• Journal of Gifted/Talented Education
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• v.25 no.6
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• pp.927-949
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• 2015

The purpose of this study was to find out the difference between importance and performance regarding perception of core competence of gifted education teachers through importance-performance analysis (IPA). One hundred fourteen elementary gifted education teachers including math and science participated in the study. The collected survey data was analyzed with IPA matrix. As the result, firstly, there was significant difference between importance and performance regarding perception of core competence of gifted education teachers. Secondly, core competencies of 'understanding knowledge', 'research and instruction', 'passion and motivation', and 'ethics' are high in both perceptions of importance and performance. However, both 'communication and practices' and 'professional curriculum development' are low. Thirdly, there was a difference in core competence of gifted education teachers between math and science at the competence of 'passion and motivation'. Math gifted education teachers perceived 'passion and motivation' high in both importance and performance while science gifted education teachers perceived its importance low and performance high. In addition, math gifted education teachers showed lower performance compared to its importance in the sub-categories; 'knowledge of gifted development', 'gifted child assessment', 'information gathering and its literacy', and 'creative answers to various questions'. However, science gifted education teachers showed lower performance compared to its importance in sub-categories; 'higher-order thinking skills in its subject', 'teaching methodology for self-directed learning', 'problem behavior of the gifted', and 'counseling the gifted'.

• Journal of Gifted/Talented Education
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• v.23 no.6
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• pp.1077-1098
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• 2013

Science gifted students enrolled in a program, where classes had either explicit or implicit instruction about self-directed learning, were asked to write what was satisfying after each class. This process was part of the evaluation of the program. Students' descriptions related to self-directed learning are compared in these two classes, one with explicit instruction and the other with implicit instruction. First, most of the components related to self-directed learning, which were reported in the previous research articles, were mentioned in students evaluation. If there was any specific description regarding what was satisfying, there were components of self-directed learning. Students descriptions were consistent with list of self-directed learning components, which was constructed based on the previous research. Therefore it may be concluded that students recognized most of the reported self-directed learning components and satisfied with them. Second, There were differences in the evaluation of two types of classes. The evaluation of class with explicit instruction contained more self-directed learning components more frequently. For example, students worked in small groups in both classes. However more students mentioned small groups in classes with explicit instruction. As a result the explicit instruction appears to be more effective for students to recognize the self-directed learning components. However some of the components mentioned in classes with implicit instruction were not mentioned in the classes with explicit instruction. Therefore classes with explicit and implicit instructions are complimentary with each other and both instructions are necessary.

• Journal of the Korea Institute of Military Science and Technology
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• v.14 no.4
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• pp.648-654
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• 2011

We can model marine uplink channel environment as time-correlated rician fading channel that has direct path and time varying reflected path. In this channel, error performance of uncoded system can be seriously degraded by multipath inteference. In this paper, we propose Concatenated Zigzag(CZZ) coded binary FSK signaling with noncoherent detection to improve error performance of uplink data in marine environment. CZZ code is a kind of channel coding scheme that is fast decodable as well as fast encodable. We have confirmed error performance of uplink data in marine environment can be improved dramatically through applying CZZ code.

• Journal of the Korea Institute of Military Science and Technology
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• v.13 no.4
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• pp.650-658
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• 2010

Recently Korea Army developed the TICN which is the next army tactical communication system. The TICN will support ability from under environment, strategy maneuver communication system of integrated army dimension overcome and NCW. If the IER(Information Exchange Requirement) phases 3 of the future application system, the analysis that a transmission ability of the TICN is the uncapable is govern. The TICN tactical backbone's ability is very important. Therefore, network efficiency index in application and analysis of the standard protocol for the data transmission guarantee are obliged. For the TICN tactical backbone, this paper analyzes of routing protocol efficiency index and compares to superiority of the OSPF(v2) and integrated IS-IS protocols in the tactical environment. Conclusively we proposed that integrated IS-IS protocol is more suitable for TICN backbone routing protocol.

• Proceedings of the Korean Society of Broadcast Engineers Conference
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• fall
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• pp.132-133
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• 2021

XR(가상 및 확장현실)에서의 리얼타임 그래픽은 조명이 제 역할을 하지 못하면 인물이 공간감이 느껴지지 않거나 스킨톤이 맞지 않아 이질감을 초래한다. 본 논문에서는 Art-Net 시스템을 활용하여 실제 조명과 가상조명에서의 배경 및 인물의 컬러를 동기화하는 방법을 제안하였다. 제안된 Art-Net 시스템을 통해 인물의 공간감을 향상 시킬 수 있을 뿐만 아니라 보는 이의 몰입감을 높였다.

