• Journal of Korean Elementary Science Education
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• v.29 no.4
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• pp.515-525
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• 2010

The purpose of this study was to analyze of how the elementary school teachers lead their classes of a science laboratory instruction and an engineering laboratory instruction in a science subject class. For this study, science laboratory and engineering laboratory lessons were selected and for each science and engineering laboratory lesson, five elementary school teachers were video-recorded of their lessons. The science and engineering laboratory lessons were analyzed by utilizing processes of the science model and the engineering model based on Schauble et al. (1991). The results of these studies are as follows: In science laboratory instruction, some participants didn't distinguish the difference between the science laboratory goal and the engineering laboratory goal. All of participants used search and end strategy of engineering laboratory for science laboratory lesson. In engineering laboratory instruction, all of participants guided to students engineering laboratory goal and used inferences and search strategy of engineering laboratory. However they didn't use the trial and error strategy or redesign which can be an essential element in engineering and design process. Educational implications are discussed.

• Proceedings of the Korean Society for Applied Microbiology Conference
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• 2004.06a
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• pp.51-51
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• 2004

• Journal of The Korean Association For Science Education
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• v.12 no.3
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• pp.109-118
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• 1992

In this study, the attitudes of about 1200elementary and secondary students towards sciences lessons and scientists were investigated. For the survey of this study, simillar numbers of students in Seoul were selected from the 5th, 8th and 11th grades and from both sexes. For the attitudes towards science lessons, in the survey questionnaire, there were questions on the type of science lesson which students prefer and on student's assessment of science lessons which they receive. For the attitudes towards scientists, there were questions on scientists whom students respect, on students assessment of scientists and on students assessment of themselves. Results of this study can be summarized as follows: (1) A great majority of students prefered the laboratory-based to classroom-based lessons, but this tendency was less apparent in olderstudents.More boys, compared with girls, prefered laboratory-based study. (2) The student's assessment of science lessons was positive in the elementary school, neutral in the middle school and negative in the high school level. Boys showed more positive attitudes towards the study of science. (3) Apparently more girls than boys mentioned Madam Curie as a scientist whom they respect, Students tended to respect scientists in terms of their personalities rather than their cognitive abilities. (4) Students tended to assess that scientist's are more able than themselves in cognitive areas while themselves are better in affective areas. The gap between student's asessments of scientists and that of themselves became bigger in high school students. The gap between boy's assessments of themselves and girl's assessments of themselves was bigger in high school level than in middle school. (5) The decline of students attitude towards science lessons was bigger than their attitude towards scientists.

• Research in Mathematical Education
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• v.19 no.3
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• pp.155-174
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• 2015

The goal of this study was to examine the three components of a laboratory class cycle that empowered teachers to change their teaching practices. Six teachers and their administrator in an elementary school in the southeastern United States participated in the study. All the teachers were interviewed, and their mathematics lessons were observed at the end of each cycle of laboratory classes. The study revealed how planning, observing, and critiquing mathematics lessons as a team assisted the teachers' learning and teaching. We identified opportunities for the teachers to experiment with different teaching approaches, and we found that support from the team and from the school were key factors for the laboratory class cycle to function effectively.

• Proceedings of the Korean Society of Applied Pharmacology
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• 2004.11a
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• pp.79-94
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• 2004

• International Journal of High-Rise Buildings
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• v.2 no.3
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• pp.179-192
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• 2013

The lack of systematic validation for the design process supporting tall buildings motivated the authors' research groups and their collaborators to found the Chicago Full-Scale Monitoring Program over a decade ago. This project has allowed the sustained in-situ observation of a collection of tall buildings now spanning worldwide. This paper overviews this program and the lessons learned in the process, ranging from appropriate technologies for response measurements to the factors influencing accurate prediction of dynamic properties all the way to how these properties then influence the prediction of response using wind tunnel testing and whether this response does indeed correlate with in-situ observations. Through this paper, these wide ranging subjects are addressed in a manner that demonstrates the importance of continued promotion and expansion of full-scale monitoring efforts and the ways in which these programs can provide true value-added to building owners and managers.

• Smart Structures and Systems
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• v.21 no.5
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• pp.695-703
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• 2018

Based on monitoring data collected from the Nanjing Dashengguan Bridge over the last five years, this paper systematically investigates the effects of temperature field and train loadings on the structural responses of this long-span high-speed railway bridge, and establishes the early warning thresholds for various structural responses. Then, some lessons drawn from the structural health monitoring system of this bridge are summarized. The main context includes: (1) Polynomial regression models are established for monitoring temperature effects on modal frequencies of the main girder and hangers, longitudinal displacements of the bearings, and static strains of the truss members; (2) The correlation between structural vibration accelerations and train speeds is investigated, focusing on the resonance characteristics of the bridge at the specific train speeds; (3) With regard to various static and dynamic responses of the bridge, early warning thresholds are established by using mean control chart analysis and probabilistic analysis; (4) Two lessons are drawn from the experiences in the bridge operation, which involves the lacks of the health monitoring for telescopic devices on the beam-end and bolt fractures in key members of the main truss.

• Clinical and Experimental Reproductive Medicine
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• v.33 no.3
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• pp.139-148
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• 2006

• Korean Journal of Agricultural and Forest Meteorology
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• v.7 no.1
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• pp.4-14
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• 2005

CarboKorea and HydroKorea are the domestic projects aiming to improve our understanding of carbon and water cycles in a typical Korean forest located in a complex terrain with a watershed connected to large rivers. The ultimate goal is to provide a nowcasting of these cycles for the whole Peninsula. The basic strategy to achieve such goal is through the inter- and multi-disciplinary studies that synthesize the in-situ field observation, modeling and remote sensing technology. The challenge is the fact that natural ecosystems are nonlinear and heterogeneous with a wide range of spatio-temporal scales causing the variations of mass and energy exchanges from a leaf to landscape scales. Our paradigm now shifts from temporal variation at a point to spatial patterns and from spatial homogeneity to complexity of water and carbon at multiple scales. Yet, a large portion of our knowledge about land-atmosphere interactions has been established based on tower observations, indicating that the development of scaling logics holds the key to the success of CarboKorea and HydroKorea. Here, we review the pioneering work of FIFE (First ISLSCP Field Experiment) on scaling issues in a temperate grassland and discuss the lessons from it for the application to Gwangneung forest site.

• Proceedings of the Korean Nuclear Society Conference
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• 2005.10a
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• pp.540-541
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• 2005