• Journal of The Korean Association For Science Education
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• v.21 no.1
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• pp.102-113
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• 2001

In order to compare with the 6th and 7th science curricular for the inquiry skill elements in the elementary and secondary school, we divided skill domains into five classes which were process skill, step skill for inquiry instruction, inquiry activity skill, manipulative skill and breeding-farming skill. And then we investigated the kinds and frequencies for the inquiry skill elements of the 6th and 7th curricular in the elementary and secondary school. The results were as follows: 1. The total kinds of inquiry skill element showed 17 kinds in the 6th curriculum and 23 kinds in the 7th. Therefore, the 7th curriculum was higher 1.4 times than the 6th curriculum in the kinds of skill elements. 2. The total frequencies for the inquiry skill elements of the 6th curriculum were 408 and those of the 7th were 729. Therefore, the 7th curriculum was about 1.8 times as many as the 6th. 3. In the kinds of inquiry skill elements according to the school levels, the course of the elementary school showed 14 kinds in the 6th curriculum and 18 kinds in the 7th. The course of middle school showed 7 kinds in 6th and 16 kinds in 7th. The integrated science course of high school was 10 kinds in the 6th and 10 kinds in the 7th. The skill elements in four science curricular of the high school course showed total 11 kinds in the 6th and 21 kinds in the 7th. And then the kinds of inquiry skill elements of the 7th curriculum in the middle and high school course showed about 2 times as many as the 6th curriculum. In the school level, the increase of skill elements showed the highest in the middle school course, and then in the high school course. 4. The total skill elements from the elementary school to the high school in the 6th science curriculum showed 17 kinds and in the order from the highest to the lowest rates, such as experimenting 20%, observing 15%, interpreting and analyzing data 13%, investigating 9%, measuring 7%, drawing a conclusion and assessment 7%, discussion 6%, communicating 5%, classifying 4%, recognizing problems and formulating hypothesis 4%, predicting 3%, designing and carrying out an experiment 3%, collecting and treating data 2%, manipulating skill 1%, modeling 0.5%, breeding and farming 0.3% and inferring 0.2%. 5. The total skill elements from the elementary school to the high school in the 7th curriculum appeared 23 kinds and in the order from the highest to the lowest rates, such as drawing a conclusion and assessment 31%, investigating 14%, collecting and treating data 8%, observing 7%, experimenting 7%, recognizing problems and formulating hypothesis 6%, interpreting and analyzing data 4%, measuring 3%, discussion 3%, manipulating skill 3%, modeling 3%, classifying 2%, project 2%, educational visits 1%, controlling variables 1%, predicting 1%, inferring 1%, operational definition 1%, communicating 1%, designing and carrying out an experiment 0.3%, breeding and farming 0.3%, applicating a number 0.2% and relating with time and space 0.2%. In the conclusion, the 7th curriculum was added 6 kinds of skill elements to the 6th curriculum, such as operational definition, applicating a number, relating with time and space, controlling variables, educational visits and project.

• Journal of The Korean Association For Science Education
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• v.31 no.3
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• pp.429-439
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• 2011

The purpose of this study was to analyze the Jeju beach science camp program and to survey the participating students'' preference levels for the activities included therein. The camp programs were analyzed on the basis of the standards set for the HASA curriculum. The program's "manipulatory skill" area included many manipulatory and creative activities while the "inquiry area" included many basic and integrated inquiry activities. It was also indicated that the "knowledge area" included many activities appropriate for understanding concepts and principles while the "attitude area" included many activities appropriate for stimulating curiosity and enjoyment. Thus, it could be seen that the areas stipulated for the HASA curriculum were considerably consistent with the purpose of the science camp. The participating students showed preference for manipulatory and creative activities included in the program. They also preferred basic, inquiry level activities included under the area of "inquiry skills." It was identified that the students most preferred the conceptual stage included under the area of "knowledge" where they were required to grasp the common characteristics of events, things, and phenomena, as also the enjoyment stage included under the "attitude" area, where they were required to participate in pleasant science activities. These findings indicate that science camp programs should be composed of manipulatory and creative activities as well as activities that aim at basic research and the understanding of concepts.

• Journal of The Korean Association of Information Education
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• v.3 no.2
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• pp.33-40
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• 2000

Since VRML provides 3-dimensional graphic functions in Web environment, we can use it for the courses which can be learned by manipulating 3-dimensional objects. This paper presents a VRML-based courseware for the dessin education. The courseware helps students to improve the dessin skill and to observe and sketch the 3-dimensional objects in any position and rotation in 3-dimensional cyberspace.

