• Journal of KIISE:Software and Applications
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• v.34 no.6
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• pp.503-518
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• 2007

Normalization transforms one parent genotype to be consistent with the other before crossover. In this paper, we explain how normalization alleviates the difficulties caused by non-synonymously redundant encodings in genetic algorithms. We define the encodings with maximally non-synonymous property and prove that the encodings induce uncorrelated search spaces. Extensive experiments for a number of problems show that normalization transforms the uncorrelated search spaces to correlated ones and leads to significant improvement in performance.

• Journal of The Korean Association For Science Education
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• v.19 no.1
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• pp.107-116
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• 1999

The effects of clarified mapping strategy and placement of analog on middle school students' conceptual understanding were investigated. According to the usage of clarified mapping strategy and the sequence in presenting analogy, four types of learning materials were developed and pilot tested. Prior to the treatment, the field dependence-independence test was administered and a previous achievement test scores were obtained. The scores were used as blocking variables. The learning materials were read by randomly assigned middle school students (N=111), and the conceptions test was administered immediately and four weeks later. In the recall problems of immediate and retention test, there were no significant differences. In the application problems of immediate and retention test, however, the students learned with clarified mapping strategy scored significantly higher than those with analog-only. Field-independent students learned with clarified mapping strategy scored significantly higher in the immediate application than those with analog-only, and higher-level students learned with clarified mapping strategy scored significantly higher in the retention application than those with analog-only. In the immediate application, higher-level students learned analog first with clarified mapping strategy scored significantly higher in the immediate application than those learned target concept first with clarified mapping strategy. However, lower-level students learned target concept first with clarified mapping strategy scored significantly higher than those learned analog first with clarified mapping strategy.

• Journal of the Korea Convergence Society
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• v.12 no.1
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• pp.225-230
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• 2021

As the quality of our life has improved, residential complexes have become more diverse now. Modern residential complexes function as a place for meeting and communication between families and neighbors, including parks, lakes, and promenades, and exhibiting sculptures in residential spaces has become an important component. This study was conducted for the purpose of researching the design development method for the sculptures displayed in the residential space in accordance with these changes and demands of the era. Through the process of visualizing the figurative arts with metal and stone used as materials, the artist's thoughts and messages were put in the sculpture and the arts were completed as the shape of the sculpture that viewers could sympathize with. This design and formative research shows the possibility that various visual elements for sympathy with the creator's thoughts can be formed in a place with the specificity of living space by using a figurative visualization method. Therefore, further researches on figurative art of sculptures are required.

• Journal of The Korean Association For Science Education
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• v.35 no.6
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• pp.1063-1074
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• 2015

In this study, we developed an analogy-generating strategy and applied this to a 7th grade science-gifted class. The types of analogies they generated, verbal interactions and analogy-generating patterns, and perceptions of five groups on the analogy-generating strategy were examined. The analyses of the results revealed that there was a higher proportion of the elaborated analogies in terms of quality generated by science-gifted students individually in the analogy-generating strategy than in general analogy-generating activity. After having small group activities, most small groups generated the elaborated analogies. The frequencies and percentages of verbal interactions of each sub-stage were found to be slightly different. Analogy-generating patterns in small groups were categorized into three types; selecting in-depth source, selecting inclusive source, and selecting surficial source. The elaborating patterns of mapping between a target concept and analogies were different among the types. Science-gifted students positively perceived in terms of its values and attitudes toward the analogy-generating strategy, and they responded that the analogy-generating strategy was helpful in generating more elaborated analogies and fostering creative thinking. Therefore the analogy-generating strategy is expected to generate positive impact on the creativity of science-gifted students.

• Journal of The Korean Association For Science Education
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• v.38 no.1
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• pp.43-55
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• 2018

In this study, we investigated high school students' analogy generating processes using the think-aloud method. Twelve high school students in Seoul participated in this study. The students were asked to generate analogies on ionic bonding and were also interviewed after their activities. Their activities and interviews were recorded and videotaped. After classifying the analogy generating processes into the three stages-encoding, exploring sources, and mapping, several process components were identified. The analyses of the results indicated that they checked the target concept given and selected one for a salient attribute among many attributes of the target concept at the stage of encoding. After selecting the salient attribute, they translated the salient attribute that is a scientific term into an everyday term, which is named as 'extracting salient similarities.' At the stage of exploring sources, they chose the sources based on salient similarities and chose the final source through circular processes, which included the process components of 'evaluating the sources' and 'discarding the sources.' At the final stage, they added the attributes to analogs and mapping them to the attributes of the target concept, which is named as 'mapping shared attributes.' There were some cases that 'mapping shared attributes' appeared after they specified the situation of analogs or assumed new situation, which is named as 'specifying the situations.' Some students recognized unshared attributes in their analogs.

