• Journal of the Korean Magnetics Society
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• v.7 no.1
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• pp.7-12
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• 1997

Amorphous $Fe_{50}Zr_{50}$ alloy has been manufactured by mechanical alloying from pure elemental powders of Fe and Zr in conventional ball mill under an Ar atmosphere. Structure and magnetic properties of the amorphous phase were studied by transmission electron microscopy and SQUID magnetometry. Selected area diffraction patterns taken from the mechanically alloyed powders showed two halo rings, indicating coexistence of Fe rich and Zr rich amorphous phases in mechanically alloyed powder. Curie temperature of the Fe rich amorphous phase, measured by Arrot plot, was 195 K. Fe content in the ferromagnetic amorphous phase, estimated from the Curie temperature, was about 65 at%. Spin wave stiffness constant of $Fe_{50} Zr_{50}$ alloys processed for 100 and 200 hrs were 52.2 and 63.8 meV, respectively. The higher spin wave stiffness constant in 200 hrs milled powders may arise from the precipitation of $\alpha$-Fe by partial crystallization of amorphous phase.

• Journal of Gifted/Talented Education
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• v.22 no.4
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• pp.805-821
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• 2012

The purpose of this study was to investigate the relationship between epistemic beliefs and creativity of gifted students. To resolve the above research questions, this study used epistemic beliefs inventory and Torrance's TTCT to 87 1st grade gifted middle school students enrolled in Daegu metropolitan city. The results of this study are as follows. Firstly, sophistical epistemic beliefs of the gifted students were higher than their naive epistemic beliefs. Secondly, Pearson's correlation analysis showed significant relations between fixed ability and verbal creativity, and between provisional knowledge and verbal creativity, and showed significant relations between variables of sophistical epistemic beliefs and figural creativity. Lastly, this study revealed that fixed ability, expert authority and provisional knowledge explain considerable amount verbal creativity of the gifted students. And authority of the acceptance and provisional knowledge affect considerably their figural creativity.

• Journal of Elementary Mathematics Education in Korea
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• v.22 no.2
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• pp.199-220
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• 2018

This is a traditional education content that has been consistently handled in elementary school mathematics textbooks since the first curriculum in Korea. It has been mainly used to find out the properties of the solid figure or to save the surface area. However, as the importance of spatial ability is increasingly emphasized, the nets of solids can be a very suitable learning material for dealing with the spatial ability. Therefore, in this study, we examined how the nets of solids were taught in elementary school mathematics curriculum and textbooks in Korea, and based on the analysis, we analyzed the contents of the nets of solids covered in textbooks of Japan, Singapore, Finland and Hong Kong. Through this study, we suggested the enhancement of activities to find the right nets, the presentation of solid figure from various angles, and the nets of solids with patterns for improvement of spatial visualization and spatial orientation.

• Journal of Gifted/Talented Education
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• v.21 no.4
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• pp.885-905
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• 2011

The purpose of this study is to examine creativity styles of elementary science gifted students through the Torrance Tests of Creative Thinking (TTCT). For this study, the TTCT-Figural Form A was used, with data form 206 elementary science gifted students, which included 56 urban students, 115 suburban students, and 35 rural students. Confirmatory factor analyses were conducted to examine a two-factor model of creativity styles based on Kim's (2006). Level of creativity was analyzed on the basis of the creativity styles and the numbers of creativity styles were analyzed according to region, grade, and gender. The results are as follows: Factor innovative was loaded by fluency and originality; factor adaptive loaded by elaboration, abstractness of titles, and creative strength; and both factor innovative and factor adaptive loaded by resistance to premature closure. The percentage of adaptive styles is higher than the innovative styles. Urban had more adaptors than rural. There were more adaptors in 6th grade than 5th grade. Gifted female adaptors had significantly higher creative potential than gifted male adaptors and gifted female innovators also showed higher creative potential than gifted male innovators. Creativity styles can give more information about individuals' strengths and weakness so that do an important role in understanding characteristics of gifted students.

• Journal of Educational Research in Mathematics
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• v.16 no.1
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• pp.79-94
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• 2006

The purpose of this study is to find out the characteristics of the types(levels) of justification which are appeared by elementary mathematically gifted students in solving the tasks of plane division and spatial division. Selecting 10 fifth or sixth graders from 3 different groups in terms of mathematical capability and letting them generalize and justify some patterns. This study analyzed their responses and identified their differences in justification strategy. This study shows that mathematically gifted students apply different types of justification, such as inductive, generic or formal justification. Upper and lower groups lie in the different justification types(levels). And mathematically gifted children, especially in the upper group, have the strong desire to justify the rules which they discover, requiring a deductive thinking by themselves. They try to think both deductively and logically, and consider this kind of thought very significant.

