• Journal of The Korean Association For Science Education
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• v.23 no.4
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• pp.360-374
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• 2003

The idea that students must experience cognitive conflict before conceptual change can occur is not new. In light of this idea, many teaching strategies have been applied in educational practices. However, there is not much literature about how students are experiencing cognitive conflict, how this experience affects students learning processes, and how we use that knowledge to improve our science instruction. This study aimed to propose possible answers about these questions. In this paper, we conducted the first question as a first part of our research. To do this, we reviewed related literature and analyzed protocols that were produced in previous studies. As a result, a model of cognitive conflict was developed. This study's findings may lead to further understanding and use of students' cognitive conflict, which has a complex role in science instruction.

• Journal of the Korean Society for Precision Engineering
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• v.26 no.6
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• pp.122-130
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• 2009

The analysis of human movement requires the knowledge of the Hill type muscle parameters, the muscle-tendon and moment arm length change as a function of joint angles. However, values of a subject's muscle parameters are very difficult to identify. It turns out from a sensitivity analysis that the tendon slack length and maximum muscle force are the two critical parameters among the Hill-type muscle model. Therefore, it could be claimed that the variation of the tendon slack length and maximum muscle force from the Delp's reference data will change the muscle characteristics of a subject remarkably. A numeric optimization method to search these tendon parameters specific to a subject is proposed, and the accuracy of the developed algorithm is evaluated through a numerical simulation.

• Journal of Korean Academy of Nursing
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• v.53 no.2
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• pp.177-190
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• 2023

Purpose: This study aimed to evaluate the effects of health interventions using virtual reality (VR) on improving knowledge, attitudes, and skills; and inducing behavioral change among adolescents. Methods: This study is a systematic review and meta-analysis following PRISMA guidelines. We searched Cochrane, MEDLINE, Embase, CINAHL, Scopus, Web of Science, and Korean databases between database inception and April 10, 2021. Based on heterogeneity, a random- or fixed-effects model was used, as appropriate, to calculate effect sizes in terms of the standardized mean difference (SMD) and odds ratio (OR). Studies were selected if they verified the effects of health education using VR on adolescents; there was an appropriate control group; and if the effects of education were reported in terms of changes in knowledge, attitudes, skills, or behaviors. Results: This analysis included six studies (n = 1,086). The intervention groups showed greater responses in knowledge and attitudes (SMD = 0.57, 95% confidence interval (CI) [0.12 to 1.02]), skills related to health behavior (SMD = - 0.45, 95% CI [- 0.71 to - 0.19]), and behavioral change after 12 months (OR = 2.36, 95% CI [1.03 to 5.41]). Conclusion: The results confirm the effectiveness of health interventions using virtual reality (VR). Although the analysis include a small number of studies, a case can be made for health interventions using VR to be utilized as educational methods and strategies to prevent risky behaviors among adolescents.

• Journal of Technology Innovation
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• v.24 no.3
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• pp.53-79
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• 2016

Due to the rapid change of corporate environment of small and medium enterprises (SMEs), there is an increasing needs for the effective utilization of knowledge intensive services. Current knowledge intensive services for SMEs include various activities including venturing, R&D planning, R&D support, marketing, and networking. However, these activities are not differentiated according to the institutions that provides those services. In response, this study aims to explore and identify core knowledge intensive services, and specify the target knowledge service. The case study was conducted for the Divison of SMEs innovation in Korea Institute of Science and Technology Information (KISTI).

• Journal of Wetlands Research
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• v.9 no.3
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• pp.51-61
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• 2007

In natural river, river-bed change is greatly influenced by the various factors such as river improvement, change of watershed land use, construction of dam and reservoir, gravel mining, and so on. The knowledge about river-bed change in the river is essential in the river modification, wetlands plan, and maintaining stable alluvial rivers. In this study, river-bed change in the future was predicted by investigating river channel characteristics which play dominant role in the formation of channel and based on the numerical model through river survey and the grain size analysis. The Proposed investigation and model was applied to the Geum river and the Miho stream which have been experienced river degradation due to river aggregate dredging and now seams to be stable. The result of potential river-bed change which was estimated by investigating channel characteristic including slope of channel, friction velocity, and so on is similar to that which was estimated based on the numerical model. It was found that the Geum river and the Miho stream will be stable. In the future, if considering the characteristics of river channel which is estimated by the river-bed scour, sediment, and so on, it is possible that river improvement and wetland restoration plan are established stably and naturally.

