• Journal of the Korean earth science society
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• v.41 no.6
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• pp.670-683
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• 2020

The purpose of this study was to develop a test tool for convergence problem solving skill. To this end, constructs of convergence problem solving skill were defined in three domains: convergence attributes, convergence thinking, and convergence literacy domains. Thirty-seven pilot items were developed on the basis of the sub-categories for each domain that was defined through intensive literature review; problem solving & convergent thinking and creative thinking for convergence thinking domain, individual and social propensity for the convergence attributes domain, and convergence literacy as convergence literacy domain. Through an exploratory factor analysis, 30 items in the constructs of the test tool were confirmed. A confirmatory factor analysis result showed that the five construct models well captured the covariance between all the items well. Finally a statistical result shows that the reliability of the items and constructs were well established (Cronbach's α value= .963). Thus, the test tool for convergence problem solving skill developed in this study was statistically reliable.

• Journal of the Korean Society of Earth Science Education
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• v.14 no.2
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• pp.112-122
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• 2021

The goal of this study is to explore ways to restructure Convergence Elective Courses in science in preparation for the high school credit system, ahead of the 2022 revised science curriculum. This study started from the problem that the 2015 revised science curriculum has not guaranteed science subject choice for students with non-science/engineering career aptitudes. To this end, a survey was conducted by randomly sampling high schools across the country. A total of 1,738 students responded to the questionnaire of 3 science elective courses such as Science History, Life & Science, Convergence Science. In addition, in-depth interviews with 12 science teachers were conducted to examine the field operation of these three courses, which will be classified and revised as Convergence Elective subjects in the 2022 revised curriculum. According to the results of the study, high school students perceive these three courses as science literacy courses, and find these difficult to learn due to lack of personal interest, and difficulties in content itself. The reason students choose these three courses is mainly because they have aptitude for science, or these courses have connection with their desired career path. Teachers explained that students mainly choose Life & Science, and both teachers and students avoid Science History because the course content is difficult. Based on the research results, we suggested ways to restructure Convergence Electives for the 2022 revised curriculum including developing convergence electives composed of interdisciplinary convergence core concepts with high content accessibility, developing convergence electives with core concepts related to AI or advanced science, developing module-based courses, and supporting professional development of teachers who will teach interdisciplinary convergence electives.

• Journal of Gifted/Talented Education
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• v.23 no.6
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• pp.1019-1034
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• 2013

The purpose of this study is to investigate the characteristics of convergence gifted students through the their perception of the differences about scientists between Science class and Convergence class in gifted science education center. Consequently, this article reports that there are differences in the perception about scientists was distinction between applicants of Convergence and Science class. Science class applicants mainly recognized scientists as pure scientists, but Convergence class applicants recognized scientist were including mathematician, artist, architect, etc. Also Convergence class applicants thought that affective domain including 'effort', 'patience', 'interest' was more important that Science class applicants. On the other hand, when they described the scientists, Science class applicants knew their achievements as scientists more specifically than Convergence class. And to conclude, the characteristics were different between Convergence and Science class applicants in gifted science education center. Based on the result of this study, this paper suggests the following: Firstly, conceptual study is urgent about convergence gifted students in their definition and characteristics. Secondly, information regarding the criteria to select student for convergence class in gifted science education center. Finally, when teaching convergence gifted students, attention should be paid to their characteristics such affective domain.

• Journal of Korean Institute of Industrial Engineers
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• v.39 no.3
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• pp.222-232
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• 2013

In recent years, 'technological fusion or convergence' has drawn a lot of attention of innovation researchers and governmental policy makers as the driving force of technological innovation and industrial growth. There are, however, few studies on the analysis of longitudinal trends of technological convergence and its comparison between global and national level. In this study, with the citation data of about 18 million articles, we analyzed 1) the growth of representative convergence research areas, 2) the convergence of citing patterns between research fields, and 3) the changing trend of diversity index of all research fields. We conclude that technological convergence in korea shows the relatively strong orientation to the combination of neighboring fields than that of heterogenous fields in comparison to global trend. In particular, the relatively weak activity of cognitive science and the low level of mutual exchange between arts/humanities/social sciences and natural/engineering sciences in Korea are emphasized.

• Mass Spectrometry Letters
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• v.3 no.1
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• pp.4-9
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• 2012

• Proceedings of the Korean Vacuum Society Conference
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• 2009.02a
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• pp.226.2-226.2
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• 2009

• Communications for Statistical Applications and Methods
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• v.19 no.5
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• pp.647-654
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• 2012

We discuss the strong convergence for weighted sums of linearly negative quadrant dependent(LNQD) random variables under suitable conditions and the central limit theorem for weighted sums of an LNQD case is also considered. In addition, we derive some corollaries in LNQD setting.

• Proceedings of the Korean Magnestics Society Conference
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• 2013.05a
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• pp.11-11
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• 2013

• Proceedings of the Korean Magnestics Society Conference
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• 2013.05a
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• pp.14-14
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• 2013

• Proceedings of the Korean Magnestics Society Conference
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• 2013.12a
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• pp.113-113
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• 2013