• Journal of The Korean Association For Science Education
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• v.31 no.7
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• pp.1025-1039
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• 2011

Even though many researchers have reported that everyday contexts can arouse students' interests and improve their science learning, the connection between everyday context and physics learning is not yet clearly discussed. In our study, at first, we assumed five guidelines for helping the development of teaching materials for physics learning in everyday context. Based on these guidelines, we developed teaching materials for understanding basic optics and applied these materials to ninth grade students. From the positive responses of students and science teachers about the developed materials, we could confirm that the guidelines were reflected well in the materials. And also, it was found that students and teachers wanted to learn or teach context-based physics in future classroom learning. However, all students do not receive benefits from learning physics in everyday context. By analyzing students' actual learning processes and interviews with them, we found five potential impeding factors which could hinder students' successful learning of physics in everyday context. As a result, we suggested five recommendations for overcoming these impeding factors.

• Journal of Science Education
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• v.39 no.3
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• pp.333-342
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• 2015

The purpose of this research was to investigate the effect of physics learning through the teaching-learning strategy of phased context in introductory physics classes. The participants in the study included 35 university freshmen. The teaching-learning strategy of phased context were developed by idealizing, extending and comparing contexts which were then applied in introductory physics classes : six hour classes about straight line motion, two-dimensional motion and Newton's laws of motion. The effects of the physics learning were then analyzed by the FCI (Force Concept Inventory) and MPEX (Maryland Survey on Physics Expectation) questionnaires. The results showed that the teaching-learning strategy of phased context helped change the force concept and did not change the belief about physics learning. Finally, based on the results of the study, we discuss possible educational implications for phased context in introductory physics classes.

• The Journal of Information Systems
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• v.6 no.2
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• pp.165-188
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• 1997

This paper describes about the development of the 3 Dimensional interactive physics experiment system using virtual reality technologies. Until now, most of the computer aided education systems have adopted one-sided learning way which only shows or tells. It excludes students during learning processes. To solve the problems of the one-sided learning way and to improve the educational productivity, the 3 Dimensional interactive physics experiment system is developed. The 3 Dimensional interactive physics experiment system introduced in this paper provides a new learning motivation for students and improves their educational effects through the 3 Dimensional graphics, realtime action, and realistic interactive experiment.

• Journal of Science Education
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• v.41 no.2
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• pp.213-225
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• 2017

Most students have difficulties and negative perceptions about physics learning. Especially, it is difficult to understand the whole context by learning based on logical-scientific thinking which excludes narrative thinking. This study aims to develop a storytelling teaching-learning method using the narrative thinking in physics lessons for improving the difficulty of students of physics learning, For this purpose, a storytelling teaching-learning method that can improve scientific attitude and understand and change the concepts was developed through literature research. The following results were confirmed its effects to apply high school students and middle school students. First, the teaching-learning method using the storytelling for high school students with low interest in learning had a significant effect in science-related occupation, interest in science and science-related activities, criticism, openness, cooperation, and spontaneity. Second, the middle school students who are active in learning recognized that teaching and learning methods using storytelling helped to understand physics concepts. The storytelling teaching-learning method developed through this study is expected to stimulate students' interest and motivation in physics and to be useful for learning concepts by improving their scientific thinking skills.

• Educational Technology International
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• v.19 no.2
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• pp.229-254
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• 2018

Universities in Korea have driven universities' new attempts to adopt more learner-centered and active learning in English. Problem-based Learning (PBL) is one of the well-known constructive teaching and learning methodologies in higher education. Our research goal was to design and develop the optimal PBL practices for a college physics course taught in English to promote learning and course satisfaction. For four semesters, we have tried and adjusted PBL components, and looked at the trend of the exam scores and group work achievement in each semester. We found that the number of problems and the duration of problem solving are the critical factors that influence the effect of PBL in a college physics course taught in English by going through iterative implementation. The iterative process of applying, designing, and constructing PBL to physics classes was meaningful not only in that we have found the optimal PBL model for learning a college physics course, but also in that we have been reflecting on the continuous interaction with learners during the course.

