• Journal of the Korean Chemical Society
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• v.63 no.5
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• pp.376-386
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• 2019

The purpose of this study was to explore the learning progression of logical thinking in acid and base chemical reactions and to evaluate its validity. For this purpose, we collected 387 participants in 9 schools of elementary, middle and high schools nationwide. The questionnaire developed in this study was composed of nine items. The questionnaire presented the acid and base reactants and products, and the students pictured their thoughts on how these substances change, and answered the reasons of their thoughts. Situation contexts of the questionnaire were divided into two groups: one kind of solute dissolved in a solvent, and two kinds of solute dissolved in a solvent. In this study, six levels of learning progression were assumed by combining material conservation logic, combination logic, proportion logic, and particle number conservation logic. By analyzing the data, Infit and Outfit values of Person reliability, Item reliability, MNSQ and ZSTD were obtained from the Rasch model. As a result of the analysis of data, it was found that lower levels of learning progression prevailed up to the younger grade students till $8^{th}$ grade. The higher levels of learning progression(Level 2~Level 5) prevailed up to the older grade students. However, higher levels of learning progression dropped sharply in Grade 12. The 5 level of learning progression was very low in all grades, and $9^{th}$ grade had highest percentage of students belonging to the 5 level. Interpretation of these unusual results suggests a future research related to explanation differences of textbooks.

• Journal of the Korean Chemical Society
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• v.62 no.3
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• pp.226-234
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• 2018

In this study, the models described in the textbooks related to floating and sinking phenomena in the chemical domain were evaluated based on the aspect of nature related to the generation of models. To achieve this, we were targeting statement of textbooks from 7th curriculum to 2009 revised curriculum. Analysis of textbooks was performed for science of elementary school (total 2 textbooks) and science of middle school (total 21 textbooks) which dealt with these phenomena. According to the textbooks analysis, characteristics of statement way were (1) No description of the model's prerequisites, (2) Statement based matter viewpoint, (3) Lack of pattern principle, (4) Inadequacy of the case covered. Although the education about the model for the students should be preceded by the education related to the process of model creation rather than the activity using the model, the education about the nature of the model is insufficient. In order to solve this problem, we propose the model statement in textbooks and the development of the model evaluation tool related to model creation.

• Journal of The Korean Association For Science Education
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• v.40 no.2
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• pp.227-236
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• 2020

This study examines the change in students' science attitude and the growth of their core competencies through science classes emphasizing digital literacy. To this end, we conducted a study on 116 first graders in C middle school in the C region, and entered a science class that emphasized digital literacy of 35 classes. First, as a result of examining the effect on science attitude, a statistically significant change (p<.05) was observed. The effect size for each subregion ranged from 0.67 to 1.52. Second, there were no differences in the overall frequency of growth perception according to the type of class that emphasized digital literacy. However, in the analysis of core competencies, Web-based classes did not show a large difference in frequency by core competencies, whereas high-tech classes were slightly different by core competencies. This is an implication for science education, and it is necessary to increase the utilization of science classes that emphasize digital literacy.

• Proceedings of the Korean Information Science Society Conference
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• 2008.06b
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• pp.298-302
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• 2008

주어진 작은 크기의 칩 내부에 많은 기능 (예: 멀티미디어, 음성/영상 등)을 작동시키기 위해서는 고집적(high-integration)의 회로가 구현되게 된다. 이러한 고집적 회로는 작동할 때 상당한 양의 전력 소모를 유발하게 되어 결국 배더리 수명을 단축시키는 상황을 가지게 한다. 더욱 심각한 상황은 고 밀도의 칩 안에서의 많은 전력 소모는 열의 발생을 더욱 가속화 시키게 되며, 결국 칩 작동의 신뢰성(reliability)을 상당히 잃게 만든다. 본 연구에서는 칩의 작동에 따른 열 발생으로 유발되는 칩의 온도 상승을 감지하는 센서회로 구현에 관한 것이다. FPGA 칩은 주 목적의 기능을 수행하는 회로들을 구현함과 동시에 추가적으로 열 감지 센서 회로를 구현할 자원을 FPGA가 제공을 해 주어야 하는데, 주목적의 회로 공간(즉, 자원) 사용으로 인해 열 센서 회로 구현 자원이 충분하지 않을 경우나 여러 지역에 사용 가능한 자원이 소규모로 흩어진 경우 등 센서 구현을 위한 자원 탐색 및 구현 가능성에 대해 점검하는 알고리즘이 필요하다. 본 연구는 이러한 알고리즘을 개발하여 그 효용성을 실험을 통해 보이고 있다. 제안한 알고리즘의 특징은 Branch-and-Bound에 기반을 두고 있으며, 알고리즘의 수행 시간 단축을 위한 효과적인 search tree pruning 기법을 제안하고 있다.

