• Journal of Korean Home Economics Education Association
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• v.21 no.2
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• pp.83-107
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• 2009

The purpose in this study was to provide a basic resource for enhancing teachers' professional competence by examining how the Home Economics(HE) teachers had formed, developed, and introspected the pedagogical content knowledge in the HE classes of secondary schools. Data were collected through in-depth interviews with six HE teachers working at secondary schools. NVivo program, a kind of CAQDAS was used to analyze the data inductively. This study revealed that the HE teachers reflectively introspected the pedagogical content knowledge in Home Economics Education(H-PCK) as follows: First, as for knowledge of perspective on Home Economics Education(HEE), the research participants encouraged students to solve practical problems regarding the objective of HEE. They tried to foster the students' critical thinking ability related to the daily life. They made eager efforts to achieve the mission of HEE as a practical science. Second, as for knowledge of HE curriculum, the research participants mentioned that there was lack of systematic approach concerned with curriculum development. While reorganizing, they always paid attention to its relation to the students' daily lives, to the relationship between the curriculum contents and the social context. Third, as for knowledge of teaching strategies on practical problem-based instruction, the research participants developed the practical problem-based instruction skills. They mentioned students' difficulties in relating the practical problem-based instruction, too. Fourth, regarding knowledge of context, as teachers mostly prepared for progressed instruction alone without communicating with colleagues in the same school, they yearned for and also formed networks with other HE teachers in order to overcome their limitations.

• The Mathematical Education
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• v.62 no.3
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• pp.381-400
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• 2023

As the era of solving various and complex problems in the real world using artificial intelligence and big data appears, problem-solving competencies that can solve realistic problems through a mathematical approach are required. In fact, the 2015 revised mathematics curriculum and the 2022 revised mathematics curriculum emphasize mathematical modeling as an activity and competency to solve real-world problems. However, the real-world problems presented in domestic and international textbooks have a high proportion of artificial problems that rarely occur in real-world. Accordingly, domestic and international countries are paying attention to the reality of mathematical modeling tasks and suggesting the need for authentic tasks that reflect students' daily lives. However, not only did previous studies focus on theoretical proposals for reality, but studies analyzing teachers' perceptions of reality and their competency to reflect reality in the task are insufficient. Accordingly, this study aims to analyze in-service mathematics teachers' perception of reality among the characteristics of tasks for mathematical modeling and the in-service mathematics teachers' competency for designing the mathematical modeling tasks. First of all, five criteria for satisfying the reality were established by analyzing literatures. Afterward, teacher training was conducted under the theme of mathematical modeling. Pre- and post-surveys for 41 in-service mathematics teachers who participated in the teacher training was conducted to confirm changes in perception of reality. The pre- and post- surveys provided a task that did not reflect reality, and in-service mathematics teachers determined whether the task given in surveys reflected reality and selected one reason for the judgment among five criteria for reality. Afterwards, frequency analysis was conducted by coding the results of the survey answered by in-service mathematics teachers in the pre- and post- survey, and frequencies were compared to confirm in-service mathematics teachers' perception changes on reality. In addition, the mathematical modeling tasks designed by in-service teachers were evaluated with the criteria for reality to confirm the teachers' competency for designing mathematical modeling tasks reflecting the reality. As a result, it was shown that in-service mathematics teachers changed from insufficient perception that only considers fragmentary criterion for reality to perceptions that consider all the five criteria of reality. In particular, as a result of analyzing the basis for judgment among in-service mathematics teachers whose judgment on reality was reversed in the pre- and post-survey, changes in the perception of in-service mathematics teachers was confirmed, who did not consider certain criteria as a criterion for reality in the pre-survey, but considered them as a criterion for reality in the post-survey. In addition, as a result of evaluating the tasks designed by in-service mathematics teachers for mathematical modeling, in-service mathematics teachers showed the competency to reflect reality in their tasks. However, among the five criteria for reality, the criterion for "situations that can occur in students' daily lives," "need to solve the task," and "require conclusions in a real-world situation" were relatively less reflected. In addition, it was found that the proportion of teachers with low task development competencies was higher in the teacher group who could not make the right judgment than in the teacher group who could make the right judgment on the reality of the task. Based on the results of these studies, this study provides implications for teacher education to enable mathematics teachers to apply mathematical modeling lesson in their classes.