• Journal of Science Education
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• v.44 no.2
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• pp.214-224
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• 2020

Physics image and interest are factors that influence physics learning. Freshmen enter an engineering college under various learning conditions when they were in high school. Understanding physics image and interest according to characteristics of freshmen will help college physics education. The purpose of this study is to investigate the physics image and interest of freshmen in an engineering college according to their gender and physics course completion in high school and discuss the educational implications of college students on physics learning. The subjects of the study are 664 first grade students in engineering college. We analyzed physics image and interest of students according to gender and physics course completion in high school. Physics image is analyzed using semantic analysis. As a result of the analysis, the physics image is different according to the physics course completion. Interest in Physics depends on gender and physics course completion. Finally, we discuss the educational implications of college physics learning for engineering students.

• Smart Structures and Systems
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• v.30 no.3
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• pp.287-301
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• 2022

The machine-vision based structural displacement measurement methods are widely used due to its flexible deployment and non-contact measurement characteristics. The accuracy of vision measurement is directly related to the image resolution. In the field of computer vision, super-resolution reconstruction is an emerging method to improve image resolution. Particularly, the deep-learning based image super-resolution methods have shown great potential for improving image resolution and thus the machine-vision based measurement. In this article, we firstly review the latest progress of several deep learning based super-resolution models, together with the public benchmark datasets and the performance evaluation index. Secondly, we construct a binocular visual measurement platform to measure the distances of the adjacent corners on a chessboard that is universally used as a target when measuring the structure displacement via machine-vision based approaches. And then, several typical deep learning based super resolution algorithms are employed to improve the visual measurement performance. Experimental results show that super-resolution reconstruction technology can improve the accuracy of distance measurement of adjacent corners. According to the experimental results, one can find that the measurement accuracy improvement of the super resolution algorithms is not consistent with the existing quantitative performance evaluation index. Lastly, the current challenges and future trends of super resolution algorithms for visual measurement applications are pointed out.

• Current Optics and Photonics
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• v.8 no.2
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• pp.127-137
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• 2024

The distribution of tags is an important factor that affects the performance of radio-frequency identification (RFID). To study RFID performance, it is necessary to obtain RFID tags' coordinates. However, the positioning method of RFID technology has large errors, and is easily affected by the environment. Therefore, a new method using optical measurement is proposed to achieve RFID performance analysis. First, due to the possibility of blurring during image acquisition, the paper derives a new image prior to removing blurring. A nonlocal means-based method for image deconvolution is proposed. Experimental results show that the PSNR and SSIM indicators of our algorithm are better than those of a learning deep convolutional neural network and fast total variation. Second, an RFID dynamic testing system based on photoelectric sensing technology is designed. The reading distance of RFID and the three-dimensional coordinates of the tags are obtained. Finally, deep learning is used to model the RFID reading distance and tag distribution. The error is 3.02%, which is better than other algorithms such as a particle-swarm optimization back-propagation neural network, an extreme learning machine, and a deep neural network. The paper proposes the use of optical methods to measure and collect RFID data, and to analyze and predict RFID performance. This provides a new method for testing RFID performance.

• Journal of The Korean Association For Science Education
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• v.35 no.3
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• pp.375-382
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• 2015

Textbooks corresponding to curriculum goals are necessary because they are specific products of curriculum and are the most important materials for teaching, learning, and evaluation. In particular, learning objectives written in textbooks should be clearly described because they play a role in promoting learning by showing learning goals to learners clearly. This study analyzed the characteristics of verbs used as predicate of learning objectives written in high school physics I and II textbooks of Korea and compared them with physics textbooks of Singapore and the United States. Results show that Korean textbooks have less kinds of verbs compared to those of Singapore and the United States, and the verbs with abstract and comprehensive meaning such as 'understand' and 'know' were mainly used. In American textbooks, it was noticeable that no verbs have been used by more than 10%. When classifying the learning objectives in the two Korean textbooks, cognitive domain accounted for 98 to 99%, and inquiry domain accounted for only 1% to 2%. With regard to physics textbooks of the United States, inquiry domain accounted for a large proportion of domains in learning objectives compared with physics textbooks of Korea and Singapore. Physics textbooks of Singapore were similar to those of Korea in that learning objectives were biased toward cognitive domain, but differed from those of Korea in that learning objectives were specifically described using action verbs.

• Journal of The Korean Association For Science Education
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• v.25 no.3
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• pp.371-381
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• 2005

In this study recent trends of research about beliefs in physics education were discussed and cultural approaches were suggested. Cultural aspects in the contexts of science education were discussed and diverse aspects of beliefs in physics education-beliefs about nature, physics, learning physics, value and expectation, and learning physics-were analyzed considerating cultural aspects. Finally, directions for future studies about beliefs and cultural approaches in physics education were suggested.