• Journal of The Korean Association For Science Education
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• v.30 no.2
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• pp.192-205
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• 2010

We have investigated the recognition for the gifted science education program of middle school students being educated at the local center for the gifted. We developed a questionnaire that includes items for contents of the program, learning environments, participation attitude, effects of the program and improvements, and consists of it5-point Likert items and related descriptive items. 161 students at the local centers for the gifted responded to the questionnaire. The total score was 3.70 on a 5-point Likert scale. The score of effects of the program was highest, learning environments was the lowest. Most of the students referred that the participation of the programs help their schoolwork because of schoolwork preparations & review, learning the process of the solving problem and principle. On the contrary, difficult contents and long lesson hours interrupted their schoolwork. Students recognized that the programs are mainly composed of students' self-activities and the role of teachers is subsidiary. The programs have a good effect on them to increase interest in science and creative thinking. It is necessary that the program be improved in lesson hours, contents of the program, school facilities, and full service.

• 대한공업교육학회지
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• v.38 no.2
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• pp.1-26
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• 2013

This study inquired following research questions by a narrative research method : What was the job of an engineer in mechanical design field? How did he fulfill his job-related learning in his workplace? What were the context and the characteristic of the job-related learning in the workplace? And some implications of the job-related learning on engineering education were discussed. We identified that the research participant's career as a mechanical engineer has developed through three stages. At first, he engaged on conceptual design of a semi-conductor test machine through self-initiated learning from basic to whole system of the machine. At second stage, he leaded a design group for the concrete design of a ball type semi-conductor test machine. In this stage he learned the meaning of cooperation and cooperative learning. At third stage, he initiated to found an entrepreneur company that was specified to design a semi-conductor test machine. He became CEO of the company. He learned the R & D policy making through contacts with global company, visiting exhibition in abroad. Eventually his main task as a mechanical engineer was the problem solving in the process of machine design. He had experienced and learned through his works : project management, independent fulfilling of tasks, functional analysis and reverse engineering, conceptualizing and test, cohesive cooperation, dialogue and discussion, mediation of conflict, human relationship, leadership. The implication of the narrative analysis on engineering education is, proposed, to give the students more chances to experience and to learn such activities.

• KSCE Journal of Civil and Environmental Engineering Research
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• v.36 no.3
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• pp.573-586
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• 2016

In construction jobs, a combination of various kinds of machinery is used to perform earthworks at a large-scale site. Individual equipments essentially cooperate with each other on task such as excavation, load, transfer and compaction. While other area have studied cooperation system, related study in domestic construction is in poor condition. In this study, construction equipment fleet management system is developed for solving this problem and find way to improving efficiency in earthworks site. The entire concept of the fleet management system, including its components and process, has been systematically outlined in this paper. An operational methodology has also been suggested, where a number of machines, such as the excavators, trucks and compactors, are chosen and further grouped into a cluster. A case study verify fleet management system's effectiveness on performing task package by comparing existing work method with methodology in this study. Fleet management system in this study is expected to curtail fuel consumption by the reduction of working time and moving distance. Furthermore, it can be anticipated to declining carbon emission effect.

• Communications of Mathematical Education
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• v.23 no.2
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• pp.327-347
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• 2009

The purpose of the present study is to investigate the effects of mathematical communication-centered teaching using peer feedbacks on students' mathematics achievement and mathematical dispositions toward mathematics, and then this study examined the characteristics of feedbacks used by students. To do this study, two sixth grade classes selected from an elementary school in Seoul participated in the current study; one class for a treatment group applying mathematical communication-centered teaching using peer feedback, and the other for a comparison group applying traditional teaching using teacher-centered communication. The results of this study showed the fact that a treatment group of mathematical communication-centered teaching applying peer feedback scored statistically higher than a comparison group applying teacher-centered communication with respect to both students' mathematical achievement and disposition. Especially, this communication-centered teaching program focused on peer feedback was more effective to middle or lower level students than higher level students. In addition, mathematical communication-centered teaching applying peer feedbacks helps students reflect their own thinking process about problem solving, and students experienced the improvement of their confidence about mathematics from opportunities to provide peers with feedbacks. Finally, the present study suggests the important role of communication in mathematics learning, particularly student-to-student feedbacks rather than teacher-to-students feedbacks. That is to say, students need to have many opportunities to represent their own mathematical thinking processes using mathematical language.

