• Journal of Digital Contents Society
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• v.19 no.8
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• pp.1507-1514
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• 2018

The purpose of this study was to propose a functional improvement solution of integrated control board for safe driving of Smart electric wheelchair for a single person. In the case of existing electric wheelchair products in Korea and elsewhere, safety-related functions or devices are not included in many cases. Therefore, the incidence of electric wheelchair-related accidents is continuously increasing in the current situation in which the elderly and the disabled people have been continuously increased. However, currently only high and middle-priced products are equipped with basic safety devices in electric wheelchairs, so low-priced products require safety related functions. Therefore, sensing obstacles that the user can not recognize while moving an electric wheelchair and detecting automatically the terrain change to control the motor by developing a smart control platform. This provides an integrated control board that can be applied to various electric wheelchairs for more stable driving.

• Journal of Korean Society of Rural Planning
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• v.22 no.4
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• pp.1-11
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• 2016

Public transportation is public service that is contributed to the convenience of the public. However, opportunity for public services in rural areas is weaker than the chance in urban areas. The purpose of this study is to evaluate accessibility of various public facilities using public transportation. To evaluate the accessibility, we calculate the various time from community center to the nearest bus stop, walking time, riding time in bus, and waiting time for transfer. The results of this study ares as follows; (1) Villages occupy 19.8% in rural areas that walking time from community center to the nearest bus stop takes over 10 minutes in integrated Chungju-si; (2) The average speed is 21.9 km/hr estimated to departure and arrival time of bus route; (3) The accessibility time from community center using the average bus speed takes 15.43 minutes to public facilities, 35.15 minutes to emergency center, 8.70 minutes to medical center, 9.70 minutes to elementary school, 16.26 minutes to middle school, and 22.61 minutes high school; (4) The transfer time of public transportation takes 13.46, 21.96, 10.48, 7.78, 11.11, 16.10 minutes to public facilities, emergency center, medical center, elementary school, middle school, and high school, respectively; (4) Traffic accessibility using bus vehicles in the East and South Chungju-si is lower than areas in the West and North Chungju-si. Some villages surrounding public offices (eup-myeon office) which have a high density of population, indicate a high traffic accessibility.

• Journal of The Korean Association For Science Education
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• v.32 no.2
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• pp.265-278
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• 2012

The purpose of this study is to investigate research trends about convergence and integrated science education through the analysis of theses published from January, 2000 to June, 2011 in the scientific journals. For the analysis of the theses, we set standards of analysis including the number of theses, integrated types, research methods, the designs of study and the objects of study. The number of theses used for the analysis were 110 volumes and these were limited to the Journal of KASE (The Korean Association for Science Education) and Journal of KESES (The Korean Society of Elementary Science Education). The results of the study are as follows. First, in the analysis of theses according to the published year, we discovered that the volumes of theses related to convergence and integrated science education were only about 10% of theses published in the journals. Second, the theses about STS education and integration type were the most common type in the integrated types, and the next things were integration type with other scientific fields, and integration type with other subjects. Third, 50% of theses have focused on the 'analysis of effect' as research methods and 45.5% of the theses have used 'quantitative research' as the designs of study. Fourth, the most common study in the theses was to target elementary school students, then it was middle school students, then high school students, literature, teachers, would-be teachers, and the general public. On the basis of the results of this research, we suggest that various studies can develop student's creativity and teacher's recognition through STEAM education and must be presented for the successful STEAM education.

• Journal of Intelligence and Information Systems
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• v.15 no.3
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• pp.17-29
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• 2009

C programming is a main programming for the Educational Robot Arm which is based on AVR ATmega128. The development environment is not integrated, so it is complex and difficult to study for middle or high school students who want to learn programming and control the educational robot arm. Furthermore, there is no debug and testing environment support. This paper presents a Java-based development platform for the educational robot arm. This platform includes: an up-to-date tiny Java Virtual Machine (NanoVM) for the educational robot arm; An Eclipse based Java integrated development environment as an Eclipse plug-in; a 3D simulator on the PCs to support testing and debugging programs without real robots. The Java programming environment makes development for educational robot arm easier for students.

