• 대한공업교육학회지
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• v.33 no.2
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• pp.154-169
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• 2008

The purpose of this study was to develop learning model turtle boat of teaching-learning materials in order for the students to enhance knowledge, skill and attitude and give interest in transportation technology, and also to recognize the legacy of Korean history. The model turtle boat was developed through three major phases; preparation, development and improvement. The main results of this study were as follows: First, the model turtle boat was developed for students to cultivate design, fabrication, process abilities, and also technological literacy by experimenting and fabricating for themselves. Second, the learning model turtle boat developed is equipped with the sail using natural energy, the linkage and screw applying a mechanical energy and solar cell using solar energy among driving energy. Third, in order to increase interest and attitude regarding a ship in transportation technology, the model turtle boat was developed for students to be able to operate with wireless transceiver on water. Fourth, the model turtle boat was developed to apply the teaching and learning materials for the classes of experiment and practice in primary and secondary schools.

• Journal of Engineering Education Research
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• v.18 no.3
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• pp.46-58
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• 2015

Informal engineering education program for high school students was developed to cultivate engineering literacy using the human resources and facilities of university. Plant factory, a smart farming technology, was selected as a main theme, and the novel engineering camp program involving engineering design activities and intra-linter-team works was planned. The camp program was applied to 38 high school students in an active learning classroom. Five teams were constructed according to elemental technologies such as biotechnology, information-communication technology, energy engineering, mechanical engineering and architectural engineering, and the students were participated in intra- and inter-team activities to achieve the final goal of 'the construction of a plant factory in school'. The team works were conducted according to the eight steps of engineering design process (identifying the problem and need, identifying criteria and constraints, brainstorming possible solutions, selecting the best possible solution, constructing a prototype, testing and evaluating the solution, communicating the solution, and refining design). Participants' satisfaction survey showed that the satisfaction on the contents of engineering design was 4.48 on 5-point Likert scale. The participants' satisfaction on creative activity and systematic methodology was 4.43 on 5-point Likert scale. 97% of participants responded positively to team works, and 92% of participants were satisfied with career mentoring activity supplied by undergraduate/graduate students. These results indicates that the engineering camp program involving engineering design activity and intra-/inter-team works can contribute to cultivate engineering literacy such as creativity, problem solving ability, collaboration, communication skills for high school students, and to increase their interests in engineering fields.

• Journal of The Korean Association For Science Education
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• v.31 no.8
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• pp.1158-1174
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• 2011

In this study, we examined the compositions, basic principles, and the area of the National Higher Education Entrance Examination (GaoKao) in 2009, we also analyzed the categories and characteristics of items. Also, the GaoKao was analyzed in terms of test specifications, the number of items, item patterns, difficulty levels, and implications of the College Scholastic Ability Test(CSAT) were explored. Results show Natural Science section of the National Test 1, 2 are 300 points per 150 min, and Natural Science, and Chemistry of Shanghai is 150 points each per 120 min. Also, the GaoKao contained multiple choice and fill in the blanks questions, and the description items are composed of experiments of various types. The GaoKao Natural Science section is composed of physics, chemistry, biology but not earth science, which is different from the CSAT. GaoKao requires basic understanding or the observation ability to reasoning, the complex thinking ability, especially emphasized on the experiment ability. The range of possible questions is in the examination outline, not the curriculum, and the ratio of questions from the University level is high. In the analysis of the behavioral domain, the ratios of the understanding and application items is higher than the CSAT, and inquiry items is lower, but the inquiry items are deeper. In case of the ratio of the expected correct answer, National Test 1 and National Test 2 is similar, but the difficult items or about 20~39% of the test is 4~5 times to that of the CSAT, making the GaoKao very difficult. The peculiar characteristics of GaoKao is the emphasis on the experiment, and even though the practical items is of lower ratio, they are very useful in life.

• Journal of The Korean Association For Science Education
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• v.25 no.2
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• pp.111-121
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• 2005

The purpose of this study was to analyze characteristics of experimental design and evidence choice of the elementary school students in problem solving process related to controlling variable. For this study, 96 6th grade students were selected and tested with Science Reasoning Task. This study revealed that the types of experimental design were categorized as variance of control variable, controlling of causal variable, perfect controlling variable, imperfect controlling variable, variance of all variable. Prior belief had a strong influence on student's experimental design. The types of evidence choice were categorized as perfect controlling variable, controlling causal variable, variance of causal variable. The degree of controlling variable in evidence choice process was much lower than that in experimental design. Most students tended to choose evidence according to prior belief without controlling variable. The results of this study implied that student's prior belief and characteristic of science process skills should be considered to develop program for promoting controlling variable ability.

• Journal of the Korean Society for Aeronautical & Space Sciences
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• v.45 no.6
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• pp.490-497
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• 2017

The Main Landing Gear(MLG) of Rotary Wing Aircraft is an essential equipment in Landing System for pilot to perform a flight mission. It supports the fuselage at ground and absorbs the impact from the ground when landing, thereby, these functions sustain operational capability for pilot and crew. However, the A aircraft caused asymmetry and leakage hydraulic when it was stationed on the ground. Therefore, this paper summarizes pilot comments in operation which are classified by cause of occurrence and the troubleshooting process about each comment. It also describes design improvements which was derived from troubleshooting and suggests verification results of flight test.

