• KSCE Journal of Civil and Environmental Engineering Research
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• v.26 no.2C
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• pp.81-88
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• 2006

This study performed field and laboratory tests for poor subsoils taken in six regions of the country and determined undrain shear strength. Su values and preconsolidation pressure are predicted using Back Propagation neural network (BPNN) and the application of BPNN is verified. The result of BPNN shows that correlation coefficient between test and neural network result is over 0.9, which means high correlativity. Especially the neural network uses only 6 parameters such as natural water content, void ratio, specific gravity, rate of passing 200th sieve, liquid limits and plasticity index among various affecting factors to estimate value and the correlation coefficent is 0.93. The conclusions obtained in this paper are from the tests performed for poor subsoils taken in the several regions of the country. If there were more test results, the prediction and influence of various soil properties could be effectively performed by neural network.

• Journal of the Korean Society of Earth Science Education
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• v.14 no.1
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• pp.48-58
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• 2021

The purpose of this study is to analyze the contents related to the strata in the elementary science textbooks and to investigate the strata concepts of preservice elementary teachers. As a result of the study, most of the strata knowledge in elementary textbook has an explicit sentence structure, such as A is B. it is limited to being used as a subject of discussion and debate among students in science classes. Formal knowledge, although its meaning is clear, is disadvantageous as a material for core competency education. Regarding strata concepts, 70% of preservice elementary teachers thoughts that heat and pressure were the only key factors in turning sediments into hard rocks. Regarding whether information about the natural information in the geological period can be obtained through the strata, 20% thought that information on the natural environment could be obtained only through fossils and not from the strata. Even 80% of preservice elementary school teachers who thought that informations on the past natural environment could be obtained from the stratum showed a lot of scientific misconceptions in the information contents. In conclusion, in order to increase the effect of core competency education through elementary science education, it is necessary to review the form and contents of strata knowledge presented in elementary science textbooks.

• Journal of Korea Entertainment Industry Association
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• v.14 no.3
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• pp.117-132
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• 2020

The purpose of this study is to examine the lifelong education policy in Korea and Germany, focusing on the historical transition process, and to explore desirable ways to develop the lifelong education policy in Korea. To this end, We compared and analyzed Korea and Germany's lifelong education policy using research papers on lifelong education and practical data published by BMBF, DIE, DVV, EAEA, UIL, and NILE. As a result of the study, German lifelong education policy has improved social and vocational professionalism running programs suitable for the characteristic of region, Korean lifelong education policy lacks civic education in terms of local lifelong education due to political sensitivity. In addition, Germany is expanding the participation rate of lifelong education by constructing an environment where it is easy to participate in lifelong education, while Korea's participation rate in lifelong education is lower than that of advanced OECD countries. At last, the German lifelong education policy pursues a natural change in the needs of the society, the ideological principle of which require education be independent. On the other hand, the study confirms that Korean lifelong education policy tends to be controlled by the central government. As a result of this study, Germany's lifelong education policy provide the following implications for Korea's lifelong education policy. First, This dissertation emphasizes the need for the learner-centered operation as the needs of educational consumers become more diverse. Secondly, It highlights the need for activation of lifelong education in career education. Third, The expansion of the lifelong education budget to support good quality lifelong learning. Fourth, Holistic and long-term system for sustainable lifelong learning society needs to be structured.

• School Mathematics
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• v.14 no.2
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• pp.191-212
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• 2012

In the field of arithmetic in mathematics education, there has been lack of fine-grained investigations addressing the relationship between students' construction of division knowledge with fractional quantities and their whole number division knowledge. This study, through the analysis of part of collected data from a year-long teaching experiment, presents a possible constructive itinerary as to how a student could modify her unit-segmenting scheme to deal with various fraction measurement division situations: 1) unit-segmenting scheme with a remainder, 2) fractional unit-segmenting scheme. Thus, this study provides a clue for curing a fragmentary approach to teaching whole number division and fraction division and preventing students' fragmentary understanding of the same arithmetical operation in different number systems.

• School Mathematics
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• v.7 no.4
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• pp.403-425
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• 2005

The study aims to get real picture of primary mathematics education based on RME in the Netherlands focusing on number and operations strand by reflecting and analyzing the documents in relation to the primary school mathematics curriculum. In order to attain these purposes, the present paper describes the core goals for mathematics education, Dutch Pluspunt textbook series for the primary school, and a learning-teaching trajectory by TAL project which are determinants of the Dutch primary school mathematics curriculum. Under these reflections on the documents, it is analyzed what is the characteristics of number and operations strand in the Nether-lands as follows: counting numbers, contextualization, positioning, structuring, progressive algoritmization based on levels, estimation and insightful use of a calculator. Finally, discussing Points for improving our primary mathematics curriculum and textbook series development are described.