• Journal of Korean Home Economics Education Association
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• v.12 no.3
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• pp.65-76
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• 2000

Comparative Study on Historical Changes of Practical Arts Education and Technology-Home Economics Education in Korea and Japan This dissertation is a comparative study on Practical Arts(Home Economics) Education and Technology-Home Economics Education of Korea and Japan. I established two research objectives to conduct the research : To understand the differences in historical changes in Practical Arts Education and Technology-Home Economics of the two countries: And to grope for the new direction of Home Economics Education. Research findings are as follows : Japan was also ahead of Korea for about two decades in terms of putting Home Economics Education in practice at elementary schools. Practical Arts Education Started to emerge in Elementary school system in 1955, which had been originated in vocational education before the year 1945 in Korean However, from the 3th curriculum Practical Arts Education Curriculum put emphasis on home lives. Regarding the characteristics of education from the perspectives of historical changes at Korean Junior-high schools after the year 1945. Home Economics Education had been regarded as “female subject”until the 1980s and was integrated into regular curricula for co-education in the middle of the 1990s. when the 6th Curriculum was activated. Technology-Home Economics started to emerge in Japan in 1962. while the subject Home Economics Education was integrated into curricula for males in high school as well in 1989. In the Korean 7th Curriculum, the combined subject Technology-Home Economics is divided into three categories. A remarkable difference from japanese Technology-Home Economics is that korean curriculum has no division between required and elective. In conclusion. I observe that both Korean and Japanese curricula for Home Economics Education were originated in Confucianism. However, unlike Korean situation, current Japanese Home Economics Education takes a significant part as a continuing and required subject for both primary and secondary co-education.

• The Journal of Korean Association of Computer Education
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• v.17 no.4
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• pp.33-44
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• 2014

To understand an educational curriculum at the national level is to check the status of the respective subjects involved. This study aimed at analyzing computer science education and educational curricula in Israel, a leader in fostering creative human resources, so as to suggest directions for computer science education in Korea. Israel's computer science education in middle schools is provided through integration with natural science and technology subjects, but in high school it is offered as an independent subject. In 2011, as the computer science educational curriculum for middle schools was developed, computer science evolved from an integrated to an independent subject. Accordingly, this study proposes the necessity to discuss the status of this subject from the viewpoint of integration and independence for computer science education in Korea.

• Journal of Digital Convergence
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• v.13 no.11
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• pp.539-547
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• 2015

This paper is the study on deducing the education design for convergence of disability awareness of targeting elementary, middle, high school students located in J city. The analysis results are as follows: In the analysis of group difference in disability awareness, there was a statistically significant difference according to female students, schools, and sub-typed phase, and experience in integrated education. It was found that the participating group in disability awareness education showed a higher average than non-participating groups in prejudice against disability, interest and consideration, and acceptance of physically challenged friends. In the relationship between disability perception education and disability awareness, the education was found to have influence on prejudice against disability and acceptance of physically challenged friends. This paper suggested disability awareness education reflecting a life cycle, application of the integrated educational method for verifying educational effectiveness, etc.

• Journal of the Korean earth science society
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• v.41 no.3
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• pp.248-260
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• 2020

Oceanic current maps introduced in science and earth science textbooks can offer a valuable opportunity for students to learn about rapid climate change and the role of currents associated with the global energy balance problem. Previously developed oceanic current maps in middle and high school textbooks under the 2007 and 2009-revised national curriculum contained various errors in terms of scientific accuracy. To resolve these problems, marine experts have constructed a unified oceanographic map of the oceans surrounding the Korean Peninsula. Since 2010, this process has involved a continuous, long-term consultation procedure. By extensively gathering opinions and through verification process, a representative and scientific oceanic current map was eventually constructed. Based on this, the educational oceanic current maps, targeting the comprehension of middle and high school students, were developed. These maps were incorporated into middle and high school textbooks in accordance with the revised 2015 curriculum. In this study, we analyzed the oceanic current maps of five middle school science textbooks and six earth science textbooks that were published in high school in 2019. Although all the oceanic current maps in the textbooks were unified based on the proposed scientific oceanic current maps, there were problems such as the omission of certain oceanic currents or the use of a combination of dotted and solid lines. Moreover, several textbooks were found to be using incorrect names for oceanic currents. This study suggests that oceanic current maps, produced by integrating scientific knowledge, should be visually accurate and utilized appropriately to avoid students' misconception.

