• Journal of The Korean Association For Science Education
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• v.23 no.5
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• pp.505-516
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• 2003

The concept of evolution is one of the most important concepts in the learning biology. However lots of students have difficulties in understanding its mechanism because their preexisted alternative concepts interrupt in gaining the correct idea of evolution. Students usually have the Larmarkian or teleological ideas of evolution. The purpose of this study is to investigate the effectiveness of an activity-centered instruction on the learner's conceptual change from misconception into the scientific concept, Darwinian one, and achievement. For the study, 162 students were sampled from a high school: 81 students for the activity-centered instruction and 81 students for traditional instruction. The result is as follows; 1) The activity-centered instruction is more effective than the traditional one in understanding the concept of Darwinian natural selection(p<.05) and in changing the students' various misconceptions of evolution into Darwinian one. 2) The activity-centered instruction concerning natural selection is more effective in their achievement(p<.01). 3) However, after both of the instructions, some students still kept the Lamarkian thoughts.

• Journal of The Korean Association For Science Education
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• v.35 no.4
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• pp.691-707
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• 2015

This study aims to develop biology teachers' education program based on argumentation activity about core concepts of evolution and to analyze the characteristics of core concepts of evolution learned during the program. The eight core concepts of evolution in this study were variation, heritability of variation, competition, natural selection, adaptation, differential reproductive rate of individuals, changes in genetic pool within a population, and macroevolution. The performances of teachers participating in the program were compared before and after argumentation activities; consisting of seven sessions on the eight core concepts of evolution. The process of the program was specially designed by learning cycle model for teacher education, consisting of seven phases: identification of the task, production of a tentative argument, small group's written argument, share arguments with the other groups, reflective discussion, final written argument, and organization by an instructor. Participants in the study were two pre-service biology teachers and four in-service biology teachers. The results suggest that biology teachers reduced the teleological explanation for biological evolution and improve its adequacy after the intervention. Teachers lacked the opportunity to discuss variation, heritability of variation, competition, and macroevolution because science textbooks lack information on the concepts of biological evolution. The results of this study suggest that because the argumentation program developed for teachers helps to improve understanding the concepts of evolution and to reduce inadequate conceptions in biology, teacher education programs using argumentation activity and eight core concepts of evolution will play a role for efficient evolution education for biology teachers.

• The Bulletin of The Korean Astronomical Society
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• v.36 no.1
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• pp.79.1-79.1
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• 2011

비형식교육의 장인 과학관은 전시물과 그 전시물을 설명한 판넬 등을 통하여 교육적 기능을 담당한다. 비형식 교육의 중요성 때문에, 과학관 전시는 전시물과 내용이 관람자와 교감하고 상호작용해야 할 뿐만 아니라 관람자에게 설득적으로 구성될 필요가 있으며, 하나의 공간에서 학습과 휴식이 어우러지면서 즐거움을 제공할 수 있어야한다. 이러한 과학관 전시의 요구사항을 충족시키기 위하여 가장 우선적으로 도입할 수 있는 방법이 스토리텔링이다. 스토리텔링은 '이야기하다'로서 관람객들에게 흥미 유발의 기능을 가지며, 그 효과가 단순 나열식보다 훨씬 크다. 하지만 스토리텔링기법에도 지식과 정보량에 있어서는 단점이 있다. 이것을 보완하기 위한 한 방법으로 전시물 설명에 논증 기법의 도입이 대두되고 있다. 즉, 거시적인 관점에서는 스토리텔링을 이용한 하나의 스토리를 도입하는 한편, 미시적인 관점에서는 논증의 구조를 따른 설명문을 이용한다면, 관람객들에게 흥미와 함께 지식과 정보를 모두 줄 수 있다. 이 연구에서는 논증과 스토리텔링의 조화된 결합을 통해 과학관의 전시를 재배열하는 작업을 수행하였다. 거시적인 관점과 미시적인 관점에서의 점검기준으로 영국의 자연사 박물관과 국립과천과학관 자연사관 우주와 지구관의 전시물의 구조를 분석 하였다. 그 결과 영국의 자연사 박물관과는 달리 국립과천과학관의 전시물은 스토리 내용, 설명문의 내용, 체험위주의 전시물이 부족하였다. 따라서 현 과천과학관의 전시물에 대해 스토리텔링과 Booth 등(2008)과 Lawson(2003)의 논증과의 조화를 도입하는 것이 바람직하다.

