• Journal of The Korean Association For Science Education
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• v.30 no.2
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• pp.234-248
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• 2010

This study was conducted among 52 elementary pre service teachers not majoring in the natural sciences, who were taking Earth Science as an elective course at the University of Education located in central Korea. These elementary pre service teachers participated in story writing on the subject of earth system cycles over eight occasions. Changes in their understanding of the Earth's cycles were verified by comparing mind mapping exercises performed before and after the story writing. Afterwards, 43 out of the 52 subjects volunteered for structured interviews, in which they performed story-telling exercises. This study presents examples of story analysis that uses a variation of the wheel-shaped story map, and proposes story mapping as a preferred method of analysis. Before and after creative story writing activities, pre service teachers' mind mapping is analyzed to study possible positive changes. This study identified a gap between the instructional contents of the Earth system unit included in the 7th and current revised school curriculums on the one hand, and the conceptions expressed by the pre service teachers who studied these contents on the other.

• Journal of the Korean School Mathematics Society
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• v.14 no.3
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• pp.355-375
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• 2011

This paper was designed for the purpose of helping the functional comprehension on the concept of a circumcenter and an incenter of triangle and offering the help for teaching-learning process on their definitions. We analysed the characteristic of the definition on a circumcenter and an incenter of triangle and studied the context, mean and purpose on the definition. The definition focusing on the construction is the definition stressed on the consistency of the concept through the fact that it is possible to draw figure of the concept. And this definition is the thing that consider the extend of the concept from triangle to polygon. Meanwhile this definition can be confused because the concept is not connected with the terminology. The definition focusing on the meaning is easy to memorize the concept because the concept is connected with the terminology but is difficult to search for the concept truth. And this definition is the thing that has the grounds on the occurrence but is taught in a made-knowledge. The definition focusing on both the construction and meaning is the definition that the starting point is vague in the logical proof process. We hope that the results are used to improve the understanding the concept of a circumcenter and an incenter of triangle in the field of mathematical education.

• Journal of Christian Education in Korea
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• v.62
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• pp.101-133
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• 2020

This study is an attempt to grasp the fundamental characteristics and core structures of Bibliodrama, which has recently received a lot of attention in various fields including Christian education. Bibliodrama is a guided form of process-oriented staging of biblical texts in groups with the aim of mutually opening up the text and the biography of the participants in the implementation of holistic encounters (H. Aldebert). In the background of the birth of Bibliodrama can be found the hermeneutical efforts of the biblical scholar Walter Wink who sentenced the bankruptcy of historical criticism. He laid the biblical interpretative foundation for Bibliodrama which combines Bible and body. German theologian Gerhard Marcel Martin had a new experience of seeing the Bible through body activity during his life in New York, and based on that experience he began to work on the Bibliodrama. And the New Testament scholar Tim Schramm, who focused on the TCI (themecentered interaction) movement, found the optimal methodology to embody the interaction of biblical studies in Bibliodrama. On the other hand, Peter Pitzele, who wanted to realize the Bibliodrama in the tradition of Midrash, has developed a new type of Bibliodrama (Bibliolog) that is different from the European Bibliodrama. When we put together the positions of the pioneers of Bibliodrama, it turns out that it has three fundamental characteristics: body, interaction, and the empty space of the Bible. The body refers to the personality of learners participating in the Bibliodrama. They are not passive participants, but voluntary and active participants. Interaction is realized through the dramatic way of Bibliodrama. Bibliodrama aims for a dynamic process in which hermeneutical interaction occurs. The empty space of the Bible, which Bibliodrama pays attention to, allows us to understand why the Bible is not a fixed word but a living word that is still heard today. In order to understand the Bible as the content of education, Bibliodrama liberates the text that is fixed in a literal way and gives life by paying attention to the empty space of the Bible and reading it slowly.

