• Journal of the Korea Academia-Industrial cooperation Society
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• v.11 no.6
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• pp.1969-1977
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• 2010

James Cameron's "Avatar" has broken the national record of movie ticket sales, and it caused the boom of 3D and 3D related fields. This research is focused on the appropriate ways to embrace the stereoscopic 3D cinema and the assumable result in Korea. The new stereoscopic 3D is different from the old fashioned analogue 3D, and it has many possibilities that may influence Korean film industry. Since 1990s, the number of Korean film school has increased drastically, and many of those who graduated from the schools would experience fierce job market. 3D converting projects that require a lot of film majored personnels would solve the overly supplied film majored professionals. Through Korea's hundreds of film schools, when they include 3D filmmaking in their curriculum, they can train and educate 3D related staff such as stereographer, convergence puller, and depth continuity artists, and Korea can be an important 3D staff train center in the world. Educating 3D filmmaking can produce a noticeable result in terms of accepting 3D cinema. Stereoscopic 3D cinema has many possibilities in many fields not only in cinema but also almost every fields that related to the imagery. With government's supports, the investments from the 3D related corporations, and 3D education in colleges would be fast and efficient way to embrace and accept stereoscopic 3D cinema in Korea in terms of the size and the profit.

• Cartoon and Animation Studies
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• s.9
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• pp.250-265
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• 2005

Life drawing is one of the most important curriculum not only in 2D animation but also in 3D animation. It was secret weapon of Disney how they made great success of Snow White and Seven Dwarfs and all the fame of Disney animation. Life Drawing which has its back ground history is major curriculum of famous animation school such as CAL Arts which Disney made and Sheridan College in Canada. But in Korea, a lot of the universities and colleges which have animation department do not really seem to understand the importance of the life drawing and it's effectiveness, thus do not emphasize it as a short cut to get close to the real work field. Now that the academical society as well as industry are very well of the fact that the animation education is directly related to the animation industry, the schools should have to teach step by step and closer to the basic fundamentals. The intentions of this study is to emphasize the importance of the Life Drawing, one of the essential fundamental course, which not only help the universities and colleges that have animation course to organize their curriculum. but also to help the students who graduate the program easily find their position in the animation industry.

• Research in Mathematical Education
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• v.8 no.3
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• pp.145-155
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• 2004

Mathematics, by its nature, is a creative activity. Creativity can be developed either through considering its intrinsic beauty or by examining the role that it plays in applications to real world problems. Many of the great mathematicians have been vitally interested in applications and gained inspiration in developing new mathematics from the mathematical descriptions of physical phenomena. In this paper we will examine the processes of applying mathematics by looking at how mathematical models are formed and used. Applications from sport, the environment and populations are used as illustrations.

• Korean Chemical Engineering Research
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• v.54 no.3
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• pp.285-292
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• 2016

Three-dimensional (3D) printing is driving major innovation in various areas including engineering, manufacturing, art, education and biosciences such as biochemical engineering, tissue engineering and regenerative medicine. Recent advances have enabled 3D printing of biocompatible materials, cells and supporting components into complex 3D functional tissues. Compared with non-biological printing, 3D bioprinting involves additional complexities which require the integration of technologies from the fields of biochemical engineering, biomaterial sciences, cell biology, physics, pharmaceutics and medical science.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.1
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• pp.62-75
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• 2022

In this study, experiential STEAM program using 3D printer was produced focusing on the content elements of 'solar' in the 2015 revised science curriculum, and in order to find out the effectiveness of the STEAM program, analyzed creative problem solving, STEAM attitude, and STEAM satisfaction by applying it to two middle school 77 students simple random sampled. The results of this study are as follows. First, a solar tactile model was produced using a 3D printer, and a program was developed to enable students to actively learn experience-oriented activities through visual impairment experiences. Second, in the response sample t-test by the difference in pre- and post-score of STEAM attitude tests, significant statistical test results were shown in 'interest', 'consideration', 'self-concept', 'self-efficacy', and 'science and engineering career choice' sub-factors except 'consideration' and 'usefulness / value recognition' sub-factors (p<.05). Third,, the STEAM satisfaction test conducted after the application of the 3D printer-based STEAM program showed that the average value range of sub-factors were 3.66~3.97, which improved students' understanding and interest in science subjects through the 3D printer-based STEAM program.

• Proceedings of the Korea Institute of Fire Science and Engineering Conference
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• 2005.11a
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• pp.107-116
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• 2005

• Journal of Korea Game Society
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• v.14 no.1
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• pp.29-38
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• 2014

This paper proposed a tool how to make the educational game for users who don't have professional knowledge about game production technique and It was sought how they can make directly the educational game customized form what they want. It joined with forgotten Korean folk tales. And It evolved into a new game-making tool that is based on Korean folk tales. Users will design, play and share their games themselves with this tool. It was also produced to involve the children more easily and fun in the education while providing and sharing the fairy tales which teachers directly designed by this tool. This tool will give a chance to look back on forgotten Korean folk tales and will play role as a educational game for young students. Through this game, young students will receive good Korean traditional cultures and will gain wisdom, humor and lessons in a game. And adults will feel homesick.

