• Journal of The Korean Association For Science Education
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• v.21 no.2
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• pp.255-263
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• 2001

The purpose of this study is to analyse the eighth grade students' performance of open investigations for two kinds of tasks: the qualitative one which involves the descriptive approach through observation, and the quantitative one which involves the quantitative data processing through control of variables. Researcher's observation, interview data as well as students' investigation reports, self-evaluations were analysed. The difficulties of qualitative open investigation lie in detecting and dealing with unexpected observations, of which the acceptance and interpretation were influenced by preconceptions. On the other hand, managing several variables, making reliable and valid measures, and quantitative data processing constituted main difficulties of quantitative open investigation. Some students could recognize the deficiencies of their methods and findings in qualitative one, but few in quantitative one. These results suggest the teaching point for each task of open investigations.

• Journal of Creative Information Culture
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• v.5 no.1
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• pp.63-70
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• 2019

In this paper, we analyzed 2015 revised curriculum for elementary school's practical art and middle school's information subject based on core competency. As a result, in 2015 revised curriculum for practical art subject, the ability to use information was well reflected in all achievement criteria and learning objectives. Also, problem solving ability and creativity·convergence ability were well reflected. In 2015 revised curriculum for information subject, the ability to use information was well reflected in all achievement criteria and learning objectives as like practical art subject. However, there were fewer learning elements to develop self-management ability. Therefore, it is proposed in this paper that the learning elements and teaching, learning activities and evaluation contents should be included in the SW curriculum, which can further enhance cooperative capabilities, self-management ability and communication ability.

• Horticultural Science & Technology
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• v.32 no.6
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• pp.887-900
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• 2014

This study was conducted to provide a job analysis for, and assess the job performance of horticultural therapists, as well as examine future educational needs. To this end, a chart developed using the DACUM method was chosen as the appropriate tool for the job analysis of horticultural therapists (Study 1). Based on the chart, a survey using an evaluation form was produced to investigate the current level of job performance and future required level of horticultural therapists (Study 2). A total of 8 duties and 45 tasks were classified to examine job performance, based on analysis of the DACUM Council (Study 1). These duties include A. Decide execution organization for horticultural therapy (HT) program, B. Diagnose and assess clients before starting the HT program, C. Plan HT program, D. Develop HT program, E. Prepare to implement HT program for each session, F. Implement HT program for each session, G. Implement overall assessment for HT program, and H. Develop oneself as a horticultural therapist. Their duties were broken down further into five to eight tasks per duty, totaling 45 tasks. Based on the horticultural therapist job performance sheet developed through this process, an assessment of the current job level of horticultural therapists was performed and future required level were examined (Study 2). The evaluation forms were sent to 779 horticultural therapists with level 1 or 2 certification via email or mail delivery. The analysis of 242 questionnaires (31.1%) revealed that horticultural therapists with level 1 certificates have a significantly higher job performance level for 34 of the 45 tasks. Regarding future required level, 20 out of 45 tasks were assessed as higher for level 1 horticultural therapists than level 2. In addition, a Borich formula was utilized to identify the priority of educational needs for the 45 horticultural therapist tasks. The results revealed the following top three tasks: H1. Receive feedback from the supervisor for the horticultural therapy program; A1. Distribute promotional materials about the horticultural therapy program; and H2. Submit a grant proposal for horticultural therapy program to organizations such as welfare foundations. The results of this study are anticipated to facilitate understanding and improve work conditions for current horticultural therapists or horticultural therapists-in-training. In addition, institutions that train horticultural therapists will be able to use this as basic research to develop a practical training curriculum.

• The Journal of the Institute of Internet, Broadcasting and Communication
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• v.10 no.2
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• pp.77-83
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• 2010

Vehicular Ad Hoc Networks are self-organizing Peer-to-Peer networks that typically have highly mobile vehicle nodes, moving at high speeds, very short-lasting and unstable communication links. VANETs are formed without fixed infrastructure, central administration, and dedicated routing equipment, and network nodes are mobile, joining and leaving the network over time. So, VANET-security is very vulnerable for the intrusion of malicious and misbehaving nodes in the network, since VANETs are mostly open networks, allowing everyone connect, without centralized control. In this paper, we propose a rough set based anomaly detection method that efficiently identify malicious behavior of vehicle node activities in these VANETs, and the performance of a proposed scheme is evaluated by a simulation in terms of anomaly detection rate and false alarm rate for the threshold ${\epsilon}$.

• Proceedings of the KSR Conference
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• 2010.06a
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• pp.1669-1679
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• 2010

Related to the on-going "Train Control System Project of Pilot Line Construction for Urban MAGLEV Train", activities by each phase shall be conducted to achieve SIL4 level and obtain safety certification from the Independent Safety Assessment(ISA), based on the IEC standards((IEC 62278/62279 and IEC 62425) for the first time in Korea. This thesis describes the introduction of IEC standards, system assurance activities (such as plan, analysis, test, verification and validation) in compliance with requirements management and project life-cycle and relations with the safety assessment activities; and certification activities (such as document reviews and audits) through system RAMS activities, software quality assurance activities and safety assessment, for the purpose of achieving a successful safety certification at the time of completing the project as system assurance activities including software and safety certification activities in order to acquire the safety certification for train control system which does not exist at all in domestic cases. It is believed that overall system safety assurance activities in this project will contribute to develop more upgraded products of the domestic train control system on the quality and safety point of view, find overseas markets and establish a bridgehead in the future.

