• Journal of Practical Engineering Education
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• v.15 no.1
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• pp.209-221
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• 2023

In the external inspection and packaging stages of products used in the semiconductor manufacturing process, there is a problem in which particles are adsorbed to the product itself or a carrying tool due to electrostatic discharge. This study presents a methodology that can improve the problem of adsorption of particles to a product by using a practical TRIZ technique. By applying the proposed practical TRIZ-based methodology, the problem was defined, and contradictions caused by product waiting time were derived. Among the derived contradictions, physical contradictions were set and the concept of 'space separation' was applied to derive solutions such as 'installation of Ionizer' and 'improvement of the layout of the workroom'. As a result of the experiment by applying 'Ionizer Installation' and 'Workroom Layout Improvement' derived through the application of practical TRIZ, it was confirmed that the particle adsorption problem that occurs during the waiting time of the product can be solved.Through this study, it is expected that workers, facility engineers, and technical engineers working at manufacturing processes will be able to effectively solve the problems they face through creative thinking and change of ideas by using practical TRIZ techniques, and contribute to innovative technology development and productivity improvement.

• Archives of design research
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• v.16 no.1
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• pp.181-198
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• 2003

The purpose of this study is to develop a on-line design tool for effectively coping with e-Business environment, or product design process into a Cyber model for traditional manufacturers which attempts new product development under such environment. It was finally developed as a model named $\ulcorner$Design Vortal Site; e-BVDS) that was based on the structure and style of internet web site. Results of the study can be described as follows ; \circled1 e-Business is based on the Internet. All processes in the context of e-Business require models whose structure and method of use are on-line styles. \circled2 In case that a traditional manufacturing business is converted into e-Business, it is better to first consider Hybrid Model that combines resources and advantages of both such traditional and digital businesses. \circled3 The product design process appropriate for e-Business environment has to have a structure and style that ensure utilization of the process as an Internet web site, active participation by product developers and interactive communication between participants in designing and designers. \circled4 $\ulcorner$e-BDVS) makes possible the use of designers around the wend like in-house designers, overcoming lack in creativity, ideas and human resources traditional business organizations face. However, the operation of $\ulcorner$e-BDVS$\lrcorner$ requires time and budget investments in securing related elements and conditions. \circled5 Cyber designers under $\ulcorner$e-BDVS$\lrcorner$ can easily perform all design projects in cyber space. But they have some limits in playing a role as designers and they have difficulty in getting rewards if such projects completed by them are not finally accepted. \circled6 $\ulcorner$e-BDVS) ensures the rapid use of a wide range of design information and data, reception of a variety of solutions and ideas and effective design development, all of which are not possible through traditional processes. However, this process may not be suitable to be used routine process or tool. \circled7 $\ulcorner$e-BDVS$\lrcorner$ makes it possible for out-sourcing or partners businesses to overcome restrictions in time and space and improve productivity and effectiveness. But such they may have to continue off-line works that can not be treated on-line.

• Journal of The Korean Association For Science Education
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• v.35 no.1
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• pp.53-64
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• 2015

This research was performed of high school science classes. These science classes progressed by using Scratch, and surveyed students' perception after finishing each class. This research was conducted of male students who want to choose department of natural science in the next grade. Those classes are consisted of four classes. This study produced a journal, and contained expressions of their thinking and feeling based on experiences during attending classes and projects. Consequently, that journal was analyzed in view of understanding and perception of Scratch using science classes, and it was also included of utilizing Scratch program. Research shows following three conclusions. First, students preferred Scratch using class to general one. They attend more active with high interest, and they felt senses of accomplishment while they make output by themselves. Second, their studies passed through three stages. These are problem perception, problem solving, and producing. Problem solving stage is especially complicated and difficult stage to students. This stage is consisted of Scratch side and Science side. Scratch side has Design and applying process, and Science side has data gathering and analyzing. Students' comprehension of scientific knowledge is increased and is preserved long time through this stage. Last, students had a hard time using Scratch. Because, it is the first time to them to use that program. Therefore, we deemed that they needed to start this kind of experience at lower grade than they are now, such as middle school stage. It is expected that this type of classes are getting more expanded and more populated as a part of students' core ability.

• Journal of Science Education
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• v.42 no.2
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• pp.256-271
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• 2018

The study aimed to investigate how the science gifted connect and integrate science concepts in the process of problem finding. Research subject was sampled from 228 applicants for a science gifted education center affiliated with a university in 2015. A creative problem solving test (CPST) in science, which administered as an admission process, was utilized as a reference to sample two groups. Sixty-seven students from top 30% in test scores were selected for the upper group and 64 students from bottom 30% in test scores were selected for the lower group. The CPST, which was developed by researchers, included one item about how to connect two science concepts among eight science concepts, sound, electricity, weight, temperature, respiration, photosynthesis, weather, and earthquake extracted from elementary science curriculum. As results, there were differences in choosing two concepts among four science major areas. The ways of connecting science concepts were characterized by three categories, relation-based, similarity-based, and dissimilarity-based. In addition, relation-based was characterized by attributes, means, influences, predictions, and causes; similarity-based was by attributes, objects, scientific principles, and phenomena, and dissimilarity-based was by parallel, resource, and deletion. There were significant (p<.000) differences in ways of connecting science concepts between the upper and the lower groups. The upper group students preferred connecting science concepts of inter-science subjects while the lower group students preferred connecting science concepts of intra-science subject. The upper group students showed a tendency to connect the science concepts based on similarity. In contrast, the lower group students frequently showed ways of connecting the science concepts based on dissimilarity. In particular, they simply parallelled science concepts.

