• Journal of the Korean Chemical Society
• /
• v.64 no.3
• /
• pp.159-174
• /
• 2020

The purpose of this study is to examine 'Design Thinking' based Chemistry Class program as an education strategy for core competence of creative convergence talent. The program stages were modified and supplemented into eight stages, including 'Knowledge Understand', 'Empathy', 'Sharing perspective', 'Ideate', '1st Prototype', '1st Test', '2nd Prototype', and '2nd Test', so that the 'Design Thinking Process in Science Education' can be applied to the chemistry class. Considering the linkage between the 2015 and 2009 revised national curriculum, the achievement criteria were selected, and the lesson plans and student activity sheet were developed according to the themes to be met. Four thematic educational programs were developed and applied to Chemistry I for the second grade of high school students from March to August. The results were verified through qualitative data analysis of the class scene and pre- and post-test based on inventories of 'Empathy' 'STEAM educational competence', 'Problem solving process'. As a result of applying the developed program, 'empathy' showed a significant improvement in empathy with others and empathy with the problem situation. In 'STEAM educational competence', there was a significant enhancement in science and design competence. In the 'problem finding process', the problem definition, problem solution design, and problem-solving review were significantly improved in the 'problem-solving process'. The results of this study provided implications for the applicability of design thinking - based chemistry classes and its educational effect.

• Journal of Korean Home Economics Education Association
• /
• v.32 no.4
• /
• pp.19-30
• /
• 2020

Maker education started on the basis of the maker movement in which makers gathered in makerspace share their activities and experiences, and the educational value pursued in maker education is based on the constructivist paradigm. The purpose of this study is to present maker education components to be used in school education, focus on the characteristics and educational values of maker education, and explore ways to use them. To this end, this study explored the theoretical grounds to re-conceptualize maker education, drew statements based on in-depth interview data of teachers conducting maker education classes, and reviewed its validity through experts. Based on these statements, by deriving the components for the use of maker education, the direction of maker education in school education was set, and an example framework that could be used in subject class and creative experiential learning was proposed. Research shows that in maker education, makers cooperate to carry out activities, share ideas with others and try to improve them, and include self-direction such as learning, tinkering, design thinking, sharing and reflection. can see. In addition, maker education emphasizes experiential learning that can solve real problems that students face, rather than confining specific activities to student choices as needed. It emphasizes the learner's course of action rather than the outcome of the activity, tolerates the learner's failure, and emphasizes the role of the teacher as a facilitator to promote re-challenge. In the future, it can be used in various ways in each subject (curriculum expert, teaching/learning expert, elementary and middle school teachers, parents, local educators, etc.) and school activities, and it will contribute to setting future research directions as a basic research for school maker education.

• 한국정보교육학회:학술대회논문집
• /
• 2010.08a
• /
• pp.243-249
• /
• 2010

2007 revised curriculum in primary schools by the educational programming should be carried out due to a number of practical constraints have been performed well. Elementary education program conducted by the EPL and Scratch Programming for haneunge was not long after the development of intuitive interface and blocks created using the syntax, contains multimedia elements, such as the benefits that can create artifacts due to the elementary education program is appropriate for. The researcher targeted the school for a semester, 4th year 12 weeks based on the results of scratch programming, programming by way of the Plan and the training and the results were analyzed. Scratch programming to increase student interest and enhance creativity and Formal help cultivate the scientific attitude can give you results. Scratch Programming for Elementary EPL Education is an effective lead of the students' prior knowledge or interest in sex by level of achievement because of the variation to allow individual learning needs to organize a program of study. And results in the production of sufficient thinking ahead and given time to discuss the purpose of education and programming will need to be alive.

• Journal of Korea Multimedia Society
• /
• v.16 no.12
• /
• pp.1495-1507
• /
• 2013

Smart device appeared as IT technology develops and it caused the proliferation of digital contents. It is because that App technology supports to install and use the contents in the smart device easily. App is developed by the creativity and the programming skill and the commercial value is generated in the process of development. In this paper, we taught how to develop APP to elementary school students by Android App Inventor program and observed the changes of their thinking through reflection-note which describes thinking of them. This research was carried out for 28 elementary school students, 5th and 6th grade. We found the attitude that students try to solve problem actively with the high interest. They enjoy showing developed App to others easily and quickly, which is the characteristic of smart devices. We also found a phenomenon that the students consider commercial value.