• Proceedings of the Korea Information Processing Society Conference
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• 2021.11a
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• pp.727-730
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• 2021

이미지와 비디오 합성 기술에 대한 수요가 늘어남에 따라, 인간의 손에만 의존하여 이미지나 비디오를 합성하는데에는 시간과 자원이 한정적이며, 전문적인 지식을 요한다. 이러한 문제를 해결하기 위해 최근에는 스타일 변환 네트워크를 통해 이미지를 변환하고, 믹싱하여 생성하는 알고리즘이 등장하고 있다. 이에 본 논문에서는 GAN을 이용한 스타일 변환 네트워크를 통한 자연스러운 스타일 믹싱에 대해 연구했다. 먼저 애니메이션 토이 스토리의 등장인물에 대한 데이터를 구축하고, 모델을 학습하고 두 개의 모델을 블렌딩하는 일련의 과정을 거쳐 모델을 준비한다. 그 다음에 블렌딩된 모델을 통해 타겟 이미지에 대하여 스타일 믹싱을 진행하며, 이 때 이미지 해상도와 projection 반복 값으로 스타일 변환 정도를 조절한다. 최종적으로 스타일 믹싱한 결과 이미지들을 바탕으로 하여 스타일 변형, 스타일 합성이 된 인물에 대한 동영상을 생성한다.

• Archives of design research
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• v.15 no.2
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• pp.253-266
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• 2002

Web Based Instruction has its theoretical background in constructivism paradigm of education. According to social changes called information era and thanks to the sophisticated internet mechanism the constructivism in education has been dominant paradigm. In this paradigm information and knowledge are not merely given by a instructor facing the loaners. This system of instruction has n almost every field of discipline introduced. This article aims to examine how far WBI and constructivism are applicable for design education. Richard Branchia predicted that the learner oriented instruction method would become the dominant education system. He stressed an interactivity of the teacher and students. Upon this can the applicability of WBI for design education be affirmed. Furthermore, there is a dozen of successful cases like www.cyberartcenter.com) (www.digitalyeil.co.kr)', http://www.schooleweb.co.kr/, htp://www.startstudy.co.kr/among many others. This article suggests several ways to solve the problems web based design education faces, including the lesson should inevitably combine the outline and of online study.

• Journal of Science Education
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• v.37 no.3
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• pp.446-457
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• 2013

The 2009 Revised National Curriculum introduces plans for the "intensive course completion system". This study investigated students' learning satisfaction with and perceptions of Life Science in the humanities and social science course in general high schools according to the implementation of the intensive course completion system in the 2009 Revised National Curriculum, and analyze relations with gender and with academic achievement levels. The findings are as follows: First, the students in the humanities and social science course recorded an overall low learning satisfaction in Life Science through the intensive course completion system. It was analyzed that they especially found it burdensome to take the lessons four hours per week in one semester according to the system. Second, the students in the humanities and social science course didn't have positive perceptions of a need to study Life Science when considering their future career choices, but they positively perceived when considering its educational benefits. Third, the more learning satisfaction with Life Science they had according to the intensive course completion system, the higher learning perceptions they had. Finally, the girls showed a higher level of learning satisfaction and perception than the boys. The higher their academic achievement was, the higher their learning satisfaction and perception level became.

• Journal of The Korean Association For Science Education
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• v.37 no.1
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• pp.193-214
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• 2017

This study was carried out to identify the reality of students' understanding of Korean traditional scientific knowledge (TSK), the educational contexts influenced their understanding of TSK, and their sense of value of TSK, through the science activity 'Being a commentator on Korean traditional scientific culture' as a way of finding direction to apply TSK to science education while maintaining the inherent meaning of our traditional science. Seventh grade students have discovered TSK contents in Changdeok Palace, prepared their own scripts for seven months, and finally, explained to fifth to sixth grade students. The video recordings of all lessons, scripts of explanation, reports of field activities, and individual interviews were all analyzed. Students understood TSK in four viewpoints: the traditional view of nature, the traditional science and technology, the traditional life using science, and the natural science contents. During their activities, communication with peers or elders both in classroom and in Changdeok Palace, the interaction with place, and the sense of responsibility as a commentator helped students understand the scientific aspects of TSK, form contextual and sensible scientific knowledge, and apprehend various scientific explanations of contents. Depending on their internalization of experiences, the students' experiences produced three types of interpretation: delivery, persuasion, and understanding. Students formed their TSK sense of value as scientific characteristics, the need of new perspective about science, the need to protect and maintain TSK as our culture. The results of this study show that TSK can provide integrated and actual contextual education in science education and can be used to understand the cultural diversity of scientific and scientific methods and the characteristics of oriental scientific thinking. In addition, the simultaneous approach of TSK and school science to traditional culture can contribute to ideal concept formation and subjective attitude toward our traditional culture.