• Journal of the Institute of Electronics Engineers of Korea SP
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• v.43 no.2 s.308
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• pp.19-29
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• 2006

As the security of personal information is becoming more important in mobile phones, we are starting to apply iris recognition technology to these devices. In conventional iris recognition, magnified iris images are required. For that, it has been necessary to use large magnified zoom & focus lens camera to capture images, but due to the requirement about low size and cost of mobile phones, the zoom & focus lens are difficult to be used. However, with rapid developments and multimedia convergence trends in mobile phones, more and more companies have built mega-pixel cameras into their mobile phones. These devices make it possible to capture a magnified iris image without zoom & focus lens. Although facial images are captured far away from the user using a mega-pixel camera, the captured iris region possesses sufficient pixel information for iris recognition. However, in this case, the eye region should be detected for accurate iris recognition in facial images. So, we propose a new fast iris detection method, which is appropriate for mobile phones based on corneal specular reflection. To detect specular reflection robustly, we propose the theoretical background of estimating the size and brightness of specular reflection based on eye, camera and illuminator models. In addition, we use the successive On/Off scheme of the illuminator to detect the optical/motion blurring and sunlight effect on input image. Experimental results show that total processing time(detecting iris region) is on average 65ms on a Samsung SCH-S2300 (with 150MHz ARM 9 CPU) mobile phone. The rate of correct iris detection is 99% (about indoor images) and 98.5% (about outdoor images).

• Journal of radiological science and technology
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• v.36 no.2
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• pp.99-110
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• 2013

In the medical field, the necessity of education growth for the professional Radiation Technologists has been emphasized to become experts on radiation and the radiation field is important of the society. Also, in hospitals and companies, important on thesis is getting higher in order to active and cope with rapidly changing internal and external environment and a more in-depth expert training, the necessity of new teaching and learning model that can cope with changes in a more proactive has become. Thesis writing classes brought limits to the in-depth learning as to start a semester and rely on only specific programs besides, inevitable on passive participation. In addition, it does not have a variety opportunity to present, an actual opportunity that can be written and discussed does not provide much caused by instructor-led classes. As well as, it has had a direct impact on the quality of the thesis, furthermore, having the opportunity to participate in various conferences showed the limitations. In order to solve these problems, in this study, writing thesis has organized training operations as a consistent gradual deepening of learning, at the same time, the operational idea was proposed based on the connectivity integrated operating and effective training program & instructional tool for improving the ability to perform the written actual thesis. The development of teaching and learning model consisted of 4 system modeling, scaffolding, articulation, exploration. Depending on the nature of the course, consisting team following the personal interest and the topic allow for connection subject, based on this, promote research capacity through a step-by-step evaluation and feedback and, fundamentally strengthen problem-solving skills through the journal studies, help not only solving the real-time problem by taking wiki-space but also efficient use of time, increase the quality of the thesis by activating cooperation through mentoring, as a result, it was to promote a positive partnership with the academic. Support system in three stages planning subject, progress & writing, writing thesis & presentation and based on cognitive apprenticeship. The ongoing Coaching and Reflection of professor and expert was applied in order to maintain these activities smoothly. The results of this study will introduce actively, voluntarily and substantially join to learners, by doing so, culture the enhancement of creativity, originality and the ability to co-work and by enhance the expertise of based-knowledge, it is considered to be help to improve the comprehensive ability.

• Journal of The Korean Association For Science Education
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• v.31 no.5
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• pp.788-800
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• 2011

The purpose of this study was to investigate the elementary school teachers' perception of science writing. In this study, 10 elementary school teachers who have taught in the 3rd or 4th grade science lesson in 2010 were selected. Researchers constructed interview guide in three parts including the teachers' understanding of science writing, the status of science writing teaching and the difficulties of science writing in their classes. For the investigation, semi-structured in-depth interviews with 10 elementary school teachers were conducted individually. The results showed that the elementary school teachers were unfamiliar with the word ‘science writing’ and considered science writing as a writing using science learning contents. Also, they think that teaching science writing in their science lessons was not needed and didn't assess and provide detailed feedback with the students' written works. Most teachers needed teaching materials and assessment tools for science writing. To develop elementary teachers' understanding of the value and use of writing for learning in science, they will need to participate in science writing programs for in-service teachers and various teaching materials and assessment tools should also be developed.