• Journal of Science Education
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• v.36 no.2
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• pp.167-185
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• 2012

This study aimed at finding points of improvement in teaching expertise by analyzing the question patterns that appeared during teaching demonstrations which applied science teaching models prepared by a pre-service biology teacher. The question analysis frame for analyzing question types were categorized largely into the question types of Category 1 (questions in cognitive domain, questions with research function, questions in affective domain), Category 2 (repeated questions, questions for narrowing the range, practice questions), and Category 3 (questions on student activity progress, memory questions, and thinking questions). The results of analyzing question patterns from five different science teaching models revealed a high frequency of questions in the fields of cognition and memory. For the circular learning model, questions from the cognitive field appeared the most often, while, student activity progressive questions in particular were used mostly in the 'preliminary concept introduction stage' of the circular learning model and the 'secondary exploratory stage', in which experiments were conducted, and displayed the characteristics of these stages. The discovery learning model combined the courses of observation, measurement, classification and generalization, but, during teaching demonstrations, memory questions turned up the most, while the portion of inquisitive function questions was low. There were many questions from the inquisitive learning model, and, compared to other learning models, many exploratory function questions turned up during the 'experiment planning stage' and 'experiment stage'. Definitional questions and thought questions for the STS learning model turned up more than other learning models. During the change of concept learning model, the five concepts of students were stimulated and the modification of scientific concepts was very much aided by using many memory questions.

• The Journal of the Korea Contents Association
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• v.11 no.8
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• pp.475-487
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• 2011

In this paper, we present a systematic method to derive spectrum of high-order pulse and a novel design of e-Learning system that deals with deriving the spectrum using concept-based branching method. Spectrum of high-order pulse can be derived using conventional methods including 'Consecutive Differentiations' or 'Convolutions', however, their complexity of calculation should be too high to be used as the order of the pulse increase. We develop a recursive algorithm according to the order of pulse, and then derive the formula of spectrum connected to the order with a newly designed look-up table. Moving along, we design an e-Learning content for studying the procedure of deriving high-order pulse spectrum described above. In this authoring, we use the concept-based object branching method including conventional page or title-type branching in sequential playing. We design all four Content-pages divided into 'Modeling', 'Impulse Response and Transfer Function', 'Parameters' and 'Look-up Table' by these conceptual objects. And modules and sub-modules are constructed hierarchically as conceptual elements from the Content-pages. Students can easily approach to the core concepts of the analysis because of the effects of our new teaching method. We offer step-by-step processes of the e-Learning content through unit-based branching scheme for difficult modules and sub-modules in our system. In addition we can offer repetitive learning processes for necessary block of given learning objects. Moreover, this method of constructing content will be considered as an advanced effectiveness of content itself.

• Journal of the Institute of Electronics Engineers of Korea SC
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• v.40 no.2
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• pp.19-25
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• 2003

For a class of multi-input multi-output nonlinear systems which perform a given task repetitively, an extended type of a direct leaning control (DLC) is proposed using the information on the (vector) relative degree of a multi-input multi-output system. Existing DLC methods are observed to be applied to a limited class of systems with the relative degree one and a new DLC law is suggested which can be applied to systems having higher relative degree. Using the proposed control law, the control input corresponding to the new desired output trajectory is synthesized directly based on the control inputs obtained from the learning process for other output trajectories. To show the validity and the performance of the proposed DLC, simulations are performed for trajectory tracking control of a two-axis SCARA robot.

• Journal for History of Mathematics
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• v.19 no.3
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• pp.123-146
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• 2006

The topic in this thesis stems from the current education situation that represses learners' freedom by excessive instruction and compulsory institution, in spite of the education helping learners free from inner prejudice as one of its chief aims. In this thesis, to discuss with an educational aspect, I call the learners' freedom in the learning process 'freedom-in-process' and the learners' freedom as the result of learning 'freedom-as-result'. Through this discussion, the conclusions are as follows; First, learners who enjoy freedom-in-process get to obtain freedom-as-result in mathematics education. Second, freedom-in-process and freedom-as-result appear repeatedly in the process of looking for and gaining structures. Freedom-in-process and freedom-as-result are both faces of coin, like seed and fruit which are related mutually and fertilized each other. For this purpose, Mathematics teacher must have awareness of the value of freedom, cherish the freedom, and enjoy it with his students.

• Journal of The Korean Association For Science Education
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• v.20 no.3
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• pp.468-478
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• 2000

In this study, the effects of a teaching strategy based on interactive formative assessment on students' science concept understandings and science-related attitudes were investigated. Students' perceptions toward this teaching strategy were also examined. Eight classes chosen from a co-ed middle school in Seoul. Four classes were assigned to the experimental group and the other four classes were assigned to the control group. After the instructions, tests regarding students' conceptions and science-related attitudes were administered. We also interviewed 24 students randomly chosen from the experimental group to investigate their perceptions toward the teaching strategy used. The results showed that the teaching strategy used was more effective for enhancing students' science concept understandings. However, there was no significant difference in science-related attitudes between the two groups. For the experimental group, no significant differences were found in the gain scores of the conceptions tests between the subgroups by previous achievement or cognitive levels. From interviews, it was found that students thought that the teaching strategy used encouraged much interactions and motivated them to think, and that teacher's appropriate feedbacks were helpful to their understanding scientific concepts.