• Communications of Mathematical Education
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• v.32 no.3
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• pp.297-314
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• 2018

This article aims at providing implication for teacher preparation program through interpreting pre-service teachers' knowledge by using Shulman-Fischbein framework. Shulman-Fischbein framework combines two dimensions (SMK and PCK) from Shulman with three components of mathematical knowledge (algorithmic, formal, and intuitive) from Fischbein, which results in six cells about teachers' knowledge (mathematical algorithmic-, formal-, intuitive- SMK and mathematical algorithmic-, formal-, intuitive- PCK). To accomplish the purpose, five pre-service teachers participated in this research and they performed a series of tasks that were designed to investigate their SMK and PCK with regard to students' misconception in the area of geometry. The analysis revealed that pre-service teachers had fairly strong SMK in that they could solve the problems of tasks and suggest prerequisite knowledge to solve the problems. They tended to emphasize formal aspect of mathematics, especially logic, mathematical rigor, rather than algorithmic and intuitive knowledge. When they analyzed students' misconception, pre-service teachers did not deeply consider the levels of students' thinking in that they asked 4-6 grade students to show abstract and formal thinking. When they suggested instructional strategies to correct students' misconception, pre-service teachers provided superficial answers. In order to enhance their knowledge of students, these findings imply that pre-service teachers need to be provided with opportunity to investigate students' conception and misconception.

• Journal of Elementary Mathematics Education in Korea
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• v.17 no.1
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• pp.165-184
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• 2013

In order to utilize Sphinx Puzzle in shape education or deductive reasoning, a lesson employing Dienes' six-stage theory of learning mathematics was structured to be applied to students of 6th grade of elementary school. 4 students of 6th grade of elementary school, the researcher's current workplace, were selected as subjects. The academic achievement level of 4 subjects range across top to medium, who are generally enthusiastic and hardworking in learning activities. During the 3 lessons, the researcher played role as the guide and observer, recorded observation, collected activity sheet written by subjects, presentation materials, essays on the experience, interview data, and analyzed them to the detail. A task of finding every possible triangle out of pieces of Sphinx Puzzle was given, and until 6 steps of formalization was set, students' attitude to find a better way of mathematical deduction, especially that of operational thinking and deductive thinking, was carefully observed and analyzed.

• Proceedings of the Korea Information Processing Society Conference
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• 2023.11a
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• pp.304-305
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• 2023

드론 비행 후 추출할 수 있는 Log 파일은 드론의 비행 정보를 확인할 수 있는 데이터이다. 이 데이터를 Log 분석기를 사용하여 그래프 형태로 시각화 하게 되면 비행 속도, 거리, 높이 등 다양한 비행데이터를 분석하기에 용이하다. 또한 Log 분석 자료에는 기체운용 중 발생하는 안전 이슈에 대한 기록도 포함되어 있어 드론의 사고 또는 고장유무를 판단할 때에 중요한 자료로서 활용된다. 그러므로 데이터분석 시에 안전 이슈 발생 시점과 연관지어 데이터를 분석하는 것이 보다 효과적이다. 그러나 상용 서비스에서는 분석데이터와 안전 이슈 데이터를 함께 보는 방법은 제공되지 않는다. 따라서 본 논문에서는 기존의 Log 분석 시스템에 안전 이슈 정보를 추가하여 볼 수 있는 방법을 제시하여 드론 운용자가 로그분석을 보다 효과적으로 할 수 있는 방법을 제안하고자 한다.

• Journal of KIISE:Software and Applications
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• v.26 no.3
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• pp.380-392
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• 1999

객체지향 분석과정중에 오류를 검출하고 일관성을 점검하여 무결성을 유지하는 것은 중요한 일이다. 그러나, 현재의 객체지향 개발 방법론은 객체지향 분석모델들에 대하여 오류 검출과 일관성 점검을 위한 정형화된 방법을 제시하지 못하고 있다. 본 논문은 지식베이스를 이용하여 , 객체지향 분석모델들에 대한 오류와 일관성 검증방법을 제안한다. 제안한 방법은 모형화 단계, 정형화 단계, 검증 단계의 세단계로 이루어져 있다. 모형화 단계에서는 시스템을 분석하여 OMT(Object Modeling Technique)방법론의 세 가지 모델인 객체모델, 동적 모델, 기능모델을 생성한다. 이 단계는 OMT의 분석단계에 해당한다. 정형화 단계에서는 이 세가지 모델들을 Atomic Formula 형태로 정형 명세하여 응용 지식베이스에 저장한다. 검증 단계에서는 오류 검출 규칙과 일관성 점검 규칙을 이용하여 오류를 점검하고 일관성을 유지한다. 그리고 본 논문에서 제안한 점검 방법을 적용하여 ATM(Automated Teller Machine)예제의 분석결과를 검증했다. 제안한 방법을 이용하면 보다 더 신뢰할 수 있는 분석모델을 얻을 수 있을 것으로 기대된다.

• Education of Primary School Mathematics
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• v.17 no.2
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• pp.127-157
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• 2014

The purpose of the study is to enhance the figure analysis ability for pre-service elementary teacher by using GSP. To do this, we limited to teaching competence divide into ability various problem-solving, extract key elements, predict the difficulty of student and investigated the initial of them, the reality of GSP construction. As results, pre-service elementary teachers made errors, proposed teaching focused on the character using in the problem solving, and found that in one particular difficulties to find the students. The reality of GSP construction activity was possible to explore through the partially constructed a number of various properties, but we found to have difficulty in the connection between concepts. and integrated view of the problem analysis. After visual identification and exploration through the GSP construction, problem-solving ability became a little more variety and changed their direction in order to focus the student's anticipated difficulties. From these results, we could extract some pedagogical implications helping pre-service teachers to reinforce teaching competence by GSP construction.