• Journal of Educational Research in Mathematics
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• v.16 no.3
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• pp.251-272
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• 2006

The purpose of the present study is to explore the process of teacher change as elementary school teachers participated in a community focused on improving mathematics teaching. To do so, a professional community lot improving instructional practice consisted of a group of voluntary elementary school teachers. The professional community provides participating teachers with great opportunities to share their understanding of practical knowledge related to mathematics teaching and learning and change mathematical beliefs as well as to learn pedagogical content knowledge. This study approached to teacher professionality in terms of mathematical beliefs and teaching practice. The change of teaching practice was measured coherently both with a questionnaire and with a mathematics teaching standard developed for this study. The findings of this study point out that techers' beliefs about how students learn mathematics have chantged. This study also indicated that after participating in the professional community focused on improving mathematics teaching, teachers' mathematical teaching is changed toward the more students' oriented way. Especially, it is observed that the meaningful change in participating teachers' teaching practice took place with respect to the role of teachers, students' interaction, mathematical tasks, and problem solving. Finally, this study implies that teachers can have an opportunity to change their beliefs and deepen their professionality about elementary mathematics teaching and learning through participating in the community of practice, through which participating teachers can share their practical knowledge and their understandings about teaching and learning of elementary mathematics.

• International Journal of Highway Engineering
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• v.8 no.3 s.29
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• pp.105-114
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• 2006

A popular alternative to extend the life of aged pavement is asphalt overlay. However, it has a very serious and inherent shortcoming in deterring a reflection crack. Although joint-rehabilitation and stress-relief techniques have been applied to deter such reflection cracks in aged pavement, the techniques had a limited success only in slowing down the progress of a reflection crack. Rubblization technique rubblizes the concrete pavement slab in situ and uses the rubblized slab as the base material. Then, pavement overlay is applied to finish off the rehabilitation of aged pavement. This rubblization technique has the advantage of solving the problem of reflection cracking completely. When rubblization technique is applied, the upper layer of aged concrete pavement is rubblized between 40mm-70mm in depth. However, the lower layer is typically rubblized more than 100mm in depth. Nevertheless, it is difficult to turn the entire concrete pavement of more than 30cm in depth into rubblized aggregate of appropriate size. Thus, a simulation experiment was carried out to find the appropriate rubblized depth, which avoids the reflection cracking and still maintains the function of subbase, by varying the depth of rubblized depth in loom increments of 0cm, 10cm, and 20cm. The result indicated the optimum rubblized depth was 10cm (Lee, 2006). Additionally, a small rubblizinge equipment was developed in order to derive the rubblization technique appropriate for thick concrete pavement. This equipment was tested out on an experimental pavement, which was constructed with the same standard and specification for the road in actual use, by varying its rubblizing head shape and energy as well as the effective area of rubblization. This experiment led to a prototype equipment for rubblization of thick concrete pavement. The prototype was put into use on a highway, undergoing a test construction and monitoring afterwards. This entire process was necessary for the validation of the proposed rubblization technique.

• Journal of Korean Society of Transportation
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• v.23 no.3 s.81
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• pp.125-136
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• 2005

The current traffic accident reduction procedure in economic feasibility study does not consider the characteristics of road and V/C ratio. For solving this problem, this paper suggests methods to be able to evaluate safety of each road in construction and improvement through developing accident Prediction model in reflecting V/C ratio Per road types and traffic characters. In this paper as primary process, model is made by tke object of urban roads. Most of all, factor effecting on accident relying on road types is selected. At this point, selecting criteria chooses data obtained from road planning procedure, traffic volume, existence or non-existence of median barrier, and the number of crossing point, of connecting road. and of traffic signals. As a result of analyzing between each factor and accident. all appear to have relatives at a significant level of statistics. In this research, models are classified as 4-categorized classes according to roads and V/C ratio and each of models draws accident predicting model through Poisson regression along with verifying real situation data. The results of verifying models come out relatively satisfactory estimation against real traffic data. In this paper, traffic accident prediction is possible caused by road's physical characters by developing accident predicting model per road types resulted in V/C ratio and this result is inferred to be used on predicting accident cost when road construction and improvement are performed. Because data using this paper are limited in only province of Jeollabuk-Do, this paper has a limitation of revealing standards of all regions (nation).

