• Journal of the Korean Society of Floral Art and Design
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• no.41
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• pp.155-169
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• 2019

This study aims at analyzing educational effects of the horticultural picture books, which are depending on B.S. Bloom's taxonomy of educational objectives. After collecting various horticulture-related picture books, this study classified them by the B.S bloom's educational taxonomy. There were objectives of the cognitive domain, objectives of the affective domain, psychomotor domain in plants and gardening activities. And the cognitive domain, affective domain, psychomotor domain subdivided into the sub-region can learn from the horticulture picture books to teach the unique characteristics could be found. To know the teachers' perceptions of the effectiveness of using picture books in the horticulture class, questionnaire were analyzed from the survey. As a result, by Bloom's educational taxonomy area they preferred children's books. Teacher think that fairy tale books promote the interest of the children and have the advantage of fostering creativity. In addition, an easy point to get in school, lack of hours in the effective education to help horticulture that was expected. The cognitions of most effective storytelling method of horticulture picture book was story immersion. And the effective activity after reading picture book was drawing picture. Also, the most effective teaching materials was a real-life picture.

• KIPS Transactions on Software and Data Engineering
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• v.12 no.7
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• pp.315-324
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• 2023

A simple and accurate whole body rehabilitation interaction technology using immersive digital content is needed for elderly patients with steadily increasing age-related diseases. In this study, we introduce whole-body interaction technology using HoloLens and Kinect for this purpose. To achieve this, we propose three coordinate transformation methods: mesh feature point-based transformation, AR marker-based transformation, and body recognition-based transformation. The mesh feature point-based transformation aligns the coordinate system by designating three feature points on the spatial mesh and using a transform matrix. This method requires manual work and has lower usability, but has relatively high accuracy of 8.5mm. The AR marker-based method uses AR and QR markers recognized by HoloLens and Kinect simultaneously to achieve a compliant accuracy of 11.2mm. The body recognition-based transformation aligns the coordinate system by using the position of the head or HMD recognized by both devices and the position of both hands or controllers. This method has lower accuracy, but does not require additional tools or manual work, making it more user-friendly. Additionally, we reduced the error by more than 10% using RANSAC as a post-processing technique. These three methods can be selectively applied depending on the usability and accuracy required for the content. In this study, we validated this technology by applying it to the "Thunder Punch" and rehabilitation therapy content.

• Journal of The Korean Association For Science Education
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• v.27 no.9
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• pp.907-918
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• 2007

This study was conducted to explore key factors of expertise development of talented scientists who achieved outstanding research performance according to the stages of expertise development and dimensions of individual-domain-field. To fulfill the research purpose, 31 domestic scientists who were awarded major prizes in the field of science were interviewed in-depth from March to September, 2007. Stages of expertise development were analyzed in light of Csikszentmihalyi's IDFI (individual-domain-field interaction) model. Self-directed learning, multiple interests and finding strength, academic and liberal home environment, and meaningful encounter were major factors affecting expertise development in the exploration stage. In the beginner stage, independence, basic knowledge on major, and thirst for knowledge at university affected expertise development. Task commitment, finding flow, finding their field of interest and lifelong research topic, and mentor in formal education were the affecting factors in the competent stage. Finally, placing priority, communication skills, pioneering new domain, expansion of the domain, and evaluation and support system affected talented scientists' expertise development in the leading stage. The meaning of major patterns of expertise development were analyzed and described. Based on these analyses, educational implications for nurturing scientists were suggested.