• Journal of the Korean Geographical Society
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• v.51 no.3
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• pp.327-344
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• 2016

We may have an incorrect view of Korea and the world by misunderstanding them with a number of geographic misconceptions. Such misconceptions constructed socially tend to perpetuate through reproducing and learning repeatedly from one generation to the next. 'Daegu city is in the intermontane basin.' It is also identified that this geographic misconception had constructed (made) by two Japanese geographers (Tamura, 1933; Tada, 1940) in the Japanese colonial period, and have been reproduced and diffused by many Korean geographers (professors and teachers) as well as journalists in the post-colonial days. In terms of the definition of an intermontane basin in the Encyclopedia of Geomorphology published by the International Association of Geomorphologists, Daegu seems not to be a basin city but to be a plain city, since the central plain of Daegu is surrounded by higher terrain like mountains and hills only on the north and south directions of all sides, and also it is well developed thanks to its location where the downstream of the Geumhogang river flows from east to west. This paper hopes that the landform recognition as 'Daegu intermontane basin city' should be corrected as soon as possible, and also many geographic misconceptions will be studied actively for an accurate understanding of Korea and the world.

• Journal of The Korean Association For Science Education
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• v.22 no.2
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• pp.230-239
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• 2002

This study was performed to analyze the secondary students' perceptions and self-efficacy of performance assessments in the science subject. The data was obtained from 236 middle school students and 222 high school students in seoul. The students had generally proper understanding about characteristics of performance assessment which include purposes of assessment and differences from other conventional achievement assessments. They responded that the performance assessments were not useful in their science learning and developing their potential abilities. They were not satisfied with reliability and validity of the performance assessments. The middle school students more positively responded than high school students regarding the reliability of the scoring system and the originality of the evaluating materials. The female students more positively thought than males about the reliability of assessment and the usefulness for learning science. The students' self-efficacy level of performance assessment were not low in comparison with another existing assessments. They had high level of self-efficacy in understanding of experimental procedures, and utilizing of experimental apparatuses, but had low level of self-efficacy in understanding purposes of experiments or issues of discussions, processing of experimental results, answering of problems in experimental discussions. The female students' self-efficacy of performance assessment were higher than male students'. There was statistically correlated with females' scores and their level of self-efficacy of performance assessment.

• Journal of The Korean Association For Science Education
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• v.32 no.10
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• pp.1567-1579
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• 2012

This study carried a survey to investigate teacher's cognition on preference and actuality about science laboratory and class environment targeting 262 science teachers. The results of this study are as follow: First, the actuality cognition of science teachers on science laboratory and class environment was lower than preference (p<.05). Second, there were no differences between preference and actuality regardless of gender (p<.05). However, the cognition on all of subordinates of preference appeared higher in females than males (p<.05). Third, at all levels of schools, preference is higher than actuality for science laboratory and teaching environment (p<.05). In case of preference, all of the subordinates indicated the difference between elementary and high school teachers (p<.05). On the other hand, in actuality there was a difference between elementary and middle school teachers in 'science laboratory facilities condition' domain only (p<.05). Fourth, the preference was higher than actuality in all school locations (p<.05). And in case of preference, there was no difference in all subordinates regardless of school sites. Whereas the cognition of small-medium city teachers was lower than metropolitan in actuality on the three domains of 'science laboratory facilities condition,' 'teaching condition and service support,' and 'staff policy and practice' (p<.05). As a result, this study informs that upgrading is necessary to achieve inquiry activity in science class in overall teaching environment including science classroom and laboratory.

• Journal of Gifted/Talented Education
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• v.25 no.6
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• pp.799-815
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• 2015

The gifted Education has been grown up a lot although it has several problems in terms of the quality of the gifted education programs after legislated the Promotion of Education for the Gifted and Talented Law during the last ten-year period. So the purpose of this study was to investigate teachers' perceptions of the national standards gifted education program and the problems in managing of the gifted education program. The conclusions according to the analysis are as follows. First, it has analyzed that gifted teachers recognize the lack of teaching and learning materials, regional level difference of the gifted children, Redundancy of program in the grade and school levels in managing of the gifted education as the problems. Second, it was found that perception of most gifted teachers about necessity of the National Standards Gifted Education Program development was very positive. Also, it has shown that gifted teachers expect the education with the overlapped contents and teaching methods would be managed differently, the difficulty of the topic selection could be resolved, and the quality of the gifted education by the programs development of various aspects would be increased. Especially, gifted teachers expect that the problem from the lack of gifted education continuity of school levels could be resolved by development of the National Standards Gifted Education Program. Therefore, for the improving quality of gifted education with resolving the problem from the Contents Redundancy and the lack of gifted education continuity of school levels, the national standards gifted education program should be studied developed as soon as possible.

• Journal of the Korean Institute of Intelligent Systems
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• v.5 no.1
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• pp.52-64
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• 1995

Robot manipulator is a highly nonlinear-time varying system. Therefore, a lot of control theory has been applied to the system. Robot manipulator has two types of control; one is path planning, another is path tracking. In this paper, we select the path tracking, and for this purpose, propose the intelligent control¬ler which is combined with fuzzy logic and neural network. The fuzzy logic provides an inference morphorlogy that enables approximate human reasoning to apply to knowledge-based systems, and also provides a mathematical strength to capture the uncertainties associated with human cognitive processes like thinking and reasoning. Based on this fuzzy logic, the fuzzy logic controller(FLC) provides a means of converhng a linguistic control strategy based on expert knowledge into automahc control strategy. But the construction of rule-base for a nonlinear hme-varying system such as robot, becomes much more com¬plicated because of model uncertainty and parameter variations. To cope with these problems, a auto-tuning method of the fuzzy rule-base is required. In this paper, the GA-based Fuzzy-Neural control system combining Fuzzy-Neural control theory with the genetic algorithm(GA), that is known to be very effective in the optimization problem, will be proposed. The effectiveness of the proposed control system will be demonstrated by computer simulations using a two degree of freedom robot manipulator.

