• Annual Conference of KIPS
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• 2023.11a
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• pp.886-887
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• 2023

This paper is about the development of kiosks that provide four types of service. Simple UI and educational videos solve the complexity of existing kiosks and provide an intuitive and convenient screen to users. In addition, the AR function, which is a three-dimensional form, shows directions and store representative images. After storing user information in the DB, a learning model is generated using user-based KNN collaborative filtering to provide a recommendation menu. As a result, it is possible to increase user convenience through kiosks using metaverse and AI recommendation services. It is also expected to solve digital alienation of social classes who have difficulty using kiosks.

• Journal of The Korean Association For Science Education
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• v.29 no.7
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• pp.759-766
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• 2009

This study was conducted to examine 10 Belizean teachers' conceptions about the causes of seasonal change. This research was conducted with an integrated method using a open ended written test and an interview which included a drawing. There are four categories, explained by the teachers, as the causes of seasonal changes. They are; climate, rotation of the earth on its axis, revolution of the earth around the sun, and the tilting of earth's axis as it revolves. Most teachers misunderstood that the first of three categories was responsible for seasonal change. Second, it is more effective to use the integrated method shown in this research than to use only a written test when seriously investigating the causes and understanding of seasonal change. Third, 8 out of 10 teachers could not correctly explain the causes of seasonal change. The reasons for seasonal change seemed to be hard for the informants to understand even though it was taught in elementary, middle, high school, and college elective classes.

• Journal of The Korean Association For Science Education
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• v.28 no.7
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• pp.730-748
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• 2008

Students often have tenacious physics misconceptions and many studies were conducted on engendering conceptual change. Correspondingly, there is much literature on alternative assessment and its role in student learning. This is a comparison study on using alternative assessments to improve common students' misconceptions in GCE Advanced Level Physics. This research also aims to affirm alternative assessment as a valid tool for learning and promote its use. This study involved two classes with 24 students each. For four weeks, electromagnetism was taught to students using the same classroom pedagogies but with different assignments. The control group completeda standard drill-and-practice assignment while the experimental group finished an alternative assessment. From the preliminary results, students who undertook the alternative assessment and the traditional assessment both improved, however, the treatment group did not perform statistically significantly better than the control group. The reasons will be discussed and commented and it is expected to have significant improvement on rectifying misconceptionsupon next batch of experimentation groups.

• Journal of the Korean Mathematical Society
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• v.61 no.3
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• pp.603-620
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• 2024

Let 𝒱, 𝒲, 𝑦, 𝒳 be four classes of left R-modules. The notion of (𝒱, 𝒲, 𝑦, 𝒳)-Gorenstein R-complexes is introduced, and it is shown that under certain mild technical assumptions on 𝒱, 𝒲, 𝑦, 𝒳, an R-complex 𝑴 is (𝒱, 𝒲, 𝑦, 𝒳)-Gorenstein if and only if the module in each degree of 𝑴 is (𝒱, 𝒲, 𝑦, 𝒳)-Gorenstein and the total Hom complexs Hom_R(𝒀, 𝑴), Hom_R(𝑴, 𝑿) are exact for any ${\mathbf{Y}}\,{\in}\,{\tilde{\mathcal{Y}}}$ and any ${\mathbf{X}}\,{\in}\,{\tilde{\mathcal{X}}}$. Many known results are recovered, and some new cases are also naturally generated.

• The Bulletin of The Korean Astronomical Society
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• v.40 no.1
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• pp.63.3-64
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• 2015

In our previous work (Kim et al., 2015), we suggested a new classification scheme, which categorizes the SPEs into four groups based on association with flare or CME inferred from onset timings as well as proton acceleration patterns using multienergy observations. In this study, we have tried to find whether there are any typical characteristics of associated events and acceleration sites in each group using 42 SPEs from 1997 to 2012. We find: (i) if the proton acceleration starts from a lower energy, a SPE has a higher chance to be a strong event (>5000pfu) even if the associated flare and CME are not so strong. The only difference between the SPEs associated with flare and CME is the location of the acceleration site. For the former, the sites are very low (~1Rs) and close to the western limb, while the latter has a relatively higher and wider acceleration sites. (ii) When the proton acceleration starts from the higher energy, a SPE tends to be a relatively weak event (<1000pfu), in spite of its associated CME is relatively stronger than previous group. (iii) The SPEs categorized by the simultaneous proton acceleration in whole energy range within 10 minutes, tend to show the weakest proton flux in spite of strong related eruptions. Their acceleration heights are very close to the locations of type II radio bursts. Based on those results, we suggest that the different characteristics of the four groups are mainly due to the different mechanisms governing the acceleration pattern and interval, and different condition such as the acceleration location.

• Journal of the Korean earth science society
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• v.25 no.7
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• pp.507-518
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• 2004

The purpose of this study was to develop and validate an instrument for analysing secondary school science laboratory classroom. Three classroom of novice teachers were observed and administered Dana's (2001) situated laboratory activity instrument. Dana's situated laboratory activity instrument consists of eight categories. Each category includes four levels. Three doctoral students and two science education specialists participated in modification of the through 15 science education graduate students. To achieve reliability, the researcher and two raters observed and analyzed three videotaped classrooms through discussion. The finalized instrument was employed in four novice teacher' classes and result indicated the instrument to be useful in identifying the inquiry level of a secondary laboratory classroom. The inquiry level of four novice teachers was confirmation or observation.