• Journal of Korean Home Economics Education Association
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• v.22 no.3
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• pp.163-188
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• 2010

This study set out to develop and evaluate an educational program for the Clothing Life of Home Economics through the theme-based integrated approach develop integrated thinking abilities for solving everyday problems. For those purposes, it selected a couple of themes in the area of Clothing Life toward which the theme-based integrated approach could be develop and evaluate an educational program. The developed program was applied and assessed in total 28 hours of field lessons given to eighth graders attending B Middle School in Busan Metropolitan City. The analysis stage involved an exploration into programs related to an integrated approach to other subjects; the design stage identification of program types; and the development stage theme selection according to the selection criteria. The previous studies were analyzed along with the Technology and Home Economics textbooks to select a theme. two themes "Clothing Management" and "Fabrics(Materials)" were selected after discussing with the students on the Messenger and with a group of experts. Then content was organized and composed around the themes by discussing connections with other subjects. There were three evaluation; one by experts, another through preliminary lessons, and the other through field lessons. Following the research procedure, a theme-based integrated program was developed for the two selected themes. It contained total 49 and 32 learning materials for "Clothing Management" and "Fabrics(Materials)," respectively. Those learning materials were comprised of experiments and practices according to the nature of the themes. Each program consisted of the goals, learning content, content organization chart, learning activities, and evaluation; learning activities experiences, practice and experiment activities, self-directed activities and problem-solving processes; and evaluations self-evaluation, teacher evaluation, peer evaluation, portfolio, and experiment reports. The program was assessed three times. The first and second evaluation results found that the program was well compatible with the current needs, was properly organized to give lessons through integration with other subjects, and continuously maintained the students' interest. They, however, requested that there should be detailed explanations about each part of the program content. In the third evaluation done by the students during field lessons, 60% of them said that the program was fun and its content was easy to understand, that they realized a theme could be connected to several other subjects, and that the program could be applied to actual life. The educational program through the theme-based integrated approach is significant in that it is an educational program for the area of Clothing Life and tries an integrated approach. It helped the students not only gather knowledge in an integrated manner, but put it to practical uses to solve various problems they faced in actual life by creatively changing integrated knowledge. The study will be hopefully used by many teachers so that the students solve problems based on the ability of integrating various knowledges organically.

• The KIPS Transactions:PartB
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• v.10B no.3
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• pp.281-286
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• 2003

A large number of features are collected for problem solving in real life, but to utilize ail the features collected would be difficult. It is not so easy to collect of correct data about all features. In case it takes advantage of all collected data to learn, complicated learning model is created and good performance result can't get. Also exist interrelationships or hierarchical relations among the features. We can reduce feature's number analyzing relation among the features using heuristic knowledge or statistical method. Heuristic technique refers to learning through repetitive trial and errors and experience. Experts can approach to relevant problem domain through opinion collection process by experience. These properties can be utilized to reduce the number of feature used in learning. Experts generate a new feature (highly abstract) using raw data. This paper describes machine learning model that reduce the number of features used in learning using heuristic function and use abstracted feature by neural network's input value. We have applied this model to the win/lose prediction in pro-baseball games. The result shows the model mixing two techniques not only reduces the complexity of the neural network model but also significantly improves the classification accuracy than when neural network and heuristic model are used separately.

