• Communications of Mathematical Education
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• v.22 no.4
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• pp.489-503
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• 2008

It is not an easy matter to develop problems which help students understand mathematical concepts correctly and precisely. The aim of this paper is to review the merits and demerits of three problem types (i.e. one answer problems, multiple choice problems and proof problems) and to suggest some points that should be taken into consideration in problem making. First, we presented the merits and demerits of three types of problems by examining actual examples. Second, we discussed some examples of misleading problems and the ways to make desirable ones. Finally, on the basis of our examination and discussion, we suggested some points that should be kept in mind in problem making. The major suggestions are as follows; i) In making one answer problems, we should consider the possibility of sitting a solution by wrong precesses, ii) In formulating multiple choice tests which are layered for their easiness of grading, we should take into account the importance of checking whether the students are fully understanding the concepts, iii) We may depend on the previous research result that multiple choice tests for proof problems can be helpful for the students who have insufficient math background. Besides those suggestions, we made an overall proposal that we should endeavor to find ways to implement the demerits of each problem type and to develop instructive problems that can help students understanding of math.

• Journal of Environmental Science International
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• v.24 no.8
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• pp.1003-1013
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• 2015

The Ministry of Trade, Industry and Energy is now placing emphasis on the importance of a new and renewable energy resource map service as an essential means of promoting the dissemination and adoption of renewable energy and other related industrial activities. To raise satisfaction with the new and renewable energy resource map service and promote its utilization, a survey was conducted on a sample group with an academic research background, i.e. employees of the Korea Institute of Energy Research (KIER) who have a thorough understanding of the technological concepts behind the new and renewable energy resource map. Statistical analysis of the survey results showed a high level of overall satisfaction with the web service for the new and renewable energy resource map. Therefore, it was concluded that the development of practical contents rather than the enhancement of web service convenience is required. A statistically significant trend was also observed whereby, the longer the professional career of the survey respondents, the greater their perception and utilization of, and satisfaction with, the enhanced service, which indicates that their level of understanding and utilization of technological concepts corresponds to their research experience record. In addition, the results obtained from the questionnaires regarding the evaluation of the utilization value of the resource map service indicated that use of the service was equally high in terms of political, business and academic applications. The results confirmed the need to develop multidimensional resource map contents that can be applied to as many fields as possible, rather than focusing on a specific terrain.

• Journal of Society of Preventive Korean Medicine
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• v.23 no.3
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• pp.83-107
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• 2019

Objective : We compare the nurturing theories of Between the Nurturing Theory of Dogyogwonseonseo(道敎勸善書) JeungjungGyeongsinrok(增訂敬信錄), Gyeongsinrokeonseok(敬信錄諺釋), Taisanggauempyeondosul(太上感應篇圖說) and Guahwajonsin(過化存神) vs Dongui-Susebowon-Sasang-Chobongwon(東醫壽世保元四象草本卷) and Dongui-Susebowon(東醫壽世保元) of Lee-Jema. And the influences that Dogyogwonseonseo had on Nurturing Theory of Lee-Jema. Method : We sort out the identical or similar vocabularies and abstract the important concepts from all four kinds of Dogyogwonseonseo and two kinds of Lee-Jema's books mentioned above and compare them respectively. The prehistories of vocabularies and concepts needed such as Bok(福, good fortune) and Su (壽, longevity) will be traced. And the synchronic understanding needed such as 'Good deed leads to longevity and good fortune whereas evil deed leads to short life' in late Choseon dynasty will be surveyed by investigating the controversy of the time. Results : The Nurturing Theory of Lee-Jema was influenced by all four kinds of Dogyogwonseonseo mentioned above. We can ascertain the influence from Lee-Jema's Concept of Myeong(命), Nurturing Life through everyday life, 'Good deed leads to longevity and good fortune whereas evil deed leads to short life', deceiving mind(詐心), betraying mind(欺負心) and the jealousy of Man and Woman. Conclusion : The influences Dogyogwonseonseo had on Lee-Jema's nurturing theory were key concept words such as Myeong(命), the ways of thinking like 'Good deed leads to longevity and good fortune whereas evil deed leads to short life' and vocabularies such as deceiving mind(詐心).

