• Journal of Korean Elementary Science Education
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• v.41 no.2
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• pp.432-442
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• 2022

This study aims to apply a maker education program in an online class for a unit in elementary science entitled "Life of a Plant." Furthermore, it aims to investigate the effect of the program on the interest of students in science and creative problem-solving. The theme of the proposed maker education program is "Making a fairy tale audio book with the theme: the life cycle of a plant." The program consists of activities intended to produce creative audiobooks using concepts learned from the TMI maker education model stage. The result points to the positive effect of maker education on the interest of elementary school students in science and creative problem-solving. Therefore, applying the maker education program to online classes for elementary science is effective in improving the interest of students. In addition, further research is required to effectively apply the maker education program to online classes in science.

• Special Issue of the Society of Naval Architects of Korea
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• 2007.09a
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• pp.68-73
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• 2007

CPP is widely utilized in RoPax ship, shuttle tanker etc. due to excellent manoeuvrability in low speed, and its usage is recently increased. The CPP was almost designed by CPP maker, and its performance seemed to be not fully optimized. In this study the whole CPP design procedure was reviewed and design technology of CPP was settled down including calculation of spindle torque and MOI, which was fully confirmed by KHI CPP maker. In order to confirm the CPP design technique, a CPP for shuttle tanker was designed and its performance was verified through series of model tests. The propeller efficiency and face cavitation performance of the CPP was well improved. This CPP design technology will be contributed to the optimization of performance and cooperation with CPP maker.

• Proceedings of the Korea Information Processing Society Conference
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• 2004.05a
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• pp.1327-1330
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• 2004

본 논문은 멀티 프로세스 컨트롤&모니터링 모델을 지원하는 AI-Maker 시스템에 대해서 기술한다. 멀티 프로세스 컨트롤&모니터링 모델은 제어 구조의 표준으로 떠오르고 있는 OPC와 마이크로소프트사의 분산형 보안 서비스 개념(하부 구조 서비스, 응용 프로그램 지원 서비스)들을 사용하여 실제, 가공, 그리고 가상 데이터 액세스 포인터들에 대해서 차별화 된 제어 구조를 제시한다. AI-Maker는 다양한 사용자들에 대한 차별화 된 서비스와 가공 또는 가상 액세스 포인터를 사용하기 때문에 장비 종속적인 시스템에 대한 개발비용을 감소시킬 수 있다. 또한 전문가 시스템의 학습에 필요한 표본 데이터를 제공하므로 필드버스 기반의 자동화 시스템 개발 및 유지보수 시 양질의 서비스를 제공할 수 있는 이점이 있다.

• 대한공업교육학회지
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• v.44 no.2
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• pp.104-122
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• 2019

In the era of the fourth industrial revolution, maker education is drawing attention as a method of student-led education. At a time when interest in maker education is also growing in technology education, figuring out what stage of concern(SoC) a middle school technology teacher is critical to effective implementation. This study analyzed SoC in maker education by layer sampling among 400 middle school technology teachers using Concerns-based adoption model. SoC was then obtained by measuring the origin using the SoCQ and then presenting it as a SOCQ profile. Gender, training experience with two lower variables were analyzed using t verification, working cities, teaching experience with more than three lower variables were analyzed using one-way ANOVA. Studies showed that SoC in maker education of middle school technology teachers showed the most similar characteristics to that of non-users. The difference in concern depending on gender was that male teachers were more concerned in maker education than female teachers. The difference in concern depending on the working city was that teachers working in the township were more concerned in the maker education than teachers working in the large city, and the difference in concern depending on the teaching career was higher among teachers with middle experience than those with low and high experience. There was also a higher stage of concern in maker education than in teachers without training experience. Therefore, it is necessary to provide middle school technology teachers with an introduction to the maker education and various information, teaching, learning and evaluation data to enhance overall concern and to support the use and evaluation of the maker education in the classroom by providing various teacher training and consulting on the maker education in the future. Further, through further study, we should conduct study that analyzes both Stage of Concern, Level of Use and Innovation Configuration, to put in the effort for effective settlement of maker education.

• Journal of The Korean Association For Science Education
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• v.38 no.5
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• pp.649-665
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• 2018

In this study, we extracted the core competencies of makers through the analysis of critical incident technique and behavioral event interview to explore the nature and attributes of maker education, and then we developed a maker competency model based on these core competencies. As a result, six competency groups and 23 sub-competencies were extracted. In other words, we were able to confirm the existence of integrated thinking competency group consisting of four competencies made up of 'analytic thinking', 'intuitive thinking', 'visual thinking', and 'empirical thinking' and that of collaborative competency group with four competencies of 'sharing', 'communication', 'conflict management', and 'scrupulosity'. In addition, we could also confirm the existence of making mind competency group, which is composed of four competencies namely 'interest in various areas', 'challenge consciousness', 'failure management', and 'pleasure of the making process'. We could also confirm that human-centered competence group consisting of two competencies of 'humanity' and 'user-oriented' and the problem-finding competence group consisting of two competencies of 'observation' and 'recognition of discomfort in daily life'. Lastly, the making practice competency group is composed of seven competencies: 'understanding making tool', 'understanding electricity', 'understanding programming', 'planning', 'hand knowledge', 'information search', and 'direct execution'. We discussed educational implications of these findings.

