• Korean Journal of Construction Engineering and Management
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• v.16 no.3
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• pp.101-112
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• 2015

In the 1950s, the concept of configuration management (CM) was started by the US Department of Defense (DOD). Later, it has begun to be applied in aerospace, software, engineering, construction, and nuclear power industry. However, configuration management (CM) in the Korean nuclear industry was firstly utilized in 2006 only for selected parts of facilities, while the US nuclear industry has applied CM for the facilities' entire systems since 1990s. Furthermore, configuration management (CM) is in its conceptual stage in the Korean nuclear industry because of ambiguous CM concepts, lacks of CM professional manpower, non-computerization, and inadequacy of CM procedures and processes. In order to address this issues, seven industries (including defense, aerospace, software, engineering, architecture, civil engineering, nuclear power) that utilize the concept of configuration management (CM) were compared and analyzed based on the CM purpose, technique, and life-cycle perspectives. By an extensive literature review and expert interviews, this paper developed a framework of configuration management (CM) for the nuclear industry. And also, a list of functions based on life-cycle stages and CM techniques are developed for clarifying CM framework in order to promote practical applications.

• Journal of Korea Water Resources Association
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• v.34 no.5
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• pp.511-519
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• 2001

Global warming has begun since the industrial revolution and it is getting worse recently. Even though the increase of greenhouse gases such as $CO_2$is thought to be the main cause for glogal warming, its impact on global climate has not been revealed clearly in rather quantitative manners. The objective of this research is to predict the hydrological environment changes in the Daechung Dam basin due to the global warming. A mesoscale atmospheric/hydrologic model (IRSHAM96 model) is used to predict the possible changes in precipitation and temperature in the Daechun Dam basin. The simulation results of IRSHAM96 model and a conceptual water balance model are used to analyze the changes in soil moisture, evapotranspiration and runoff in the Daechung Dam basin. From the simulation results using the water balance model for 1x$CO_2$and 2x$CO_2$situations, it has been found that the runoff would be decreased in dry season, but increased in wet season due to the global warming. Therefore, it is predicted that the frequency of drought and flood occurrences in the Daechung Dam basin would be increased in 2x$CO_2$condition.

• Journal of Technology Innovation
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• v.22 no.3
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• pp.101-133
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• 2014

Climate change and low-carbon consumer movement is demanding proper response around the world while rising oil price increases consumers' needs for green car. As a preliminary study to establish an industrial platform for green car and bring out corporate strategies, this article aims to propose an academic research framework by using various methodologies including conceptual/mathematical modeling, system dynamics, and ABM from different angles. First, an analysis framework for the industrial platform was introduced to analyze green car cases, required elements were proposed, and econometrics was applied to build a basic model related to green platform (two-sided market). Also, to analyze from a dynamic perspective, a system dynamics model was applied to green car environment to build a system dynamics analysis model that is applicable to particular green car industry analysis. Lastly, an agent based model was used to study the way to activate the hybrid car market in Korea from individual consumers' perspective. Based on the result, vehicle policies that are either being enforced or planned to be enforced in the Korean HEV market can be analyzed.

• Journal of Gifted/Talented Education
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• v.22 no.3
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• pp.639-662
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• 2012

The purpose of this study is to develop the evaluation model of gifted curriculum in visual art. For this purpose, first, it discusses about what kinds of issues raised about gifted education in visual art. Second, it critically reviews the evaluation models of gifted curriculum, and investigates the suitable model for developing curriculum evaluation model of gifted in visual art. Third, it suggests the appropriate perspective and evaluation model of gifted curriculum in visual art. Along with the change in the concept of creativity, recent studies on gifted education in visual art concentrate that gifted learners who have the potential find their own way of creating art. Also they emphasize the contextual implementation which recognizes the significance of interaction among field, domain and individual. Based of these inquiry, existing evaluation models of gifted curriculum have limitations in suitability as a evaluation model of gifted curriculum in visual art. This study suggests that the curriculum evaluation of visual art gifted programs should be approached from the decision-making perspective. Also it develops the conceptual framework and the evaluation model of gifted curriculum in visual art based on the CIPP model, which is the representative model of decision-making approach. It concludes with its implications and the discussion about the role of evaluators.