• Journal of The Korean Association For Science Education
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• v.19 no.4
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• pp.560-569
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• 1999

This study was conducted with two science classes of the 8th grade students in Seoul during 4 weeks. The numbers of students in the classes were 37 and 38, and they were taught for 12 class hours. Questions obtained for 12 class hours from 75 students were analyzed and grouped into patterns. All together 1.108 questions from the students were classified into six categories: 'No Connection' (7%). 'Contradiction' (3%), 'Recall' (23%), 'Reframe' (40%), 'Application' (18%), and 'Extension' (9%). Irrelevant questions to learning and questions of false proposition were classified into 'No Connection' and 'Contradiction', respectively. Questions repeating what were already explained were grouped into 'Recall'. Those requiring other examples and/or additional explanations were grouped into 'Reframe'. Those requiring practical applications and/or explanations for other concrete facts were grouped into 'Application'. Finally. Questions for higher and/or other concepts were grouped into 'Extension'. We also discussed educational implications of the above categorized questions in this study.

• Journal of the Korean School Mathematics Society
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• v.14 no.4
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• pp.477-490
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• 2011

The concept of pedagogical content knowledge (PCK) has been developed and expanded to identify essential components of mathematical knowledge for teaching (MKT) by Ball and her colleagues (2008). This study proposes an alternative perspective to view MKT focusing on key developmental understandings (KDUs) that carry through an instructional sequence, that are foundational for learning other ideas. In this study we provide constructive components of KDUs in fraction multiplication by focusing on the constructs of 'three-level-of-units structure' and 'recursive partitioning operation'. Expecially, our participating preservice elementary teacher, Jane, demonstrated that recursive partitioning operations with her length model played a significant role as a KDU in fraction multiplication.

• Journal of the Korean Chemical Society
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• v.47 no.4
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• pp.376-390
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• 2003

The contents of chemical reaction in the science textbooks, used by starting from elementary school to college level, were investigated how much closely connected with them. For this purpose, nineteen subjects of chemistry contents were selected and the articulation analysis, classified into 5 criteria, was carried out. The results indicated that the articulation from elementary school to middle school looked quite acceptable, but there was a big gap from middle school to high school and the articulation from high school to college exhibited a big overlap and gap. Finally, the flow map of chemical reaction was suggested.

• The Bulletin of The Korean Astronomical Society
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• v.46 no.2
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• pp.55.1-55.1
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• 2021

천문 분야는 다른 과학 분야와 달리 탐구대상인 천체들이 먼 거리에 있고, 실험실에서 동일 실험과 반복 실험이 불가능하며, 추상적이고 직접 관측하기 어려운 개념에 대한 연구들이 많다. 따라서 최근 인공지능, 증강현실 및 3D 프린팅 기술 등은 천문교과 교육과정과 연계하여 학생들의 지각 능력을 자극하고 실제 활동과 유사한 경험을 제공할 수 있도록 단계적인 학습경험을 도와 천문 분야 체험활동으로 연결시키고 있다. 이에 본 연구는 학생들이 망원경의 원리와 분해 및 조립에 대한 지식함양을 위해 3D 프린팅 기술과 AR을 활용하여 학생들의 천문관측 망원경에 대한 이해와 천문관련 체험활동에 대한 프로그램을 개발하여 적용하였다. 이 연구에서 개발한 프로그램은 3D 프린팅 기술을 활용하여 망원경의 세부 부품을 학생들이 직접 설계 및 제작하고, 자석을 이용하여 망원경을 조립, 분해 실습을 할 수 있도록 하였다. 또한, AR(증강현실)을 활용하여 빛을 모으는 망원경의 구조를 직접 실험을 통해 확인하고 빛의 반사와 굴절 원리를 학습하는 내용을 개발 프로그램에 포함하였다.

• 대한공업교육학회지
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• v.36 no.2
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• pp.1-23
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• 2011

The purpose of the study was to investigate the generality and applicability of Team-Based Learning model in a technical high school, based on the interviews with students and a teacher. Team-Based Learning model seems to be an effective way in improving the performance of groups as well as the individualized learning and team interaction. We applied a formative research method and identified the strengths of the model including learners' motivation and interests, learner-centered learning, self-efficacy through learning in advance, and concept acquisition from the repetitive learning process. However, we also found the weakness of the model including impracticality of instructional design, a lack of field-oriented problem banks, and needs for identifying learner characteristics and role in instruction. Finally, we analyzed the implications for the Team-Based Learning in the technical high schools in light of team formation, discussion types, active participation, and learners' prior knowledge and attitude, and pre-determined instructional design.