• Journal of the Korean Chemical Society
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• v.55 no.6
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• pp.1030-1041
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• 2011

We investigated the understanding of pre-service science teacher about the chemistry concept of middle school curriculum using some items in National Assessment of Educational Achievement and analyzed the result according to background variables of pre-service science teacher. The result was that there were some pre-service science teachers who select incorrect answer at all items, pre-service science teachers don't fully understand the concept needed to solve item. And the percentage of correct answer at some items was low regardless of selection of chemistry as an elective subject at CSAT(College Scholastic Ability Test). We found some facts through the depth interviews to find the cause of the result. First, the misconception acquired in middle school days is tend not to change until college student. Second, the formation of misconception is affected by the study habit with which solve problem by simple calculation and memory without essential understanding. Third, the study habit with which solve problem by simple calculation and memory without essential understanding could not replace misconceptions acquired in middle school days with scientific concept regardless of selection of chemistry as an elective subject at CSAT.

• Cartoon and Animation Studies
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• s.51
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• pp.391-411
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• 2018

The purpose of this thesis is to examine ontology of digital photo image based on a Simulacre concept of Gilles Deleuze & Jean Baudrillard. Traditionally, analog image follows the logic of reproduction with a similarity with original target. Therefore, visual reality of analog image is illuminated, interpreted, and described in a subjective viewpoint, but does not deviate from the interpreted reality. However, digital image does not exist physically but exists as information that is made of mathematical data, a digital algorithm. This digital image is that newness of every reproduction, that is, essence of subject 'once existing there' does not exist anymore, and does not instruct or reproduce an outside target. Therefore, digital image does not have the similarity and does not keep the index instruction ability anymore. It means that this digital image is converted into a virtual area, and this is not reproduction of already existing but display of not existing yet. This not-being of digital image changes understanding of reality, existence, and imagination. Now, dividing it into reality and imagination itself is meaningless, and this does not make digital image with technical improvement but is a new image that is basically completely different from existing image. Eventually, digital image of the day passes step to visualize an existent target, nonexistent things have been visualized, and reality operates virtually. It means that digital image does not reproduce our reality but reproduces other reality realistically. In other words, it is a virtual reproduction producing an image that is not related to a target, that is to say Simulacre. In the virtually simulated world, reality has an infinite possibility, and it is not a picture of the past and present and has a possibility as the infinite virtual that is not fixed, is infinitely mutable, and is not actualized yet.

• Journal of Science Education
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• v.38 no.3
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• pp.569-584
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• 2014

The Purpose of this study was an analysis of high school student's understanding level about concepts of special relativity through in-depth interview. The 8 participants were 10th grade students in H high school in Ulsan city, who were interviewed and analyzed in the results of the interview about basic concepts of special relativity using achievement checklist in 6 situations(principle of constancy of light velocity, principle of relativity, relativity of simultaneity, garage paradox, rocket paradox). As results of the checklist, the participants showed high achievement in the content level of simple phenomena and simple concepts related to special relativity. But they showed low achievement in the concept level for fundamental understanding of special relativity. As results of the interview, it was found that the participants decided the order of events depending on their intuition and had a difficulty to apply the coordinate system to real situation, even though they mathematically understood it. In addition, some participants who could not understand the inertial coordinate system explained paradoxes of relativity depending on their intuition and had learner's chaos. Finally, though high school students usually being in formal operational stage, some students had difficulty to draw phenomena of space and time in two dimensional plane.

