• Journal of the Korea Computer Graphics Society
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• v.30 no.3
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• pp.189-198
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• 2024

Research combining deep learning-based models and physical simulations is making important advances in the medical field. This extracts the necessary information from medical image data and enables fast and accurate prediction of deformation of the skeleton and soft tissue based on physical laws. This study proposes a system that integrates Neural Radiance Fields (NeRF), Position-Based Dynamics (PBD), and Parallel Resampling to generate 3D volume data, and deform and visualize them in real-time. NeRF uses 2D images and camera coordinates to produce high-resolution 3D volume data, while PBD enables real-time deformation and interaction through physics-based simulation. Parallel Resampling improves rendering efficiency by dividing the volume into tetrahedral meshes and utilizing GPU parallel processing. This system renders the deformed volume data using ray casting, leveraging GPU parallel processing for fast real-time visualization. Experimental results show that this system can generate and deform 3D data without expensive equipment, demonstrating potential applications in engineering, education, and medicine.

• Journal of Korean Home Economics Education Association
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• v.26 no.4
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• pp.85-114
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• 2014

The main purpose of this study was to develop teaching and learning plans and a smart textbook for food and nutrition education in Home Economics focusing on 'healthy diet and meal plans' unit in "Technology home Economics" textbooks for 7th graders to evaluate the effectiveness of the instruction conducted with the smart textbook. The content of the study to achieve the purpose is as follows: First, design a smart education-based teaching and learning curriculum for food and nutrition education in Home Economics, focusing on 'healthy diet and meal plans' unit. Second, develop a smart textbook for food and nutrition education based on the teaching and learning curriculum, using a smart content authoring tool. Third, evaluate the effectiveness of the instruction after applying the curriculum in real classroom situations. The results of this study were as follows: First, teaching and learning plans and materials were developed for two units, 'issues regarding teenagers' diet' and 'implementation of a healthy and balanced diet', under 'teenagers' life'. The first unit, 'issues regarding teenagers' diet', dealt with topics such as teenagers' dietary behaviors, nutrition, and health. Learning objectives for this unit were to help students identify and evaluate their own dietary behaviors. The second unit, 'implementation of a healthy and balanced diet', encouraged students to diagnose problems with their diet and plan nutrient rich meals. The objectives for this unit were to help students implement a healthy and balanced diet by providing them with nutrition and dietary guidelines for Koreans, sample meal plans, and guidelines for developing healthy eating habits for teenagers. In order to develop a teaching and learning plans to achieve these objectives, teaching and learning materials including inquiry tasks, materials for group activities, multimedia, applications and various pop-up learning materials were developed. Second, a smart textbook using DocZoom, which was a smart content authoring tool was developed. The textbook dealt with issues regarding teenagers' diet and implementation of a healthy and balanced diet. Multimedia material used in the textbook come from the Ministry of Food and Drug Safety's food and nutrition education web sites and other sources. To develop student-oriented material, relevant video clips were added to the smart textbook to motivate students and enhance their interest in the course. Third, the outcome of this study indicated that the instruction using teaching and learning plans and learning materials with the smart textbook was effective for enhancing students' interest in Home Economics classes (t-value=-3.99, p<.001), creating enthusiasm for learning(t-value = -2.61, p<.05), encouraging self-directed and independent learning(t-value = -4.77, p<.001), and improving students' interest in food and nutrition courses(t-value = -3.83, p<.001). The students' evaluation of the instruction were as follows: the instruction using teaching and learning plans and learning materials with smart textbooks, instead of paper textbooks, helped them save time looking for learning materials; students evaluated that it was easier for them to see and understand video clips and charts. In addition, most students answered that instruction with smart textbooks were more fun and convenient, and they agreed that the courses enhanced their learning experience.