• Environmental and Resource Economics Review
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• v.27 no.3
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• pp.421-461
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• 2018

Windpower turbines have positive values for visitors with regard to tourism and learning. On the other hand, it is clear that windpower turbines have negative impact on the landscape, particularly when the level of landscape is high. The impact of windpower turbines on the visitor's value is composed of two elements: the viewingvalue which is independent of the level of landscape and the landscape value which varies with the level of landscape. The net visitor's value of windpower turbines is the sum of these two values with opposite signs. This study used a choice experimentation method to value the impact of windpower turbine construction in the mountainous area in Korea. This study estimated the viewing value, the landscape value and the visit value as the sum of the two values. The estimated results demonstrated a significantly positive viewing value, a significantly negative landscape value, and weakly negative net visit value in average.

• Journal of Science Education
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• v.40 no.2
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• pp.116-130
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• 2016

The purpose of this study was to investigate the difficulties of science classes experienced by newly appointed elementary school teachers in terms of science content knowledge and teaching method, and to suggest some implications for their effective adaptation. We recorded science lessons conducted by 3 beginning elementary school teachers with less than 5 years experience and also analyzed their classes and interview materials. The results were as follows. First, difficulties that they experienced in science content knowledge was the possession of scientific errors or misconceptions, the lack of awareness and confidence in scientific concepts and principles, and the possession of negative concept about learning materials. Second, difficulties that they experienced in teaching method was the absence of reorganization of the textbook contents, using closed questions, one-sided instructions and explanations by teacher, the application of incomplete analogy, and the lack of understanding about experiment activities. The implication from this study is that beginning teachers need to be provided with curriculum oriented in experiment at teachers college and to participate in various types of educational opportunities.

• Journal of Gifted/Talented Education
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• v.20 no.3
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• pp.901-919
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• 2010

We have examined the perception and the knowledge of science-gifted students and general students in middle school level about high technology related to the science. The subjects of the investigation were 113 gifted students belonging to the universities' science-gifted education center in Busan or Ulsan, and 159 general students belonging to 2 middle schools in Busan. The survey was conducted with questionnaires on the perceptions concerning the high technology related to the science and the knowledge of a cellular phone without an antenna, and an LED(Light Emission Diode). The results of this survey concluded that the gifted students were more interested and aware of the high technology than the general students, these results are statistically significant. It has been found that there are significant differences between the gifted students and the general students in terms of the areas they want to learn, the source of information and the preferred learning method in advanced science and technology. Also, the gifted students were recognized to be better than general students in understanding an electromagnetic wave related to a cellular phone without an antenna, and a semiconductor connection with an LED.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.10
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• pp.439-448
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• 2016

This study analyzed the influence of cultural empathy and analysis on the cultural sensitivity and understanding of multicultural education and the relationship between the attitudes and cultural empathy and understanding of multicultural education and the multicultural sensibility and attitudes of pre-service early childhood teachers. We conducted a survey on cultural sensitivity, multicultural education and understanding attitude among Early Childhood Education College and enrolled 165 infants with pre teachers in pre-service early childhood teachers who are able to sympathize with cultural areas of the Y. The data were subjected to Pearson correlation analysis with multiple regression analysis performed using the SPSS 21.0 program. From the data analysis, first, cultural empathy and multicultural sensitivity showed a significant positive correlation with understanding and attitudes of multicultural education pre-service early childhood teachers. Second, cultural empathy of the pre-service early childhood teachers was a significant variable for predicting the susceptibility multicultural, multicultural education and understanding attitude. Since cultural empathy can change according to various factors, future investigation of these factors is needed to increase the cultural sensitivity of pre-service early childhood teachers by conducting follow-up studies that apply these findings to educational programs. Cultural empathy shouldn't be limited to multicultural education or simply a means to access the field of experiencing the arts, but should be expanded to include research in teaching and learning on how cultural empathy can be applied to the overall educational curriculum.

• Journal of Korean Home Economics Education Association
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• v.20 no.3
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• pp.231-258
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• 2008

The purpose of this study was to analyse the needs and recognitions of education to prevent children sexual abuse and to suggest the basic data for school prevent education program. For this purpose 1210 primary school teachers were suggested in Korea and finally 973 questionnaires were analysed. The results are as follows; First, fur the needs of education contents for children,'the reaction skills to crisis situation of sexual abuse' was most needed, and 'the types and cases of sexual abuse' and 'the legal regulations' were lowest. Second, for the recognitions of education forms for children, teachers thought the proper form that professional instructors outside school related sexual abuse in special education type, $1\sim2$ times per semester, to all years of children and parents. Third, the education contents and forms to prevent sexual abuse to children were significantly different by age, gender, carrier years, area for work, related training experience. Fourth, the retraining program chances for teachers and prevent education program for children using the National Common Basic Curriculum needs to be broad.