• Journal of the Korean Society of Radiology
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• v.83 no.4
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• pp.771-775
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• 2022

Recently, doctors and researchers are establishing relationships with interested parties from companies, research institutes, health care institutions, and academic journals, instead of conducting independent medical care or research work. They may have multiple interests as an advisor or a shareholder in the relevant company. Such a situation can foster a conflict of interest when their interests influence one's decision or judgment. Conflict of interest is an extremely important issue because it can infringe the integrity of research, endanger subjects or patients, pose a risk to the public, and deteriorate public perception of science. This brief review explores the definition, examples, and solutions to conflict of interest.

• Korean Journal of Cognitive Science
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• v.20 no.2
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• pp.155-181
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• 2009

Psychophysiologists are often interested in the EEG signals that accompany certain psychological events. When one is interested in a time series of event-related changes in EEG, one focuses on examining how the waveforms recorded at individual electrode sites vary over time across one or more experimental conditions. This is an analysis of event-related potentials (ERPs). In addition to such a classical EEG analysis in the time domain, the EEG measures can be investigated in the frequency domain. Moreover, it has been demonstrated that spectral analyses can often yield significant insight into the functional cognitive correlations of the signals. Therefore, this review paper tries to summarize essential concepts (e.g. phase-locking) and conventional methods (e.g. wavelet transformation) for understanding spectral analyses of brain oscillatory activity. Phase-coherence is also introduced in relation to functional connectivity of the brain.

• Proceedings of the Korea Information Processing Society Conference
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• 2024.05a
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• pp.592-595
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• 2024

엄청난 성능에도 불구하고, 심층 신경망은 예측결과에 대한 설명이 없는 블랙 박스로 작동한다는 비판을 받고 있다. 이러한 불투명한 표현은 신뢰성을 제한하고 모델의 대한 과학적 이해를 방해한다. 본 연구는 여러 개의 교사 신경망으로부터 설명 중심의 학생 신경망으로 지식 증류를 통해 해석 가능성을 향상시키는 것을 제안한다. 구체적으로, 인간이 정의한 개념 활성화 벡터 (CAV)를 통해 교사 모델의 개념 민감도를 방향성 도함수를 사용하여 계량화한다. 목표 개념에 대한 민감도 점수에 비례하여 교사 지식 융합을 가중치를 부여함으로써 증류된 학생 모델은 양호한 성능을 달성하면서 네트워크 논리를 해석으로 집중시킨다. 실험 결과, ResNet50, DenseNet201 및 EfficientNetV2-S 앙상블을 7 배 작은 아키텍처로 압축하여 정확도가 6% 향상되었다. 이 방법은 모델 용량, 예측 능력 및 해석 가능성 사이의 트레이드오프를 조화하고자 한다. 이는 모바일 플랫폼부터 안정성이 중요한 도메인에 걸쳐 믿을 수 있는 AI 의 미래를 여는 데 도움이 될 것이다.

• Journal of Life Science
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• v.4 no.1
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• pp.2-10
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• 1994

과학과 형이상학은 포퍼에게서는 분명히 구별된다. 그럼에도 불구하고 전형적인 형이상학적 이론인 실재론, 비결정론, 출현이론은 과학 활동의 전제 조건으로 수용된다 하지만 폴라니에게서는 과학과 형이상학이 서로 다른 차원으로 분리되지 않는다. 형이상학적 믿음은 과학 자체의 구조를 이루고 있다. 과학은 형이상학적 개념이라 할 수 있는 진리, 선, 미, 정의 등의 본질적 가치에 따라 현실의 드러냄을 목적으로 삼는 인간의 통합적 행위이다. 다라서 폴라니에게 형이상학은 두 가지의 차원을 갖는다. 한편으로 형이상학에는 주관적인 차원이 있다. 도덕적 태도, 지적 열정, 이론의 미적 차원에 대한 감각, 종교적 관점 등 주체로서의 인간의 자기 이해와 관련된 차원이 있다. 진리에 대한 열정과 현실의 의미 추구를 자신의 과학적 활동의 본질적 부분으로 볼 수 있는 과학자는 바로 그 자체는 하나의 훌륭한 형이상학자가 되는 것이다.

• Journal of the KSME
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• v.34 no.2
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• pp.118-125
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• 1994

미래기술은 컴퓨터와 통신이 주도하는 정보화 기술을 주축으로 점점 고성능화, 지능화 기계의 등장을 요구하며, 기계공학도 최근 그 개념 자체가 급속히 변화하고 있다. 교육계와 산업계에서는 구태의연한 교과과정에서 탈피하여 전자공학과 전산공학을 응용하는 교육과 동시에 더욱 심도 있는 기본교육을 요구하고 있다. 특히 유체공학은 현상론적 이해가 필요한 실험과학의 범주이 므로 실험실 교육이 절실한 학문이다. 미래지향적인 유체공학 실험교육의 개선방향은 개인용 컴퓨터를 적극활용하여 참여하는 실험을 필수적으로 운용하도록 유도하고 학생으로 하여금 물 리적 이해와 함께 창의적인 정보창출과 정보처리기법의 경험을 얻도록 해야한다. 아울러 다각 적이고 효율적인 실험장치를 설계하여 유체역학의 기본이론들이 충분히 이해될 수 있는 데몬스 트레이션용 실험이나 Kit형 실험도 더욱 보완될 필요가 있다.