• 대한공업교육학회지
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• v.40 no.2
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• pp.155-174
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• 2015

The purposes of this study were to analyze the property of educational needs of teachers for educational contents of invention and intellectual property in secondary vocational education and provide fundamental data for the development of job training programs so as to develop the capabilities of teachers, the base for effective education of invention intellectual property in secondary vocational education. To achieve them, educational needs for the educational contents of invention intellectual property and the priority of the educational needs in secondary vocational education based on the recognition of the teachers were analyzed and suggested. Concrete results of this study can be suggested as follows. First, the average of educational needs of the teachers for the educational contents of invention intellectual property in secondary vocational education was 5.02. There were 23 items of the educational contents whose educational needs were higher than the average of the whole items and for those items and the average of each item, there were F4(The average of patent applications) 6.72, F5(Modification and supplementation of specification sheets) 6.46, F2(Writing of patent floor plans) 6.39, F3(Writing of patent specification sheets and abstraction) 6.31, A5(Invention method and activity) 6.27, E6(Invention design project) 6.15, H3(Invention commercialization) 5.97, F1(Patent information and application) 5.90, E5(Design obligation) 5.78, E3(Designing process of inventional design) 5.77, A4(Invention and problem solving) 5.57, G2(Patent investigation and classification) 5.47, C2(Thinking method of inventional problem solution) 5.45, E4(Production of inventional design product) 5.45, B5(Inventional patent project) 5.42, A2(Creativity development) 5.26, C4(Inventional problem solving project) 5.26, H4(Invention marketing) 5.26, H2(Analysis on invention commercialization) 5.20, D4(Invention and management) 5.16, C3(Problem solving activity) 5.14, E2(Inventional design devise and expression) 5.11, B3(Actuality of inventional method) 5.08 in order. Second, for the priority of educational needs of the teachers for the educational contents of invention intellectual property in secondary vocational education, there were 13 items of the educational contents for the first rank, 10 for the second rank and 17 for the third rank. The items of the educational contents for the first rank were A4(invention and problem solving), A5(inventional method and activity), B5(Invention patent project), C2(Thinking method of inventional problem solution), C4(Inventional problem solving project), E3(Inventional design process), E4(Production of inventional design product), E5(Design obligation), E6(Invention design project), F1(Patent information and application), F2(Writing of patent floor plan), F3(Writing of patent specification sheet and abstract), and H3(Invention commercialization. The items of the educational contents for the second rank were A2(Creativity development), B3(Actuality of inventional method), C3(Problem solving activity), D4(Invention and management), E2(Invention design devise and expression), F4(Range of patent demand), F5(Modification and supplementation of specification sheet), G2(Patent investigation and classification), H2(Analysis on invention commercialization), and H4(Invention marketing). The items for the third rank were the educational contents except the ones of the first rank and the second rank.

• The Mathematical Education
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• v.60 no.2
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• pp.159-172
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• 2021

The purpose of this study is to compare and analyze the effects of physical manipulative and exploratory geometry software on the spatial sense for 5^th grade elementary school students in learning nets. For this purpose, ton experimental group used Geofix, an operational learning tool, and the experimental group used Cabri 3D, an exploratory geometry software to learn the nets of solids. The comparison group was learned by worksheet only without any manipulative or software. Spatial sense tests were conducted before and after to determine the level, and eye tracking were used to analyze the strategies of students in solving nets problems. As a result, it was confirmed that the using Geofix group was the most effective for the spatial sense, and Cabri 3D could also be a good tool for learning the nets of solids. In addition, after learning the nets of solids, the analytical strategy, which was the most effective strategy for students' solving strategies, increased. In the process of solving spatial tasks such as the spatial sense tasks, eye tracking technology become a very useful tool for exploring students' strategies, so it is expected that objective and useful data will be collected through more active use in the future.

• The Pure and Applied Mathematics
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• v.3 no.1
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• pp.19-32
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• 1996

A symplectic manifold is a pair (M, $\omega$) consisting of a smooth manifold M and a non-degenerate closed 2-form $\omega$ on M. Locally, $\omega$ = (equation omitted) and d$\omega$ = 0, when n = dimM. The condition d$\omega$ = 0 implies that locally $\omega$ = d${\alpha}$ with ${\alpha}$ = (equation omitted). There are three main sources of symplectic manifolds.(omitted)