• Journal of Educational Research in Mathematics
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• v.24 no.2
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• pp.181-204
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• 2014

This research aims to have some implications for revision of curriculum and textbooks by analysing connections between the 2009 revised national curriculum and its textbooks in elementary school mathematics. The results of analyses for 3~4 grades can be summarized in four aspects: Firstly, we noticed that the reconstructed achievement criteria were reflected properly in the textbooks except for use of calculators in 'Numbers and Operations'. Secondly, the analysis of connections between unit objectives of textbooks and the reconstructed achievement criteria suggests that 10 units must receive attention. Especially, the range of decimal numbers for adding and subtracting needs to be corrected. Thirdly, mathematical terms and symbols excluding 'unit fraction' were found in the textbooks. Finally, mathematical processes were also fully reflected in the textbooks. However 'simplifying' as a strategy for problem solving was only missing. This result shows good or poor connections between the curriculum and its textbooks, therefore it is expected to be used effectively to revise the national curriculum for mathematics and its textbooks.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.1
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• pp.57-75
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• 2011

This research aimed to explore the effects of collaborative writing activities in a mathematical context, specifically pertaining to areas such as numbers and operation, geometrical figure, and measurement in Mathematics: Level 5-b, on their mathematical achievement gain and disposition among Grade 5 students. To do this, out of a total of 62 students selected from two Grade 5 classes of J Elementary School in Dalseo-gu, Daegu City, who were found to be homogenic from the tests of math performance and dispositions, an experimental group(n=31) was designed and compared to a control group (n=31). Over a six week period from October to November in 2009, the experimental group was given collaborative writing lessons in math classes while the control group was given teacher-oriented regular lessons. The results were as follows. First, there was more or less considerable, though not significant, difference in overall mathematical achievement in the students experiencing collaborative writing activities when compared with the students in the control group. However, in terms of numbers and operation, a sub-category of mathematics, there was significant difference between the two groups. Second, the students experiencing collaborative writing activities were more positively affected in all sub-categories of mathematical disposition: confidence, flexibility, determination, curiosity, reflection, and value, than those in the control group. In summing up, the exposure of collaborative writing activities to mathematics learning was found to help students not only to have a concrete and proper grasp of the relevant problem solving process, which was observed from their mathematical achievement gain especially in the sphere of numbers and operation, but also to have their mathematical disposition set towards more positive direction, which was seen in all sub-categories of mathematical disposition measurement.

• Korean Journal of Health Education and Promotion
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• v.14 no.2
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• pp.43-57
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• 1997

Educational goals of SPH were two-fold : One was to train a health professions who should take charge of a leading roles, another were to educate the researchers of public health. There were strong demands to evaluate whether these goals had been effectively achieved through the master's course of SPH or not. According to the educational goals of SPH, public health is an applied science to be applicable to health-related fields. The curriculum of SPH has to be built under this principle and be evaluated by someone regularly. Who evaluates that? The most pertinent appraiser is the graduates of public health currently working at health-related jobs. It was the purpose of the study to let the graduates evaluate their education and the curriculum that they had undertaken during master's course at SNU. If the results of the evaluation by the graduates were not satisfactory, we should find the actual causes of low scored apraisal and reform the curriculum of SPH as the process of problem solving. During September and October 1996, a postal survey was undertaken of the 293 SNU graduates of public health who had been engaged in the health related jobs. As 198 graduates answered out of 293, the response rate was 67.6%. The questionnaire was designed to ascertain how well the SNU master's course of public health had helped their practice. The SAS package was used for statistical analysis and $x^2$-test as a test of statistical significance. Major findings of the study were summarized as follows: $\cdot$ The health related abilities consisted of three categories, which were health administration abilities composed of 14 items, health education abilities composed of 5 items, health research abilities composed of 10 items. $\cdot$ The respondents had acquired 'Worldwide trends of health policy', 'evaluation concepts of health projects', 'interpersonal relationships in professional life', and 'communication through writings' moe than other detailed items in the category of health administration abilities. $\cdot$ 'Establishment of educational and learning golas' was the most acquired item of 5 detailed items of health education abilities. $\cdot$ Respondents indicated that they had acquired ability 'to search reference', ' to understand health problems', 'to establish study plannings', and 'to collect health related data' more than other detailed items in the category of health research abilities.