• Journal of The Korean Association For Science Education
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• v.22 no.1
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• pp.93-101
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• 2002

This study investigated the effect of small group discussion for science concept learning in cooperative learning environments that encourage verbal interaction with peers upon students' understanding of the concepts at the particulate level, application abilities, perceptions of students' negotiation, and communication apprehension. Two classes of 7th grade at a coed middle school were assigned to the control and the treatment groups. They were taught about change of states and motion of molecules for 7 class periods. Two-way ANCOVA results revealed that the scores of a conceptions test for the treatment group were significantly higher than those for the control group, and that the low-achievers in the treatment group performed better than those in the control group. However, the scores of two groups did not differ significantly in an application test. The perceptions of students' negotiation for the treatment group were more positive, but the scores of the communication apprehension for two groups were not significantly different.

• Journal of the Korean Chemical Society
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• v.45 no.1
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• pp.83-89
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• 2001

This study was to examine middle school students' understanding of dissolution. More than 75% students understood that dissolution was caused by small particles' filling the space between large particles due to the difference of size among particles. Some other students responded that solute disappeared or was absorbed in a solvent as the result of dissolution. Besides, they didn't know that space between particles was the reason of the volume's decreasing after the process of dissolution. Instead, they explained that space between particles caused dissolution. And they hardly understood the fact that solutes affect solubility. Students'misunderstanding about the concept of dissolution resulted from the lack of the explanation on the right concept of dissolution in science textbooks and the inappropriate use of the dissolution model by teachers. In conclusion, we need the appropriate explanation in middle school science textbooks that consider the students'level and the development of the appropriate model that demonstrates dissolution in the perspective of particles.

• Journal of The Korean Association For Science Education
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• v.38 no.4
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• pp.587-598
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• 2018

In this study, we investigated the characteristics of pre-service science teachers' curriculum design for lessons using self-generated analogy. Three pre-service science teachers at a college of education in Seoul participated in this study. After a workshop on lessons using self-generated analogy, they planned and demonstrated lessons. All of the teaching-learning materials were collected, and their lessons were observed and videotaped. Semi-structured interviews were also conducted before and after their lessons. The characteristics of lessons using self-generated analogy were analyzed in the perspectives of PCK. The analyses of the results revealed that they used various strategies to promote students' generating analogies. They lacked understanding of the stages of the lessons and the role of teachers. Although all of them considered assessment, they used limited assessment methods and assessment dimensions. Some actively considered students' misconceptions, and specifically anticipated analogies that students could generate. They determined topics for lessons considering various aspects such as the level of self-generated analogy and the characteristics of scientific conceptions. On the bases of the results, we suggest some educational implications for pre-service science teacher education.

• Journal of The Korean Association For Science Education
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• v.33 no.6
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• pp.1219-1236
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• 2013

The purpose of this study was to investigate the association between subject matter knowledge (SMK) and pedagogical content knowledge (PCK) for science teachers. To this end, a total of 26 secondary Earth science teachers participated in this study and a concept diagnostic questionnaire and a lesson planning task of atmospheric pressure were devised to give an indication of participating teachers' SMK and PCK, respectively. The results of this study are summarized as follows: First, participating teachers showed a variety of SMK levels about atmospheric pressure. Second, teachers at high level of SMK focused on 'supplementary' and 'fundamental' curriculum contents for in-depth conceptual understanding, but teachers at low level of SMK, on the contrary, stressed 'applicative' curriculum contents. Third, teachers at high level of SMK grasped students' misconceptions and difficulties in learning atmospheric pressure far more concretely than teachers at low level of SMK. Lastly, teachers at high level of SMK showed a tendency to use learner-centered instructional strategy by utilizing students' prior knowledge, but teachers at low level of SMK were inclined toward teacher-directed concept explanation. Based on this study, some implications for effective science teacher preparation programs were also discussed.

• Journal of the Korean Chemical Society
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• v.64 no.6
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• pp.360-370
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• 2020

This study explored the learning environment for promoting conceptual understanding, immersion, and situational interest in small group learning using augmented reality, according to the level of students' self-regulation. 95 ninth-grade students from a coed high school in Seoul participated in this study. Students were divided into a group of four and each group was randomly assigned to three learning environments that provide one marker and one smart device(1-1), two markers and two smart devices(2-2), and four markers and four smart devices(4-4) for a group. Small group learning using augmented reality was conducted for two class periods about the chemical bonding concept from the Integrated Science subject. Two-way ANOVA results revealed that students in the 4-4 learning environment scored significantly higher than those in the 1-1 or 2-2 learning environment in a conception test. Changes in the learning environment have affected students with a low level of self-regulation. In an immersion test, students in the 4-4 learning environment scored significantly higher than those in the 1-1 learning environment, and changes in the learning environment have affected students with a high level of self-regulation. As a result of situational interest test, students in the 4-4 and 2-2 learning environments scored significantly higher than those in the 1-1 learning environment, and changes in the learning environment have affected students with a low and a high level of self-regulation. Based on the results, the educational implications of the learning environment for promoting conceptual understanding, immersion, and situational interest in small group learning using augmented reality are discussed.