• Proceedings of the KAIS Fall Conference
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• 2008.11a
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• pp.113-116
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• 2008

본 연구에서는 차량-교량간 상호작용효과가 교량의 동적거동에 미치는 영향을 분석하기 위한 차량 주행 하중에 대한 실험적 및 이론적 연구를 수행하였다. 이를 위하여 차량 교량간 상호작용이 포함된 이동질량형 윤하중 실험기를 단순교형식 교량에 적용하여 반복주행실험을 수행하였다. 이동질량 반복 주행실험 결과를 분석하여 차량-교량간의 상호작용을 포함한 가속도 형태의 실동주행차량가속도를 규명하였다. 규명된 차량의 실동주행차량가속도를 범용 해석프로그램에 적용하여 차량-교량 상호작용을 재현할 수 있었다. 또한 차량주행시 교량의 사용성평가에 대한 기본자료를 판단할 수 있었다.

• Journal of The Korean Association For Science Education
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• v.30 no.8
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• pp.953-970
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• 2010

The purpose of this study was to investigate the change of teacher-student interaction in a beginner secondary science teachers' class through collaborative mentoring program. Three experienced science teachers as mentors and three beginner science teachers as mentees were participated in this study. Mentors have been teaching science secondary school for more than 13 years with specialty in science education, and mentees have been teaching less than three years in secondary schools. They were matched one-toone on grounded characteristics that were revealed from pre-interview. Data collection consisted of lesson plans of mentees' classes, videotaped lessons of mentees, consultation meetings between mentors and mentees, and interviews with mentees as well as mentors. The consultation meetings and interviews were audiotaped and then transcribed with the videotaped lessons. To examine the change in teacher-student interactions, the lesson observed after four sessions of mentoring was compared to the lesson before mentoring on the basis of the analytical framework that was developed based on the interpretative approach. The analytical framework addresses the four aspects of teacher-student interaction, which include beginner of interaction (initiation), the types of the question, the student response and the feedback. After four sessions of collaborative mentoring, the beginner science teacher's classroom interactions were initiated by students more often. Teachers' questions increasingly turned into thought-provoking queries that required higherorder thinking. The students responded in the form of statements instead of asking question more frequently. Also, teachers provided more delayed feedback than immediate feedback. These changes of interaction patterns showed that students took a leading role in classroom interaction and they were encouraged to think. From this result, we argue that the beginner science teachers developed the ability to make students think and to support them in coming to an understanding of knowledge through a collaborative mentoring program.

• Journal of Elementary Mathematics Education in Korea
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• v.16 no.3
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• pp.427-450
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• 2012

Using representations is essential for students to organize their thinking, to solve problems and to communicate each other. Students express information or situations suggested by problems easily and organize and infer them systematically using representations. Also, teachers are able to comprehend students' levels of understanding and thinking process better through them, and influence their representations. This study was conducted to understand mathematical representations of students uprightly and to seek implications for proper teaching of representations, by analyzing representations of students in mathematical problem solving process and the transformation process of representation via interactions.

• Proceedings of the Korea Contents Association Conference
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• 2011.05a
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• pp.347-348
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• 2011

단백질 상호작용 네트워크에 대한 분석은 거시적인 생물학적 현상을 이해하는 하나의 수단으로써 보편적인 연구방법으로 활용하고 있다. 매우 복잡한 단백질 상호작용 네트워크로부터 유용한 정보를 도출하는 연구의 일환으로 우리는 단백질 네트워크에 있는 단백질들이 KEGG 경로에 있는 생체대사와의 연관성을 분석하였다. 여기서 구축된 네트워크를 KEGG 경로 흐름 네트워크로 명명하고 두 네트워크 사이의 연관성을 분석하였다. 이를 위해 피루브산 탈수소 효소 및 알파-케토글루탐산 탈수소 효소 2차 상호작용 네트워크의 전체 단백질 목록을 기반으로 각각의 KEGG 경로들을 추출하였다. 각 KEGG 경로들에 나타난 단백질들을 통해 KEGG 경로 흐름 네트워크를 구축하였고 이 흐름 네트워크에 포함된 단백질의 분류를 통하여 유용한 정보를 추출하였다.

• Proceedings of the Korea Contents Association Conference
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• 2016.05a
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• pp.189-190
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• 2016

바이러스는 RNA나 DNA의 유전물질과 그것을 둘러싸고 있는 최소한의 단백질들만으로 구성되어 있기 때문에 바이러스가 증식하기 위해서는 숙주세포에 침투하여 전적으로 숙주의 복제 기구를 이용해야만 한다. 하지만 아직까지 뎅기 바이러스의 감염 및 복제 기전은 명확하게 밝혀지지 않았다. 이에 본 연구에서는 바이러스의 감염 및 복제기전에 대한 유용한 정보를 도출하기 위하여 사람 단백질과 뎅기 바이러스 단백질의 상호작용(Hu-DV PPI) 네트워크를 분석하였다. 우선 문헌조사를 통하여 실험적으로 검증된 뎅기 바이러스 단백질(9개)과 상호작용하는 사람 단백질(149개)을 추출하였으며, 이 정보를 이용하여 사람-뎅기 바이러스 단백질 상호작용 네트워크를 구축하였다. 이 네트워크를 기반으로 바이러스 감염 전/후의 네트워크 구조 및 특성을 분석하였으며, 이 정보를 바탕으로 감염경로를 탐색하였다.

