• Journal of Fisheries and Marine Sciences Education
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• v.17 no.1
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• pp.86-105
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• 2005

The plan of developing a fishing village and port will be indirectly funded by the government. In the short term, there will be five different multi-functional fishing village models which are based on the first industry to attach to the third industry of marine sports experience tourism. In the long run, they have to be reached gradually. The popular scenic spot of the marine sports experience tourism is made by human resources and fundamental installations considering that it must be done in unpolluted water. It is necessary to separate the fish harbor into two sides. One side is an existing fishing industry. The other side is made up of several pontoons for the marine sports equipment of the marine mooring. It is necessary to build facilities, such as the mooring facility, the storage facility, the repair-check facility, supply-cleaning facility, information booth, accommodations, education facility, and a marine culture exchange facility.

• Proceedings of the Korea Contents Association Conference
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• 2008.05a
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• pp.363-366
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• 2008

In this paper, I describe about edutainment contents to infant. We can call following PANSORI that user can experience national classical music that is our country tradition music using imagination musical instrument instead of actuality musical instrument, and is one at national classical music. Also manufacturing operationalized Touch-Face that is intelligence style interface platform that can play that tradition pattern and basis use style hand that is a tool the immediate perception enemy use and touch display directly as unaccustomed infant and children are easy and convenient to base. Because of these reason, educational contents can become help to study efficiently because there is in preschool education more on Touch-Face base.

• (The) Research of the performance art and culture
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• no.36
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• pp.327-363
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• 2018

This paper tracks the present state of the Gugak educational programs run by Gugak-specialized museums including Museum of Gugak not only to set a directionality of Museum of Gugak to step forward for their main purposes, but also to find measures to invigorate its Gugak educational programs. There are 826 museums registered in 2016 nationwide, and ten of them are Gugak-specialized museums including Museum of Gugak. An analysis of the educational programs by Museum of Gugak presents high achievements in concentrativeness, participation and satisfaction levels. However, several issues such as difficulty level adjustment, education period arrangement, contents development, setting of a precise aim of education, and overcoming of regional limitations are to be solved in the future. Considering these special circumstances, the study suggests setting a directionality of Gugak education by following four conditions: Firtly, the Gugak education programs by Museum of Gugak should be user-oriented. Secondly, it is necessary to provide customized learning programs to suit users of various ages and generations. Thirdly, a solid education is required to enhance creativity deviating from uniform, unilateral, fragmentary education focused on materials and relics of museums as the users' experiences and learning levels vary. Fourthly, integrated education with relevant study in common use is required as the specialized environments of the museum could cause users psychological resistance and lessen their willingness to approach. Focusing on these four conditions several invigoration measures for the Gugak education programs are discussed: Firstly, a step-by-step approach, not a radical shift, is required in order to turn existing programs into the user-oriented. Secondly, customized learning programs should be planned in consideration of life cycle of the users. Thirdly, it is necessary to establish virtuous circulation reflecting activity-based contents as well as to provide the users experiences through five senses for solid Gugak education, in which various elements such as experiencing, learning, playing, viewing are reflected manifoldly. Fourthly, integrated education can be implemented when the features of Gugak educational programs are internally structured and the external environment matures.

• Journal of Science Education
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• v.46 no.1
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• pp.40-52
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• 2022

Daily science classes, which have been continued as part of the spread of participatory science culture, has taken the lead in popularizing science as an effective out-of-school experiential and research activity. However, due to the recent COVID-19 situation, daily science classes have also become an environment in which there is no choice but to switch to non-face-to-face or to combine face-to-face and non-face-to-face education. Therefore, in this study, we examine how elementary school students participating in the non-face-to-face daily science class program change their usual fields of interest, perception of science and technology, interest about science, and scientific competency. In addition, the educational effectiveness of the non-face-to-face daily science class improved by comparing the differences in perceptions of students and parents, and future operation plans were sought. As a result of the study, after participating in the non-face-to-face daily science class program, students' interest in science and technology development, future technology, environmental pollution, and social media increased, and their interest in games decreased. Also, students' interest in science and technology activities, interest in science, and scientific competency also increased. This shows that non-face-to-face daily science class education is effective. Therefore, it was suggested that it is necessary to diversify the learning topics and content levels of the daily science class program, to expand the opportunities of non-face-to-face science education for underprivileged learners, and to develop and share science content using the latest media.

• Journal of The Korean Association of Information Education
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• v.13 no.2
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• pp.159-168
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• 2009

This study is a project case research on PVR-based e-book systems for the cultural property learning effectively. In this study, we designed and implemented the systems and contents using a photographic virtual reality technique. This system could provide the students an effectiveness of virtual experience such as a student is at place that has the cultural property. Moreover we developed the educational contents in image DB. We also converted these contents into e-book typed contents that the students easily searched and used the system in class. This systems were applied the students in elementary school. As the result of applying, we found that the PVR-based e-book systems were more effective than plain web-based systems. This study will give advanced education environment to students as well as teachers in future.

