• Journal of the Korea Institute of Information Security & Cryptology
• /
• v.32 no.4
• /
• pp.661-671
• /
• 2022

Due to the COVID-19 pandemic, remote working, e-learning, e-teaching and online collaboration have widely spread and become popular. Accordingly, the usage of IPsec VPN for security reasons has also dramatically increased. With the spread of VPN, VPN vulunerabilities are becoming an important target of attack for attackers, and many studies have been conducted on this. IKE v2 analysis is an essential process not only for developing and building IPsec VPN systems but also for security analysis. Network packet analysis tools such as Wireshark and Tcpdump are used for IKE v2 analysis. Wireshark is one of the most famous and widely-used network protocol analyzers and supports IKE v2 analysis. However Wireshark has many limitations, such as requiring system administrator privileges for IKE v2 analysis. In this paper, we describe Wireshark's limitations in detatil and propose a new analysis method. The proposed analysis method can analyze all encrypted IKE v2 messages in real time from the session key exchange In addition, the proposed analysis method is expected to be used for dynamic testing such as fuzzing as packet manipulation.

• The Journal of Korean Medicine
• /
• v.45 no.2
• /
• pp.144-158
• /
• 2024

Objectives: The purpose of this study is to review trends in Korean medical education research. Method: We searched Korean Medicine Education research in 4 domestic and 4 international datebases. The studies were analyzed with journal, year, keyword and detailed topic, word frequency in research context, divided into four categories: basic Korean medicine, clinical Korean medicine, medical humanities, education. Result: 128 Korean studies and 30 International studies, total 158 studies, published from 1993 to 2024 have been selected. Research on Korean medicine education has been consistently published every year since 2003, by 61 journals. The period when the most papers were published was 2020, with 16 papers. Journal of Physiology & Pathology in Korean Medicine published a relatively large number of studies, with 19. Among the keywords divided into 4 categories according to Institute of Korean Medicine Education & Evaluation, studies related to 'basic medicine' were the most with 45 cases. When classified into detailed topics, there were 40 papers related to 'subject', and 21 papers related to 'awareness'. Discussion and Conclusion: The study suggests that Korean medicine education method and curriculum should be developed. As educational research and method progresses, the corresponding curriculum has to be improved and applied to the field. This study would contribute to the foundation of Korean medicine education.

• Journal of The Korean Association For Science Education
• /
• v.25 no.7
• /
• pp.746-753
• /
• 2005

In order to be efficient teachers should understand the current level of leaners through diagnostic evaluation. However, it is arduous to administer a diagnostic examination in every class because of various limitations. This study examined, the major issues arising from the development of a new science diagnostic evaluation system by incorporating the using knowledge state analysis method. The proposed evaluation system was based on the knowledge state analysis method. Knowledge state analysis is a method where by a distinguished collection of knowledge uses the theory of knowledge space. The theory of knowledge space is very advantageous when analyzing knowledge in strong hierarchies like mathematics and science. It helps teaching plan through methodically analyzing a hierarchy viewpoint for students' knowledge structure. The theory can also enhance objective validity as well as support a considerable amount of data fast by using the computer. In addition, student understanding is improved through individualistic feedback. In this study, an evaluation instrument was developed that measured student learning outcome, which is unattainable from the existing method. The instrument was administered to pre-service physics teachers, and the results of student evaluation was analyzed using the theory of knowledge space. Following this, a revised diagnostic evaluation system for facilitating student individualized learning was constructed.

• Culinary science and hospitality research
• /
• v.19 no.2
• /
• pp.176-189
• /
• 2013

This study has been conducted on 213 students in 4-year universities located in the regions of Daejeon and Chungnam in order to investigate a method to develop a smart device based culinary education application and the results and development method were as follows. First, the most often used smart device was a smart phone, which is used for over 5 hours a day and mainly used for SNS. Second, they utilized a smart device for language and major study during their spare time, wanted educational contents most and thought them useful for learning. Third, most of the students were positively aware of the necessity and learning effects of culinary education applications, and the response rate to utilize the application once a week was highest. Also, they hoped various recipes and simple cuisine and craftsman cooking. Therefore, the functions of SNS mostly often used by students should be added to promote interaction between teachers and students. And more contents should be made for students to use easily in moving or in their spare time. Furthermore, various videos of teaching and theoretical information should be included. And the applications focused on recipes and simple and craftsman cooking should be developed and uploaded on a school homepage and on popular portal sites so that students can easily utilize them.