• Journal of The Korean Association For Science Education
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• v.37 no.1
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• pp.169-179
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• 2017

The aim of this study is to see school science education from the perspective of CoP (Community of Practice) and to explore the possibility of strategic CoP in Korean school settings. To do this, we conducted a survey using SCaCoP instrument with more than 1600 students from 14 science core schools (SCSs), which were selected across the country, and analyzed their school curriculum, which can be summarized as follows: First, compared to other tracks in SCSs, like the Nature and the Humanity Classes, students of the Science Core Class (SCC) showed significantly higher scores of CoP features for all five factors of SCaCoP (i.e. responsibility of learning, common interest, mutual relationship, open participation, and practice). Second, students of SCC considered activities that require interaction and collaboration among community members (like experiments, hands-on activities, club activities, project works, R&E) to be very positive. Third, SCC students thought that the educational activities of SCSs were not only effective to CoP aims (i.e. self-driven learning, sharing learning outcomes, peer collaboration) but also positive to general aims of science education (i.e. acquiring knowledge, understanding scientific concepts, science-related attitudes). In other words, it appears that educational activities that were effective in vitalizing the CoP have positive effects on ordinary science education, too. These features of SCSs illustrate its possibility of forming strategic COPs in the context of often government-driven Korean education and of bringing in the innovations of school science education.

• Journal of The Korean Association For Science Education
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• v.28 no.6
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• pp.592-602
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• 2008

The purpose of this research is to explore types of pedagogical content knowledge (PCK, hereafter) for effective science teaching. In this research, we explored three science teachers' PCK on light, who were effective in teaching the topic with particular students. The data analysis consisted of identifying the three teachers' unique PCK and ways to improve each teaching episode through the teacher meetings. These analyses, which consisted of verbal exchanges among the participants, were identified on the basis of our understanding. Using grounded theory methods, the types of science PCK drawn from this research are: (1) teaching through curriculum reconstruction, (2) teaching to help students build their own explanation models about surrounding nature, (3) teaching for learning the social language of science, (4) teaching to motivate students' learning needs based on relevance of science to students, (5) teaching through lowering students' learning demand by providing scaffolding, (6) teaching based on the teacher's understanding of students, (7) teaching through inquiry with argumentation, (8) teaching through reification of abstract science concepts, and (9) teaching none marginalized science. Common features of science teachers with quality PCK and their professionalism in teaching are discussed.

• Journal of Science Education
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• v.44 no.3
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• pp.331-344
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• 2020

This study aims to find meaningful implications for the development of Korean elementary school math education courses and textbooks by comparing and analyzing the number and arithmetic areas of Korean and Canadian math textbooks in fifth and sixth grades. To this end, the textbook composition system of Korean and Canadian elementary schools was compared and analyzed, and the number and timing of introduction of math textbooks and math textbooks by grade, and the number in fifth and sixth grade and the learning contents of math textbooks were compared and analyzed. The following conclusions were obtained from this study: First, it is necessary to organize a textbook that can solve the problem in an integrated way by introducing the learned mathematical concepts and computations naturally in the context of problems closely related to real life, regardless of the type of private calculation or mathematics area. Second, it is necessary to organize questions using materials such as real photography and mathematics, science, technology, engineering, art, etc. and to organize textbooks that make people feel the necessity and usefulness of mathematics. Third, sufficient learning of the principles of mathematics through the use of various actual teaching aids and mathematical models, and the construction of textbooks focusing on problem-solving strategies using engineering tools are needed. Fourth, in-depth discussions are needed on the timing of learning guidance for fractions and minority learning or how to organize and develop learning content.