• Journal of The Korean Association For Science Education
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• v.29 no.8
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• pp.898-909
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• 2009

In this study, we investigated the influences of the role-playing analogy in chemistry concept learning on mapping understanding and mapping errors by analogical reasoning ability level. Seventh-graders (N=151) at a middle school were assigned to the comparison group and the experimental group. The students of the experimental group were taught with the 'running in the circle' role-playing analogy. After the students were taught about 'the relation between volume and pressure of gas', the test of mapping understanding in the next class and the retention test four weeks later were administered. The students with typical mapping errors were also interviewed to investigate their mapping processes. The results revealed that the role-playing analogy in chemistry concept learning improved mapping understanding and its retention regardless of analogical reasoning ability level. It was also found that the students in the experimental group had fewer mapping errors than those in the comparison group. However, there were similar patterns of mapping errors in both groups, and there were no significant differences in the frequencies of each type of mapping errors by analogical reasoning ability level. Educational implication of these findings are discussed.

• Review of KIISC
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• v.30 no.4
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• pp.77-89
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• 2020

이 연구는 우리나라 정부의 공공데이터 공개 제도에 따른 공공데이터 품질관리체계를 이해하고, 공공기관이 신뢰성 있는 데이터를 위해 품질 점검을 시행하면서도 효과적인 관리를 하기 위한 방안에 관한 것이다. 공공데이터법과 공공데이터 품질관리체계를 이해하고, 저품질 공공데이터의 오류와 발생원인에 대해 알아본다. 오류 데이터 분석을 통한 보안위협에 따른 위험 분류를 통해 효과적인 대응방안을 도출하는 것을 목표로 한다. 이를 위해 공공데이터를 데이터 품질 점검하여 도메인별 오류데이터를 살펴보고, 오류데이터 발생원인에 대한 분석을 통해 보안위협과 공공데이터를 사용하는 사용자 측면과 기관 측면의 보안 문제를 분류하였다. 분류된 오류 발생원인별 보안문제를 기준으로 데이터 품질관리를 통한 개선방향을 제시하고, 품질관리 오류 개선방향별 데이터보안 정책별 보안기술을 비교 정리하여, 데이터 보안기술을 통한 품질관리 오류 개선 연계 대응방안을 제안하였다.

• Journal of the Korean Chemical Society
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• v.50 no.6
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• pp.486-493
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• 2006

study investigated the relationship between conceptual understanding and mapping errors induced in learning chemistry concept with two analogies presented in current science textbooks. Each of the two groups from 7th graders (N=260) in three middle schools studied with one of the analogies, and then a conception test and a mapping test were administered. Analyses of the results indicated that students conceptual understanding has a significant relationship with their understanding about the mapping. The scores of the conception test and the mapping test for the unshared attributes were lower than those for the shared attributes. Five types of mapping errors were also identified: overmapping, mismapping, failure to map, rash mapping, and artificial mapping. Many representative misconceptions were found to be associated with their mapping errors. Educational implications are discussed.

• Journal of The Korean Association For Science Education
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• v.28 no.4
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• pp.340-349
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• 2008

This study investigated the mapping errors induced in learning the concept of reaction rate with analogies, and compared these mapping errors by the analogy presentation types. Tenth graders (N=418) at a high school were assigned to the four groups by the target concepts and the analogy presentation types. The target concepts were 'concentration and reaction rate' and 'temperature and reaction rate'. In presenting analogy, the verbal and the verbal/pictorial analogs were used. After the students learned one of the analogs, a mapping test was administered. From the analysis, eight types of mapping errors were identified: overmapping, artificial mapping, failure to map, rash mapping, mismapping, mapping of a superficial feature, retention of a base feature, and impossible mapping. According to the analogy presentation types and the features of the target concepts, there were some differences in the frequencies of mapping errors. Educational implications of these findings are discussed.