• Education of Primary School Mathematics
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• v.6 no.1
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• pp.11-28
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• 2002

The purposes of this study were to analyze elementary school mathematics textbooks developed in accordance with the 7th national amended curriculum and to find implications for the development of a new revised curriculum to meet the needs of the knowledge-based society. Elementary school mathematics textbooks and accompanying practice books were analyzed. Teacher's manuals were also studied to examine the intentions of the textbook developers. The two major questions were sought. First, to what degree do elementary school mathematics textbooks and practice books match with the intentions of the national curriculum\ulcorner Second, how do elementary school mathematics textbooks and practice books facilitate student's learning for understanding mathematics\ulcorner The findings were as follows. First textbooks, practice books, and teacher's manuals appeared not to reflect the intentions of the 7th amended curriculum to the full extent. Second, characteristics and roles of textbooks, practice books, and teacher's manuals were not clearly defined and therefore, they were not very feasible for teaming for understanding mathematics. The recommendations for a new revised curriculum were suggested. First, regarding the contents presented in the textbooks, the idea of structure of subject matter need to be considered in order to help students to understand connections of concepts and relationships between concepts and functions in mathematics. Second, more ill defined problems should be presented to develop problem solving ability in real life contexts in students. Third, contents for relearning and enrichment need to be reorganized to reflect students' real ability. Fourth, uses of the concrete and the manipulative need to be more realistically suggested. Fifth, more prototypes of performance assessment tasks, scoring rubrics, and portfolios need to be presented in a more teacher-friendly manner. Sixth, characteristics and roles of textbooks and practice books need to be more discernible.

• Communications of Mathematical Education
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• v.23 no.3
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• pp.583-597
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• 2009

The purposes of this study are to analyze error that the students in science and engineering show in the process of thinking a extremum value. First, in view of examples of incorrect answers that appeared in a test by students in science and engineering, it has been found that the most frequent incorrect answers were due to a lack of understanding about necessary matters and concepts. In this regard, it is necessary to use various examples and pictures(graphs) to teach students in science and engineering. In addition, it has been found that it is more effective to use questions asking why it happens and why they think that way to help those having difficulties in understanding various concepts and principles.

• Journal of the Korean School Mathematics Society
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• v.21 no.3
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• pp.247-266
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• 2018

In this paper, three main concepts are chosen for this statistical estimation study, based on previous studies: confidence interval and reliability, sampling distribution of mean and population mean estimation, and relationships between elements of confidence interval. The main objectives of this study are as follows: 1. How are the attitudes that future math teachers and high school students have to ward the statistical estimation? 2. Is there some difference in the awareness of misconceptions about the statistical estimation that future math teachers and high school students have? A study result shows that both groups have difficulties in understanding statistical concepts and their meaning used in Unit Statistical Estimation. They tend to wrongly think that the meaning of reliability is the same as that of probability. They also have difficulties in understanding sample variance in the sampling distribution of mean, which makes it impossible to connect with population mean estimation. It is shown that relationships between elements consisting of confidence interval are not consistent.

• Journal of the Korean Society for Aeronautical & Space Sciences
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• v.49 no.5
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• pp.425-435
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• 2021

It is imperative to examine the regulatory trends of leading overseas aviation authorities to accelerate the effort to integrate emerging new air vehicle concepts such as UAS and eVTOL into the existing national airspace system. Whilst EASA seems to react swiftly in relation to regulatory framework by proposing new sets of customised special conditions to cope with a growing demand to introduce new aircraft concepts, understanding of such movement lags behind mainly due to the complexity of EASA's regulation structure, not to mention EU's legal system. Witnessing this situation, this paper reviewed the legal system of the EU which forms the basis of EASA's regulation system together with its own recently published UAS regulations so as to contribute towards the improvement of the aviation regulatory framework.

