• Education of Primary School Mathematics
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• v.21 no.3
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• pp.309-327
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• 2018

This study is a case study of an elementary school teacher's reflection and practice in the process of planning, executing and criticizing his lesson on division with decimals. The purpose of this study was to clarify what kinds of problems an elementary school teacher was thinking about and how his focus was changing in the process of planning and executing a lesson and criticizing his lesson with his peers. The teacher was set in three periods: a teacher planning a lesson, a teacher executing a lesson, and a teacher criticizing his or her own lesson. Each period was analyzed in eight aspects: Establishing the goals for mathematics, implementing tasks, connecting mathematical representations, facilitating mathematical discourse, posing questions, building procedural fluency from conceptual understanding, supporting productive struggles, and using evidences of students' thinking.

• Journal of Korean Society of Occupational and Environmental Hygiene
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• v.28 no.1
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• pp.18-34
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• 2018

Objectives: This study aims to identify and solve problems in the consistency, procedural justification, effectiveness, and other matters concerning approaches to occupational safety and health legislation, administrative rules, and administrative guidelines. Methods: In this study of policy on the industrial safety and health law of Korea, problems were raised based on important information on the approach to occupational safety and health legislation and administrative guidelines such as notices, ordinances, and instructions, as well as on their interpretation and operation standards. Secondly, based on the identified problems in the occupational safety and health law policy, core practical methods to present improvement directions for occupational safety health policy in Korea were sought. Results: It is absolutely necessary to actively promote the infrastructure for occupational safety and health by developing and disseminating notices, guidelines, and manuals that act as contact points between laws and the field in various ways at the administrative institution level. In addition to sanctions, efforts to systematically guide and promote complex professional matters must be supported. Efforts should be made to strengthen administrative expertise so that administrative authorities can secure professional authority and fully enforce legal policies according to the purpose of legislation. In order to ensure the effectiveness of occupational safety and health law policies, it is necessary to shift the focus of the legal policy toward confirming and guiding substantial compliance with legal standards. Conclusions: As a result of the above efforts, when reliable occupational safety and health law policy is implemented, the understanding and acceptance of the legal policy for the administrative object will be increased, and the safety and health management of the enterprise will be maximized to its full extent.

• Journal of the Korean School Mathematics Society
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• v.22 no.2
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• pp.95-113
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• 2019

In this paper, we analyzed the levels of cognitive demand of the tasks for developing t he mathematical core competencies presented in the "Mathematics" textbook of the first y ear of high school developed according to the 2015 revised mathematics curriculum. "Mathematics" textbook included 4999 mathematics tasks, of which 703 were tasks for developing the mathematical competency. Analysis of 703 mathematical tasks according to the analysis framework of Stein, Smith, Henningsen, and Silver (2000) showed that 61.5% of students required high cognitive levels, 38.5% required low cognitive levels, and the types of tasks were as follows: Low-M 1.0%, Low-P 37.5%, High-P 57.8%, High-D 3.7%. It w as found that most of the tasks for the purpose were tasks that led to understanding mathematical concepts, principles, and processes along procedural processes.

• Journal of KIBIM
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• v.8 no.4
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• pp.49-59
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• 2018

Recently, the application of BIM for port & harbour facilities has been increasing, as it is widely applied to the infrastructure field both at domestic and abroad. However, the port and harbour projects still have very poor facilities information management system and the application level of BIM is very low compared to other facilities. Even if BIM is applied for those project, it is very difficult to determine in advance what information is needed without an accurate understanding of the business process. The purpose of this study is to develop a BIM framework for port & harbour facilities and to examine its applicability. To do this, we structured the classification of the port & harbour facilities and constructed object-based classification system based on ISO12006-3 standard. We also derived the BIM framework requirements from the viewpoint of process, standard, interface, and information, and confirmed the linkage of the BIM object classification system in the framework item. The applicability of the BIM framework for inspection process cases of port & harbour was examined. Accordingly, this study can solve requirement setting method, which is the non - procedural and non - systematic project information, in the BIM application process of the port & harbour project with the BIM framework. In addition, the framework is expected to be integrated into the system to play a key role in the selection of project objectives, and the ability to clearly identify the information requirements required by the BIM manager to perform the project.