• Journal of The Korean Association For Science Education
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• v.30 no.2
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• pp.304-322
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• 2010

The purpose of this study is to explore the effects of student-centered instruction using analogies for middle school students' learning of the photosynthesis concept. Participants in this study were 8th grade students at a middle school in Seoul (N=132). The students were divided into two groups for implementation. In the experimental group the teaching materials containing analogies were used while the contents of a science textbook were taught in the control group. The results of this study indicated that student-centered instruction using analogies was more effective than traditional methods of instruction for understanding photosynthesis concepts and the students' attitude toward the science class. Analogies were also found to contribute to developing an understanding of the photosynthesis concept through activating students' prior knowledge, focusing on structural features of the target concept and elaborating knowledge. In addition, analogies play an important role in activating small group discussions, improving students' meta-cognitive skills, and revealing and revising of misconceptions about photosynthesis. Moreover, analogies can help improve students' interests and self-efficiency in science classes.

• Journal of the Korean Chemical Society
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• v.62 no.2
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• pp.148-158
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• 2018

In this study, we investigated the characteristics of planning lessons using analogies by pre-service science teachers. Eight pre-service teachers at a college of education in Seoul participated in this study. After the workshop of instructional analogies in science education, they planned lessons using analogies. We also conducted semi-structured interviews. For the analyses, we used a revised framework from a previous work which characterized the dimensions of teaching through analogies. The analyses of the results revealed that most pre-service teachers planned to use analogies in beginning or developing lesson and to present analogs before target concepts. The degree of activity allowed for students was not high. Many did not recognize the necessity of assessment and did not include assessment in planning lessons. They planned clarified mapping strategies which are teacher-centered and also not to cover unshared attributes and multiple analogies, because they thought that students could misunderstand mapping and unshared attributes could make students confused. Most planned to use figures, pictures, and videos to help students understand analogies that they presented. Educational implications of these findings are discussed.

• Magazine of RCR
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• v.17 no.3
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• pp.18-24
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• 2022

• Transactions of the Korean hydrogen and new energy society
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• v.13 no.1
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• pp.52-64
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• 2002

유기성 폐기물을 이용하여 생물학적 수소생산 통합화 시스템 연구를 수행하였다. 통합화 시스템은 유기성폐기물의 전처리, 2단계 혐기발효 및 광합성 배양으로 구성된 생물학적 수소생산 공정, 초임계수 가스화 공정, 생산된 가스의 저장, 분리 및 연료전지를 이용한 전력 생산으로 구성되었다. 실험에 사용된 유기성 폐자원은 식품공장 폐수, 과일폐기물, 하수슬러지이며, 전처리는 폐기물에 따라 열처리 및 물리적 처리를 하였으며, 전처리된 시료는 생물학적 수소생산 공정에 직접 적용되었다. Clostridium butyricum 및 메탄 생성조에서 발생하는 하수슬러지중의 미생물 복합체는 수소생산 혐기 발효공정에 사용되었으며, 광합성 수소생산 미생물인 홍색 비유황 세균은 광합성 배양에 사용되었다. 생물학적 공정에서 발생하는 미생물 슬러지는 초임계수 가스화 공정으로 수소를 발생하였으며, 슬러지 중의 COD를 저하시켰다. 생물학적 공정 및 초임계수 가스화 공정에서 발생하는 수소는 가스탱크에 가입상태로 저장한 후, 95%순도로 분리하였으며, 정제된 수소는 연료전지에 연결하여 전력 생산을 하였다.

• The Journal of the Korea Contents Association
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• v.16 no.5
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• pp.58-67
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• 2016

Pragmatic language impairment is closely related to the executive function difficulties in patients with acquired brain injury(ABI). This study was designed to explore the correlation between two domains following ABI. Thirty-five participants with ABI were grouped into 21 aphasics due to stroke and 14 TBIs. All subjects were over 55 years old. Measures of two domains were administered to all participants. As a result, figurative language comprehension and functional/symbolic language were significantly correlated with the activating task in aphasic group. All tasks were significantly correlated in TBI group. Aphasic patients' figurative language comprehension significantly predicted the activating task. In TBI group, figurative language expression and functional/symbolic language were the predictable tasks of planning and activating, respectively. Current study demonstrates the evidence of a significant association between pragmatic language and executive function, and provides appropriate tasks used for cognitive-linguistic intervention of individuals with ABI.