• Transactions of the Korean Society of Mechanical Engineers B
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• v.32 no.1
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• pp.70-77
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• 2008

A pre-processing program based on the OOP(object-oriented programming) concept has been developed. The program consists of the input of a 2D or 3D flow problem to a CFD program by means of an user-friendly interface and the subsequent transformation of this input into a form suitable for the solver(PowerCFD) using unstructured cell-centered method. User-friendly GUI(graphic user interface) has been built on the base of MFC(Microsoft Foundation Class). The program is organized as modules by classes based on VTK(Visualization ToolKit)-library, and these classes are made to function through inheritance and cooperation which is an important and valuable concept of object-oriented programming. The major functions of this program are introduced and demonstrated, which include mesh generation, boundary settings, solver settings, generation of grid connectivity and geometric data etc.

• The KIPS Transactions:PartD
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• v.16D no.4
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• pp.527-540
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• 2009

State diagrams describe the dynamic behavior of an individual object as a number of states and transitions between these states. In this paper, we propose an automated technique to the generation of a state diagram from class operations with pre/post conditions. And I also develop a supporting tool, SDAG (State Diagram Automatic Generation tool). Additionally, we propose a complexity metric and a state diagram generation approach concerning types of each operation for decreasing complexity of generated state diagram.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.1
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• pp.16-26
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• 2022

This study was to investigate what pre-service teachers pay attention to when designing science lessons. As a result of analyzing the responses of pre-service teachers, it is analyzed that pre-service teachers are designing science lessons with emphasis on science inquiry, considering students' interest, level, and treatment of misconceptions, and closely related to daily life. In particular, it was found that elementary school pre-service teachers made a lot of comments on science class design that emphasizes experimentation and inquiry, so it was found that emphasizing inquiry was recognized as an important point in science lesson design. It is very positive that pre-service teachers recognize important aspects of science education, such as emphasizing inquiry. In addition, it is suggested that the opportunities for class design and demonstration through collaboration with teachers and colleagues should be increased for pre-service teachers' professional development of teachers.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.3
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• pp.335-344
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• 2022

This study was conducted for 4 weeks on the preparation of the science teaching/learning course plan for 109 students in 4 classes of the 2nd year intensive course at B University of Education. Pre-service elementary teachers attended a two-week field training practice after listening to a lecture on how to write a science teaching and learning course plan. Pre-service elementary teachers tried to find out about the selection of materials and the degree of connection between the course plan and the class to prepare the science teaching/learning course plan. The researcher completed the questionnaire by reviewing and deliberation on the questionnaire questions together with 4 pre-service elementary teachers. The questionnaire related to the writing of the science teaching and learning course plan consists of 8 questions. Preferred reference materials when writing the course plan, the level of interest in learning, the success or failure of the science course plan and class, the science preferred model, the evaluation method in unit time, and the science teaching and learning One's own efforts to write the course plan, the contents of this course are the science faculty. It is composed of the preparation of the learning process plan and how helpful it is to the class. The results of this study are as follows. First, it was found that elementary school pre-service elementary teachers preferred teacher guidance the most when drafting science teaching and learning curriculum plans. Second, it is recognized that the development stage is very important in the teaching and learning stage of the science department. Third, Pre-service elementary teachers believe that the science and teaching and learning process plan has a high correlation with the success of the class. Fourth, it was said that the student's level, the teacher's ability, and the appropriate lesson plan had the most influence on the class. Fifth, it was found that pre-service elementary teachers prefer the inquiry learning class model. Sixth, it was found that reports and activity papers were preferred for evaluation in 40-minute classes. Seventh, it was stated that the teaching and learning process plan is highly related to the class, so it will be studied and studied diligently. Eighth, the method of writing a science teaching and learning course plan based on the instructional design principle is interpreted as very beneficial.

• Journal of Fisheries and Marine Sciences Education
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• v.28 no.5
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• pp.1478-1491
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• 2016

This study has designed to find out the effects of a project-based flipped learning model at universities on the self-directed learning ability, the self-leadership, and the learning competency. For the study, two procedures were performed. First, a flipped learning model for a project-based learning was developed on the basis of the literature reviews. The flipped learning model has three different steps: the pre-class, the in-class, and the post-class. In the pre-class, instructors provide mini-core courses using various technologies for learners outside the class. The in-class is the step to check whether learners prepare their learning or not. Also, in this step, the in-death learning and the teaching-learning process by interaction between instructors and learners would be performed. In the post-class, learners would be able to sustain the extended learning to develop the learning tasks and activities after flipped learning class. Through this step, the learners could be experienced integrated thinking and application, documentation and management, as well as sharing and spread of their learning. Second, the effectiveness of the developed flipped learning model on the self-direction, the self-leadership, and the learning competency was examined. The quantitative research method and the qualitative research method were used for this study. The results indicated that the flipped learning model showed improvement on the self-direction, the self-leadership, and the learning competency.