• Journal of Science Education
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• v.45 no.1
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• pp.129-141
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• 2021

With the change of the undergraduate medical education system, many medical schools have recently run or developed a medical education curriculum. The premedical curriculum should be designed according to the sequencing and level of the medical curriculum, but there were no discussions on the standards or evidence for the basic science-related subjects. Therefore, this study examines Physics I, Physics II, Life sciences I, Life sciences II, Chemistry I, and Chemistry II, which are the subjects of need assessment exploration. The need assessment used mean, mean difference, and Borich demand, The locus for focus of memory degree and importance, and the result was converted into 76 keywords. The results of this study are expected to be used as basic data for the development of subjects related to basic science in premedical curriculum.

• Journal of Science Education
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• v.38 no.3
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• pp.718-736
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• 2014

This study was intended to determine PCK of the middle school science teachers on Mendelian genetics and factors influenced to form their PCKs. Two science teachers with biology major with a teaching experience over 5 years were chosen as the subject. Data were collected by class observation, semi-structured interview, teacher questionnaire survey, Content Representation and Pedagogical and Professional-experience Repertoire. The collected data were analyzed based on Magnusson's PCK for science teaching consisting of five components: (a) the orientation toward teaching science, (b) the knowledge of science curriculum, (c) the knowledge of students' understanding, (d) the knowledge of assessment, and (e) the knowledge and belief in the instructional strategies to teach science. Teachers could have the orientation toward teaching science served as an assisting role to support students' abilities. Both subject teachers seemed to focus on giving lectures. Their efforts to improve students' exploration methods and abilities were not expressed enough in their real classes and they found that students struggled to understand Mendelian genetics. Therefore, they should have explained them in an easier way and worked harder to make their students understood accurately and applied basic and advanced concepts of Mendelian genetics. They found students' preconception and misconception regarding Mendelian genetics and wished to enhance their learning effects by various teaching strategies such as correcting misconception, adding the history of science and simply assessing students' affirmative domains. It was also found that factors influenced to form PCK regarding Mendelian genetics by both teachers were as follows: teacher's personality and endeavor, textbooks and guidance books, schools and their circumstances, teaching experience, experience as a learner, interaction with their colleagues, and university curriculum. Both teachers said that it was important for teachers to make every efforts to give better classes.

• Journal of The Korean Association For Science Education
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• v.40 no.1
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• pp.89-96
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• 2020

This study explores the characteristics and ways to improve the area of science education in secondary teacher employment test (hereafter, TET). We investigated ways to differentiate second-phase science education tests from those of the first phase in the TET, and ways to improve practical tests such as designing instructional plans, teaching demonstrations, in-depth interviews, and science experiment tests. Major findings of the study include increasing the proportion of teaching demonstration while maintaining the test of designing instructional plans, which have a different focus from the paper-based exam in the first phase of the TET. Teaching demonstration tests, applying the credit of student-teaching to the TET, assessing teaching expertise in real classroom contexts focusing on subject teaching expertise, etc. along with science experiment tests, making the science experiment test compulsory for all municipal offices of education, and the necessity of evaluating the experimental design and teaching of scientific inquiry. Based on these results, developing and implementing tests such as teaching demonstrations, in-depth interviews, etc. at the local municipal education offices, introducing the apprentice teacher system, and introducing graduate schools of education were suggested.

• Journal of The Korean Association For Science Education
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• v.21 no.2
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• pp.264-278
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• 2001

The purpose of this study was to develop the web based instruction(WBI) program, to examine its effects on the science achievement, the attitude toward science, and students' perceptions on the WBI learning. The WBI program on the content of oceanography unit in Earth Science for high schools was developed using Namo 4.0, JAVA-script, Flash 4, Video Capture of SnagIt, Animation Shop graphic tools. The treatment group consisted of students who participated in the WBI program developed in this study, and the control group consisted of students who participated in the module instruction using self-learning materials. The results from this study were as follows: First, the scores of science achievement of WBI group were significantly higher than those of module group. There was not interaction effect of treatment and students' learning ability. Second, there were no significant difference in the scores of the attitude towards science learning between WBI group and module group, and there was not interaction effect of treatment and students' learning ability. Third, in the perception questionnaire of WBI learning, many students showed the WBI learning were good in terms of causing interaction between learners and web based learning materials including various images and animations. However there are several students who showed learning difficulties. For example they wonder which part is more important and what order is proper to study in hypertext environment.

• Journal of The Korean Association of Information Education
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• v.21 no.6
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• pp.619-627
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• 2017

The purpose of this study is to verify the effectiveness of the Development-oriented model (Discovery-Design-Development: DDD) for developing students' Computational Thinking skills in software education. DDD is a class model that learns the process of developing SW to solve real-life problems through three stages of Discovery, Design, and Development. In order to verify the effectiveness of the DDD, first grade students at G university who did not have SW education class were tested. As a result, the students who experienced SW development through DDD maintained the learning motivation of SW education before and after, especially the confidence area increased significantly. In addition, students also noted that the Design phase was particularly helpful in improving CT abilities and the DDD was a significant help in understanding of decomposition and algorithms.