• Journal of the Korea Institute of Information Security & Cryptology
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• v.22 no.3
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• pp.515-524
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• 2012

Fault attacks are a powerful side channel analysis extracting secret information by analyzing the result after injecting faults physically during the implementation of a cryptographic algorithm. First, this paper analyses vulnerable points of existing Digital Signature Algorithm (DSA) schemes secure against fault attacks. Then we propose a new signature algorithm immune to all fault attacks. The proposed DSA scheme is designed to signature by using two nonce and an error diffusion method.

• Journal of the Korean Chemical Society
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• v.52 no.4
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• pp.412-422
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• 2008

• Journal of IKEEE
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• v.24 no.1
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• pp.248-253
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• 2020

This paper proposed PTP(Precision Time Protocol) management node-based time synchronization error detection and recovery system. The proposed system is to maintain the preciseness of time synchronization under time synchronization error situations on IEEE 1588-based network environment. To demonstrate the proposed time synchronization error detection and recovery system, PTP implemented EVM(Evaluation Module)-based experiments were performed. As a results of the experiments, it is shown that the proposed system effectively maintains the preciseness of time synchronization under time synchronization error situations.

• Journal of the Korea Institute of Information Security & Cryptology
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• v.28 no.3
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• pp.551-561
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• 2018

As the computational technology using quantum computing has been developed, several threats on cryptographic systems are recently increasing. Therefore, many researches on post-quantum cryptosystems which can withstand the analysis attacks using quantum computers are actively underway. Nevertheless, the lattice-based NTRU system, one of the post-quantum cryptosystems, is pointed out that it may be vulnerable to the fault injection attack which uses the weakness of implementation of NTRU. In this paper, we investigate the fault injection attacks and their previous countermeasures on the NTRU signature system and propose a secure and efficient countermeasure to defeat it. As a simulation result, the proposed countermeasure has high fault detection ratio and low implementation costs.

• Journal of The Korean Association For Science Education
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• v.27 no.9
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• pp.778-786
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• 2007

This study investigated the effects of analyzing mapping errors on conceptual understanding, mapping understanding and perceptions of the instructions in learning chemistry concept with analogy. Seventh graders (N=121) at two middle schools were assigned to the comparison and the treatment groups, and were taught about 'states of matter and arrangement of molecules.' The students in the comparison group were taught in the Teaching-With-Analogy (TWA) model, while those in the treatment group Were taught in the instructional model that changed 'mapping similarity' and 'indicating difference' of the TWA model into 'analyzing mapping errors.' Analysis of the results revealed that the scores of the conception test and the mapping test for the treatment group were significantly higher than those far the comparison group regardless of field dependence-independence. It was also found that most students in the two groups positively perceived the instructions with analogy, but the students in the treatment group had difficulties in analyzing mapping errors, Educational implications are discussed.

• Journal of the Korean Chemical Society
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• v.54 no.1
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• pp.150-157
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• 2010

In this study, we investigated the differences of mapping understanding and the types of mapping errors by the levels of students' cognitive/affective variables and the relationships between mapping understanding and these variables in learning 'concentration and reaction rate' with analogy. After administering the tests regarding logical thinking ability, visual imagery ability, analogical reasoning ability, self efficacy, and need for cognition as pretests, students learned with analogy. Then, students' familiarity and mapping understanding were examined. Analyses of the results revealed that the scores of the mapping understanding for the students with higher levels of all cognitive/affective variables except visual imagery ability and familiarity were significantly higher than those for the students with lower levels. The differences in the types of the mapping errors such as overmapping, failure to map, impossible mapping, artificial mapping, mismapping, rash mapping, and retention of a base feature were also found by the levels of students' cognitive and affective variables. The scores of students' mapping understanding were positively correlated with those of all cognitive and affective variables. The results of multiple regression analysis indicated that students' science achievement, logical thinking ability, and familiarity were significant predictors of mapping understanding. Educational implications of these findings are discussed.