• Korean journal of food and cookery science
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• v.33 no.3
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• pp.342-352
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• 2017

Purpose: The purposes of the study were to evaluate dietitian's practices for sustainability management and identify barriers of sustainability management at school foodservice. Methods: A total of 220 dietitians working in Daejeon and Chungnam area were surveyed. 187 responses were analyzed for the study. Data were analyzed using SPSS Windows. Results: The respondents were 36% in their 20 s, 38% in their 30 s, 39.6% in elementary schools, 33.7% in middle schools and 26.4% in high schools. Among dietitian's practices for sustainability management, the item with the highest self-evaluation was purchase eco-friendly food (3.75). The category with the highest score was procurement (3.52), by waste management (3.48), production (3.39), menu management (3.36), facility and energy management (3.20), personnel management (3.18), and nutrition education (3.04). In the area of menu management, production management, facility and energy management, nutrition education, and personnel management, scores of elementary school working dietitians were the highest, followed by middle school and high school (p<0.001). The most perceived factor for barriers to sustainability management was principal's indifference to sustainability management (4.10 out of 5 points). ietitian's sustainability management practices and barriers showed a negative correlation. Conclusion: It is necessary to dietitians, employees, and principals' awareness about sustainability management in order to perform effective sustainable management school foodservice.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.1
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• pp.671-676
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• 2015

The aim of this thesis was to develop PBL(Problem-Based-Learning) problems to supply the problems to classes and to confirm the effectiveness of PBL for PBL applications to element design in engineering schools. Modern industrial society needs competent people with abilities in cooperative learning, self-controlling learning, united knowledge application, and creative problem-solving. Universities need to offer opportunities for improving the problem-solving ability and cooperative learning to learners to train competent people that society demands. PBL activity is a proper learning method for the execution of the above offer. The study subjects were 32 sophomore students in H University who took 'Engineering design 1', which is Element design. Five PBL problems were applied to the class for 15 weeks. They wrote and submitted a reflective journal when they finished the every given PBL activity. In addition, they wrote a class evaluation form after the $5^{th}$ PBL problem's activity ended. The study showed that the students experienced the effectiveness of PBL in many fields, such as the comprehension of the studied contents(71.87%), the comprehension of cooperative learning (87.5%), authentic experience, problem-solving skills (90.63%), presentation skills (96.87%), communication ability, self-directed study ability, and confidence (96.87%). The students realized that PBL learning activities are important because students could develop into future intelligent engineers that modern industrial society demands through PBL learning activities.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.4
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• pp.154-160
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• 2018

This thesis aims to develop PBL (Problem-Based-Learning) problems. Its goal is for some groups of students to creative their own problems and to confirm the effectiveness of PBL as they apply it to AI (Artificial Intelligence) in engineering schools. Modern industrial society needs competent people who have abilities in cooperative learning, self-controlled learning, united knowledge application, and creative problem-solving. Universities need to offer their students the opportunity to improve their problem-solving and cooperative learning abilities in order to train the competent people that society demands. PBL activity is an appropriate learning method for the accomplishment of these goals. The study subjects are 37 sophomore students in H University who are studying 'AI'. Five PBL problems were submitted to the class over a period of 15 weeks. The students wrote and submitted a reflective journal after they finished each PBL activity. In addition, they filled out a class evaluation form to assess the performances of each member when the $5^{th}$ PBL problem activity was accomplished. The study shows that the students experienced the effectiveness of PBL in many fields, such as the comprehension of the studied contents (86.48%), comprehension of cooperative learning (94.59%), authentic experience (75.67%), problem-solving skills (89.18%), presentation skills (97.29%), creativity improvement (81.08%), knowledge acquisition ability (86.48%), communication ability (97.29%), united knowledge application (78.37%), self-directed study ability (86.48%) and confidence (97.29%). Through these methods, the students were able to realize that PBL learning activities play an important role in their learning. These methods prepare and enhance their ability to think creatively, work systematically and speak confidently as they learn to become competitive engineers equipped with the knowledge and skills that modern industrial society demands.