• Journal of Internet Computing and Services
• /
• v.11 no.4
• /
• pp.159-173
• /
• 2010

It is difficult for us to teach the introduction course of programming to beginners just starting their college life. What is particularly hard to do is to provide them with learning motivation so that the freshmen can be easily and rapidly adapted to programming work and to enhance their will to learn. In this paper, we suggest a method to apply LEGO Mindstorms robot to the introduction course of programming in purpose to allow programming beginners to be motivated and have higher will to learn so that they can receive programming education easily and joyfully. This paper attempts to find reasonable methods for improvement which can help programming beginners to be motivated and encouraged to learn in the course of C programming education and can facilitate learning effects as well, and conducts education using LEGO Mindstorms robot as a way to solve problems like students' low interest or will to learn. According to the result of providing the freshmen with the introduction course of C programming to which the suggested method was applied, it was found that their academic achievement in programming education enhanced through their increased motivation and will to learn programming. This result shows that students' interest, motivation, and will to learn the subject are statistically significant improvement through the course that employs LEGO Mindstorms robot.

• Journal of the Korean Chemical Society
• /
• v.48 no.1
• /
• pp.77-84
• /
• 2004

The purpose of this study was to analyze the controversial points in the concepts of materials in the science textbook of middle school and to provide alternatives of teaching method. For this study, units in connected textbooks were analyzed and the teaching method using ball-and-stick models was developed. The subjects were 130 second graders from a middle school in Seoul, Korea. It aimed to compare the effectiveness of using ball-and-stick models for lesson with the one of traditional lessons, in learning concepts concerning materials by cognitive levels and to investigate the difference of scientific concept formation about concepts concerning materials by their cognitive levels between experimental group and control group by using concept formation questionnaires. Before the instructions, a short-version GALT was administered. After instructions, the posttest of concepts and attitude test connected with science subject were administered, and 10 months later, the posttest of concepts was administered to analyze the long-term memory effects. According to the results, the experimental group using the ball-and-stick models had significantly higher scores at conceptual understanding and long-term memory effects than the control group and improved the attitude relevant to science subject, and also had affirmative effects in attitude for science and science work. When analyzing the results according to the cognitive level, the long-term memory effects was high in the concrete operational stage students. From the results of this study, middle school students that are more concrete operational stage and transitional stage than formal operational stage elevates interesting in studying by using ball-and-stick models and making material form concretely. It would be effective in helping the students develope the correct concepts by connecting real world as materials and the particle world as atom.

• Journal of The Korean Association For Science Education
• /
• v.23 no.1
• /
• pp.35-46
• /
• 2003

Problem solving ability, having been thought as one of the most important goals of science education is also a primary task for the current education. Indeed, the students' problem solving ability has shown almost no actual progress, despite our long accumulated science education. Under this circumstances, cooperative learning, a way to grow students' positive inter-dependence and problem solving ability in the basis of their active participation and discussion, was proposed as an effective teaching method. But, results have not consistently shown the advantage of cooperative learning over traditional learning for promoting academic achievement in science. Studies have consistently shown greater effectiveness on affective aspects. But, relatively few have focused on biology in Korea. The purpose of this study was to examine the effects of cooperative learning on the achievement and attitude of high school biology students. The pretest-posttest control group design was applied. The sample consisted of 50 11th-grade female students in experimental group(cooperative learning Student Team Achievement Division model) and 50 students in control group(traditional learning). Students in both groups recieved identical content instruction on the unit 'II. Methabolism'. These groups were treated for 13 hours during 5 weeks. Achievement data were collected using a 24-item multiple-choice test(content validity= .85). Science attitude was measured by an instrument which adapted by Kim In Hee(1994). The instrument(Cronbach $\alpha$=.89) included 40 items in four subscales: attitude toward science, social meaning of science, attitude toward science class, and scientific attitude. An analysis of covariance (ANCOVA) was used as the data analysis procedure. For the achievement data, no significant difference exists between the cooperative and traditional groups (p> .05). But, cooperative learning was effective in low-ability students(p < .05). For the science learning attitude data, cooperative learning was more effective than the traditional one(p< .05). Students in the cooperative group acheived better than those in traditional one especially in the subscale of attitude toward science class. There was no meaningful difference of the two methods in both high and average ability students, while cooperative learning was more effective than the traditional one in low ability students(p<.05).