• Journal of The Korean Association For Science Education
• /
• v.18 no.2
• /
• pp.245-256
• /
• 1998

In this study, we discussed about the implications of the idealization, which take an important role in physics, to the physics education. First, understanding of the idealization help the physics learning itself. This is because that various types of idealizations are included in the physics terms and concepts, derivation processes of physics laws and formulas, and explanation of natural phenomena and problem solving activities. Second, understanding of the idealization can help the application of the physics world to the real world. That is, by understanding the extent and the limit of idealization used in physics world, physics students can understand the discrepancies between the real world and the physics world. And also, by modifying or eliminating the idealization, students can extend the extent of understanding about how predictions based on the idealization used in the physics world will change. To do this, we suggested the application of computer simulation program in physics laboratories. Third, idealization take an important role in the inquiry learning for students' originality. The activities of identifying or controlling the variables, as one of the principal factors of scientific inquiry, need the appropriate establishment of the ideal conditions. And to analyze the limiting case or practice the thought experiments for understanding the impossible situation in the real world, ideal conditions also are needed. This study discussed above three aspects with various concrete examples and, with Park et al.'s study (Park et al., 1998), present the theoretical basis for the study of students' and teachers' understanding the idealization.

• Journal of The Korean Association For Science Education
• /
• v.39 no.2
• /
• pp.249-261
• /
• 2019

The purpose of this study is to extract empathy factor in scientists' problem-solving process and to examine how the empathy factor influences scientists' problem-solving situation. In this study, we selected six common persons among the scientists mentioned by creativity researchers. And through their autobiographies and biographies, we extracted elements of empathy from their case of problem-solving and categorized them. We analyzed cases from 12 books and 50 papers using Davis' empathy scale as an analysis framework and extracted common factors. As a result, the scientific empathy elements were extracted from a total of 182 cases, and 33 common elements were found. The validity of this case was verified through the content validity test of the science education specialist group. As a result, the I-CVI average was .86 and the S-CVI average was .90. For the empathy elements that scientists used in problem-solving cases, in cognitive empathy, three elements (empathy through other disciplines, empathy from the perspective of the research object, accommodating others' opinions) were extracted in terms of perspective-taking, and three elements (imagination thought experiment based on observation, thought experiment, feeling like part of object) in fantasy. And in affective empathy, three elements (influenced by fellow researchers' motivation, touching from the subject, excitement studying more) were extracted in terms of empathic concern and two elements (heartache for others' failure in their research, sensitivity to problems) in personal depression. This could not be said to be a perfect match for Davis' empathy, but it would be possible to define the scientific empathy elements based on these common elements found in the scientists' cases.

• The Journal of Society for e-Business Studies
• /
• v.23 no.3
• /
• pp.65-84
• /
• 2018

The government is continuously expanding its national R&D investment to actively respond to the advent of the $4^{th}$ industrial revolution era and to develop the national economy. The R&D structure is likely to be liberalized as the paradigm shifts from the pursuit type R&D to the leading type R&D, and R&D capacity enhancement that focuses on researchers' creativity is emphasized. Such changes in R&D environment will increase the risk of security accidents such as leakage of research information. In addition, security policy for protection of research result should be the Researcher-Centric Security and security policy should be changed. This study explored transforming the research security system into the Researcher-Centric Security system so that researchers can voluntarily implement necessary security measures in the course of conducting research.

• Journal of Science Education
• /
• v.43 no.1
• /
• pp.43-63
• /
• 2019

The types of inquiry activities included in Life Science II textbooks under the 2015 revised science curriculum were extracted and compared with those of six major and five different publishing companies. The fact that the number of investigation discussions and presentations (IP) increased and the expressions (EX) were included in each unit was interpreted as sufficient to transform the classroom instruction in the 2015 revised science curriculum into student-centered activities. The type of inquiry activities in student-centered activities such as experiment observation, simulation activities, investigation discussions, and presentations accounted for about 41% more than the 27% of 2009 revised science curriculum. However, since data interpretation type is still the largest, it is necessary to reduce the types of data interpretation and to increase the number of types of simulation activities and expressions in order to expand students' creativity and thinking ability when textbook development is needed in the future. In addition to the development of biotechnology, teachers need to reconstruct diverse science materials for each textbook and then use them for students to induce balanced thinking, and try to expand expressive power, creativity, logic, and critical thinking skills.

• Proceedings of the Korea Information Processing Society Conference
• /
• 2001.04b
• /
• pp.743-746
• /
• 2001

