• Journal of Digital Contents Society
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• v.18 no.7
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• pp.1313-1321
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• 2017

In the future society where ICT-based digital convergence creates new value, collaborative skills among experts in various fields and SW based problem solving ability is more emphasized. Non-SW specialists are required to have SW based communication skills to effectively collaborate with SW experts to solve their problems. Therefore, SW programming curriculum for non-major college students should be different from the existing programming education for SW-majors aiming at a high level of coding ability. It is also known that diagram-based visual representation is helpful for productive communication and collaboration. In this study, we defined the SW education objectives for the non-majors as cultivating the visual programming ability for SW based problem solving. In order to accomplish this, we explored SW programming curriculum and content development model for non-majors focusing on visual representation of SW solutions. The results of this paper will help to provide appropriate SW learning model for non-majors and to cultivate practical SW capabilities.

• The Journal of the Korea Contents Association
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• v.13 no.7
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• pp.339-349
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• 2013

This is a methodological triangulation study to investigate of adjustment to college life in associate nursing college students. Participants were 139 associate nursing students. Data were collected from September 15 to November 17, 2012. Quantitative data were analyzed using PASW 20.0. Qualitative data were analyzed using open coding and categorization. Mean value for adjustment to college life was 2.96. It was significantly different according to nursing major (F=6.23, p=.003), study loading (F=4.47, p=.013), and perceived learning achievement (F=6.87, p=.001). 'Burden on study loading', 'Burden on job finding', 'Securing diverse support', 'Diverse extra-curricular', and 'Qualified practicum education' were extracted from the qualitative data. Results suggest diverse program development to decrease study loading, increase chances to connect with supporters, provide various extra-curricular activities and guarantee qualified practicum education are important in associate nursing college students' adaptation to college life.

• The Journal of Korean Academic Society of Nursing Education
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• v.28 no.1
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• pp.57-69
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• 2022

Purpose: This study was performed to explore and describe the overall clinical practice adaptation experiences among nursing students during the COVID-19 pandemic. Methods: This qualitative study applied the grounded theory method by Corbin and Strauss. Data were collected from May to August 2021 through individual in-depth interviews with 14 nursing students from three universities in B metropolitan city. Results: From open coding, 20 sub-categories and 10 categories were identified. Analysis revealed that the core category was the process of "keeping the place of learning while adhering to the restrictions of the era of pandemic" and that it consisted of four phases: confusion, withdrawal, adjustment, and growth. Through this process, participants utilized various action/interactional strategies such as "shifting to positive thinking," "building a shield to protect oneself," and "focusing on learning." The consequences of these strategies were "adapting to the reality of the infectious disease situation" and "strengthening a foothold to grow as a future nurse." Conclusion: An in-depth understanding of nursing students' experiences of adapting to clinical practice during the COVID-19 pandemic will guide nursing educators to promote effective teaching strategies to better support nursing students in a time of infectious disease crisis.

• Journal of Korean Elementary Science Education
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• v.40 no.2
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• pp.127-144
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• 2021

The purpose of this research was to conduct grounded-theory-based explorations on the types of motivation that make pre-service elementary school teachers learn science and on their type-based science-learning processes. One hundred thirty-two pre-service elementary school teachers' motivation types were analyzed, and amongst them, 12 were selected as the subjects to observe their science-learning processes to which grounded theory applied. As a result of analyzing their science-learning motivation types, it was found that the majority belonged to the type "accurators", followed in descending order by the types "directors", "explorers", and "coordinators". Coding various phenomena that appeared in their science-learning processes made it possible to derive 30 categories from them according to the grounded-theory paradigm model elements. Based on such categories derived, analysis could be made on their science-learning process flows by motivation types, according to the grounded-theory paradigm model. For example, the "accurators" were attending science lectures or reading science books to learn science knowledge and how to teach it, from a sense of obligation they took for granted as elementary school teachers. Although their experiences of science-learning processes could not be from pure intentions, due to the teacher certification examination, curriculum, or other environmental factors, they were found to have new perspectives on science with their individual efforts and participations.

• Journal of the Korean earth science society
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• v.31 no.7
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• pp.798-812
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• 2010

The purpose of this study was to investigate beginning teachers' views of scientific inquiry envisioned in science education reform, which is the main goal of science education at schools. Teachers' views about scientific inquiry influence their students' learning in the classroom, so it is significant to investigate teachers' views about the scientific inquiry. 126 beginning science teachers participated in this study. The survey asking teachers' view of general scientific inquiry, nature of science (NOS) and the relationship of science, technology, and society (STS), was developed and implemented for 30 minutes. Alternative views of scientific inquiry including NOS and STS were emerged through data analysis with open coding system. The reliability and validity of data collection and data analysis were constructed through the discussion with experts in science education. The results of this study were as follows. Participants defined scientific inquiry as opportunities of 'Hands-On' and 'Minds-On' or its combination rather than 'Hearts-On'. However, teachers demonstrated the view of 'Hands-On' for the purpose of scientific inquiry and for teachers' roles in its implementation. The view of 'Hearts-On' about scientific inquiry was not identified. The naive view of NOS were identified more than informative one. More positive attitude about the relationship of STS was released. The implication was made in teacher education, especially structured induction program for beginning teachers.