• Journal of Elementary Mathematics Education in Korea
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• v.11 no.1
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• pp.43-59
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• 2007

The goal of this thesis was to examine the effects of applying meta-problems to elementary school mathematics class In their achievements, beliefs and attitudes. To achieve this goal the following research questions were asked. a. What effects does the class applied with meta-problem have on students' mathematical achievements? b. What effects does the class applied with meta-problem have on students' mathematical beliefs and attitudes? To answer questions, an experimental study was designed and conducted. The subjects were 6th-grade students at S Elementary School located in Dobong-Gu, Seoul where the researcher teaches. Among them, the class that the researcher teach was chosen as the experimental group. During the experimental study, a teaching-learning with meta-problems was applied to the experimental group and a teaching-learning with general problems was applied to the comparative group. To examine changes in the mathematical achievements of the experimental group and the comparative group, a post-test of mathematical achievements was conducted and the results were t-tested. As well, to find answers to the second research question, a pre-test and a post-test of mathematical beliefs and attitudes were conducted on the experimental group and the results were t-tested. The results of this study were as follows First, the experimental group which was taught applying meta-problems got higher mathematical achievement than the comparative group. Second, the class with meta-problems did not bring significant changes in students' mathematical beliefs and attitudes. Synthesizing the study results above, a teaching-learning with meta-problems is a teaching-learning method that can accommodate problem solving naturally in school mathematics and give a positive effect on students' mathematical achievements.

• Journal of Internet Computing and Services
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• v.18 no.6
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• pp.35-46
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• 2017

Recently, attackers using malicious code in cyber security have been increased by attaching malicious code to a mail and inducing the user to execute it. Especially, it is dangerous because it is easy to execute by attaching a document type file. The author analysis is a research area that is being studied in NLP (Neutral Language Process) and text mining, and it studies methods of analyzing authors by analyzing text sentences, texts, and documents in a specific language. In case of attack mail, it is created by the attacker. Therefore, by analyzing the contents of the mail and the attached document file and identifying the corresponding author, it is possible to discover more distinctive features from the normal mail and improve the detection accuracy. In this pager, we proposed IADA2(Intelligent Attack mail Detection based on Authorship Analysis) model for attack mail detection. The feature vector that can classify and detect attack mail from the features used in the existing machine learning based spam detection model and the features used in the author analysis of the document and the IADA2 detection model. We have improved the detection models of attack mails by simply detecting term features and extracted features that reflect the sequence characteristics of words by applying n-grams. Result of experiment show that the proposed method improves performance according to feature combinations, feature selection techniques, and appropriate models.

• The Journal of Society for e-Business Studies
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• v.25 no.4
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• pp.77-109
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• 2020

In this paper, we build a gradient Boosting model to predict government SME R&D subsidy, select features of high importance, and measure the impact of each features to the predicted subsidy using PDP and SHAP value. Unlike previous empirical researches, we focus on the effect of the R&D subsidy distribution pattern to the incentive of the firms participating subsidy competition. We used the firm data constructed by KISTEP linking government R&D subsidy record with financial statements provided by NICE, and applied a Gradient Boosting model to predict R&D subsidy. We found that firms with higher R&D performance and larger R&D investment tend to have higher R&D subsidies, but firms with higher operation profit or total asset turnover rate tend to have lower R&D subsidies. Our results suggest that current government R&D subsidy distribution pattern provides incentive to improve R&D project performance, but not business performance.

• Journal of Science and Technology Studies
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• v.1 no.2 s.2
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• pp.423-438
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• 2001

The purpose of this study is to understand how a teacher's teaching can be changed while he or she teaches the same contents in different classes. The qualitative research method was used in this study. Data were collected from classroom observations, several in-depth interviews, and stimulated-recall interviews after each class. All the data were transcribed and analyzed interpretively, and then, the results of the analysis were checked by each participating teacher. The results are as follows: First, changes appeared in each class in terms of the teaching items, tools, sequence, and time, even though the same teacher taught the same contents. It showed that the teacher's teaching practice changed immediately and intuitively in class. Second, teachers tried to implement "exploratory teaching" or "move-testing teaching" to address the emerging problems during their teaching. They then reflected on and modified their own teaching. This type of change, which happened during the teaching practice, can be an example of "Reflection-in-practice." Thus, the results of this study can provide helpful insights into how teachers might adapt and reflect in their teaching. It suggests that teachers need to recognize their subconscious teaching changes and learn "Reflection-in-practice."