• Journal of The Korean Association For Science Education
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• v.40 no.6
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• pp.657-670
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• 2020

The knowledge-information-processing competency is the most essential competency in a knowledge-information-based society and is the most fundamental competency in the new problem-solving ability. Data-driven science inquiry, which emphasizes how to find and solve problems using vast amounts of data and information, is a way to cultivate the problem-solving ability in a knowledge-information-based society. Therefore, this study aims to develop a teaching-learning model and strategy for data-driven science inquiry and to verify the validity of the model in terms of knowledge information processing competency. This study is developmental research. Based on literature, the initial model and strategy were developed, and the final model and teaching strategy were completed by securing external validity through on-site application and internal validity through expert advice. The development principle of the inquiry model is the literature study on science inquiry, data science, and a statistical problem-solving model based on resource-based learning theory, which is known to be effective for the knowledge-information-processing competency and critical thinking. This model is titled "Exploratory Scientific Data Analysis" The model consisted of selecting tools, collecting and analyzing data, finding problems and exploring problems. The teaching strategy is composed of seven principles necessary for each stage of the model, and is divided into instructional strategies and guidelines for environment composition. The development of the ESDA inquiry model and teaching strategy is not easy to generalize to the whole school level because the sample was not large, and research was qualitative. While this study has a limitation that a quantitative study over large number of students could not be carried out, it has significance that practical model and strategy was developed by approaching the knowledge-information-processing competency with respect of science inquiry.

• Proceedings of the Korean Information Science Society Conference
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• 2006.06d
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• pp.25-27
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• 2006

블루투스는 무선 홈 네트워킹을 구성하는 하나의 기술로 자리를 잡았지만, 기존의 홈 네트워킹을 구성하는 IRDA, 무선랜, Home RF, ZigBee 등에 비하여 블루투스 사용으로 인한 큰 이득이 없어 이용되지 않는 것이 현재 블루투스가 직면한 문제이다. 비슷한 통신반경을 지원하는 IRDA와 비교하면 가격과 전력소비에서 블루투스의 이점이 떨어지고, 다중 연결을 지원하는 장점에도 불구하고 10m 내의 전송 반경으로는(저 전력 사용 시) 집안을 전부 커버할 수 없기 때문에 무선랜에 비해 홈 네트워킹에서 이용성이 떨어지는 것이 사실이다. 하지만 이런 블루투스의 AD-HOC 라우팅을(1:1 혹은 1:다) 위한 블루투스 프로토콜 스택에 라우팅 프로토콜 스택을 추가함으로써 블루투스가 장착된 정보 가전기기는 주변으로부터 라우팅 정보를 수집하게 되고 라우팅 테이블을 구성할 수 있게 된다. 그러므로 전송 범위의 이상적인 설계에서 무선랜보다 넓어지게 되므로 홈 네트워킹에서 블루투스 사용의 단점이 보안됨은 물론 집안을 하나의 WEB처럼 구성할 수 있게 된다. 이에 다른 기술에 비한 저렴한 가격, 접속의 용이성, 저 전력 소비 둥과 같은 기존의 장점에 전송 거리의 단점이 보안된 블루투스 라우팅 프로토콜 기술은 IRDA, 무선랜보다 기술적 우위를 가짐으로써 홈 네트워킹에 적용이 많아지리라 예상할 수 있다. 더 나아가 블루투스 기술이 포함되어 있는 모바일 기기가 정점 늘어남에 따라 모바일 기기와의 연동에 의한 홈 네트워킹이 실생활에 적용되리라 예측되며, 집뿐만 아니라 어디에서나 다른 모바일 기기와 연결되어 네트워크를 이루는 유비쿼터스 네트워킹이 실현 될 수 있으리라 본다.-filtered CU)과는 비슷한 결과를 보였다. 결과적으로 제안된 방법은 전통적인 켑스트럴 평균 차감법에 기반하여 효과적인 채널 정규화가 가능하다는 것을 보였다.ttention since the operation of local autonomy in Korea. This trend focuses on ′visual landscape planning′, and it is expected to grow drastically in the near future. Therefore, it is recommended that we promote the more elaborate methodology of ′visual landscape planning′, which also includes the ecological and cultural aspects of the environment. 7월 시료에는 ethane, ethyl formate, trans-2-hexenal의 순서로 그 함량이 많았으며, hydrocarbon류가 전체성분의 30.42%를 차지하였다. 8월 시료는 benzyl alcohol, ethyl formate 및 trans-2-hexenal의 순서로 많이 함유되어 있었으며, ester류가 35.60%를 차지하였다. 또한 9월 시료에도 ester류가 32.92%를 차지하였으며 ethyl acetate, benzyl alcohol, ethane 및 trans-2-hexenal의 순서로 함량이 높았다.to isolate the major component of silkworm powder, which exerts blood glucose-lowering e