• The Journal of the Korea Contents Association
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• v.12 no.7
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• pp.86-93
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• 2012

The foundation of the development in modern typography is based on the era of International Typographical Style and Modern Typography that valued morphological functionality and rationality to achieve an accurate conveyance of meaning. However, with the advance of postmodernism, the view that the aesthetic and conceptual aspect must be included in its interpretation rather than its rational functionality was prominent. Indeed, the works of Dan Friedman and April Greiman, two graphic designers that are known to be the most representative of the post-modernistic era, displayed that graphic design works can also serve as a method for a more free artistic expression, unlike works of Modern Typography. This move towards aesthetic graphics was first started by Wolfgang Weingart. His various attempts at expanding the concept of typography had a significant impact on the development of New Wave and his experimentalist attitude brought about a ground-breaking change to the functional design and formative expression of modern typography. However, this thesis will consider the theoretical background of the typographical designs displayed in Wiengart's works and the experimental methods thereof, and will not attempt to evaluate Weingart's pioneering role and achievements. Furthermore, this thesis will shed new light on the argument that the Weingart's works are not based on the authorship view of post-modernistic typography and are rather utilized to expand the concept of typography based on a syntactical approach.

• Journal of The Korean Association For Science Education
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• v.36 no.4
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• pp.629-641
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• 2016

Understanding of how teachers change instruction can help predict what kind of educational materials is supportive or appropriate. On the basis of this idea, we explored elementary teachers' PCK progression on specific topics of astronomy: planet size and distance in solar system. To identify the development of PCK over time, we utilized learning progression (LP) as a conceptual framework. The progression of teacher PCK can also be illustrated as the hypothetical pathway from novice to expert like LP. Eight 5th grade elementary teachers participated in this study. We observed participating teachers' astronomy classes with the same topic. In order to document topic-specific PCK of participating teachers, we developed an analytic protocol consisting of four categories: knowledge of curriculum, knowledge of teaching strategies, knowledge of assessment, and astronomical thinking practice. In addition, we monitored the changes in the four participating teachers' PCK for two years in order to validate the evidences of the PCK progression. Participating teachers in this study took some intervention by attending a four-week pre-meeting with the researchers to profile an adaptive instruction. Through this research, we profiled four and five different levels of PCK progressions in three knowledge components (curriculum, teaching strategies, student assessment) and one astronomical thinking practice (systems thinking), respectively. Participating teachers demonstrated various levels and pathways in each component of PCK. This study released the empirical evidences in fostering instructional scaffolding, which is appropriate to the level of PCK of science teachers on specific topic.

• Journal of Science and Technology Studies
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• v.5 no.2 s.10
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• pp.97-127
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• 2005

While science museums, whose functions consist traditionally in collecting, preserving, researching, and displaying science-related objects, present scientific knowledge, figures, or tools in the historical context, science centers give more emphases on science education by exposing interactive exhibits to their visitors. However, neither objects-oriented exhibits nor hands-on technologies can provide museum visitors with the full insight into modem science in terms of its complicated relationships to politics, economy, culture, art, risk, and environment. This paper argues that for the 21st century we need to establish a new kind of science museum through the critical examination of its previous kinds - science museums and science centers. In the first part of this paper, the history of the first and second generations of science museums, including their recent trends in science centers, in the West will be elaborated. Secondly, the development of national science museums in Korea will be discussed specifically for the understanding of Korean science museums. The next part of this paper will seek for the possibilities of the third generation of science museums through three examples, which show interdisciplinary, contextual, and institutional approaches to change science museums or science centers. Fourthly, the social function of science museums as 'forum' will be discussed in relation to promoting public 'participation' of science as well as public 'understanding' of science. As a conclusion, some practical suggestions and conceptual guidelines will be proposed for the future Korean national science museum.

