• The Journal of Korean Institute for Practical Engineering Education
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• v.2 no.1
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• pp.42-46
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• 2010

One way of engineering education fiber optic splicing loss was introduced. To make high sensitivity fiber optic sensor it is required low loss of splicing. Hence in this paper splicing loss was selected in the experiments and the splicing loss was evaluated based on the engineering education. After trials in the experiments fiber optic splicing loss depended upon the experimental attitude and its environments.

• Journal of The Korean Association of Information Education
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• v.3 no.1
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• pp.143-152
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• 1999

컴퓨터 관련 교육에 있어서 실험과 실습은 교육 내용의 효과적인 전달과 교육의 목적 달성을 위하여 대단히 중요한 부분이다. 현재의 환경에서 소프트웨어의 실험과 실습을 위해서는 실습하고자 하는 프로그램을 실습자가 사용하는 컴퓨터에 모두 설치하여야 한다. 실습 프로그램을 개별적으로 갖추는 것은 설치에 대한 부담, 설치에 의한 자원 낭비, 업그레이드의 필요성등으로 인해서 실습 자체와는 직접적인 관련이 없는 부분에 대한 부담이 커진다. 본 논문에서는 WWW 환경에서 컴퓨터 관련 교과를 실습할 수 있는 환경을 구축하기 위한 기본적인 모델을 제시하는데 그 목적이 있다. 제안된 모델은 클라이언트-서버 구조를 기반으로 하여 구축되었으며, 실습자는 웹 브라우저를 실행함으로써 실습에 대한 준비가 끝나며, 프로그램의 실행이나 처리는 서버에서 모두 이루어진다. 또한 WWW에서 제공하는 하이퍼링크 기능을 이용하여 실습에 관련된 사항이나 정보를 실습 환경 속에 포함할 수 있어 실습을 위한 통합된 환경을 제공한다. 제안된 모델의 유용성을 검증하기 위하여 본 논문에서는 다양한 프로그래밍 언어를 실습하기 위한 시스템, UNIX 운영체제 실습 시스템, 오라클 데이타베이스 실습 시스템을 제안된 모델을 이용하여 구현하였다.

• Annual Conference of KIPS
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• 2004.11a
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• pp.505-508
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• 2004

본 논문은 동적 3-D 뉴로 시스템(A Dynamic 3-D Neuro System)모델을 이용하여 오프라인 필기체 숫자 인식 실험을 하였다. 3-D 뉴로 시스템 모델을 사용함으로써 기존에 교육된 정보를 유지하면서 새로운 정보를 추가할 수 있는 추가학습이 가능했고, 동일한 범주의 정보에 대해서는 반복교육 횟수에 따라 교육정도가 점점 누적되는 반복교육이 가능했다. 교육과정을 통해 누적된 정보로부터 일반화된 패턴(Generalized Pattern)을 도출해 인식시 사용할 수 있었다. 패턴 인식기는 피드백루틴을 통해 미지의 입력이미지를 원형이미지로 복원한 후, 그 결과 데이터를 사용하여 문자를 인식하도록 동작한다. NIST의 MNIST 데이터베이스를 사용해 실험을 하였고, 결과로 $99.0\%$의 정인식률을 얻었다.

• Journal of The Korean Association For Science Education
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• v.19 no.2
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• pp.293-304
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• 1999

A Calculator-Based Laboratory (CBL) system was introduced to science teachers and their perceptions to its classroom application was assessed. A CBL survey instrument was responded by 54 middle and high school science teachers who undertook a three-hour workshop of science experiments with CBL system. There were significant differences in teachers perceptions to CBL system among gender, school level, school location, teacher's degree, and years of teaching in terms of learning CBL system, applicability of CBL system for science classrooms, and effects on science achievement. Male teachers showed significantly (p<.05) higher agreement to learning of CBL system and applicability for science classrooms than female teachers. Compared to middle school teachers, high school teachers showed significantly (p<.05) high interests in CBL applicability for science classrooms and perceptions that there will be an increase of science achievement. Teachers with 4-8 years of teaching experience also showed significantly (p<.05) higher interest toward learning CBL system and its applicability. It was concluded that science teachers perceived CBL system as a promising science teaching method in Korean middle and high schools. However, a science teacher inservice training program for CBL system should be developed in consideration of gender, school level, school location, and years of teaching.

• Journal of The Korean Association For Science Education
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• v.39 no.2
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• pp.173-186
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• 2019

The purpose of this study is to design and apply a pilot inquiry experiment focusing on the epistemological issues of scientific activities, and derive educational implications by analyzing experimental activities and reflective discussions. Three graduate students who major in science education participated in the study voluntarily. Participants showed the characteristics of stable enquiry in Experiment 1. However, the small but continuous changes in Experiment 2 led the experiment to a phase of fluid enquiry seeking new theories. Participants mobilized various resources, proposed new hypotheses, and models and requested additional experiments to verify them. In the process of reflective discussions, the participants led to the following three epistemological issues. First, at the beginning of the experiment, their observations were theoretically dependent. Second, when the observations were no longer coherent with theory, they face a crisis, and the adjustment of observation and theory proceeds. Third, stable enquiry and fluid enquiry are performed according to the relationship between observation and theory. The educational implications of school science inquiry based on the above process and results are as follows: First, this study shows that fluid enquiry can follow stable enquiry naturally, and examples of the activities are presented together. Second, in this study, it was confirmed that participants could draw up epistemological issues based on their experiences through reflective discussions following inquiry.

• 한국과학교육학회:학술대회논문집
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• 2009.02a
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• pp.60.1-60.1
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• 2009

• 한국과학교육학회:학술대회논문집
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• 2009.02a
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• pp.58.1-58.1
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• 2009

• 한국과학교육학회:학술대회논문집
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• 2009.02a
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• pp.55.1-55.1
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• 2009

• The Science & Technology
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• v.26 no.1 s.284
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• pp.99-99
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• 1993

• Ingenium
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• v.3 no.1
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• pp.16-19
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• 1996