• Journal of The Korean Association For Science Education
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• v.37 no.5
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• pp.891-909
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• 2017

This study analyzed some of the discrepancies in quantitative and qualitative data focusing on cognitive and affective achievement in science education. Academic and affective achievement score of 308 high school students were collected as quantitative data, and 33 students were interviewed for qualitative data. We examined the causes and types of discrepancies in terms of testing tools. As a result from quantitative data, there were a large number of students with a big difference between subjects in cognitive achievement, and constructs in affective achievement. More than 20% of the students did not match tendency between achievements in two areas. Through interviews, some examples such as intentional control of science learning for future study and careers, different responses by differences in perception between school science and science, appeared. A comparison of quantitative data by testing tool between qualitative ones and interviews showed conflicting result, where most students evaluated themselves differently from their own quantitative data. That is due to the students' interaction with the testing tools. Two types of discrepancy related to testing tool are found. One is 'the concept difference between the item developer and students,' the other is 'the difference between students' exposed response and their real mindset.' These are related to the ambiguity of the terms used in the tool and response bias due to various causes. Based on this study, an effort is required to elaborate the testing item that matches students' actual perception and to apply students' science learning experience to testing items.

• Journal of the Korean earth science society
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• v.35 no.2
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• pp.147-158
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• 2014

The purpose of this study was to explore changes of elementary science class in student oriented group inquiry activities using a Science Writing Heuristic (SWH) template that enhance scaffolding of inquiry. The changes focused on students' written reports and perceptions of their learning environment as well as discourse patterns. One fourth-grade class of 29 students participated in this study, and a developed work sheet of science writing was utilized to scaffold student's inquiry activities. Four units in the first-semester text book for fourth grade of the-, 2007 Educational Curriculum Revision were chosen for scaffolding inquiry, and sixteen lessons of instruction were all videotaped. For investigating students' written reports, a framework based on the aspects of science inquiry by Millar (2010) was used to evaluate the coherence between student inquiry activities and their claims. Secondly, a regular fourth-grade class was selected as the control group and was compared with the experiment group using the pre- and post-test of the survey on the perception of science class and science. Lastly, students' discourse patterns of the beginning science lesson were compared with those of the closing lesson. We found that the coherence in the last class increased significantly in students' written reports compared to the first one. Findings also indicated that students' perceptions on their learning environment moved toward student-centered. Based on our discourse patterns analysis, the last class was more student-centered from being teacher-centered than the first one.

• Proceedings of the Korean Institute of Navigation and Port Research Conference
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• v.2
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• pp.608-611
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• 2006