• The Journal of the Korea Contents Association
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• v.21 no.9
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• pp.714-722
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• 2021

In this study, intends to propose virtual reality education contents for fundamental nursing skills to develop various teaching methods in nursing education. Blood sugar test & insulin subcutaneous injection among the 20 core fundamental nursing skills is one of that frequently performed and can be used for self-management education for diabetic patients. This study designed a core fundamental nursing skill on immersive VR contents by dividing the learner's experience into three stages: guide, mission, and feedback with these skills. And it is designed by tracking the movement of the hand through finger joint recognition without using a controller for immerse in training. This study will help develop VR nursing education contents that can improve clinical practice competency and the effect of the nursing education.

• Proceedings of the Korean Operations and Management Science Society Conference
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• 2004.05a
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• pp.624-627
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• 2004

본 연구는 동일한 병렬기계에서의 총 납기지연의 합을 최소화하는 일정계획 문제에 대해 다룬다. 이 문제는 Lenstra et al. (1977)에 의해 NP-hard로 알려져 있으며, 작업의 수와 기계의 수가 큰 현실적 문제에 대해 적절한 시간 내에 최적해를 찾는다는 것은 사실상 불가능하다. 따라서 본 연구에서는 이 문제를 해결하기 위하여 혼합형 유전 알고리즘(hybrid genetic algorithm)을 제안한다. 혼합형 유전 알고리즘에서는 임의로 발생시킨 모집단에 대해 먼저 유전 알고리즘(genetic algorithm)이 세대를 진행하며 해를 개선한다. 유전 알고리즘이 일정기간동안 더 이상 해를 개선하지 못하면, 부분탐색 알고리즘(local-search algorithm))이 유전 알고리즘의 모집단의 개체들에 대해 해의 개선을 시도한다. 즉, 부분 탐색 알고리즘은 모집단 속의 각각의 개체를 초기해로 하여 모집단 내의 개체 수만큼의 부분 최적해(local optimum)들을 구한다. 이렇게 구한 부분 최적해들로 새로운 모집단을 구성하면 다시 유전 알고리즘이 진행된다. 이 과정을 종료조건에 이를 때까지 번갈아가며 반복 수행한다. 본 연구에서 제안한 유전 알고리즘에서는 Bean(1994)이 제안한 Random key 방법으로 개체를 표현하였으며 Park(2000)이 제안한 3가지 교차 연산자들을 채용하였다. 부분탐색 알고리즘을 위해서는 쌍대교환(pair-wise interchange) 방법을 통해 이웃해를 생성하였다. 선행실험을 통하여 제안한 혼합형 유전알고리즘에서 사용하는 다양한 모수(parameter)값들을 최적화하였으며 알고리즘의 성능을 비교하기 위하여 기존의 알고리즘과도 비교실험을 수행하였다.복적인 지표가 채택되는 경우를 포함하고 있다. 셋째는 추상적이며 측정이 어려운 지표를 채택하고 있는 경우이다. 여기에는 지표에 대한 정확한 정의가 이루어져 있지 않아 피 평가자가 불필요하거나 과다한 평가 자료를 준비해야 하거나 평가자로 하여금 평가 시 혼돈을 유발할 가능성이 있거나, 또는 상위개념의 평가항목과 하위개념의 평가항목이 혼재되어 구분이 모호한 경우를 포함하고 있다. 바탕으로 '생태적 합리성'이라는 체계적인 지식교육을 거쳐서, '환경정의' 의식의 제고로 이어가고, 굵직한 '환경갈등'의 상황에서 뚜렷한 정치적 태도와 실천을 할 수 있는 '생태적 인간상'의 육성으로 나아갈 수 있어야 한다는 것이 필자의 생각이다. 이를 위해서는 어찌되었건 체험학습 영역에서는 환경현안에 대한 사회적 실천을 '교육 소재'로 삼을 수 있어야 하며, 교과학습 영역에서는 한국사회의 환경현안에 대한 정치경제적 접근을 외면하지 말고 교과서 저작의 소재로 삼을 수 있어야 하며, 이는 '환경관리주의'와 '녹색소비'에 머물러 있는 '환경 지식교육'과 실천을 한단계 진전시키는 작업으로 이어질 것이다. 이후 10년의 환경교육은 바로 '생태적 합리성'과 '환경정의'라는 두 '화두'에 터하여 세워져야 한다.배액에서 약해를 보였으나, 25% 야자지방산의 경우 50 ${\sim}$ 100배액 어디에서도 액해를 보이지 않았다. 별도로 적용한 시험에서, 토마토의 경우에도 25% 야자지방산 비누 50 ${\sim}$ 100배액 모두 약해를 발생하지 않았으나, 오이에서는 25% 야자지방산 비누 100배액에도 약해를 나타내었다. 12. 이상의 결과, 천연지방산을 이용하여 유기농업에 허용되는 각종의 살충비누를 제조할 수 있었으