• Journal of the Korean earth science society
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• v.27 no.1
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• pp.6-14
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• 2006

The study investigates mental models of scientifically gifted, middle school students when it comes to tides. This was done by analyzing facet of conceptual types for two contexts. We carried out two performance tasks of tide with different context. A large number of students showed different conceptual types by context. As a result of analyzing facet of conceptual types by context, there was a slight difference in content-specific facet, but a remarkable one in strategic facet. We classified four mental models about tide by configuring facets of conceptual types: (1) Tide model (2) Force model (3) Phase model (4) Hybrid model. The Tide model is scientifically accepted model, but Force model and Phase model are incorrect models, and Hybrid model is mixed model. In cases of Force model and Phase model, conceptual types concur with each other, but these types of students comprehend tides as a result of joined forces of Moon & Sun and phase change of Moon, respectively. Arranging low mental models in proportional order, Tide model (45.0%), Hybrid model (30.0%), Force model (12.5%), and Phase model (7.5%).

• 한국정보교육학회:학술대회논문집
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• 2010.08a
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• pp.15-18
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• 2010

As robots are proved to be effective in enhancing students' creativity and problem-solving abilities and satisfying various needs in special education for the gifted, many students participate in private education and after-school robot classes. However, it is difficult for students in the lower social economy class to use robots for their learning because of the high expense of robots. On this point, as a part of u-Learnng project, this research attempts to provide students in the lower social economy class with the opportunities to use robots for one year. At the end of the year, we will compare the experimental group and the control group in order to examine learning effects of using robots. Until now we have found many cases that show positive effects of the use of robots in students' learning.

• Journal of The Korean Association For Science Education
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• v.35 no.1
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• pp.1-14
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• 2015

The purpose of this study is to examine North Korean defector students' characteristics in science learning through their voice in an "Angbuilgu" program, one of the Korean traditional science knowledge (TSK). We compared them with two other groups of contrasting backgrounds. The Angbuilgu program contains meaningful questions of time, everyday-life knowledge, Korean TSK, and western modern science (WMS). The teaching strategy consists of interactions between teacher and students, and scientific experiments. We applied this program to three groups and analyzed: North Korean defector students, elementary science gifted students, high school students in an advanced class. The characteristics of their science learning show the following: First, their interpretation of time as nature itself in their everyday life. They have rich experience and are familiar with time in nature. Second, they prefer science with complementary, caring, and humanist perspectives, which is in contrast to other groups with preference to the updated and practical science. Third, they lack scientific concepts but possess an abundance of everyday-life knowledge. Their linguistic expressions are ordinary rather than scientific. Fourth, they are familiar with narrative thinking more than scientific thinking. The results show that the science program using Korean TSK can help them accept new scientific knowledge as well as cultural pride, which plays a role in reconfirming their identity as one ethnicity. We expect that the contents of Korean TSK can be an intercultural field between North Korean defector students and our science curriculum.

• Journal of The Korean Association For Science Education
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• v.39 no.4
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• pp.511-523
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• 2019

In this age of the $4^{th}$ industrial revolution, we, science educators, are giving more light on students' agentic behavior in the process of educating future scientist. This study, with the analytic lens of epistemic agency, explores the key stages of a student-driven R&E program rather than the scientist-led R&E program. It also examines to understand the emergence of students' epistemic agency in each stage of R&E. Data from participant observation for 18 months and in-depth interviews were collected and analyzed with the constant comparative method of grounded theory. This study identifies and describes five key stages of student-driven R&E: The stage of exploring research theme, designing research, performing lab activity, interpreting results, and communicating research. It also finds that (a) students' epistemic agency emerged with the constant interactions with the R&E structure; (b) students' epistemic agency has deep relations with the epistemic beliefs of the students; (c) students positioned themselves as decision-makers in the R&E practice; (d) the redistributed power and authority of the R&E contributed to the emergence of students' epistemic agency.

• Journal of Creative Information Culture
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• v.5 no.3
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• pp.237-243
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• 2019

The ability of problem-solving, communicating, and collaborating with computing technology is considered as core competencies for future society. In order to improve those competences, the algorithm and programming ability was set as the important goal of the Information curriculum of Korea. Algorithmic thinking is a key component of computing thinking, and it is known to play a very important role in designing and programming algorithms. It is used to set goals of Information curriculum and to measure student achievement. Therefore, in this study, developed a test to measure algorithmic thinking of students in elementary, middle and high schools, and applied the test to measure the levels of algorithmic thinking. As a result of the analysis, the higher the school level, the better the algorithmic thinking. And no difference was found between genders. This study is expected to provide a guide for constructing measures or setting the difficulty level for algorithmic thinking.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.22 no.3
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• pp.603-610
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• 2021

The purpose of this study was to develop a Youth Future Career Program for adolescents and to look into the effects of the program on the future efficacy. Through the program, adolescents would predict the future, explore alternative futures to solve future problems, find the shape of the future society they want and desire. In addition, they will discover or create future jobs. In this study, the Youth Future Career Program was developed into four modules: Future Understanding, Future Participation, Future-self, and Future Management. Ninety-three students in K University's Gifted Education Center participated in the Future Career Program (62 males and 31 females, 62 middle school students, and 31 high school students). The students responded to 14 questions about the future efficacy of the Youth before and after the program. Statistically significant differences were observed in 8 out of 14 questions (p<.05). In particular, the abilities of the participants were improved as follows: to apply newly learned things to society, to evaluate the current problems, to develop critical thinking to solve the problem, and to communicate with members of society.