• Journal of The Korean Association For Science Education
• /
• v.20 no.1
• /
• pp.20-28
• /
• 2000

We examined how science teachers in academic high schools perceived the 6th science curriculum and how they practiced under the curriculum. A nationwide survey was administered to obtain the responses from 402 teachers of 135 high schools. Most thought that the main themes of curriculum revision were well-embedded in the 'objectives', and that the 'content and content structure' were proper. However, they thought that the 'objectives' were not stated explicitly enough to develop teaching materials and to improve actual teaching and evaluation, and that some statements in the sections of 'method' and 'evaluation' were not proper if considered actual teachers' ability to teach inquiry and educational facilities. Many teachers also felt that the information about the curriculum was not sufficiently included at in-service teacher training programs, and that students' knowledge, attitude, and problem solving ability were not enhanced. Only few teachers were found to apply the STS approaches, reconstruct lessons, vary the structure of learning group, and develop evaluation tools with their colleagues. The lack of the practices was explained by entrance-examination-centered instruction and assessment, poor educational facilities, and lack of innovative teaching materials.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.19 no.1
• /
• pp.321-330
• /
• 2018

This study aims to analyze anti-bias education activities for young children in Korea by reviewing related research. Focusing on the themes of biases and teaching medium/methods applied in the research, it tends to enhance general understanding about anti-bias education activities for young children. For this purpose, a total of 125 research papers published from 1995- 2017 dealing with anti-bias activities/programs for young children were analyzed. The results of this study were as follows: In terms of the period of research, almost half of the studies (53 studies) were conducted from 2000- 2004. Regarding the themes of biases covered in the education activities, single bias related activities included 64.8% of the total studies reviewed, and the main themes of bias included disability and gender. In studies that included multiple bias themes, more than half investigated from three to five different bias themes, including appearance, family, disability, gender, race, and culture. The most common teaching medium/method applied in activities was children's story, accounting for 60.8% of all activities. The following was utilizing inclusive environment, which was 14.4% of the activities. Based on these findings, this study would help systematize the contents of anti-bias education and develop diverse teaching-learning approaches.

• Hwankyungkyoyuk
• /
• v.14 no.2
• /
• pp.76-94
• /
• 2001

Promoting positive values, attitudes, participation and personal actions on the basis of the acquisition of one's knowledge and skills is emphasized on teaching environmental education. To complete this purpose of environmental education, it is necessary not only to use various and practical educational resources, but also to develop information system, with multimedia and internet, which are effective for learning. This research attempts to assess the consistency of planning, organization and operation of integrated program for social environmental education which was developed for the necessities mentioned above. We surveyed about the accuracy of contents, usefulness, convenience and easiness of Integrated program for social environmental education. Also, we used a questionnaire to clarify the values and attitudes of respondents after they took environmental education. Then, technically, descriptive statistical method has been used to analyze the results of these surveys. Finally, we conduct an examination of the distribution of chi-square to verify the relationship between the learner's experience of using computer and one's concern about environmental issues. The results of this program, developed by research team, can be assessed by following five basic elements: usefulness, practicality, appropriation, efficiency and effectiveness. More than 90% of respondents said that this program is convenient and easy to loam. Also, more than 85% of whole respondents identified that after teaming this program they recognized more clearly what the main contents of environmental education are. In addition, we got positive response from 93% of respondents that they could understand environmental problems. On the other hand, values and attitudes of respondents have not improved a lot after the environmental education compared with the remarkable change in their recognition and understanding of environmental issues; only 34% of respondents responded that they changed their life style for making better environment after teaming this program. But it is clear that they understand much better about the environmental policy after they are educated. Developed by using information system, this integrated program for social environmental education may get different results according to a respondent's experience of using computer. Therefore, the more a respondent got a chance to use computer for a long period of time, the more he/she gave positive evaluation on the convenience and easiness of this program. However, there was no certain relationship between the frequence of using computer and one's understanding of environmental issues. Futhermore, a person who has constant concerns about environmental problems showed more positive attitudes against the understanding of environmental education. This integrated program for social environmental education, characterized by integrated, specialized and efficient educational system, can also be used as a curriculum or teaching materials for environmental education for adults; especially, it would be appropriate for teaching learners at all levels, who have different personal characteristics, to let them acquire virtual education by using information system.