedly involved in the curriculum throughout the elementary, middle, and high schools. Third, the concepts such as genetics and evolution are involved in higher grades since these concepts are abstract ones. The part of genetics and evolution as well as diversity has no connection between grades in schools, so the development of "notion between" is necessary to relate these concepts with each other. Fourth, the 4 parts of diversity, ecology and environment, evolution, and the form and function of plants are covered in limited grade levels. The results of the relevance of gene in lesson goals will play an important rein as the primary material in developing the connection between textbooks in which lesson goals are closely related to each other throughout all grade levels in elementary, middle and high schools.

• Journal of The Korean Association For Science Education
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• v.30 no.5
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• pp.609-620
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• 2010

The purpose of this study was to examine school-level science elective-centered curriculum operation and teachers' perception of their instruction of elective-centered science courses. Data were collected from 12 science teachers in 12 high schools in the metropolitan Seoul area through semi-constructed interviews. The results showed that students were supposed to select science subjects under insufficient guidance and their choices on subject were also restricted due to school administrative processes such as teacher's instructional time allocation. Participants were well-perceived different group characteristics among humanities course and science course students toward science learning, still, they felt difficulties in valuing students' variety by differentiating contents and teaching methodologies due to school assessment system and workload of extra instructional material preparation. Influenced by the current college entrance examination system, low motivation for humanities course students and students' choice concentrated in chemistry and life science for science course students, were pointed out as main problems. As a way to improve science education for 11th - 12th graders, developing customized science curriculum for humanities course and science course respectively, changing of entrance system into increasing importance of science for students who will major in non-science fields, and designations of essential prerequisite science subject for students who will major in engineering & science fields, were suggested.

• Journal of The Korean Association For Science Education
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• v.40 no.4
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• pp.359-374
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• 2020

This study is a complex type consisting of survey study and self-study. The former investigated elementary teachers' epistemological beliefs on convergence knowledge and teaching. As a representative of the result of survey study I, as a teacher as well as a researcher, was the participant of the self-study, which investigated my epistemological belief on convergence knowledge and teaching and my execution of convergent science teaching based on family resemblance of mathematics, science, and physical education. A set of open-ended written questionnaires was administered to 28 elementary teachers. Participating teachers considered convergent teaching as discipline-using or multi-disciplinary teaching. They also have epistemological beliefs in which they conceived convergence knowledge as aggregation of diverse disciplinary knowledge and students could get it through their own problem solving processes. As a teacher and researcher I have similar epistemological belief as the other teachers. During the self-study, I tried to apply convergence knowledge system based on the family resemblance analysis among math, science, and PE to my teaching. Inter-disciplinary approach to convergence teaching was not easy for me to conduct. Mathematical units, ratio and rate were linked to science concept of velocity so that it was effective to converge two disciplines. Moreover PE offered specific context where the concepts of math and science were connected convergently so that PE facilitated inter-disciplinary convergent teaching. The gaps between my epistemological belief and inter-disciplinary convergence knowledge based on family resemblance and the cases of how to bridge the gap by my experience were discussed.

• Journal of the Korean earth science society
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• v.26 no.6
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• pp.489-500
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• 2005

The objective of this study is to examine the cognitive process that undergoes a middle student’s conceptual change about the universe by the cognitive conflict, using science history materials as a teaching strategy. Four eighth graders were selected and classified by three cognitive level. Students were interviewed and conducted to an inquiry activities regarding their viewpoint about the universe after each class, and their conceptual change patterns were analysed from pre-test and post-test. This study showed that each student held dissimilar astronomical preconceptions and various misconceptions about celestial motion. Students at the formal operational stage and transitional stage experienced the conceptual change from geocentricism to heliocentricism by instructional model upon the science history materials. Student at the concrete operational stage had either unscientific conception, no conception, or could not have a conceptual change even when being presented with an environment that arouses cognitive conflict ($R^2$: Phase change of Venus and its Rise and set time). They ended up having a cognitive change from geocentricism to heliocentricism by solving another problem ($R^2$: Relation between visible diameter and position of Mars). After the instruction, a conceptual achievement progress was reported with a $10\%$ improvement. Therefore, the instruction model based upon science history was effective on student’s scientific conceptual change.