자바는 객체지향 언어이고, 한번 작성된 프로그램은 자바 가상 기계가 있는 모든 곳에서 수정없이 실행될 수 있기 때문에 소프트웨어의 개발과 유지 보수에 많은 장점을 가진 언어이다. 이러한 특징으로 인하여 개발되는 제품들이 자바로 구현되는 경우가 많다. 그러나 아직 대다수 소프트웨어 개발자들은 주로 C 언어나 C++ 언어를 사용하고 있으며, 최근에는 C#이라는 언어를 사용하고 있다. 자바가 플랫폼에 독립적인 장점은 가지고 있지만, 다수의 개발자 및 사용자가 마이크로소프트 윈도우 운영체제를 사용하고 있다는 것을 감안한다면 그리 탁월한 장점만은 될 수 없다. 또한, 최근의 개발동향이 COM(Component Object Model)을 지향하고 있고, 이는 더 이상 개발자들에게 프로그래밍 언어에 구애를 받지 않고 오직 개발 제품에 대한 집중력을 가질 수 있는 환경을 제공할 수 있다면, 그 개발 효율에 있어서 상당한 이점을 가질 수 있다는 의미이다. 따라서, COL(Component Object Language)을 기반으로 하고 있는 C# (C sharp)언어를 사용하여 개발을 함에 있어서 자바의 언어를 C# 언어로 변환할 수 있다면, 신생 언어인 C#에 있어서 기존 자바로 되어 있는 유용한 개발 제품들을 보다 효율적으로 이용할 수 있을 것이다. 본 논문에서는 두 언어(자바, C#)를 하나로 잇는 교량(bridge)역할을 할 수 있도록 자바의 중간 언어인 Bytecode를 C#의 중간 언어인 MSIL(Microsoft Intermediate Language)로 바꿀 수 있는 중간 언어 번역기를 설계하고 구현하였다. 이를 위한 방법으로는 먼저, 자바 Bytecode 와 MSIL 의 어셈블리 형태에서의 명령어 매칭과정을 매핑 테이블을 이용하여 처리하였고, MSIL 에서 자바 Bytecode 의 함수와 같은 기능을 하는 메소드의 변환을 위하여 마크로 변환기법을 이용하여 해결하였다.I/O ratio 2.5). BTEX의 상대적 함량도 실내가 실외보다 높아 실내에도 발생원이 있음을 암시하고 있다. 자료 분석결과 유치원 실내의 벤젠은 실외로부터 유입되고 있었고, 톨루엔, 에틸벤젠, 크실렌은 실외뿐 아니라 실내에서도 발생하고 있었다. 정량한 8개 화합물 각각과 총 휘발성 유기화합물의 스피어만 상관계수는 벤젠을 제외하고는 모두 유의하였다. 이중 톨루엔과 크실렌은 총 휘발성 유기화합물과 좋은 상관성 (톨루엔 0.76, 크실렌, 0.87)을 나타내었다. 이 연구는 톨루엔과 크실렌이 총 휘발성 유기화합물의 좋은 지표를 사용될 있고, 톨루엔, 에틸벤젠, 크실렌 등 많은 휘발성 유기화합물의 발생원은 실외뿐 아니라 실내에도 있음을 나타내고 있다.>10)의 $[^{18}F]F_2$를 얻었다. 결론: $^{18}O(p,n)^{18}F$ 핵반응을 이용하여 친전자성 방사성동위원소 $[^{18}F]F_2$를 생산하였다. 표적 챔버는 알루미늄으로 제작하였으며 본 연구에서 연구된 $[^{18}F]F_2$가스는 친핵성 치환반응으로 방사성동위원소를 도입하기 어려운 다양한 방사성의 약품개발에 유용하게 이용될 수 있을 것이다.었으나 움직임 보정 후 영상을 이용하여 비교한 경우, 결합능 변화가 선조체 영역에서 국한되어 나타나며 그 유의성이 움직임 보정 전에 비하여 낮음을 알 수 있었다. 결론: 뇌활성화 과제 수행시에 동반되는 피험자의 머리 움직임에 의하여 도파민 유리가 과대평가되었으며 이는 이 연구에서 제안한 영상정합을 이용한 움직임 보정기법에 의해서 개선되었다. 답이 없는 문제, 문제 만들기, 일반화가 가능한 문제 등으로 보고, 수학적 창의성 중 특히 확산적 사고에 초점을 맞추어 개방형 문제가 확산적 사고의 요소인 유창성, 독창성, 유연성 등에 각각 어떤 영향을 미치는지 20주의 프로그램을 개발, 진행하여 그 효과를

• The Journal of the Convergence on Culture Technology
• /
• v.9 no.1
• /
• pp.355-360
• /
• 2023

Recently, with the development of digital, children are exposed to a lot of media media. Reading activity decreases, making it difficult to acquire information from books or organize and remember acquired information. Since education with augmented reality increases children's participation and immersion in learning, we proposed a reading activity application with augmented reality technology to increase children's reading interest and creativity. In addition, based on the five nurturing processes, we designed a play-oriented reading activity for the application. In addition to the application suggestions, we designed a play-centered lesson model so that it can be used in actual lessons. In order to analyze the conceptual thinking framework according to the lesson model design, we visited an actual daycare center and conducted a class attended by an expert. Experts who participated were asked to fill out a pre-produced questionnaire to review the suitability of the reading activity class model and operation, and the feasibility was examined. Our lesson model design was based on limited book content, and due to ethical concerns, large-scale experiments with children could not be conducted, so the results of the study are not representative of the whole. However, it is significant that the possibility of running a new reading activity class based on the Nuri course has been examined and proposed.