• Journal of Christian Education in Korea
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• v.63
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• pp.255-281
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• 2020

The purpose of this study was to investigate the structural relationship among self-directed learning ability, learner-instructor interaction, learner-learner interaction, and class satisfaction in online learning environments by the structural equation modelling (SEM). Participants of the study consisted of 300 students (110 = high school students, 190 = college students). Through latent mean analysis (LMA), there was no significant difference of study variables between high school and college groups. However, thorough multi-group analysis, self-directed learning ability had a direct and indirect effect on class satisfaction for the college group via learner-instructor and learner-learner interactions, while learner-learner interaction played a full mediating role of the relationship between self-directed learning ability and class satisfaction for the high school group. In addition, self-directed learning ability had a stronger influence on learner-learner interaction for the college group than the high school group. These results would provide important implications for understanding the different mechanisms between high school and college online learning contexts.

• Journal of Science Education
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• v.43 no.3
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• pp.318-328
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• 2019

The purpose of this study is to investigate the teacher-students interactions shown in the images of elementary science class by preservice teachers. We applied nine analysis criteria in three domains such as emotional support (climate, regard for student perspectives, teacher sensitivity), classroom organization (instructional learning formats, behavior management, productivity), and instructional support (quality of feedback, language modeling, concept development) in the aspects of positive or negative interactions The results show that majority of student-teachers tended to prefer positive interactions especially regarding instructional learning formats or concept development. For the image of avoided class, they tended to show negative interactions related to instructional learning formats or regard for student perspectives. However, they showed extremely lower frequencies for some categories of negative interactions. Female preservice teachers tended to have slightly higher frequencies for some positive interactions than their counterpart. The findings indicate possible approaches to teachers' professional development and further research.

• Journal of The Korean Association For Science Education
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• v.27 no.9
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• pp.870-880
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• 2007

The purpose of this study was to understand the change and characteristics of interactions in a heterogeneous group in scientific inquiry experiments. For this purpose, the process of students' interactions in small group activities were analyzed. This study focused on two, small heterogeneous groups of eighth graders. Students were involved in 13 scientific inquiry experiments for one year and students' interactions in each experiments were observed and recorded using video/audio and the data recorded were transcribed. The analysis of data was based on the method of making a note by looking and listening to the data repeatedly. Students' interactions in heterogeneous group changed toward that 3A (early formal operation student solved the problems by oneself and other students only listened to 3A student's explanation or copied the answer. The least able student was alienated from peers' interactions. In the meantime, new interactions of two middle level students were shaped. Educational implications of the progression of activities emphasizing interactions and the organization of grouping were drawn.

• Proceedings of the ESK Conference
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• 1998.04a
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• pp.99-104
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• 1998

가전 기기의 기능이 다양하게 발전하면서 새로운 기능을 적절하게 수용하기 위한 사용자 인터페이스 설 계가 중요시되고 있다. 본 논문에서는 대표적인 가전 기기의 하나인 VTR의 사용자 인터페이스를 조사하 였다. 특히, VTR에서 사용자가 빈번하게 어려움을 호소하는 예약녹화 기능에 따른 사용자의 상호작용 방 식을 중심으로 국내외 가전사의 네 가지 제품에 대하여 설계의 특징을 파악하였다. 사용자의 어려움을 야기하는 설계 요인으로 인터페이스의 물리적인 측면보다는 상호작용의 일관성 등 기능적인 측면을 중 심으로 평가하였다. 마지막으로, 몇 가지 인간공학적 척도에 대한 자료를 실험적으로 측정하여 분석 분석 결과와 비교하였다.

• Journal of The Korean Association For Science Education
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• v.32 no.4
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• pp.671-685
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• 2012

In this study, we developed an analogical experimental design strategy emphasizing understanding and checking stages and applied it to four groups consisting of 7th grade science-gifted students. We classified the patterns of experimental design processes and analyzed the verbal interactions among the science-gifted students at the levels of turn and interaction unit. The analyses of the results reveled that three groups were relevant to reinitiated motion and the other to backward-divergent motion. In the analyses of turn and interaction unit, the frequencies of the statements related to the task were high, especially 'making suggestion' and 'elaborated symmetrical interaction'. The analyses for each stage of strategy indicated that the frequencies of 'explain', 'question', and 'cumulative interaction' at understanding stage were high. At designing stage, the frequencies of 'making suggestion', 'cumulative interaction', and 'disputative interaction' were found to be high. At checking stage, 'making suggestion', 'receiving opinion', and 'disputative interaction' were high. In the comparison of the patterns, the qualitative differences among interaction unit were found at all the stages, whereas there were differences only between designing and checking stages in the turn cases. Educational implications of these findings are discussed.