• School Mathematics
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• v.14 no.1
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• pp.109-134
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• 2012

The purpose of this study is to develop authentic assessment model and example tools of mathematics teaching and learning. By reviewing literature researches, we set up the definition of authentic assessment in mathematics education, checked the criterian of authentic assessment tasks and mathematical activities. We searched various assessment models of mathematics teaching and learning, project assessment proceeding model, and criterian of project assessment, and checked various project tasks of the authentic assessment. And we developed authentic assessment model and example tools of mathematics teaching and learning. The model is applied project tasks in the form of being integrated with class to high school students, with high school mathematics especially. Furthermore, we carried the test of content validity for a validity of developed tasks for experts in studies of mathematics education. The result is that authentic assessment model and example tools of mathematics teaching and learning has an significance in mathematics education and can be used to judge whether students are doing 'real' mathematics or not, keeping the applicability in the form of being integrated with class.

• School Mathematics
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• v.19 no.2
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• pp.229-248
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• 2017

This study investigated the factors that should be considered when teaching proportional expression and proportional distribution through literature review. Based on these results, we analyzed and compared Korean and foreign mathematics textbooks on proportional expression and proportional distribution longitudinally and horizontally to search for desirable methods of organizing the unit of proportional expression and proportional distribution in mathematics textbooks. For longitudinal analysis, we took the mathematics textbooks according to the national curriculum since the 5th one. For horizontal analysis, we selected the mathematics textbooks of Japan, Singapore, and China. In each textbook, the contents and the order in relation to proportional expression and proportional distribution, the definitions of terminology, and the contexts and the visual representations for introducing related concepts are selected as the analysis framework. The results of analysis revealed many characteristics and the differences in ways of dealing contents about proportional expression and proportional distribution. Based on these results, we suggested some implications for writing the unit of proportional expression and proportional distribution in elementary mathematics textbooks.

• Journal of Korean Home Economics Education Association
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• v.22 no.3
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• pp.117-128
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• 2010

The purpose of this study was to investigate the eating behaviour and nutrition knowledge of middle school students and satisfaction of dietary life instruction in Technology Home economics subject. The data was collected by means of questionaire from the total of 510 middle school students who were living in Daegu and Gyeongbuk province and final 493 questionaires were analyzed by using the SPSS/WIN 17.0 program. Education effect was examined by analyzing the satisfaction and interesting of instruction, help degree to family life, nutrition knowledge, eating behaviour. The percentages of satisfaction of instruction were as follows: very satisfaction(8.9%), satisfaction(36.8%), average(43.2%), unsatisfaction(8.3%), very unsatisfaction(2.2%). The reason of unsatisfaction was tedious lecture highly. The form of instruction they want was experiment practice class, they interested in cooking class. The total mean score for nutrition knowledge was low as 7.29/12, the score of female and the third year class students were high significantly. Help degree to family life, eating behaviour were self-evaluated using a Likert 5-point scale. The total mean score for help degree to family life was low as 3.30, the eating behaviour was 3.55, the first year class had the highest and the third class student had the lowest score. The items of eating less salty, regular diet, having normal body weight, doing not eat instant and fast food, the diet of thinking environment were low. Therefore education of diet in home economics subject is require to improve their dietary behaviour and satisfaction of instruction.

