• Journal of the Korean Magnetics Society
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• v.23 no.3
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• pp.110-116
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• 2013

This paper proposes a sampling-based sensitivity method for dealing with electromagnetic coupled design problems effectively. The black-box modeling technique is basically applied to obtain an optimum regardless of how strong the electromagnetic, thermal and structural analyses are coupled with each other. To achieve this, Kriging surrogate models are produced in a hyper-cubic local window with the center of a current design point. Then design sensitivity values are extracted from the differentiation of basis functions which consist of the models. The proposed method falls under a hybrid optimization method which takes advantages of the sampling-based and the sensitivity-based methods. Owing to the aforementioned feature, the method can be applied even to electromagnetic problems of which the material properties are strongly coupled with thermal or structural outputs. To examine the accuracy and validity of the proposed method, a strongly nonlinear mathematical example and a coil design problem for local induction heating are tested.

• Journal of Elementary Mathematics Education in Korea
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• v.21 no.1
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• pp.215-241
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• 2017

This study analyzed teachers' Pedagogical Content Knowledge (PCK) regarding the pedagogical aspect of the instruction of ratio and rate in order to look into teachers' problems during the process of teaching ratio and rate. This study aims to clarify problems in teachers' PCK and promote the consideration of the materialization of an effective and practical class in teaching ratio and rate by identifying the improvements based on problems indicated in PCK. We subdivided teachers' PCK into four areas: mathematical content knowledge, teaching method and evaluation knowledge, understanding knowledge about students' learning, and class situation knowledge. The conclusion of this study based on analysis of the results is as follows. First, in the 'mathematical content knowledge' aspect of PCK, teachers need to understand the concept of ratio from the perspective of multiplicative comparison of two quantities, and the concept of rate based on understanding of two quantities that are related proportionally. Also, teachers need to introduce ratio and rate by providing students with real-life context, differentiate ratios from fractions, and teach the usefulness of percentage in real life. Second, in the 'teaching method and evaluation knowledge' aspect of PCK, teachers need to establish teaching goals about the students' comprehension of the concept of ratio and rate and need to operate performance evaluation of the students' understanding of ratio and rate. Also, teachers need to improve their teaching methods such as discovery learning, research study and activity oriented methods. Third, in the 'understanding knowledge about students' learning' aspect of PCK, teachers need to diversify their teaching methods for correcting errors by suggesting activities to explore students' own errors rather than using explanation oriented correction. Also, teachers need to reflect students' affective aspects in mathematics class. Fourth, in the 'class situation knowledge' aspect of PCK, teachers need to supplement textbook activities with independent consciousness and need to diversify the form of class groups according to the character of the activities.

• Journal of Korean Home Economics Education Association
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• v.23 no.1
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• pp.87-111
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• 2011

The purpose of this study was to develop and evaluate practical problem-based Home Economics lesson plans applying to the multiple intelligence teaching learning strategy, focused on the unit 'Nutrition & Meals' of middle school Home Economics subject matter. To achieve this purpose, the lesson plans were developed and evaluated from the 72 middle school students in Chongju after implementing the instruction. The data from the questionnaire were analyzed by SPSS/WIN 12.0 and content analysis. The results were as follows: First, the objectives of practical problem-based 'Nutrition & Meals' Instruction using multiple intelligence teaching strategy were to understand the importance of nutrition and health in an adolescent period and to develop good eating habits. The Practical Problem was 'What should I do for good eating habits?' and the learning contents were healthy life, the kinds and functions of nutriments, food pyramid and a food guide. The learning activities were progressed by various types of teaching and learning methods including 8 types of multiple intelligence teaching strategy. The lesson plans were developed according to the process of practical problem solving model. 6 periods of lesson plans and worksheets were developed. Second, the practical problem-based instruction using multiple intelligence teaching-learning strategy were evaluated to increase students' positive learning attitudes, motivation, and good eating habits.

• Korean Chemical Engineering Research
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• v.57 no.1
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• pp.51-57
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• 2019

A plant layout problem has a large impact on the overall construction cost of a plant. When determining a plant layout, various constraints associating with safety, environment, sufficient maintenance area, passages for workers, etc have to be considered together. In general plant layout problems, the main goal is to minimize the length of piping connecting equipments as satisfying various constraints. Since the process may suffer from the heat and friction loss, the piping length between equipments should be shorter. This problem can be represented by the mathematical formulation and the optimal solutions can be investigated by an optimization solver. General researches have overlooked many constraints such as maintenance spaces and safety distances between equipments. And, previous researches have tested benchmark processes. What the lack of general researches is that there is no realistic comparison. In this study, the plant layout of a real industrial C3MR (Propane precooling Mixed Refrigerant) process is studied. A MILP (Mixed Integer Linear Programming) including various constraints is developed. To avoid the violation of constraints, penalty functions are introduced. However, conventional optimization solvers handling the derivatives of an objective functions can not solve this problem due to the complexities of equations. Therefore, the PSO (Particle Swarm Optimization), which investigate an optimal solutions without differential equations, is selected to solve this problem. The results show that a proposed method contributes to saving the capital expenditures.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.3
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• pp.354-372
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• 2022

The purpose of this study is to explore the philosophical position of various scientific theories based on the scientific worldviews for science education. In addition, it aims to expand science education, which has usually dealt with epistemology and methodology, to ontology, that is, to the problem of metaphysics. It can be said that there exists a physical realism, traditionally defined as a strong determinism of the metaphysical belief. That is fixed and unchanging objective scientific knowledge independent of our minds, which was established by Newton, Einstein and Schridinger. What can be seen in the natural laws of dynamics can be called 'mathematicization'. Einstein also shook the traditional views to some extent through the theory of relativity, but his theory was still close to traditional thinking. On the contrary, to escape from this rigid determinism, we need anthropomorphic concepts such as 'possibility' and 'chance'. It is a characteristic of the modern scientific worldviews that leads the change of scientific theory from a classically strong deterministic thought to a weak deterministic accidental accident, probability theory, and a naturalistic point of view. This can be said to correspond to Darwin's theory of evolution and quantum mechanics. We can have three types of epistemological worlds that justify this ontological worldviews. These are rationalism, empiricism and naturalism. In many cases, science education does not tell us what kind of metaphysical beliefs the scientific theories we deal with in the field of education are based on. Also, science education focuses only on the understanding of scientific knowledge. However, it can be said that true knowledge can bring understanding only when it is connected to the knowledge of learned knowledge and the learner's own metaphysical belief in the world. Therefore, in the future, science education needs to connect various scientific theories based on scientific worldviews and philosophical position and present them to students.