• Journal of The Korean Association For Science Education
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• v.24 no.3
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• pp.583-595
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• 2004

The purpose of this study was to identify whether the elementary school students force conceptions may influence on designing tools experiments. Four questions with multiple choices and reasons for those choices were asked to identify scientific/alternative force conception. Also four tasks for tools experiments matched to each force conceptions were developed into open questions in hypothesizing. controlling variables and methods of experiments. Forty elementary students were selected from 4 classes in sixth grade of a school in Daegu city. The major findings of this study were that the types of force conceptions can be classified into scientific and alternative conceptions. The patterns of designing experiments could be identified with types of hypothesis, controlling variables and methods of experiments in each four tools experiments. But students those who had scientific force conception did not better in hypothesis, methods of controlling variables and results for simple experiment than those who had alternative force conceptions. These results imply that students' force conception did not influence on designing tools experiments. The assumption that scientific conception could improve designing experiments was not guaranteed by this results.

• Journal of The Korean Association For Science Education
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• v.34 no.4
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• pp.367-373
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• 2014

The purpose of this study was to survey secondary school science teachers' teaching styles and to recognize students' science anxiety about science teachers' different teaching styles. One hundred seventy-four science teachers and 2,122 students participated. The teaching style questionnaire and the science anxiety measurement scale (SAMS) with teaching style were administered to teachers and students, respectively. Teaching styles were analyzed in terms of teacher's individual variables, such as gender and school level. The science anxiety related to each teaching style was analyzed and compared in terms of students' gender and school level. The results were as follows. First, the secondary school science teachers were classified into four types based on their teaching styles: expert, provider, facilitator and enabler. Most teachers fell under the expert style category and the least under enabler style. This indicated that numerous science teachers in secondary school employ a teacher-directed style rather than a student-centered style in class. Second, students felt the highest science anxiety with experts and the lowest science anxiety with enablers. The students' science anxiety showed statistically significant differences with different teaching styles (p<.05). Even though female students felt higher science anxiety than male students towards all four teaching styles, no statistically significant gender differences were found. Middle school students were more influenced by teaching style than high school students. Some suggestions were made for teachers to reduce students' science anxiety in classes based on results.

• Animal Systematics, Evolution and Diversity
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• no.nspc5
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• pp.47-60
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• 2005

The joint faunal survey of Jindo Island, Korea was performed by the Korean Society of Systematic Zoology during June 29-July 1, 2004 in commemoration of the 20th anniversary. In this study, 20 echinoderm species of 13 families, ten orders in four classes such as one crinoid species, seven asteroid species of four families in three orders, five ophiuroid species of three families in two orders, four echinoid species of two families in one order, and three holothuroid species of three families in three orders collected from six localities (Bealpo, Chopyung, Supum, Hoedong, Seomang, and $34^{\circ}11'N\;and\;126^{\circ}21'E)$ were identified. Of these, one crinoid (Antedon serrata), two asteroids (Solaster dawsoni and Distolasterias nipon) and one pohiudoid (Astrodendrum sagaminum) are newly added to the echinoderm fauna of Jindo Island and one holothudoid (Pseudocnus sp.) is newly recorded in Korean waters. The total 31 species are presently listed with some brief remarks and their distribution patterns are discussed based on the composition of geographical distribution forms.

• 한국균학회소식:학술대회논문집
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• 2015.05a
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• pp.19-19
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• 2015

The term of Mushrooms means to spread like the April showers. After 18th century, the mycelium and spores of mushrooms were observed by microscope and then was denominated as fungi. About one hundred thousand species of mushrooms in appearance were worldly reported, and in Korea about four thousand species of mushrooms are estimated. In Korea, total of one thousand nine hundred one species of mushrooms have been recorded. Mushrooms belonging to the group of organisms called fungi, which must obtain their food from living plants or animals or from their remains after death. A large number of mushrooms grow in association with the roots of trees and other woody plants, called mycorrhizal fungi, both mushrooms and plants require this relationship for growth and development. And also many Mushrooms are saprobic, living on decayed various fallen leaves, twigs, trees and vegetable remains and etc. some of these million of spores settles on the proper habitat, these spores germinates and grows into a mass of threads, then a mycelium. This is the vegetable part of the mushrooms, what we call mushrooms are the carpophores, all the characteristics of the morphological features are appropriately used to identify species of mushrooms. Recently, identification and classification of mushrooms are newly confirmed by molecular analysis. In 2013, One thousand nine hundred one species of mushrooms in "List of Mushrooms in Korea" which published by the Korean Society of Mycology were recorded. Total of 238species, 107genera, 40families, 13orders, 6Classes belong to phylum Ascomycota. Total of 1,663species, 403genera 81families, 18orders, 7classes belong to phylum Basidiomycota.