• Journal of The Korean Association For Science Education
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• v.35 no.4
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• pp.691-707
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• 2015

This study aims to develop biology teachers' education program based on argumentation activity about core concepts of evolution and to analyze the characteristics of core concepts of evolution learned during the program. The eight core concepts of evolution in this study were variation, heritability of variation, competition, natural selection, adaptation, differential reproductive rate of individuals, changes in genetic pool within a population, and macroevolution. The performances of teachers participating in the program were compared before and after argumentation activities; consisting of seven sessions on the eight core concepts of evolution. The process of the program was specially designed by learning cycle model for teacher education, consisting of seven phases: identification of the task, production of a tentative argument, small group's written argument, share arguments with the other groups, reflective discussion, final written argument, and organization by an instructor. Participants in the study were two pre-service biology teachers and four in-service biology teachers. The results suggest that biology teachers reduced the teleological explanation for biological evolution and improve its adequacy after the intervention. Teachers lacked the opportunity to discuss variation, heritability of variation, competition, and macroevolution because science textbooks lack information on the concepts of biological evolution. The results of this study suggest that because the argumentation program developed for teachers helps to improve understanding the concepts of evolution and to reduce inadequate conceptions in biology, teacher education programs using argumentation activity and eight core concepts of evolution will play a role for efficient evolution education for biology teachers.

• Journal of The Korean Association For Science Education
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• v.37 no.4
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• pp.747-761
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• 2017

The purpose of this study is to analyze differences in the teaching practices of biology teachers according to their awareness of the importance of evolution. For this purpose, two teachers who experienced study of evolution and recognized its importance, along with two teachers with no experience in evolution education in the comparison group, were included in the sample. To observe teaching practices, two classes each on biological evolution and non-evolution were selected, recorded and transcribed. The content analyzed included the teachers' view on evolution education and teachers' evolution concepts reflected in teaching practice. As a result, the level of understanding of the teachers' evolution concept was unrelated to teachers' awareness of the importance of evolution. Instead, each teacher would not feel the need for religious beliefs or awareness of the importance of evolution to have a negative impact on the awareness of the importance of evolution. Inexperienced teachers tend to reject the retraining opportunities to recognize the importance of evolution. In addition, inexperienced teachers were only superficially aware of the evaluation and improvement of evolution presented in textbooks and curricula. In actual teaching practice analysis, inexperienced teachers' utilizing ratio of the evolution key concept was higher than that of experienced teachers. Only experienced teachers were aware of the misconceptions presented in their execution and described the causes that appear in these misconceptions. Teachers who recognized the importance of evolution were widely using the key concepts of evolution, as well as more practical in preventing the misconceptions related to evolution forms. It indicates that biology teachers who do not realize the importance of evolution in biology education need to experience explicit and practical education programs as well as instructional materials on evolution.

• Proceedings of the Korea Multimedia Society Conference
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• 2003.11b
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• pp.581-584
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• 2003

본 연구는 인공생명의 알고리즘을 응용해서 기존 영상작품과 엔터테인먼트(컴퓨터 게임)와는 전혀 다른 형태의 작품을 구현 하는데 그 목적이 있다 기존의 영상작품과 엔터테인먼트는 제한된 상호 작용성(기존 영상작품이나 컴퓨터 게임은 장면의 진행과 시나리오가 정해진 틀에서만 표현된다)을 갖는데, 인공생명 알고리즘을 응용한 작품은 무한한 상호 작용성(interactivity)을 표현할 수 있다. 본 연구는 인공생명 알고리즘 L-system을 응용해 우리 전통미술인 사군자와 인공적으로 진화하는 수족관속의 물고기를 인 실리코(컴퓨터 속의 세계)에서 구현 하였다. 사군자는 여백을 클릭할 때마다 성장과 소멸하면서 무한히 변형된 형태의 모습을 창조하고, 수족관속의 포식자 피기는 눈이 커지는 것, 꼬리가 길어지는 것, 지느러미가 커지는 것으로 진화 한다.

• Proceedings of the Korean Institute of Intelligent Systems Conference
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• 1996.10a
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• pp.20-23
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• 1996

최근에 인공생명이나 진화적 계산론이라는 이름의 새로운 지능정보처리 방식이 미국과 일본을 중심으로 활발히 연구되고 있다. 이것은 지금까지 개별적으로 제안된 두뇌의 가소성이나 개체의 발생, 적응과 진화 등 생물의 특성으로부터 파생된 모형들을 총동원하여 정보처리의 새로운 가능성을 모색하고자 하는 것이다. 본 논문에서는 인공생명의 연구가 어떻게 시작되었으며, 현재의 기술수준이 어느 정도인지에 대하여 소개하고자 한다. 아울러, 인공생명으로부터 가능한 새로운 형태의 정보처리 기능창출을 목표로 하는 연구동향을 살펴보고 앞으로의 방향을 전망해 본다.

• The Magazine of the IEIE
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• v.24 no.3
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• pp.51-60
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• 1997

• The Science & Technology
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• s.478
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• pp.64-65
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• 2009

• Bioindustry News
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• v.12 no.1
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• pp.14-23
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• 1999

• Proceedings of the Korean Information Science Society Conference
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• 1998.10c
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• pp.324-326
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• 1998

본 논문에서는 인공생명의 연구와 더불어 최근 행해지고 있는 진화의 발생에 기반을 둔 신경망의 설계방법에 대하여 알아보고, 이렇게 생성된 신경망의 특징 및 앞으로의 발전 가능성을 알아본다. 또한 기초적인 연구결과로서 셀룰라 오토마타와 진화연산을 결합한 신경망의 설계방법을 제안한다. 제안한 방법은 셀룰라 오토마타를 이용해 세포의 발생과정을 모델링 하였고 진화를 통하여 원하는 구조의 신경망을 얻어낸다. 신경망을 발생모델로 설계함으로 생기는 이점은 신경망의 크기가 커지더라도 복잡성이 증가하지 않는다는 것이다. 따라서 궁극적으로 인공 뇌와 같이 고도로 복잡한 시스템의 개발을 가능하게 한다.

• Journal of The Korean Association For Science Education
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• v.34 no.8
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• pp.767-778
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• 2014

Many biologists and various educational associations define evolution as a unifying theme as well as a central idea in biology. In this study, teacher education programs were developed as 18-hour courses on understanding the unified role and significance of evolution in biology, and their effectiveness was tested. As factors for the program content, enhancement of the acceptance of evolution, reinforcement of the conception of evolutionary theory, and recognizing and practicing evolution as the unifying nature of evolution were considered. Hands-on activities, self- and peer-evaluation, and projects based on the small teams including frequent questioning and feedback by instructors were considered methodological factors. Six in-service biology teachers and seven pre-service teachers took part in the programs of the graduate school of H university to testing their effectiveness. They were effective in improving the acceptance of evolution, the understanding of evolutionary mechanism, the perception on the unified role of evolution. The programs also induced a positive change in self-evaluation for knowledge of evolution and perception on importance of evolution in biology. Subsequent studies on whether the changed perceptions of the teachers who participated in the programs reflect on their biology classes in secondary schools after finishing the graduate program are required.

• The Magazine of Kiice
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• v.5 no.2
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• pp.66-71
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• 2004