• Proceedings of the Korea Information Processing Society Conference
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• 2021.11a
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• pp.541-544
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• 2021

본 논문은 어떤 기업의 주식 주문 정보를 담고 있는 호가창(limit order book)과 해당 기업과 관련된 뉴스 헤드라인을 사용하여 해당 기업의 주가 등락을 예측하는 딥러닝 기반 모델을 제안한다. 제안 모델은 호가창의 중기 변화와 단기 변화를 모두 고려하는 한편, 동기간 발생한 뉴스 헤드라인까지 예측에 고려함으로써 주가 등락 예측 정확도를 높인다. 제안 모델은 호가창의 변화의 특징을 CNN(convolutional neural network)으로 추출하고 뉴스 헤드라인을 Word2vec으로 생성된 단어 임베딩 벡터를 사용하여 나타낸 뒤, 이들 정보를 결합하여 특정 기업 주식의 다음 날 등락여부를 예측한다. NASDAQ 실데이터를 사용한 실험을 통해 제안 모델로 5개 종목(Amazon, Apple, Facebook, Google, Tesla)의 일일 주가 등락을 예측한 결과, 제안 모델은 기존 방법에 비해 정확도를 최대 17.14%, 평균 10.7% 향상시켰다.

• Journal of Science Education
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• v.33 no.2
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• pp.220-236
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• 2009

This study aimed to analyze the disadvantaged gifted students' affective characteristics and needs. The subjects of this study were 93 disadvantaged gifted elementary and middle school students in Daegu and Kyongsang-Bukdo Providence. The survey questionnaires including learning motivation, beliefs on intelligence, beliefs on academic achievement, interpersonal relationship, family variables, affective characteristics related to science and self-esteems were used to investigate their affective characteristics and needs. The results indicated that the disadvantaged gifted students showed the different characteristics on their intelligence, academic achievement, and family variables compared to those of general gifted students. They showed that they needed the financial and affective supports including transportation and continuous attention to disadvantaged gifted students.

• Journal of Science Education
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• v.41 no.2
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• pp.213-225
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• 2017

Most students have difficulties and negative perceptions about physics learning. Especially, it is difficult to understand the whole context by learning based on logical-scientific thinking which excludes narrative thinking. This study aims to develop a storytelling teaching-learning method using the narrative thinking in physics lessons for improving the difficulty of students of physics learning, For this purpose, a storytelling teaching-learning method that can improve scientific attitude and understand and change the concepts was developed through literature research. The following results were confirmed its effects to apply high school students and middle school students. First, the teaching-learning method using the storytelling for high school students with low interest in learning had a significant effect in science-related occupation, interest in science and science-related activities, criticism, openness, cooperation, and spontaneity. Second, the middle school students who are active in learning recognized that teaching and learning methods using storytelling helped to understand physics concepts. The storytelling teaching-learning method developed through this study is expected to stimulate students' interest and motivation in physics and to be useful for learning concepts by improving their scientific thinking skills.

• Journal of Science Education
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• v.33 no.2
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• pp.207-219
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• 2009

This study aims to investigate the key common topics identified and discussed in relevant literature associated with the integrative efforts among STEM disciplines. The key methodology and pedagogy were examined and the significant benefits of using the design method for STEM education were discussed. Meta-analysis was employed and qualitative approach was mainly used to synthesize the major findings and conclusions of the 33 empirical studies. The findings of this meta-analysis revealed that the types and names describing the design methods used the various terms, but the key features have reflected the similar pedagogical benefits and key characteristics. The engineering design is an effective strategic methodology and pedagogy for STEM education. In addition, the design methods show the key benefits including (1) to improve academic achievement, (2) to promote students' affective gains, (3) to facilitate collaborative learning, and (4) to explore STEM related careers and jobs. The collaborative works among STEM professions are needed to promote the benefits of using design methods for integrating STEM subjects.

• Journal of The Korean Association For Science Education
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• v.19 no.2
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• pp.329-339
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• 1999

The 34 gifted children at 4th grade to 5th grade had attended the science camp for 3days. After the camp. they were asked to write which activities were most or least interesting, and most or least fruitful for themselves. By analyzing these answers, we could conclude that the activities which have novelty. give curiosity. or give opportunities to participate were thought to be interesting to them.They considered that a profitable activity should have something worth-learning. From these result. the effective activities in science gifted education gave the opportunity for self-doing and stimulate the curiosity with new phenomenon.