• Proceedings of the Korea Water Resources Association Conference
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• 2022.05a
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• pp.324-324
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• 2022

정확한 오염물질 예측은 기상학, 자연재해, 기후변화 연구 등 현장에서 필수적인 과제 중 하나이다. 주변 관측소에서 얻은 데이터를 사용하는 경우 모델 학습을 위한 불필요한 데이터로 인해 예측 결과에 왜곡 문제가 있을 수 있습니다. 따라서, 우리는 종합적인 대기질 지수 행동에 영향을 미치는 요인을 제공하는 최적의 데이터 소스를 찾기 위해 네트워크 방식을 사용했습니다. 본 연구에서는 2015년부터 2020년까지 우리나라의 6개 오염물질과 종합적인 대기질 지수 예측에 대한 네트워크 기법을 적용한 LSTM 및 DNN 모델을 적용하였다. 본 연구는 미세먼지(PM10), 초미세먼지(PM2.5), 오존(O3), 이산화황(SO2), 이산화질소(NO2), 일산화탄소(CO) 등 6가지 오염물질을 기반으로 종합적인 대기질 지수를 예측하는 2단계로 구성되어 있다. LSTM을 이용하여, 개별적으로 예측된 6가지 오염물질을 이용하여 DNN 모형을 이용하여 종합적인 대기질 지수를 예측한다. 6가지 오염물질에 대한 각 모델의 예측능력과 종합적인 대기질 지수 예측은 관측된 대기질 데이터와 비교하여 평가하였다. 본 연구는 심층신경망 모델과 네트워크 방식을 결합한 것이 높은 예측력을 제공함을 보여주었으며, 종합적인 대기질 지수 예측을 위한 최적의 모델로 선정되었다. 재난관리의 필요성이 증가함에 따라 네트워크 방식의 딥러닝 모델은 자연재해 피해를 줄이고 재난관리를 개선할 수 있는 충분한 잠재력을 가질 것으로 기대된다.

• Journal of Gifted/Talented Education
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• v.11 no.3
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• pp.23-44
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• 2001

In the current classrooms a teacher has been merely able to inculcate the procedural knowledge of how-and-what. In doing so, however, we lose sight of the essence of "doing science."Though desire of the gifted children is qualitatively different from that of normal children, it is an undesirable reality that we have not developed sufficient researches and programs in conformity with the necessary desire and demand of the gifted children. Curriculum for gifted children in the domain of science necessitates markedly the specializations for the specific areas of the contents, the processes, and the products of studies. In an effort to provide the optimum learning experience for the gifted, this paper deals with the development of project-and-discovery-based science program, its method of application to the real field of education, and its effect, however limited and partial that effect may be. What this study has found are the following: on the one hand, the students acquired and developed the higher levels of thinking when they were under the influence of project-and-discovery-based science program that dealt with concrete real-world problems and issues; on the other, the students were capable of solving creatively the complex and real problems through small group activities. This study also suggests the possible implications of project-and-discovery-based science program: the students can not only learn the contents of study but also apply them creatively; the students can cultivate critical thinking skills that can be a fundamental base for a life-time leaner; the students can naturally acquire the abilities of communication and coordination. Project-and-discovery-based program is currently used in the various disciplines. However, the field of gifted education does not yet implement this type of program. So the overall contribution of this study is to show the successful implementation of project-and-discovery-based science program in developing optimal teaming experience for gifted children in the domain of science, since this type of study is most compatible with the characteristic of the gifted children. children.

• School Mathematics
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• v.7 no.2
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• pp.169-192
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• 2005

The purpose of this study is to provide the conformity for developing project-based teaching$\cdot$learning materials for the mathematically gifted students. And this study presents development procedural model in order to improve the effectiveness, analyze its practical usage and examine the verification of the developed materials. It made the following results regarding the development of project-based teaching$\cdot$learning materials for gifted children in mathematics. First, it is necessary to provide appropriate teaching$\cdot$learning model to develop the materials, and the materials should be restructured to be available to other level students. Second, it is suggested to develop a prototype in order to develop teaching$\cdot$learning materials for gifted children in mathematics, further the prototype needs to be restructured until it satisfies theoretical frame. Third, an introduction should be made before the activity to perform the projects effectively. Fourth, a teacher's guidance should introduce children's examples corresponding to the objectives of learning, the examples of topics examined by students, and teacher's manual and attention for teaching. This study has a point of presenting the detailed guidelines with regards to development of teaching$\cdot$learning materials for gifted students in mathematics. This study has a point of presenting the detailed guidees with regards to development of teaching$\cdot$learning materials for gifted students in mathematics.