• Journal of the Korean Society of Earth Science Education
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• v.11 no.1
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• pp.1-20
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• 2018

The purpose of this study is to suggest some strategies for integrated science. It also suggests educational strategies through worldview. The directions of most educational policy are based on the deficit model. It is assumed that learners are always lacking in knowledge, and as a result they do not understand properly. However, it is difficult for the public and students to change their attitudes because they do not feel much lacking. For example, the world view of climate change coexists with an optimistic mechanical worldview and an organic and entropy worldview. This study is characterized by the process of expanding awareness of living and fulfillment of knowledge rather than the existing deprivation model. Unconnected knowledge has problems in diversity. It is neither sustainable nor flexible. It is not about eliminating interdisciplinarity but about lowering it. We go into another area with your deep expertise, but we must have a purpose. As a result, not only problem solving but also dynamic feedback of mutual feedback between other domains increases the quality and quantity of knowledge.

• Proceedings of the Korean Institute of Intelligent Systems Conference
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• 1993.06a
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• pp.1137-1140
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• 1993

A dynamic-structure system is one that has the flexibility to change the system configuration automatically so as to operate in an optimal manner. A conceptural model for a dynamic-structure system is presented in this paper. In this model, the interchangeable components of the overall system are grouped together. Their activity levels are evaluated by an intelligent preprocessor that is associated with the group. A knowledge-based task distribution system evaluates the activity levels and makes decisions as to how the components operating below capacity should be shared with workcells that have similar components that are overloaded. Associated decision making can be effected through fuzzy logic and particularly the compositional rule of inference. A simulation example is given to illustrate the application of dynamic structuring.

• Korean Journal of Adult Nursing
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• v.19 no.3
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• pp.389-400
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• 2007

Purposes: This study was designed to explore the stage distribution of subjects according to stage of change for calcium intake and for exercise, and to identify factors that could discriminate among subjects in various stages. Methods: The sample consisted of 142 subjects who had taken bone mineral densitometry tests. The instruments used in this study were the Stage Placement Instrument for Calcium Intake and Exercise, the Osteoporosis Health Belief Scale and the Osteoporosis Knowledge Test, and the Osteoporosis Self Efficacy Scale. Data were analyzed using chi square, ANOVA, and discriminant analysis by using the SPSS 12.0 program. Results: For calcium stages, economic level, calcium knowledge, positive social norms for calcium intake, & educational level showed high standardized canonical discriminant function coefficients. For exercise stages, exercise efficacy, susceptibility, exercise benefit, educational level, positive social norm to exercise, educational level, and exercise barrier showed high standardized canonical discriminant function coefficients. Conclusion: This study implies that bone mass promoting program incorporating a stages of change model can be applied as useful nursing intervention.

• Journal of Educational Research in Mathematics
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• v.8 no.2
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• pp.663-677
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• 1998

The development of Science and Technology and the social change require new paradigm in Education. In a traditional paradigm, learners have been regarded as a passive being and knowledge could be transmitted to learner. But within this paradigm, it is difficult to confront the social change and to develop problem solving skills in various context. This results in a new, alternative perspective, Constructive paradigm. As an alternative to the traditional settings, Constructive paradigm emphasizes the learner centered instruction. The reform movement in mathematics education including NCTM's standards revolves around this paradigm and the open education movement in our educational system is based on it. Open education values learner's interest, autonomy and internal motivation in learning. However, open education has been misunderstood by most of the teachers. It should be understood as the change of paradigm. In this study, as a way of helping students connect mathematics to their everyday lives and construct meaningful mathematical knowledge and concept, mathematical modelling is suggested. It consists of posing and specifying the real problem, formulation and constructing a mathematical model, analyzing and solving a mathematical problem. interpreting the solution and comparing with reality and communicating results. In this process, technology like computer can be a powerful tool. It can help students explore various problems more easily and concretely.

• Journal of The Korean Association For Science Education
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• v.33 no.4
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• pp.807-825
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• 2013

This study investigated two science teachers' practical knowledge shaped during their science classes which intend to realize social construction of scientific models. The teachers' practical knowledge was qualitatively examined in terms of five content categories defined by Elbaz through the reflection-in-action based on video data of their teaching as well as the reflection-on-action based on their narratives and interview data obtained after their classes. The results shows: 1) two science teachers implemented their practical knowledge on appropriate subject matter knowledge when they provided students with scaffoldings to support building scientific models during the classes. 2) The teachers' knowledge about science curriculum played important roles to change the purposes of the classes from the transmission of difficult science concepts to the construction of scientific model appropriate to learning goals. 3) The teachers' implementation of pedagogical knowledge changed toward supporting students' group activities and model generations aligned to the intention of social construction of scientific models. 4) The teachers' practical knowledge about their 'selves' showed that a teacher's perception and implementation of his/her roles of helper, guide, or facilitator are important for students to construct scientific models through group activities. 5) The two teachers' practical knowledge the milieu of schooling is realized by their modes of interactions with student groups during their classes. Two teachers acted like a co-player with his students or like a coach to students near a playground. We discussed domain-specific characteristics about scientific model construction.