• Proceedings of the KSME Conference
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• 2001.06b
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• pp.158-163
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• 2001

Operators suffer much difficulty in manipulating micro/nano-sized objects without the assistance of human interfaces, due to the scaling effects in micro/nano world. This paper presents a micro manipulation system based on the teleoperation techniques which enables the operators to manipulate the objects with ease by transferring both human motion and manipulation skill to a micromanipulator. An experimental setup consisting of a micromanipulator operated under stereo-microscope with the help of intelligent user interface provides a tool that can be used to visualize and manipulate micro-sized 3D objects in a controlled manner. The key features of a micro manipulation system and control strategies using teleoperation techniques for handling micro objects are presented. Experimental results demonstrate the feasibility of this system in precisely controlling trapping and manipulation of micro objects based on teleoperation techniques.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2018.05a
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• pp.143-144
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• 2018

Generally, to operate the IT devices, a user should exploit his eye and hand. It is so difficult for the most disabled user with the limited vision or hand to manipulate a personal computer and to buy devices assisting the manipulation due to the expensive price. In this paper, we propose the voice system manipulating the personal computer using the Amazon echo. The proposed system controls the mouse of the personal computer and activates functions of the personal computer using the skill stored in the Amazon web service.

• Journal of Acupuncture Research
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• v.31 no.4
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• pp.11-19
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• 2014

Objectives : Acupuncture manipulation, a kind of sophisticated hand movements, has been considered a fundamental skill for acupuncture practice. In this study, we aimed to develop acupuncture manipulation education system(AMES) using visual feedback of acupuncture manipulation. We also investigated whether or not acupuncture practice-$na{\ddot{i}}ve$ students could enhance their acupuncture manipulation skills after AMES training. Methods : Using AMES and motion sensor, we visualized a time-series motion template(intended motion) and participant's own motion(actual motion) manipulating an acupuncture needle. Ten students were trained with complex lifting/thrusting techniques for 8 training trials. We compared the motion pattern error of the students between the first and the last trials. Results : In our pilot experiment, half of the participants showed significantly improved manipulation skills in complex lifting/thrusting techniques after training with AMES which is developed in this study, while the other half of the participants did not show significant improvements. Conclusions : The AMES could be useful in acupuncture-manipulation training for students. Our findings suggest that novice can improve sophisticated hand movement for acupuncture manipulation with sensorimotor learning using visual feedback.

• Communications of Mathematical Education
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• v.24 no.3
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• pp.731-744
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• 2010

Nowadays in school mathematics, the skill and method for solving problems are often emphasized in preference to the theoretical principles of mathematics. Students pay attention to how to make an equation mechanically before even understanding the meaning of the given problem. Furthermore they do not get to really know about the principle or theorem that were used to solve the problem, or the meaning of the answer that they have obtained. In contemporary textbooks the conic section such as circle, ellipse, parabola and hyperbola are introduced as the cross section of a cone. But they do not mention how conic section are connected with the quadratic equation or how these curves are related mutually. Students learn the quadratic equations of the conic sections introduced geometrically and are used to manipulating it algebraically through finding a focal point, vertex, and directrix of the cross section of a cone. But they are not familiar with relating these equations with the cross section of a cone. In this paper, we try to understand the quadratic curves better through the analysis of the discussion made in the process of the discovery and eventual development of the conic section and then seek for way to improve the teaching and learning methods of quadratic curves.

• Journal of the Korea Computer Industry Society
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• v.3 no.1
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• pp.45-56
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• 2002

The object of our research is to design and to embody the learning system of numerical concept for the mathematic loaming disabilities. The existing system for the learning disabilities was a simple repeating practice system, repeating the same learning contents to obtain the skill, ignoring the learner's disability situation. This bears a problem that the interest and motivation in the learning media will reduce as the learning goes on. This loaming system offers the learning process of numerical concept by showing an animation file of a real life and offering a concrete mouse manipulating practice environment, so as to maintain the motivation of the learner, giving an instant compensation and feedback. If this system are used in directing the learning disabilities, it will help them to stay motivated and to create a positive teaming attitude by a variety level learning system, supporting suitable speed and learning contents for the learning disabilities individuals.

• Journal of the Korean earth science society
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• v.29 no.2
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• pp.163-174
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• 2008

In this study, we compared textbook knowledge organization with students' mental models to contribute to a more well-designed instruction scheme. The selected science content was the cause of moon phases. We investigated 9 textbooks and 25 third-year middle school students. Patterns and features in participants' mental models were identified through cross inter-rater data analysis by 9 researchers, including in service teachers and experts in science education. According to the results, observing and modeling are the main activities engaged in when dealing with moon phases. The activities consisted of such concepts as: lunar revolution, the sun's parallel rays, the illuminated half of moon, and the relative positions of the sun, moon, and earth. Each concept involved inquiry skills such as: creating and manipulating models, utilizing the relationship between time and space, and communicating. However, the most important skills which are required for authentic scientific inquiry, namely controlling variables and formulating hypotheses, were missing. We categorized students' mental models into three types: scientific models, mixed models, and alternative models. The knowledge structure of each of the models was also discussed in this paper. Consequently, it was found that, typically, students were not given enough opportunities to strengthen the connection among ideas.