• Journal of the Institute of Electronics Engineers of Korea TC
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• v.43 no.7 s.349
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• pp.24-31
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• 2006

Traditional security mechanisms do not work well in the sensor network area due to the sensor's resource constraints. Therefore security issues are challenging problems on realization of the sensor network. Among them, the key establishment is one of the most important and challenging security primitives which establish initial associations between two nodes for secure communications. Recently, R. Anderson et al. proposed one of the promising key establishment schemes for commodity sensor network called Key Infection. However, key infection has an intrinsic vulnerability that there are some areas where adversaries can eavesdrop on the transferred key information at initial key establishment time. Therefore, in this paper, we propose a security-enhanced key establishment scheme for key infection by suggesting a mechanism which effectively reduces the vulnerable areas. The proposed security mechanism uses other neighbor nodes' additional key information to establish pair-wise key at the initial key establishment time. By using the additional key information, we can establish security-enhanced key establishment, since the vulnerable area is decreased than the key infection's. We also evaluate our scheme by comparing it with key infection using logical and mathematical analysis.

• Korean Journal of Comparative Education
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• v.20 no.2
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• pp.95-128
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• 2010

This article presents a one and half-year process of Lesson Study conducted at a K-8 school in an urban district in the eastern U.S. Lesson Study, a Japanese form of professional development that centers on collaborative study of live classroom lessons, has spread rapidly in the U.S. since 1999 and has been argued as a promising alternative model for teacher-led school reform through professional development. The Lesson Study group described here was composed of five teachers, one administrator, and one instructional improvement coordinator belonging to the participant school and two instructional super-intendants from the school district. Data was collected from October 2007 to February 2009 and a qualitative case study method was employed for this study. Drawing a case of Lesson Study, this article intended to show how Lesson Study group members participated in planning, teaching, observing, discussing, and improving lessons collaboratively for student learning by enhancing teacher professional competence so that find directions for future implementation in Korea. This article investigates (1) process of Lesson Study, (2) issues Lesson Study group members mainly dealt with, and (3) changes have taken place in Lesson Study as it is conducted over time. (4) Finally, this article concludes with challenges to adopting Lesson Study successfully in Korea.

• KSCE Journal of Civil and Environmental Engineering Research
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• v.29 no.1A
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• pp.45-52
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• 2009

In conventional structural design, deterministic optimization which satisfies codified constraints is performed to ensure safety and maximize economical efficiency. However, uncertainties are inevitable due to the stochastic nature of structural materials and applied loads. Thus, deterministic optimization without considering these uncertainties could lead to unreliable design. Recently, there has been much research in reliability-based design optimization (RBDO) taking into consideration both the reliability and optimization. RBDO involves the evaluation of probabilistic constraint that can be estimated using the RIA (Reliability Index Approach) and the PMA(Performance Measure Approach). It is generally known that PMA is more stable and efficient than RIA. Despite the significant advancement in PMA, RBDO still requires large computation time for large-scale applications. In this paper, A new reliability-based design optimization (RBDO) method is presented to achieve the more stable and efficient algorithm. The idea of the new method is to integrate a response surface method (RSM) with PMA. For the approximation of a limit state equation, the moving least squares (MLS) method is used. Through a mathematical example and ten-bar truss problem, the proposed method shows better convergence and efficiency than other approaches.

• Journal of Korean Philosophical Society
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• v.116
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• pp.1-31
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• 2010

This Article studies a meaning of geometrical-mathematical spatial idea in the source of modern theories of space. Modern theories of space elucidated a relation of human and space through the geometrical terms; point, line, plane and extension etc. Descartes and Newton identified space as a natural realty, Leibniz and Kant elucidated space as a subjective idea or form. It is the result of modern spatial theories that space is lied nearly in human. In the meaning of natural space, space is empirically unfolded with a shape of measuring in front of human's eyes. In the meaning of cognitional space, space is a method or subjective cognitional form that human understands nature and constitutes world. Modern theories of space would be divided into four patterns. In Newton's theory space is absolutely prior to things. In Leibniz' theory space is a co-existence order of Monads. In Descartes's theory space is identified with extension. In Kant's theory space is cognitional form of subject. They all are confronted with each other in the source of space. In their confrontation they reflected on the relation of human and space in their own standpoint. We classify their particularly differential concepts of space into natural space and cognitional space. And then we analyze a difference of spatial meanings, and then investigate foundations of meaning of modern theories of space. On the one hand they are become to the source of alienation of human from space. But on the other they are contributed to get space familiar with human through a wakening for the correlation of human and space. The natural space indicates that with measurable shape space is extended really in front of human's experiential eyes. But the cognitional space elucidates that space is only a subjective idea or form with which human understands nature and constructs world. In the former it is embossed that space is independent to human, and is able to be measured and to be treated according to natural raws. In the latter it is evidenced that space is not separated to human, and that space is not without human, and a correlation existed between human and space. Humanist ideal is declared in them. It was a declaration of human sovereignty to nature. But this declaration is caused to alienate human beings from space.