• Journal of Practical Engineering Education
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• v.13 no.2
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• pp.221-232
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• 2021

The purpose of this study is to explore the design direction of artificial intelligence convergence liberal arts subjects based on flip learning and maker education through analysis of learner needs in a non-face-to-face classroom environment caused by COVID-19. To this end, we analyzed the priorities of subject content elements by using the Borich needs assessment and The Locus for Focus model along with students' perceptions of flip learning for students who took and did not take maker education-based liberal arts courses. Based on this, it was used as basic data for designing the curriculum. The study results are as follows. First, the content elements of the artificial intelligence liberal arts curriculum based on maker education consisted of a total of 9 areas and were designed as a class using flip learning. Second, the areas with the highest demand for education are 'Artificial Intelligence Theory', 'Artificial Intelligence Programming Practice', 'Physical Computing Theory', 'Physical Computing Practice', followed by 'Convergence Project', '3D Printing Theory', '3D Printing practice' was decided. Third, most of the questionnaires regarding the application of flip learning in maker education-based artificial intelligence liberal arts subjects showed positive responses regardless of whether they took the course, and the satisfaction of the students was very high. Based on this, an artificial intelligence-based convergence liberal arts curriculum using flip learning and maker education was designed. This is meaningful in that it provides an opportunity to cultivate artificial intelligence literacy for college students by preparing the foundation for artificial intelligence convergence education in liberal arts education by reflecting the needs of students.

• Journal of the Korean Mathematical Society
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• v.61 no.5
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• pp.875-898
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• 2024

This study estimates the true price of an asset and finds the optimal bid/ask prices for market makers. We provide a novel state-space model based on the exponential Ornstein-Uhlenbeck volatility and the Heston models with Gaussian noise, where the traded price and volume are available, but the true price is not observable. An objective of this study is to use Bayesian filtering to estimate the posterior distribution of the true price, given the traded price and volume. Because the posterior density is intractable, we employ the guided particle filtering algorithm, with which adaptive rejection metropolis sampling is used to generate samples from the density function of an unknown distribution. Given a simulated sample path, the posterior expectation of the true price outperforms the traded price in estimating the true price in terms of both the mean absolute error and root-mean-square error metrics. Another objective is to determine the optimal bid/ask prices for a market maker. The profit-and-loss of the market maker is the difference between the true price and its bid/ask prices multiplied by the traded volume or bid/ask size of the market maker. The market maker maximizes the expected utility of the PnL under the posterior distribution. We numerically calculate the optimal bid/ask prices using the Monte Carlo method, finding that its spread widens as the market maker becomes more risk-averse, and the bid/ask size and the level of uncertainty increase.

• 한국정보교육학회:학술대회논문집
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• 2021.08a
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• pp.335-340
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• 2021

This study conducted research on creating an environment for maker education programs for robot and SW education, development and application of maker education programs for low-grade elementary school students in farming and fishing villages. Based on the preceding maker education model, the OMCSI model was developed for the lower grade level of elementary school, and based on this, five WeDo-utilized elementary maker education programs were developed. From April 1, 2020 to October 30, 2020, the results of applying the elementary school maker education program using WeDo Robot 2.0 to 10 second graders of 10 Elementary School in Gyeongsangnam-do are as follows. The average increased by 3.40 points (t=-2.378, p=0.034) and the average increased by 3.30 points (t=-2.329, p=0.040). The average was also increased by 3.40 points (t=-2.458, p=0.038). Finally, it rose to 3.70 points (t=-2.449, p=0.037) for its reasoning ability. That is, all four sub-elements of computing thinking had a significant probability of 0.04, indicating statistical significant differences between scores of pre-post computing thinking. Therefore, the Elementary Maker Education Program using WeDo robots has worked very effectively to improve students' computing thinking skills.

• Journal of Korean Home Economics Education Association
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• v.34 no.3
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• pp.67-83
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• 2022

This study was designed to develop a sustainable clothing life education program for middle school students and to analyze the effects of the developed program on the "Change-maker" characteristics of adolescents. This study proceeded following the ADDIE teaching design model. The learning activities in the middle school Technology and Home Economics textbooks were analyzed according to the steps of the Change-maker education program. Based on the analyzed results, the sustainable clothing life education program entitled 'Clothes for us, actions for the earth' which includes ten teaching and learning process plans, 17 individual learning activity sheets, and seven group learning activity sheets was developed. The developed program was implemented on 285 first-year students in K middle School in Ulsan. After the class, the level of Change-maker characteristics of the students increased from 3.87(SD=.54) to 4.59(SD=.64). From the interviews of the students, it was also found that the developed program influenced the values and behaviors of the students. Therefore it was confirmed that the Education for Sustainable Development(ESD) program on clothing life in middle school Home Economics developed based on the Change-maker education program stage was effective in cultivating the Change-maker characteristics of adolescents.

• Journal of Korean Society of Coastal and Ocean Engineers
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• v.21 no.2
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• pp.182-190
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• 2009

For RANS equation model using VOF scheme Lin and Liu (1999) developed internal wave-maker method to generate target wave trains by using designed mass source functions of the continuity equation. By using this method studies on various numerical wave experiments has been achieved without the problem caused by wave reflection due to an external wave-maker. In this study, the wave-maker method to generate target wave trains by using a momentum source function was proposed. The computational results obtained by applying the mass and momentum source functions into FLUENT were compared with each other. To see its applicability, the hydraulic experiment of Luth et al. (1994) were numerically simulated and their measurements are compared with the computations, and the vertical variations of computed results were shown and investigated.