• Journal of Korean Elementary Science Education
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• v.43 no.1
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• pp.64-80
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• 2024

This study aims to investigate the characteristics of verbal interaction in science class demonstrations conducted by elementary school pre-service teachers. Specifically, the study intends to examine the use of elements of verbal interaction and the progression of these interactions. Additionally, the study intends to analyze the perception of pre-service teachers about effective questioning and feedback and to determine the correlation between the proportions of the types of questioning and feedback positively perceived by the pre-service teachers and of the types of questioning and feedback used during class demonstration. Toward this end, the study analyzed the science class demonstration videos and class evaluation sheets submitted by 38 fourth-year students at the S University of Education. The results are as follows. First, pre-service elementary school teachers generally use close-ended questions during science class demonstrations. Moreover, they predicted that students would primarily provide the correct responses and would not engage in extended interaction by providing immediate feedback for the responses of the majority of the students. Second, pre-service elementary school teachers perceived the utilization of close-ended questions and immediate feedback in science class demonstrations more favorably than they did that of open-ended questions and delayed feedback. The study observed a weak positive correlation between the positive perception of specific types of questions and feedback and the use of such types in class demonstration. The results demonstrated that pre-service elementary school pre-service teachers tend to engage in fragmented verbal interactions during science class demonstrations. They primarily use close-ended questions and immediate feedback. This tendency is seemingly related to their perception of questions and feedback. Therefore, education institutions for training pre-service teachers need to provide opportunities for reflecting on verbal interactions, which tend to involve close-ended questions and immediate feedback. Lastly, assessing the perception of pre-service teachers of questions and feedback is also necessary.

• Korean Journal of Childcare and Education
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• v.11 no.2
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• pp.177-200
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• 2015

The purpose of this study is to analyze physical activities in 'Teachers' Guidance Books for the Nuri Curriculum of 4-year-old children' through simulated instruction of pre-service teachers and, through this, to help them better perform physical activities in their field education for early-aged. The subjects of the study were 30 sophomore students in the early-aged children's Education Department in their 2ndsemester of K University located in Gyeonggi-province. For the analysis of physical activities in 'Teachers' Guidance Books for Nuri Curriculum of 4-year-old children', a qualitative study was conducted and data were collected through informal interviews, reflective journals of pre-service teachers and 30 sessions of education assessment sports. The results of the analysis on the physical activities in 'Teachers' Guidance Books for Nuri Curriculum of 4-year-old children' are as follows; first, preliminary teachers of early-aged children understood the major goal of physical activities in 'Teachers' Guidance Books for Nuri Curriculum of 4-year-old children' as 'expressing.' Second, the teachers thought careful analysis is required on media such as 'video, illustration books, sounds, picture materials' presented together with physical activities in 'Teachers' Guidance Books for Nuri Curriculum of 4-year-old children.' Third, teachers pointed out 'activities that were difficult to understand for pre-service early childhood teachers' and 'improperly presented activities different from the title' as errors and problems in the performance of the Nuri Curriculum. Fourth, as for 'points to make improvement on', pre-service early childhood teachers' requested basic physical activities before the actual activities, the provision of proper actual materials, the necessity of active demonstrations of teachers and making a regulation for the situation of physical activities by early-aged children and teachers together. The results of the study illustrate that deep contemplation and judgment is required of the teachers before conducting physical activities of the Nuri Curriculum.

• Journal of Korean Home Economics Education Association
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• v.26 no.1
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• pp.1-16
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• 2014

The purpose of this research is to develop a theme-based integrated teaching/learning plan in clothing, food, and housing in home economics and to apply the developed process in classes for evaluation in order to identify the suitability in schools. The theme-based integrated teaching/learning plan developed on the basis of textbooks consist four sub-themes; choosing($1^{st}$ and $2^{nd)$ lessons), using($3^{rd}$ lesson), processing ($4^{th}$ lesson), and alternatives($5^{th}$ and $6^{th}$ lessons) under the main theme of 'green family life'. The results from 20 individual and group activities showed that the students actively solved the problems when the presented cases were related to their own lives or experiences. The opportunity to implement green life through activities motivated students' willingness to proceed in real life. However, it is vital to assist integrated thinking through various examples before beginning due to students with difficulties connecting the issue from one area to the other during the problem-focused activity. The students' ability to solve the activity workbook had been improved as the lessons continued. From the survey questions on the theme-based integrated lessons, all items associated with integration of clothing, foods, and housing were positively responded. Also, questions regarding general understanding, suitability and satisfaction on the teaching/learning process were marked positive. The conclusion could be that the integrated theme related to clothing, food, and housing in our life would be appropriate for green family life. The theme-based integrated teaching/learning plan is effective in understanding the occurrence of green family life in relation with clothing, food, and housing, identifying the practical ideas implementing green life in those areas, and improving the integrated ability to solve the green life related problems. However, this research has its weakness in generalizing the results due to its limited survey respondents and post-evaluation being the only assessment conducted.