• Journal of Korean Home Economics Education Association
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• v.30 no.3
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• pp.19-42
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• 2018

The purpose of this study is to analyze the tasks of 'dietary life' in the textbook developed according to the 2015 revised middle school 「Technology·Home economics」 education curriculum based on the multiple intelligence teaching and learning methods. To accomplish this purpose, 12 textbooks of middle school 「Technology·Home economics」 textbooks were titled "Nutrition and Dietary Behavior of Adolescents", "Planning and Choosing Meals", "Choosing Foods and Safe Cooking" except the questions, the tasks that the students can perform are analyzed based on the teaching and learning methods using multiple intelligences. Analysis methods were analyzed by using contents analysis method, focusing on learning activities, and sub-questions of activities were all included in each activity, and the process of preparing activities on a continuous line was grouped into one. Three people analyzed the activities and proceeded to revise and supplement the analysis standard through consultation. The other three researchers confirmed it. As a result of analyzing 12 kinds of textbooks, the number of activity tasks was 25~74 for each kind of textbooks, and the total number of activities was 527. According to the ratio of multiple intelligences, 35% of the tasks were using logical-mathematical intelligence, and 26.8% of linguistic intelligence, 23% of intrapersonal intelligence, 7.2% of interpersonal intelligence, 3.8% of spatial intelligence, bodily-kinesthetic(2.7%) and musical intelligence(1.5%). On the other hand, it was analyzed that there is no activity task using naturalist intelligence. Except to the naturalist intelligence, general intelligence was utilized. This indicates that the home economics curriculum is a convergence of the home economics curriculum in that it is a reorganization by extracting the contents and methods of other curriculum related to dietary life, is interpreted. This study is expected to provide a framework for various teaching and learning methods to activate students' participation classes and to provide an alternative to realize convergence education in home economics curriculum.

• Journal of Korean Philosophical Society
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• v.141
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• pp.1-42
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• 2017

This paper's purpose is to seek to grasp how Descartes demonstrates proofs of God's existence on the basis of his works especially Meditations. To consider these points, I shall explore first, second, third proofs that are present in his works, and contents related to God. Descartes argues that there is idea of God within me, but it is God, which is first proof. On the basis of this fact, Descartes shows only God is the cause of thinking self who has idea of God(second proof), both of them are called Cosmological argument. To investigate this, at first he states that representative reality that is different from formal reality sets a kind of hierarchy, the degree of this reality is equally applied to cause and effect, consequently to the cause of my idea or existence(God). From Meditation V, third proof which is called Ontological argument, Descartes examined a supremely perfect God can't be separated from God's existence(perfection) just as surly as the certainty of any shape or number, for example triangle, namely it is quite evident that God's existence includes his essence. Through these processes I shall examine following points: the way of having Descartes' proofs of God's existence itself is not only exposed, God's existence who guarantees cogito ergo sum which is never doubted, despite doubting all things that is outside, is but also postulated; Proofs for the existence of God are an ultimate source of ensuring the clear and distinct perception of human reason, Descartes uses reason suitable for non-christians instead of faith suitable for Christians for these methods, which are similarities with the traditional views on the one hand, but nevertheless there are some of discontinuities establishing authority or power of the first philosophical principle to which God is subjected, on the other.