COSPAS-SARSAT 시스템은 위성체와 지상 설비를 이용하여 항공기 또는 선박 등이 조난 시에 탐색구조(SAR: Search and Rescue) 활동을 도울 수 있도록 조난경보와 위치정보를 제공하는 시스템이다. COSPAS-SARSAT 서비스의 경우, 조난신호 접수에서 조난위치확정까지 평균 1시간 이상이 소요되고, 위치정확도가 수 Km 정도로 범위가 넓은 편이다. 이러한 문제점을 개선하기 위해서 중궤도 위성을 이용한 차세대 탐색구조 시스템 개발이 추진 중에 있으며 EU에서 2011년 FOC(Full Operation Capability)를 목표로 개발중인 갈릴레오 항법위성 프로젝트의 경우 SAR 중계기를 탑재하여 탐색구조 서비스를 제공할 계획에 있다. 갈릴레오 탐색구조(SAR/Galileo) 서비스는 수 m급의 위치정확도, 10분 이내의 조난신호 접수에서 구조까지 소요시간, 및 조난자에게 회신링크 서비스 제공 등 보다 향상된 탐색구조 성능을 제공하기 위해 개발 중에 있으므로, 갈릴레오 위성 서비스가 시작되면 탐색구조시스템 체계에 보다 신속하고 정확한 구조가 가능할 것으로 예상된다. 우리나라에서는 COSPAS-SARSAT 회원국으로 가입하여 현재 송도 해양경찰청 내에 LEOLUT와 MCC가 설치되어 운용되고 있다. 날로 더해가는 다양한 재난에 대한 인명구조를 신속하고 효과적으로 대처하기 위해 차세대 갈릴레오 탐색구조 지상국 도입이 절실하다고 할 수 있다. 따라서, 탐색구조 단말기를 포함한 지상국 인프라의 구축 등 갈릴레오 탐색구조 지상시스템 개발의 참여 방안에 관한 연구는 매우 시기적절하고 중요한 연구이다. 본 논문은 갈릴레오 사업에 참여하여 SAR/Galileo 개발을 주관하고 있는 중국의 사례를 분석함으로 우리나라가 차세대 갈릴레오 탐색구조 지상시스템 개발에 참여하기 위해서 필요한 참여방법 및 절차 등을 도출하고, 참여 가능한 개발범위, 참여전략 및 추진체계에 대해서 제안한다.법의 성능을 평가를 위하여 원본 여권에서 얼굴 부분을 위조한 여권과 기울어진 여권 영상을 대상으로 실험한 결과, 제안된 방법이 여권의 코드 인식 및 얼굴 인증에 있어서 우수한 성능이 있음을 확인하였다.진행하고 있다.태도와 유아의 창의성간에는 상관이 없는 것으로 나타났고, 일반 유아의 아버지 양육태도와 유아의 창의성간의 상관에서는 아버지 양육태도의 성취-비성취 요인에서와 창의성제목의 추상성요인에서 상관이 있는 것으로 나타났다. 따라서 창의성이 높은 아동의 아버지의 양육태도는 일반 유아의 아버지와 보다 더 애정적이며 자율성이 높지만 창의성이 높은 아동의 집단내에서 창의성에 특별한 영향을 더 미치는 아버지의 양육방식은 발견되지 않았다. 반면 일반 유아의 경우 아버지의 성취지향성이 낮을 때 자녀의 창의성을 향상시킬 수 있는 것으로 나타났다. 이상에서 자녀의 창의성을 향상시키는 중요한 양육차원은 애정성이나 비성취지향성으로 나타나고 있어 정서적인 측면의 지원인 것으로 밝혀졌다.징에서 나타나는 AD-SR맥락의 반성적 탐구가 자주 나타났다. 반성적 탐구 척도 두 그룹을 비교 했을 때 CON 상호작용의 특징이 낮게 나타나는 N그룹이 양적으로 그리고 내용적으로 더 의미 있는 반성적 탐구를 했다용을 지원하는 홈페이지를 만들어 자료 제공 사이트에 대한 메타 자료를 데이터베이스화했으며 이를 통해 학생들이 원하는 실시간 자료를 검색하여 찾을 수 있고 홈페이지를 방분했을 때 이해하기 어려운 그래프나 각 홈페이지가 제공하는 자료들에 대한 처리 방법을 도움말로 제공받을 수 있게 했다. 실시간 자료들을 이용한 학습은 학생들의 학습 의욕과 탐구 능력을 향상시켰으며 컴퓨터 활용 능력과 외국어 자료 활용 능력을 향상 시키는데도 도움을 주었다.지역산업 발전을 위한 기술역량이 강화될 것이다.정 ${\rightarrow}$ 분배 ${\rightarrow}$ 최대다수의 최대행복이다.는 역할을 한다. 따라