• Journal of Korean Home Economics Education Association
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• v.24 no.3
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• pp.225-239
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• 2012

The purpose of this study was to develope and implement a teaching learning process plan applied with portfolio assessment for 'housing and residential environment' section of Technology Home Economics in a middle school. The teaching learning process plan consisting of 8-session lessons had been developed and implemented according to the ADDIE model mixed with 6 portfolio-development stages. In the development stage, 19 activity materials(5 reading texts, 6 individual and 2 group activity sheets, and 3 subject activity sheets) and 27 teaching learning materials(8 sets of pictures & photos and 19 moving pictures) were developed for the 8-session lessons. The plans applied to 2 classes 74 students in the third grade of K middle school in Gyeonggi-do during May 16th-17th of June, 2011. The results from survey and portfolio showed that the 8-session lessons had overall achieved the general goal of the teaching learning process plan applied with portfolio assessment, which was to stimulate students in the class through working with portfolio elements of activity materials. The students evaluated the whole process of 8 lessons were adequate and helpful. Students also reported they highly accomplished the goal of each lesson and actively participated in the lesson. The 3 subject activity sheets as well as other materials in the portfolio were excellently done with the average of over 90% points. These results supported that a teaching learning process plan applied with portfolio assessment was a combined lesson with evaluation and also an alternative to qualitative evaluation over the whole units. This plan might apply to other parts of housing as well as various other areas.

• Journal of The Korean Association of Information Education
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• v.19 no.1
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• pp.113-126
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• 2015

This study intends to investigate the features and the difference between traditional instruction and flipped learning through a comparative analysis of verbal interaction on those learning method. The videos of traditional instruction and flipped learning of 5th graders social class were recorded and transcribed, which were analyzed in Flanders verbal interaction model. The results were as follows: First, the flipped learning is composed of students' learning activity and a teacher's statement properly, while the traditional instruction consists of a teacher's statement mostly. Second, the traditional instruction tends to be directive classes that full of dominant, despotic, restrictive communication of teacher oriented. In contrast, the flipped learning is inclined to be nondirective with integrated, democratic, comprehensive, permissive communication of students oriented. Third, the flipped learning emphasizes students' activities and statement and reduces delivery of knowledge, meanwhile, the traditional instruction stresses delivery of content that the teacher centrally located. Lastly, the type of verbal interaction in traditional instruction is a one-way communication, students responding simply in teacher's lectures and questions. On the other hand, in flipped learning lessons, more interactive communication occurs, teachers complimenting students and accepting their comments.

• Journal of The Korean Association For Science Education
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• v.36 no.2
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• pp.269-277
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• 2016

Recently, there has been a dramatic increase in the number of cases that have formed and operated teachers' learning communities through cross-curricular consulting at the school level. The purpose of this study is to explore cross-curricular instructional consulting as an activity of teachers' learning communities at the school level, and investigate the effect of cross-curricular instructional consulting on middle school science teaching. We analyzed features and limitations of cross-curricular instructional consulting revealed in three case studies in middle school, including open classes and instructional consulting sessions, and conducted additional instructional consulting on the same videotaped science classes with science experts from outside. According to the results, science inquiry experiments are often replaced with text reading and interpreting, students' misconceptions and exact scientific representations are ignored, and the goal setting as well as class coverage has been questionable and disputable in science classes resulted from cross-curricular instructional consulting. Discussed in the conclusion are the necessity of cross-curricular instructional consulting in middle school, and ways to overcome limitations of the method of cross-curricular instructional consulting, including alternatives to a praise-only policy in cross-curricular instructional consulting, ways to use cross-curricular instructional consulting without compromising the subject's essence, and ways to improve the undue authority of consultants.

• Journal of The Korean Association For Science Education
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• v.39 no.5
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• pp.637-654
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• 2019

The purpose of this study is to investigate the development of scientific conceptual understanding through a process-centered assessment that visualizes the process of scientific argumentation. In this study, 353 high school students and five teachers participated in the scientific argumentation. As a result of analyzing students' utterances on the elements of argumentation, scientific concepts in intragroup were embodied through query and clarification of meaning, and organized through agreement and rebuttal. In intergroup argumentation, scientific concepts were elaborated through query, clarification of meaning, and change of claim. Teachers were able to understand the process of argumentation through small-group activity sheets where the process was visualized, thereby providing feedback and improving the class. Based on the results, the scientific argumentation of visualizing the process was found not only to allow students to perform self-assessment and peer-assessment but also to help teachers understand the argumentation process. The findings of this study guide process-centered assessment in the science curriculum and are expected to contribute to the promotion of scientific argumentation in classrooms.