• The Journal of the Korea Contents Association
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• v.18 no.1
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• pp.336-344
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• 2018

This research proposes a suitable classification and analysis standard for digital exhibition to analyze digital exhibition. Through the previous studies on digital exhibition classification, the necessity of the new standard is suggested and the analysis standard which can be easily applied to the change of concept and form of the newly emerging digital exhibition is established. Digital exhibition should take into account the elements of audience participation that naturally arise from exhibition planning and interactive storytelling format. Classification and analysis of existing digital exhibition spaces are conceptual classification based on keywords. This is because traditional exhibition methodology has been applied in the process of classifying exhibitions and works. However, in digital exhibitions, the interactive aspect between exhibition space, works, and visitors become so important that it is necessary to perform a performative classification between the works and the audience in the digital exhibition. Accordingly, the way of participating directly or indirectly in the exhibition classification should be considered based on what the audience feel. In this research, the interpretation of the classification and composition of the exhibition is based on Benjamin's argument which the classification of the sensory experience of the audience and 'Aktualisierung' closely related to the interaction with the audience. We also present analysis standard for digital exhibition according to the structure of the art exhibition narrative based on the narrative structure of Chatman. This classification methodology will provide the exhibition information in a way that can be easily understood by the visitors and it will be a precedent research that secures the expansion and accessibility of the digital exhibition.

• Journal of The Korean Association For Science Education
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• v.18 no.4
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• pp.473-483
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• 1998

A learner's cognitive conflict with his /her existing conception is regarded to be one of the most important factors for a conceptual change. In this study, the effects of the conflict situation types on inducing students' cognitive conflicts in Newton's law were examined. The thirty-four students of 10th grade were selected from a rural high school based on the result of pre-test. The two different types of conflict situations among many possible types were used in this study. One type was using logical conflict situation and the other was demonstrating real conflict situation. The levels of cognitive conflict were measured by 4-point Likert scale by three interviewers. As the results, the demonstration method was more effective than the logical argument method. In case of the logical argument method, rather than showing scientific conceptions, suggesting another misconception was more effective to the students who have misconception. However, logical argument method was not effective to those who have scientfic conceptions. To the students who have unscientific conceptions, the demonstration method was very effective for inducing cognitive conflict. From the results of this study, demonstration method of teaching seems to be very effective for inducing students' cognitive conflict and overcoming their misconceptions on scientific concept.

• Journal of The Korean Association For Science Education
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• v.31 no.6
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• pp.887-900
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• 2011

Teachers use explanations to communicate important scientific ideas to students. Consequently, all biology teachers should be evaluated to determine how effective they are at constructing and communicating biological explanations. Open response questions are required to detect pre-service biology teachers' abilities to communicate robust and accurate scientific explanations. Nevertheless, multiple-choice questions are typically preferred by educators because of the common drawbacks of using open-response instruments, such as scoring time, inter-rater scoring disagreements, and delayed feedback to test takers. This study aims to measure pre-service biology teachers' competence in building scientific explanations and to investigate how accurately multiple-choice questions predict the results of open-response questions. One hundred twenty four pre-service biology teachers participated in the study and were administered 20 multiple-choice items and three open-response items designed to measure the accuracy and quality of their explanations of evolutionary change. The results demonstrated that pre-service teachers displayed higher competence when tested with multiple choice items than when tested with open response items. Moreover, scores derived from multiple-choice items poorly predicted the scores derived from open-response items. Multiple-choice items were also found to be poor measures of the consistency, purity and abundance of conceptual elements in teachers' evolutionary explanations. Additionally, many teachers held mixed-models composed of both scientific and naive ideas, which were difficult to detect using multiple-choice formats. Overall, the study indicates that multiple-choice formats are poorly suited to measuring several aspects of biology teachers' knowledge of evolution, including their ability to generate scientific explanations. This study suggests that open-response items should be used in teacher education programs to assess pre-service teachers' explanatory competency prior to being permitted to teach science to children.