• Journal of the Korean Society of Food Science and Nutrition
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• v.35 no.8
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• pp.1016-1024
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• 2006

The purpose of this study was to investigate students' and parents' perceptions of nutrition education. In this survey, 7,577 elementary school students and 6,003 of their parents across the country were surveyed about the necessity of implementing nutrition education, its present status and problems and future methods for nutrition education implementation. The results showed that 96.6% of the parents and 62.8% of the students responded that nutrition education was urgently needed, at least once per week in the lower grades of elementary school, and that it should be related to and coordinated with special activities class. In addition, the survey showed that students and their parents wanted nutrition teachers to establish a nutrition counseling room, a practical cooking class, a special activity class, and/or dietary camp during school breaks. With regard to the status of nutrition education at home, there was statistical evidence that suggests significant differences between urban and rural schools. Approximately 63% of the parents indicated that they had difficulty teaching nutrition education in their own homes, because it was difficult to determine the dietary habits and nutritional status of their children. When asked about attending a dietary class for parents, 74% expressed their intent to attend. Parents were most interested in learning about cooking practices, diet therapy, and food information in that order. The results showed that the most effective method of dietary education was to teach appropriate nutritional practices in school and at home simultaneously. Hence, necessary information and education should be provided through special lectures, special cooking classes, and dietary classes for parents. The conclusions of this study suggest that a variety of education programs should be developed to achieve effective nutrition education for students and their parents.

• Journal of the Korea Society of Computer and Information
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• v.25 no.1
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• pp.93-99
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• 2020

With the development of digital technology and the increasing demand for learning how to improve one's ability to solve problems through play and participation interactions, a variety of edutainment game contents are being developed. The edutainment game contents developed until recently have received a large number of contents for intelligence development and transfer of knowledge such as Korean and English mathematics for children and children. Recently, there have been various researches on the necessity and effect of STEAM education that foster convergent science and technology talents with comprehensive thinking ability and scientific inquiry spirit through the fusion education method among the subjects including science, technology, engineering, mathematics, And there is a growing need for the development of a parish suitable for STEAM education. However, there is a lack of STEAM educational content development that incorporates the technology of creative convergence talent training to develop talented people who can think and solve problems by crossing various academic boundaries. Therefore, this study develops game contents for early childhood education by combining STEAM education which foster convergent science and technology talents with comprehensive thinking ability and scientific inquiry spirit. And we designed and implemented STEAM game contents for infant learning education which can induce the interest of children and have fun by using gyroscope sensor of smartphone.

• Journal of The Korean Association For Science Education
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• v.39 no.6
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• pp.777-790
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• 2019

The purpose of this study is to investigate the experience of teachers who apply Smart-technology in elementary school STEAM class and the reasons, difficulties when applying the technology and required support. Semi-structured in-depth interviews were conducted with six elementary school teachers with specialized knowledge in STEAM education who have experienced STEAM lessons several times before. The research findings are as follows: First, research participants utilized a variety of Smart-technology in STEAM class, most of which were experiential or interactive technology. Among the STEAM learning criteria, the Smart-technology in 'Creative Design' course was most often applied. Second, they adopted Smart Technology in STEAM class to encourage students to feel interested, actively participate in the class, enjoy indirect experience, and nurture interest in state-of-the-art technology. They used it to prepare for future societies and organize classes that are suitable for STEAM learning criteria. They also used Smart-technology because it was easy to use. Third, they found it difficult to find, secure, and use suitable Smart-technology when applying Smart-technology in the STEAM class. They also had trouble restructuring the curriculum. In addition, there were difficulties in using Smart-technology in the class such as lack of class hours, increased level of activity, insufficient physical environment and unexpected malfunction of Smart-technology, thus interrupted the class. After the class, it was hard to manage Smart-technology and also, there were difficulties in assessment, record, and negative awareness of surrounding people. Fourth, they mentioned that's suggesting education guidelines, develop, and distribute educational materials are required to enable 'Creative Design,' reduce educational content, provide training, secure Smart-technology equipment and provide Wi-Fi, support teacher's club and communities and create an atmosphere to emotionally support teachers in order to activate using Smart-technology in STEAM class.