• Proceedings of the Korea Water Resources Association Conference
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• 2006.05a
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• pp.57-65
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• 2006

본 연구는 유량에 의한 수면폭의 변화로 인한 하천경관의 시각적 선호도에 미치는 선호요인 파악하였다. 등간척도의 점수부가체계를 적용하여 이용자에 의한 금강경관의 시각적 선호를 평가한 후 시각적 선호와 이에 영향을 미치는 선호요인들과의 관계를 다중회귀분석방법으로 검정하였다. 수면폭 변화에 따른 금강경관의 시각적 선호요인 변수는 심미성 인자, 물리적 특성 인자, 복잡성 인자로서 3개 변수 모두 유의성이 있는 것으로 판명되었다. 모든 선호요인의 값이 증가함에 따라 시각적 선호의 값도 증가를 가져오고 그 반대의 경우도 마찬가지였다.다중회귀모형에서 다른 조건이 불변일 경우, 심미성 인자의 값이 증가할 때 전체적인 시각적 선호에 가장 크게 영향을 미치고, 다음으로 물리적 특성 인자가 두 번째로 영향을 미치는 것으로 판명되었다. 선호요인이 시각적 선호에 기여하는 상대적 중요도는 심미성 인자, 물리적 특성 인자, 복잡성 인자 순으로 나타났다. 심미성 인자는 복잡성 인자에 비해 3.2배 만큼 중요도가 크며 물리적 특성 인자는 복잡성 인자에 비해 3배의 중요도를 가지고 있는 것으로 나타났다. 따라서 심미성인자는 가장 중요한 선호요인으로 판명되었다. 수면폭 변화에 따른 금강경관의 시각적 평가에 의한 선호 요인 분석 결과는 하천의 수면폭 및 수량에 큰 영향을 미칠 것이다. 수위 변화로 인한 하천 경관의 선호 요인을 파악함으로서 금강 유지유량의 결정에 지침을 마련하고, 시각적 선호도에 따른 최적의 수면폭/하폭비 산정하였으며 본 연구 결과는 수량에 의한 수면폭/하폭 비의 변화로 인한 하천경관의 수량결정에 중요한 정보를 제공하고 이용자의 만족을 극대화할 수 있는 경관조성에 기여할 것으로 판단된다. 통하여 유기농업의 실현을 도모하여 소비자의 욕구에 맞는 작물 생산 및 농촌관광단지 조성을 통해 부가가치증대 및 소득증대를 꾀함으로 농촌문제 해결에 도움이 될 것으로 기대된다. 본 연구를 통해 GIS 와 RS의 기술이 농촌분야에 더 효율적으로 적용될 것으로 기대되며, 농업기술센터를 통한 정보제공을 함으로써 대농민 서비스 및 농업기관의 위상이 제고 될 것으로 기대된다.여 전자파의 공간적인 가시화를 수행할 수 있었다. 본 전자파 시뮬레이션 기법이 실무에 이용될 경우, 일반인이 전자파의 분포에 대한 전문지식을 습득할 필요 없이, 검색하고자 하는 지역과 송전선, 전철 등 각종 전자파의 발생 공간 객체를 선택하여 실생활과 관련된 전자파 정보에 예측할 수 있어, 대민 환경정보 서비스 질의 개선측면에서 획기적인 계기를 마련할 것으로 사료된다.acid$(C_{18:3})$가 대부분을 차지하였다. 야생 돌복숭아 과육 중의 지방산 조성은 포화지방산이 16.74%, 단불포화지방산 17.51% 및 다불포화지방산이 65.73%의 함유 비율을 보였는데, 이 중 다불포화지방산인 n-6계 linoleic acid$(C_{18:2})$와 n-3계 linolenic acid$(C_{18:3})$가 지질 구성 총 지방산의 대부분을 차지하는 함유 비율을 나타내었다.했다. 하강하는 약 4일간의 기상변화가 자발성 기흉 발생에 영향을 미친다고 추론할 수 있었다. 향후 본 연구에서 추론된 기상변화와 기흉 발생과의 인과관계를 확인하고 좀 더 구체화하기 위한 연구가 필요할 것이다.게 이루어질 수 있을 것으로 기대된다.는 초과수익률이 상승하지만, 이후로는 감소하므로, 반전