• Proceedings of the Korea Multimedia Society Conference
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• 2000.11a
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• pp.66-69
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• 2000

웹이 등장하면서 지금까지 인터넷 상에서 텍스트와 이미지를 이용하여 정보를 표현하고 전달하는 방법이 가장 많이 사용되어왔다. 그러나 웹 관련 기술의 비약적인 발달과 네트워크 속도의 증가 및 인터넷의 급속한 보급으로 단순한 텍스트와 이미지 중심의 HTML 문서를 이용한 정보의 전달이 아닌 멀티미디어 데이터를 이용한 정보의 표현과 전달이 점차 증대되고 있다. 이에 따라 멀티미디어 데이터를 전송하기 위한 스트리밍 프로토콜도 등장하였다. 최근에는 컴퓨터의 성능 증가 및 네트워크 속도의 증가(초고속 통신 서비스의 보급)에 의해 멀티미디어 데이터의 전송이 가능하게 됨으로써 기존의 공중파나 CATV 방송국의 형태 지니고 인터넷 상에서 실시간 생방송 서비스와 VOD(Video On Demand) 서비스를 제공하는 인터넷 방송국이 급속하게 생겨나고 있다. (11) 인터넷 방송은 동영상과 오디오의 실시간 전달을 가능하게 하는 멀티미디어 스트리밍 기술과 멀티미디어를 실시 간으로 전송할 수 있는 실시간 전송 프로토콜을 기반으로 발전하고 있다. 인터넷 상에서 멀티미디어 스트리밍 서비스를 하는 대부분의 인터넷 방송은 스트리밍 서버로서 RealNetworks사의 RealSystem과 Microsoft사의 WMT(Windows Media Technologies)를 사용하고 있다. 본 논문은 Real Server와 WMT의 비교 분석을 통해 실시간 전송 프로토콜을 지원하고, 멀티미디어 스트리밍 기술을 지원하는 자바를 기반으로 한 분산 서버 구조의 스트리밍 서버, 서버간의 부하를 제어하는 미들웨어, 멀티미디어 스트림을 재생할 수 있는 클라이언트를 설계하고 구현한다.있다.구현한다. 이렇게 구현된 시스템은 전자 상거래, 가상 쇼핑몰, 가상 전시화, 또는 3차원 게임이나 가상교육 시스템과 같은 웹기반 응용프로그램에 사용될 수 있다.물을 보존·관리하는 것이 필요하다. 이는 도서관의 기능만으로는 감당하기 어렵기 때문에 대학정보화의 센터로서의 도서관과 공공기록물 전문 담당자로서의 대학아카이브즈가 함께 하여 대학의 공식적인 직무 관련 업무를 원활하게 지원하고, 그럼으로써 양 기관의 위상을 높이는 상승효과를 낼 수 있다.하여는, 인쇄된 일차적 정보자료의 검색방법등을 개선하고, 나아가서는 법령과 판례정보를 위한 효율적인 시스템을 구축하며, 뿐만 아니라 이용자의 요구에 충분히 대처할 수 잇는 도서관으로 변화되는 것이다. 이와 함께 가장 중요한 것은 법과대학과 사법연수원에서 법학 연구방법에 관한 강좌를 개설하여 각종 법률정보원의 활용 내지 도서관 이용방법에 관하여 교육하는 것이다.글을 연구하고, 그 결과에 의존하여서 우리의 실제의 생활에 사용하는 $\boxDr$한국어사전$\boxUl$등을 만드는 과정에서, 어떤 의미에서 실험되었다고 말할 수가 있는 언어과학의 연구의 결과에 의존하여서 수행되는 철학적인 작업이다. 여기에서는 하나의 철학적인 연구의 시작으로 받아들여지는 이 의미분석의 문제를 반성하여 본다. 것이 필요하다고 사료된다.크기에 의존하며, 또한 이러한 영향은 $(Ti_{1-x}AI_{x})N$ 피막에 존재하는 AI의 함량이 높고, 초기에 증착된 막의 업자 크기가 작을 수록 클 것으로 여겨진다. 그리고 환경의 의미의 차이에 따라 경관의 미학적 평가가 달라진 것으로