• Proceedings of the Korean Society for the Gifted Conference
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• 2003.11a
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• pp.185-186
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• 2003

영재교육 프로그램 개발의 핵심적인 부분은 영재들에게 적절한 교육과정이며, 대표적인 영재교육과정모형으로 삼부심화학습모형(Enrichment Triad Model: ETM), 학교단위 심화학습모형(Schoolwide Enrichment Model： SEM), 자기주도적 학습모형 (Self-Directed Learning Model), 퍼듀 3단계 심화학습 모형(Purdue Three-Stage Enrichment Model) 등이 있다. 이들 모형에 대한 적용 연구가 일부 초등학교냐 중학교의 시범적인 속진 및 심화 프로그램 실시로 적용된 바는 있으나 정규 교육과정에서는 실시될 기회가 없었다. 국내에서도 2002년 영재교육법 시행령 적용 이후 과학영재학교가 지정되어 운영되고 있기에, 영재교육을 위한 모형을 정규 교육과정 및 교수-학습 과정에 적용하고 그 효과를 밝히는 연구가 필요하다. 이에 본 연구에서는 삼부심화학습모형을 적용하기 위한 구체적인 교수·학습 과정안을 개발하고, 이를 과학영재학교 물리수업에 적용하여 그 과정과 학생들의 인식을 분석하고자 한다. 본 연구의 대상은 과학영재고등학교 1학년 72명이며 검사결과 지능지수, 추리력, 수리력, 지각력 면에서 매우 우수한 집단으로 나타났다. 삼부심화학습모형을 실시한 기간은, 1단계 활동을 2주간 실시하였고, 2단계 활동은 4개월간 진행하고 있으며, 3단계 활동은 겨울방학을 이용하여 실시할 계획이다. 삼부심화학습모형에 의하면 1단계는‘일반 탐색 활동을 통한 심화 학습’단계로 정규 교육과정 속에 포함되어 있지 않은 새롭고, 흥미로운 주제나 지식 영역들에 학생들이 접할 수 있도록 설계된 일반적 탐구 혹은 탐색 경험들을 제공하는 것으로 구성된다. 점수를 종속변인으로 하여 회귀분석을 한 결과 TTCT 도형과 언어 검사 모두 WAIS 소검사중의 기본지식문제가 TTCT 전체점수에 가장 높은 영향력을 미쳤다. 지능이 높은 그룹과 낮은 그룹에 대해 WAIS 11개 소검사와 TTCT 전체점수와의 상관을 구한 결과, 지능이 높은 그룹에서는 유의미한 상관을 의미는 소검사가 거의 없었던 것과는 달리, 지능이 낮은 그룹에서는 결정성지능을 대표하는 소 검사와 TTCT 도형검사 점수간의 상관이 유의미하게 나타났다. 이상의 결과를 통해 TTCT는 도형과 언어 검사 모두 유동성지능 보다는 결정성지능과 상관이 있음을 알 수 있는데, 이는 창의력 검사가 문제 해결 상황에 기존의 지식을 이용하는 능력을 측정하고 있기 때문으로 추정된다. 또한 지능이 낮은 그룹에서 높은 그룹에 비해 창의력 검사와 지능 검사 사이의 상관의 정도가 높았는데, 이는 일정 수준까지는 창의적 능력이 결정성 지능에 의해 제한을 받으나 일정 수준 이상의 결정성 지능을 갖게 되면 더 이상 결정성 지능이 창의적 능력을 제한하지 않기 때문인 것으로 해석된다.circ}C$에서 2.5~8.2mg$CO_2$/kg.hr로 일반적으로 보고되고 있는 토마토 호흡속도와 일치하는 결과를 나타내었다.다.환원당인 sucrose 함량은 계속 증가하였고 fructose, glucose, sorbitol의 함량(추황의 sorbitol을 제외)은 생장이 촉진됨에 따라 증가하다가 다시 점차적으로 감소하였다. 이러한 결과는 총당과 환원당의 측정결과와 일치한 것으로 나타났다. 결론적으로 배의 성장에 따라 산 함량은 감소하였고 당 함량은 증가하였다.luco-pyranoside, quercetin 7-O

• Journal of Internet Computing and Services
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• v.16 no.5
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• pp.99-105
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• 2015

Currently robots are widely used in schools for educational purpose. With wide spread of robot-based education, it is known that major advantage of robot-based education is to enhance creativity and logical thinking of students. Although robots can be very useful tools for assisting students' study activities, there have not been lots of teaching-learning models for robot-based education.In this paper, a teaching-learning model is presented for robot-based education. The proposed model is designed based on constructivism. The proposed model consists of 6 stages: preparation, design, assembling, demonstration run, evaluation, and application & extension. The proposed model has the following characteristics. First, the proposed model is designed to enhance creativity and logical thinking ability of learners. Learners are supposed to be involved in self-directed activities and required to provide results based on their own ideas. Teachers are supposed to mediate students only if necessary. Second, learners are encouraged to participate in activity via diverse interaction. The interaction in this model includes learner-to-learner interaction, learner-to-teacher interaction, and learner-to-expert interaction. The proposed model encourages learners to solve the problem with cooperating each other. Also, teachers are supposed to guide students if necessary and observe and monitor behavior of students all the time. Third, motivation is provided in the beginning stage of the instruction. Fourth, in the proposed model, both study results and study process are equally important. In the model, study process is reviewed at the final stage.