• The Mathematical Education
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• v.60 no.1
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• pp.1-19
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• 2021

This study investigates students' conceptions of fractions from a measurement approach while providing a technological environment designed to support students' understanding of the relationships between quantities and adjustable units. 13 third-graders participated in this study and they were involved in a series of measurement tasks through task-based interviews. The tasks were devised to investigate the relationship between units and quantity through manipulations. Screencasting videos were collected including verbal explanations and manipulations. Drawing upon the theory of semiotic mediation, students' constructed concepts during interviews were coded as mathematical words and visual mediators to identify conceptual profiles using a fine-grained analysis. Two students changed their strategies to solve the tasks were selected as a representative case of the two profiles: from guessing to recursive partitioning; from using random units to making a relation to the given unit. Dragging mathematical objects plays a critical role to mediate and formulate fraction understandings such as unitizing and partitioning. In addition, static and dynamic representations influence the development of unit concepts in measurement situations. The findings will contribute to the field's understanding of how students come to understand the concept of fraction as measure and the role of technology, which result in a theory-driven, empirically-tested set of tasks that can be used to introduce fractions as an alternative way.

• Journal of Korean Neurosurgical Society
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• v.64 no.3
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• pp.386-405
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• 2021

Recent advancements in basic research on the process of secondary neurulation and increased clinical experience with caudal spinal anomalies with associated abnormalities in the surrounding and distal structures shed light on further understanding of the pathoembryogenesis of the lesions and led to the new classification of these dysraphic entities. We summarized the changing concepts of lesions developed from the disordered secondary neurulation shown during the last decade. In addition, we suggested our new pathoembryogenetic explanations for a few entities based on the literature and the data from our previous animal research. Disordered secondary neurulation at each phase of development may cause corresponding lesions, such as failed junction with the primary neural tube (junctional neural tube defect and segmental spinal dysgenesis), dysgenesis or duplication of the caudal cell mass associated with disturbed activity of caudal mesenchymal tissue (caudal agenesis and caudal duplication syndrome), failed ingression of the primitive streak to the caudal cell mass (myelomeningocele), focal limited dorsal neuro-cutaneous nondisjunction (limited dorsal myeloschisis and congenital dermal sinus), neuro-mesenchymal adhesion (lumbosacral lipomatous malformation), and regression failure spectrum of the medullary cord (thickened filum and filar cyst, low-lying conus, retained medullary cord, terminal myelocele and terminal myelocystocele). It seems that almost every anomalous entity of the primary neural tube may occur in the area of secondary neurulation. Furthermore, the close association with the activity of caudal mesenchymal tissue in secondary neurulation involves a wider range of surrounding structures than in primary neurulation. Although the majority of the data are from animals, not from humans and many theories are still conjectural, these changing concepts of normal and disordered secondary neurulation will provoke further advancements in our management strategies as well as in the pathoembryogenetic understanding of anomalous lesions in this area.

• Journal of The Korean Association For Science Education
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• v.34 no.5
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• pp.449-457
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• 2014

Recent studies have shown that teachers should have be aware of and understand students' misconceptions, which is one of the major components of PCK. However, teachers often have difficulties in understanding misconceptions and in applying appropriate instructional strategies to change misconceptions. Thus, we designed a method course for pre-service teachers (PSTs) adapting the concept of "teacher as researcher". In the course, PSTs conducted research to investigate students' misconceptions in physics. Twenty-five female PSTs participated in the study. They went through the research process including creating question items, administering items to their target populations, collecting and analyzing student responses, and writing a research paper. Data source included individual interviews with the PSTs, field notes during classroom observation and PSTs' research papers. The results were as follows. First, the PSTs confirmed students' misconceptions and learning difficulties in physics. They experienced discrepancies between their conjecture and research findings. Second, PSTs developed the sophisticated understanding of students' misconceptions and appropriate teaching strategies. Third, the research experience provided the PSTs opportunities to reexamine their physics content knowledge while creating items and explaining scientific concepts. They realized that physics teachers should develop sound understanding of physics concepts for guiding students to have less misconception. Lastly, they realized the necessity of being a teacher as a researcher.