• The Journal of Korean Association of Computer Education
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• v.21 no.5
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• pp.1-10
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• 2018

The revised informatics is to be compulsory for middle school students from 2018 according to 2015 revised curriculum. The concept of abstraction in informatics curriculum has common features and differences compared with general abstraction, however there is a mix of concepts in the current informatics textbook. The abstraction of computational thinking needs to connect with automation, so it is difficult to teach correct concept of abstraction with these textbooks. Therefore, this research conducted to investigate several informatics textbooks that were developed by the revised curriculum and to analyze the concept and examples of abstraction. As a result, some textbooks have that there is a mix of concepts about general abstraction and no connection with automation. This research suggests clarified abstraction and educational examples for cultivating computational thinking to improve this situation. This result will be basic recourse for the reconstruction of abstraction lesson to improving computational thinking.

• Journal of the Korean Chemical Society
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• v.67 no.1
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• pp.54-63
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• 2023

In this study, six types of 2015 revised curriculum ChemistryII textbooks were analyzed for conditions, definitions, whether or not critical points were displayed, and real-life examples of phase diagram. In this study, it was confirmed that the problems pointed out in several previous studies were not reflected in the 2015 revised curriculum ChemistryII textbook. The same as the situation defining the phase diagram, the translation of the phase diagram into a phase equilibrium diagram, the distinction between phase and state being unclear, the critical point not being shown in the phase diagram, real life examples are very limited what is being presented as is suggested as a problem. Therefore, it is necessary to reflect the results of various previous studies in the revised curriculum ChemistryII textbook that will be made in the future, specify the conditions under which the phase diagram is drawn, newly model the situation defining the phase diagram, and translate the phase diagram as a 'phase diagram'. It is necessary to use the term, clarify the distinction between phase and state, mark the critical point in the phase diagram, and develop various real-life examples.

• Journal of the Korean Chemical Society
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• v.62 no.4
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• pp.279-287
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• 2018

In this study, we analyzed the explanations and examples of Brønsted-Lowry model in Chemistry I and Chemistry II textbooks of the 2009 revised curriculum. In particular, the definition of the Brønsted-Lowry model, the examples, and the content of experiments were analyzed by the process perspective of chemical equilibrium, emergent process. The analyzed textbooks were 4 kinds of Chemistry I textbooks and 4 kinds of Chemistry II textbooks in 2009 revision curriculum. As a result, Chemical I textbooks did not adequately show the chemical equilibrium viewpoint when explaining the Brønsted-Lowry model. In the Chemistry II textbooks, the examples of Brønsted-Lowry model were not present emergent process viewpoint, and those were described as sequential viewpoint of Arrhenius model. In addition, examples of experiments to demonstrate the Brønsted-Lowry model of Chemistry II textbooks were insufficient. The experimental examples related to the definition of acid bases were at the level of classification by the color change of indicators. The experimental examples for explaining the strength of acid and base were to compare current intensity or amount of hydrogen gas generated from the reaction with metal. In addition, all textbooks presented the state of aqueous solution when describing the Brønsted-Lowry model, causing problems with differentiation from the Arrhenius model. Therefore, it is necessary to develop examples of experiments to help students understand Brønsted-Lowry model by presenting acid and base reaction in the non-aqueous solution state.

• Journal of Korea Ship Safrty Technology Authority
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• s.31
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• pp.81-96
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• 2011

The transportation of oil has increased due to the growth of marine industries and oil refineries. Oil residues and waste discharged to the ocean has increased due to accidental and/or intentional discharges. The International Marine Organization(IMO) has made compulsory that every oil tanker of 150 gross tonnage and above and every ship of 400 gross tonnages other than tankers and above should be provided with an oil record book. The entries in the oil record book should be made in accordance with the IMO guidelines. Specifically, engine room generated oil residues should be recorded in the oil record book from January 1, 2011. Also, the developed IMO guideline should be added for the prevention of dispute with the Port State Control Officers and(or) Tanker Vetting Inspectors. This oil record book will be in operation and of valued assistance to the marine officers, according to the IMO policy for the prevention of the waste oil and the oil mixtures from the machinery space. For the convenience, added Code & Item No. list, FAQs and reviewed and revised Examples.

• Korean Journal of Health Education and Promotion
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• v.27 no.2
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• pp.141-149
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• 2010

Objectives: This paper aims to compare the intervention development steps of the revised PRECEDE-PROCEED model and the Intervention Mapping model. Methods: Concepts and structure of the intervention development step of each model are reviewed with examples. Results: The revised PRECEDE-PROCEED model and the Intervention Mapping model share characteristics in intervention development in employing PRECEDE assessments, applying a social ecological framework and behavior theories for intervention building, emphasizing multi-interventions at multiple levels, and involving stakeholders and existing resources in intervention development. A detailed explanation of the intervention alignment and matrix building is provided with illustration of examples. Conclusion: Intervention development should not be done compartmentally but in line with other steps in a planning model to sustain the program logic. For successful application of planning models for intervention development, solid understanding of the models and behavior theories are required. Multisectoral collaboration is also critical for the successful application.