• Journal of The Korean Association For Science Education
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• v.22 no.2
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• pp.345-356
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• 2002

This study investigated the trends in the number of applicants and mean score and applicants' responses on the test items of 'science inquiry' of the College Scholastic Ability Test(CSAT) implemented for 3 years$(1999\;{\sim}2001)$. The results of this study were as follows: The percentage of applicants of science track for 1995 CSAT were 43.13%, but reduced to 29.5% for 2001 CSAT. And unlike other tracks, the percentage of male applicants, ranking above average, of science track was 65.58%, which is about twofold of female applicants(34.42%). The mean score of 'Science inquiry' was 58.6 in 1999, and 69.5 in 2001. And the score of the applicants, ranking above average, of humanity and social science course and science course, were 85.8 and 90.7 respectfully in 2001 CSAT. These high mean scores were caused by the policy of "easy CSAT" so called. Most of test items were developed to have difficulty 60-79% or above 80%. This easy CSAT provoked intense dispute about the discriminating power of CSAT. The mean score of male applicants was higher than that of female. But the difference decreases every year. Applicants were generally very good at solving tests focusing on process skills only but poor at solving tests related to physics or calling for two or more science concepts. Thus special measures to cope with the decrease in applicants, especially female applicants, for science track should be provided. To increase discriminating power of CSAT, it is recommended to develop test items with wider range of difficulty and to reduce test items which are focussing process skills and can be solved without any special science concepts. And special consideration should be given to teaching the content area with poor achievement and high actual difficulty compared to the expected.

• Journal of The Korean Association For Science Education
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• v.33 no.1
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• pp.193-207
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• 2013

The purpose of this study was to investigate middle school and science-gifted students' conceptions about motion of objects on the surface of the earth and the moon. The subjects were 61 first-, 51 second-, 51 third-year students, for a total of 163 in a middle school and 32 science-gifted students from a university-affiliated sciencegifted education center for secondary school students. The research contents were conceptions about motion of objects by the vertical direction, an inclined plane and horizontal plane on the surface of the earth and the moon. The questions were as follows: If two balls, same size but different mass, were put on, thrown over, by the vertical direction, an inclined plane and a horizontal plane on the surface of the earth and the moon at the same time and speed, which one would arrive faster than the other?; In the same mass in the earth and the moon, how fast could the object reach to which location, the earth or the moon? The results showed that science-gifted students offer meaningful difference on the concept of objects in motion at the vertical direction, an inclined plane and a horizontal plane on the earth and at the vertical direction on the moon than general middle school students. There were meaningful difference on the vertical up direction, an inclined plane and a horizontal plane in the same situation in the earth and the moon. Finally, based on the results of our study, we discuss possible educational implications for teaching the concept of objects in motion.

• Journal of the Korean earth science society
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• v.27 no.5
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• pp.509-520
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• 2006

The purpose of this study was to analyze laboratory instructions in a secondary school science with an analysis instrument on science laboratory instruction. For its purpose, we used an instrument that analyzes three dimensions of the secondary laboratory instructions. This analysis instrument was composed of 3 categories (the aim of the laboratory activity, interaction, and inquiry process) which are spread into 20 sub-categories, and its validity was checked by four science educators with factor of 0.89. For its purpose, 21 sessions of lab instructions were video-recorded and transcribed. According to the results, in the aims category, the instructions mainly focused on two aims; acquiring the declarative knowledge and increasing attitudes toward science. In the interaction category, some of the observations made were that the teachers's questions could not gather the students' divergent thinking, their directive instructions were centered around themselves rather than giving opportunities for students to be centered within laboratory activities, and students' interaction were rarely shown. Therefore, interaction was classified as level I. In the inquiry process, presenting phenomenon or questionings about the subjects were little observed, and students' hypothesizing and predicting were almost nonexistent. Most of the activity designs within lab session were given from the teachers' directions or worksheets, and students solely focused on data collecting and recording. Hence, inquiry process were classified level I.