• Journal of The Korean Association For Science Education
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• v.21 no.1
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• pp.102-113
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• 2001

In order to compare with the 6th and 7th science curricular for the inquiry skill elements in the elementary and secondary school, we divided skill domains into five classes which were process skill, step skill for inquiry instruction, inquiry activity skill, manipulative skill and breeding-farming skill. And then we investigated the kinds and frequencies for the inquiry skill elements of the 6th and 7th curricular in the elementary and secondary school. The results were as follows: 1. The total kinds of inquiry skill element showed 17 kinds in the 6th curriculum and 23 kinds in the 7th. Therefore, the 7th curriculum was higher 1.4 times than the 6th curriculum in the kinds of skill elements. 2. The total frequencies for the inquiry skill elements of the 6th curriculum were 408 and those of the 7th were 729. Therefore, the 7th curriculum was about 1.8 times as many as the 6th. 3. In the kinds of inquiry skill elements according to the school levels, the course of the elementary school showed 14 kinds in the 6th curriculum and 18 kinds in the 7th. The course of middle school showed 7 kinds in 6th and 16 kinds in 7th. The integrated science course of high school was 10 kinds in the 6th and 10 kinds in the 7th. The skill elements in four science curricular of the high school course showed total 11 kinds in the 6th and 21 kinds in the 7th. And then the kinds of inquiry skill elements of the 7th curriculum in the middle and high school course showed about 2 times as many as the 6th curriculum. In the school level, the increase of skill elements showed the highest in the middle school course, and then in the high school course. 4. The total skill elements from the elementary school to the high school in the 6th science curriculum showed 17 kinds and in the order from the highest to the lowest rates, such as experimenting 20%, observing 15%, interpreting and analyzing data 13%, investigating 9%, measuring 7%, drawing a conclusion and assessment 7%, discussion 6%, communicating 5%, classifying 4%, recognizing problems and formulating hypothesis 4%, predicting 3%, designing and carrying out an experiment 3%, collecting and treating data 2%, manipulating skill 1%, modeling 0.5%, breeding and farming 0.3% and inferring 0.2%. 5. The total skill elements from the elementary school to the high school in the 7th curriculum appeared 23 kinds and in the order from the highest to the lowest rates, such as drawing a conclusion and assessment 31%, investigating 14%, collecting and treating data 8%, observing 7%, experimenting 7%, recognizing problems and formulating hypothesis 6%, interpreting and analyzing data 4%, measuring 3%, discussion 3%, manipulating skill 3%, modeling 3%, classifying 2%, project 2%, educational visits 1%, controlling variables 1%, predicting 1%, inferring 1%, operational definition 1%, communicating 1%, designing and carrying out an experiment 0.3%, breeding and farming 0.3%, applicating a number 0.2% and relating with time and space 0.2%. In the conclusion, the 7th curriculum was added 6 kinds of skill elements to the 6th curriculum, such as operational definition, applicating a number, relating with time and space, controlling variables, educational visits and project.

• Communications of Mathematical Education
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• v.29 no.1
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• pp.131-155
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• 2015

The purpose of this study is to investigate if top-ranked high school students do integrated understanding about the concept of a differential coefficient. For here, the meaning of integrated understanding about the concept of a differential coefficient is whether students understand tangent and velocity problems, which are occurrence contexts of a differential coefficient, by connecting with the concept of a differential coefficient and organically understand the concept, algebraic and geometrical expression of a differential coefficient and applied situations about a differential coefficient. For this, 38 top-ranked high school students, who are attending S high school, located in Cheongju, were selected as subjects of this analysis. The test was developed with high-school math II textbooks and various other books and revised and supplemented by practising teachers and experts. It is composed of 11 questions. Question 1 and 2-(1) are about the connection between the concept of a differential coefficient and algebraic and geometrical expression, question 2-(2) and 4 are about the connection between occurrence context of the concept and the concept itself, question 3 and 10 are about the connection between the expression with algebra and geometry. Question 5 to 9 are about applied situations. Question 6 is about the connection between the concept and application of a differential coefficient, question 8 is about the connection between application of a differential coefficient and expression with algebra, question 5 and 7 are about the connection between application of a differential coefficient, used besides math, and expression with geometry and question 9 is about the connection between application of a differential coefficient, used within math, and expression with geometry. The research shows the high rate of students, who organizationally understand the concept of a differential coefficient and algebraic and geometrical expression. However, for other connections, the rates of students are nearly half of it or lower than half.