• Journal of the Korean School Mathematics Society
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• v.23 no.3
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• pp.299-321
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• 2020

PISA, organized by the OECD, started with the worries about what competencies students need in preparation for a changing future society. Starting with the first main survey in 2000, PISA, which was administered every three years, is preparing for the eighth cycle. PISA 2022 is a cycle in which mathematics becomes the main domain in 10 years, and the definition of mathematics literacy, mathematical framework, and illustrative examples were released. Therefore, in this study, the definition of PISA mathematics literacy and the trends on the mathematical framework were examined, and the characteristics of the illustrative examples introduced together with the PISA 2022 mathematical framework were analyzed. Through this, implications were drawn for the successful implementation of the 2015 revised curriculum and assessment.

• Structural Engineering and Mechanics
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• v.18 no.1
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• pp.59-78
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• 2004

This paper is devoted to illustrate some numerical procedures to solve the boundary equilibrium problems of three-dimensional solids that are subjected to thermal strains. The constitutive equations take into account the bounded tensile strength of the material and they are presented in the framework of non-linear elasticity and small strains. The associated equilibrium problem is solved numerically by means of the finite element method and the numerical techniques, i.e. the Newton-Raphson method and the secant method, are revised in order to assure the solution convergence of the discretized problem. Some numerical examples are illustrated.

• Elastomers and Composites
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• v.55 no.2
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• pp.128-136
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• 2020

The hydrolysis mechanisms as well as the hydrolysis measurement technique and its practical applications in material manufacturing fields are revised. This chapter, Part 1, elaborates the theoretical aspects of the hydrolysis mechanism. Acid-catalyzed and base-catalyzed hydrolysis mechanisms are reviewed. The quantitative analysis method based on the SIM technique using py-GC-MS is reviewed. Examples of hydrolysis of alkoxysilane in elastomer composites currently used in the industry and hydrolysis of amine in plastic composites are shown. Moreover, Part 2 discusses the mechanical property changes in elastomer and plastic composites after hydrolysis.

• The Journal of Korean Association of Computer Education
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• v.11 no.6
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• pp.53-64
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• 2008

The 'Informatics' curriculum for middle school revised in 2007 will be applied since 2010 in school. However, it is difficult to utilize directly school setting because educational contents presented in the curriculum are very comprehensive. Therefore, we need to present specific standards and examples to guide teaching and learning and assessment activities in school setting and right comprehension about new revised curriculum. In this study, we developed the achievement and assessment standards for the 'Representation and Management of Information' unit of Informatics curriculum for middle school revised in 2007. And then, we presented sample questions base on achievement and assessment standards we developed. The levels of the achievement unit were set in the small unit level through the understanding and the analysis of the new curriculum. We described the achievement standards from student's viewpoint and the assessment standards divide into three level(high/middle/low).

• Communications of Mathematical Education
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• v.37 no.3
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• pp.329-348
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• 2023

This study is necessary for the stable settlement of the 2022 revised mathematics curriculum 'data and possibility' area. This study was conducted centering on literature analysis. The purpose of this study is to realize statistics education in line with the 2022 revised mathematics curriculum. This purpose was achieved by examining the statistics learning contents of the 2022 revised curriculum, analyzing Chinese mathematics curriculum, and analyzing Chinese mathematics textbooks. In this study, the following studies were conducted. First, five elements were extracted through the analysis of the 'statistics and probability' area of the Chinese mathematics curriculum. The extracted elements are the 4th grade goals, synthesis and practice content areas, achievement standards for statistics and probability (6), (9), and (11). Second, examples presented in Chinese mathematics textbooks and Chinese curriculum appendices related to the extracted elements were analyzed. Regarding the 4th grade goal, the statistical problem-solving process of the 7th grade 2nd semester mathematics textbook was analyzed. Regarding the synthesis and practice content area, the data analysis unit of the 8th grade 2nd semester mathematics textbook was analyzed. In relation to the achievement standard (6), Example 85 of the curriculum appendix was analyzed, in relation to the achievement standard (9), Example 86 was analyzed, and in relation to the achievement standard (11), Example 87 was analyzed. Third, based on the analysis results, implications for the development of new curriculum and 'textbook development, teaching and learning methods' according to the 2022 revised middle school mathematics curriculum were derived. Through the results of this study, we expect the successful realization of the 2022 revised middle school mathematics and curriculum statistics education.