• 한국지구과학회:학술대회논문집
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• 2010.04a
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• pp.22-22
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• 2010

우리들은 초 중등교육을 통해 암석의 종류와 특징, 지질형태와 퇴적구조, 그리고 화석에 대해 지속적으로 교육 받아왔다. 그러나 암석이나 노두를 보고 학교에서 배운 지식을 바르게 적용할 수 있는 학생은 매우 드물다. 또한 아름다운 경관을 보며 지질학적으로 형성과정을 해석할 수 있는 사람도 매우 드물 것이다. 여기서는 지질경관에 대한 정보를 어떻게 제공하고 있는가에 대한 연구 성과를 정리해보고 문제점을 도출하고자 한다. 현재까지 지질경관을 알려주는 연구 성과를 크게 나누면 3종류가 있다. 첫째, 지질학습장의 개발 및 활용에 관한 연구이다. 이 부류의 수집된 자료는 학위논문(29편)과 전문학술지(27편)로 현재 56편이나 검색에 따라 더 늘어날 것이다. 이들은 야외 노두에 대한 효과적인 지질학습을 위한 자료개발을 위주로 하고 있다. 이러한 내용들은 전문가 양성에는 대단히 좋은 프로그램이지만 청소년이나 일반대중들에게 너무 어려운 내용으로 구성되어 있다. 또한 교육청에서 주관하는 탐방계획으로 "경기도 지구과학교사 연구회"가 있는데, 주로 경기도 한탄강유역을 대상으로 하고 있다. 이 연구회 자료에서는 지역의 특성을 살린 야외지질학습장을 개발하고 현장에 적용하기 위한 노력을 볼 수가 있다. 두 번째로 과학전람회 자료로서 현장교사와 학생들의 야외학습에 대한 인식이 잘 나타나 있다. 수집된 자료는 총 55편으로 야외지질조사를 통해 관찰 자체에 중점을 두었는데, 최근에는 노두관찰에 덧붙여 탐구학습 태도와 창의성을 함양하는 쪽으로 옮겨가고 있다. 세 번째 자료는 일반대중을 위한 서적이다. 이 서적들은 저자들의 전공에 따라 그 내용이 다소 다르다. 즉 일반여행안내 책자는 노두나 암석은 소개하고 있으나 지질학적 설명이 전혀없으며(예, 남도해안 2000리), 지리학자들의 저술에는 지형의 형성을 지질학적으로 설명하려 애쓴 흔적이 보인다(예, 한국지리이야기). 다음으로 지구과학들의 저술은 전형적인 지질답사 안내서에 가까워 내용 자체는 좋으나 흥미가 다소 떨어진다(예, 가족이 함께 떠나는 지질여행, 제주도 지질여행). 지질학과 흥미를 적절히 혼합한 책으로 '우리 땅 과학 답사기'정도가 있다. 최근 한국암석학회에서는 "우리의 명산"을 지질과 경관의 관점에서 해석하려는 심포지엄을 2차례 가졌다. 그러나 그 내용면에서는 경관지질이라는 개념을 정립했다고 보기에는 다소 미흡 하나, 황상구 교수의 주왕산에 관한 내용은 앞으로 경관지질 연구에 대한 발전의 여지를 보여주었다. 앞으로 지질경관에 대하여 지질학적 야외답사나 과학지식 습득에 국한시키지 말고, 그 지역의 특성을 살린 관광 또는 민속과 연계하여 지구과학적 학습효과와 더불어 인성교육에 도움이 되는 학습 콘텐츠를 개발하도록 노력해야 할 것이다. 일반 대중이 우리나라의 빼어난 지질 경관을 손쉽게 이해하고 즐기게 되면, 세계자연유산이나 세계지질공원을 지정 받는 과정도 더 쉬워질 것이다.

• Journal of The Korean Association For Science Education
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• v.39 no.2
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• pp.221-232
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• 2019

Despite the continuing emphasis on the importance of scientific inquiry, research studies have commented that authentic scientific inquiry is not implemented in school science classroom due to a lack of understanding of scientific inquiry by the teacher. The purpose of this study is to investigate understanding of scientific inquiry developed by beginning teachers through open-ended questionnaire and semi-structured interview. They voluntarily set up the goal of inquiry-based classes, planned inquiry-based classes, shared and reflected their teaching experience in professional learning community for more than a year. It appeared that participant teachers understood scientific inquiry as 'what scientists do', 'process how students do science' and 'science teaching methods.' All teacher participants described scientific inquiry as 'what scientists do', and understood 'the process of doing scientific investigation to solve problems related to natural phenomenon' and 'the process of constructing scientific knowledge using scientific practice.' Two participant teachers seemed to understand scientific inquiry as a 'teaching method' based on the understanding of the process how scientists or students do science. Participant teachers had a limited understanding of scientific inquiry that it is the same as laboratory works or hands-on activities prior to engaging the professional learning community, but they developed an understanding of scientific inquiry that there are various ways to conduct scientific inquiry after engaging in professional learning community.