• Communications of Mathematical Education
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• v.34 no.1
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• pp.1-15
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• 2020

Today's healthcare, intelligent robots, smart home systems, and car sharing are already innovating with cutting-edge information and communication technologies such as Artificial Intelligence (AI), the Internet of Things, the Internet of Intelligent Things, and Big data. It is deeply affecting our lives. In the factory, robots have been working for humans more than several decades (FA, OA), AI doctors are also working in hospitals (Dr. Watson), AI speakers (Giga Genie) and AI assistants (Siri, Bixby, Google Assistant) are working to improve Natural Language Process. Now, in order to understand AI, knowledge of mathematics becomes essential, not a choice. Thus, mathematicians have been given a role in explaining such mathematics that make these things possible behind AI. Therefore, the authors wrote a textbook 'Basic Mathematics for Artificial Intelligence' by arranging the mathematics concepts and tools needed to understand AI and machine learning in one or two semesters, and organized lectures for undergraduate and graduate students of various majors to explore careers in artificial intelligence. In this paper, we share our experience of conducting this class with the full contents in http://matrix.skku.ac.kr/math4ai/.

• Asian-Australasian Journal of Animal Sciences
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• v.30 no.7
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• pp.912-919
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• 2017

Objective: Identification of the candidate genes that play key roles in phenotypic variations can provide new information about evolution and positive selection. Interleukin (IL)-32 is involved in many biological processes, however, its role for the immune response against various diseases in mammals is poorly understood. Therefore, the current investigation was performed for the better understanding of the molecular evolution and the positive selection of single nucleotide polymorphisms in IL-32 gene. Methods: By using fixation index ($F_{ST}$) based method, IL-32 (9375) gene was found to be outlier and under significant positive selection with the provisional combined allocation of mean heterozygosity and $F_{ST}$. Using nucleotide sequences of 11 mammalian species from National Center for Biotechnology Information database, the evolutionary selection of IL-32 gene was determined using Maximum likelihood model method, through four models (M1a, M2a, M7, and M8) in Codeml program of phylogenetic analysis by maximum liklihood. Results: IL-32 is detected under positive selection using the $F_{ST}$ simulations method. The phylogenetic tree revealed that goat IL-32 was in close resemblance with sheep IL-32. The coding nucleotide sequences were compared among 11 species and it was found that the goat IL-32 gene shared identity with sheep (96.54%), bison (91.97%), camel (58.39%), cat (56.59%), buffalo (56.50%), human (56.13%), dog (50.97%), horse (54.04%), and rabbit (53.41%) respectively. Conclusion: This study provides evidence for IL-32 gene as under significant positive selection in goat.

• Journal of Korean Elementary Science Education
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• v.43 no.3
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• pp.415-432
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• 2024

This study developed and applied the teacher education model and its principles for science classes using Virtual and Augmented Reality (VR/AR) content and analyzed preservice elementary teachers' feedback on the teacher education model and the changes in their perceptions as to the use of VR/AR content. First, existing Technological Pedagogical Content Knowledge (TPACK) teacher education models and prior studies on the use of the VR/AR contents were reviewed to derive the teacher education model to cultivate the VR/AR-TPACK and set the key principles for each of its stages. The developed teacher education model has five stages: exploration, mapping, collaborative design, practice, and reflection. Second, to examine the appropriateness of the model's five stages and principles, we applied it within the regular course of instruction at the university of education, which was attended by 25 preservice elementary teachers. This study collected data from surveys on the perception of the usage of VR/AR contents before and after the course, as well as the group lesson plans prepared by the preservice teachers, and their feedback on the teacher education model. The feedback on the teacher education model and the survey conducted by the preservice teachers before and after the course were analyzed through open coding and categorization. As a result, most preservice teachers expressed positive opinions about the activities and experiences at each stage of the implementation of the teacher education model. Perceptions related to the usage of the VR/AR content changed in three aspects: first, the vague positive perception of the VR/AR content has changed to a positive perception based on specific educational affordance. Second, they recognized the need for preparedness by anticipating potential problems associated with the use of the VR/AR content. Third, they came to view the VR/AR contents as a useful instructional resource that the teachers could use. Based on these results, we discussed the implications for the VR/AR-TPACK teacher education model and assessed the limitations of the research.

• Journal of the Korean Society of Marine Environment & Safety
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• v.21 no.4
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• pp.403-408
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• 2015

A text-based communication system has been developed with a communication function on AIS and display and input function on ECDIS as a way to complement voice communication. It features no linguistic error and is not affected by VHF restrictions on use and noise. The text communication system is designed to use messages for clear intentions and further improves convenience of users by using various UI through software. It works without additional hardware installation and modification and can transmit a sentence by selecting only via Message Banner Interface without keyboard input and furthermore has a advantage to enhance processing speed through its own message coding and decoding. It is determined as the most useful alternative to reduce language limitations and recognition errors of the user and solve the problem of various voice communications on VHF. In addition, it will help to prevent collisions between ships with decrease in VHF use, accurate communication and request of cooperation based on text at heavy traffic areas.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.10
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• pp.433-445
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• 2019

This study was designed to create an innovative Korean school space plan. This was done by performing an analysis of cases of student-tailored class operations and the composition of school space in Sweden's Vittra Telefonplan School. To this end, the research team analyzed prior studies, the Vittra school space and the student-tailored classes through an analysis of the literature, documents and video images. First, the OpenSpace was operating classes tailored to each student's academic growth and needs. Second, the open-space school space played a role as the space for student life. Third, the teacher played a role as an active guide and facilitator of students. Forth, the students' individual learning management team actively conducted coding classes by utilizing IT-based learning platforms. The implications of the Vittra School are as follows. When designing a new school, it is recommended to design a small school as small as possible, organize an open space according to the grade and not by the class, and operate the curriculum around the students' grade. When reorganizing existing schools, it is proposed that standardized classrooms be modified for schools with spare classrooms to create learning spaces that can vary for large to small and to practice project-oriented classes at the grade level.