• Journal of the Korean Society of Earth Science Education
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• v.6 no.2
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• pp.152-158
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• 2013

The purpose of this work is to investigate pre-service elementary teachers' belief in science gifted education. To do that, from September to November 2012, this research had been conducted with 42 students who were in the third year of P University of Education. The conclusions of this work are presented as follows: First, the pre-service elementary teachers considered exploration ability to be the most important talent for the gifted students in science, and chose task commitment as the next most important. They regarded intelligent ability and leadership ability as the relatively less important. Secondly, regarding the most important tool in choosing scientifically gifted students, the pre-service elementary teachers preferred creativity test. It was found that they considered the intelligence test and academic achievements, which require intelligent ability, to be the less important. Thirdly, regarding the special knowledge related to science gifted education, the pre-service elementary teachers considered pedagogical knowledge about the gifted to be the most important. Fourthly, regarding a class type for gifted students in science, the pre-service elementary teachers most preferred project learning. Project learning is a learning method in which students choose an interesting problem and solve the problem in cooperation with group members. It is the most widely used exploration class in gifted education. It is in the same context as the result that exploration ability is the most important factor to elementary gifted students in science. This work revealed that, with regard to a talent for the gifted in science, judgment of the gifted in science and science gifted education, the potential ability and affective ability of gifted students are considered to be more important than their intelligent ability. Therefore, it was analyzed that pre-service elementary teachers' belief in the gifted students in science is almost consistent with the recent trend of gifted education.

• Communications of the Korean Mathematical Society
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• v.14 no.1
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• pp.147-156
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• 1999

This paper deals with a class H(A,B,$\alpha$) of analytic functions and we obtain coefficient estimates and related results.

• Journal of Korean Home Economics Education Association
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• v.31 no.1
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• pp.39-58
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• 2019

The purpose of this study was to investigate the home economics pre-service teachers' verbal interactions during their teaching practicum. For this purpose, the class interactions of four pre-service teachers were recorded, and the data were analyzed using advanced Flanders' verbal interaction analysis. The major findings are as follows: First, the item with the highest proportion of occurrences consisted of the pre-service teachers' 'lectures', 'nonverbal conditions' and 'asks questions'. 'forms a positive learning atmosphere' and 'praises or encourages' exhibited fewer occurrences, and there was little 'giving direction', 'criticizing students or justifying authority'. Second, the instances of class interactions appeared in the form of 'asks questions-student talk response' or 'lecture-asks questions', and in the last class were 'ask questions-student talk initiation' and 'accepts or uses ideas of students'. Third, trends of verbal interactions tend to be generally indirect, and students' remarks have appeared acceptable and compassionate. Fourth, according to expert analysis, 'class management questions' and 'diffusion questions' have increased. Pre-service teachers can guide students through their learning activities, and students can expand their thinking through the teachers' questions. As these results demonstrate, self-study analyses of pre-service teachers and active support in field are needed.

• Journal of the Korean Society of Earth Science Education
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• v.14 no.2
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• pp.193-201
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• 2021

This study is a study of factors affecting pre-service teachers' learning immersion in online science classes. The results of a survey on the responses of 88 pre-primary teachers to online science classes were interpreted. In online science class, independent variables were set as ease, usefulness, and social presence, and dependent variables were set as learning immersion. Online science classes were conducted based on the university's LMS system. The results of the study were interpreted by regression analysis for t-test, correlation between factors, and multicollinearity test in pre-post-responses of pre-service teachers for ease, usefulness, and social presence. The results of this study are as follows. First, there was a significant effect in the before-and-after tests of factors in the online science class. Second, the correlation coefficient between factors in online science class is .306 for sense of community and mutual support and concentration at the significance level of .01, and .354 for learning immersion and open communication, indicating that there is a correlation. Third, considering the effective results of the pre-post test of each factor in the online science class, it cannot be interpreted that a particular factor had an effect, but it is interpreted that learning was immersed in ease, usefulness, and a sense of social presence.

• Journal of the Korean School Mathematics Society
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• v.24 no.1
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• pp.127-150
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• 2021

Recently, in the field of mathematics education, mathematical noticing has been considered as an important element of teacher expertise. The meaning of mathematical noticing is the ability of teachers to notice and interpret significant events among various events that occur in mathematics class. This study attempts to analyze the differences of pre-service secondary teachers' mathematical noticing and confirm the factors that cause the differences between them. To accomplish this, the items on class critiques were established to identify pre-service secondary school teachers' mathematical noticing, and each of 18 pre-service secondary mathematics teachers were required to write a class critique by watching a video in which their micro-teaching was recorded. It was that the teachers' mathematical noticing can be identified by analyzing their critiques in three dimensions such as actor, topic, and stance. As a result, there were differences in mathematical noticing between pre-service secondary mathematical teachers in terms of topic and stance dimensions. The result suggests that teachers' mathematicl noticing can be differentiated by subject matter knowledge, pedagogical content knowledge, curricular knowledge, beliefs, experiences, goals, and practical knowledge.