• Journal of Creative Information Culture
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• v.7 no.3
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• pp.177-185
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• 2021

In future education, the paradigm of education is changing due to changes in learner-led and assessment methods. In addition, AI-based learning infrastructure and software education are increasingly needed. Thus, this study aims to examine the effectiveness of AI-based evaluation in future education by combining it with learner-led assessment. Using AI education and evaluation literature and Step 7 of the Learner-Driven Software Assessment Method, we sought to extract evaluation elements tailored to elementary school level in conjunction with the 2015 revised elementary practical course content elements, software understanding, procedural problem solving, and structural evaluation elements. In the future, we will develop a grading system that applies AI-based learner-led evaluation elements in software education and continuously demonstrate its effectiveness, and help the school site prepare for future education independently through AI-based learner-led assessment in software education.

• Journal of Hydrogen and New Energy
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• v.34 no.6
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• pp.623-630
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• 2023

Recently, a hydrogen charging station-related memorandum of understanding (MOU) was signed between Korea Transport Institute and United Arab Emirates (UAE) Ministry of Transport in Abu Dhabi, creating a foundation for exporting green hydrogen charging stations and hydrogen powered public transit buses developed with Korean technology to Abu Dhabi. Reliable construction and operation of the charging stations require a thorough review on associated standards and legal requirements. In particular, it is essential to analyze currently effective standards related to hydrogen production, hydrogen vehicle charging, and hydrogen charging stations. This paper specifically focuses on comparative analysis of hydrogen-related standards in the UAE and the Republic of Korea. Similar to UAE, Korean hydrogen charging station-related standards follow International Organization for Standardization (ISO) standards. From real-life experiences in developing and operating charging stations, even more essence of ISO standards have been adopted in Korean standards than UAE. In particular, ISO standards related to fire prevention are additionally included in Korea. This paper also suggests procedural and administrative strategies for enabling application of Korean hydrogen charging station-related standards in UAE.

• Journal of the Korean Society of Radiology
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• v.81 no.2
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• pp.442-447
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• 2020

Iatrogenic foreign bodies are a challenging complication to both the interventional radiologist and patient, resulting in impaired quality of life and substantial financial cost. The case report describes a successful percutaneous transhepatic removal of an intra-abdominal foreign body. A 72-year-old man underwent surgery for placement of a retrievable covered stent for refractory bile leakage after left hemihepatectomy. Three days after placement, stent folding and migration into a chronic biloma cavity occurred via the bile leakage site. By using a balloon catheter technique, the folded stent could be straightened and repositioned into the bile duct to minimize stent-strut injury during retrieval. The interventional approach could be a valid treatment option for intra-abdominal foreign bodies, as well as intravascular foreign bodies. A thorough understanding of devices and techniques can provide the interventional radiologist with valuable information regarding procedural planning and the management of iatrogenic foreign bodies.

• Journal of The Korean Association For Science Education
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• v.34 no.5
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• pp.499-510
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• 2014

The purpose of this research is to understand interactive learning during docent-led tours in a science museum focusing on scaffolding. We developed a scaffolding framework by collating the work of other researchers in related fields. The results show that scaffolding included three dimensions: purpose, interaction, and domain. The purpose dimension, divided into six categories, is related to the intention of the scaffolder and what the scaffolding are for: strategic, social, procedural, conceptual, verbal, and metacognitive. The interaction dimension reflects students' interaction with the scaffolder in two ways: dynamic (situation specific) and static (planned in advance). The domain dimension is related to two contents: domain-general and domain-specific (such as science). The scaffolding framework was applied to dynamic interactions between docents and visitors. The data was collected from elementary school students' family visits with the guidance of two docents at the Seodaemun Museum of Natural History. The data collected consisted of surveys, interviews, video-recordings, and transcripts. The analysis shows that five guiding contexts and scaffolding phases were recognized; 1) strategic scaffolding in a poorly illustrated exhibit; 2) conceptual scaffolding in a thoroughly explanative exhibit; 3) verbal scaffolding in misleading interpretation; 4) procedural scaffolding in a manipulative exhibit; and 5) metacognitive scaffolding with inaccurate content. In addition, the results show that the docents used the dynamic and static scaffolding synthetically so that the docent-led tour was effective. In conclusion, this study presents the usefulness of understanding visitors' science learning through the scaffolding framework, as well as the how docents can scaffold actively.

• Korean Journal of Heritage: History & Science
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• v.52 no.3
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• pp.56-73
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• 2019

This paper aims to establish the technical style of roof tiles by analyzing East Asian roof tile making techniques. It will examine the existing main research data, such as excavation results and the subsequent analysis of the roof tiles' production traces, as well as references and transmitted techniques. Regions are grouped according to technical similarity, then grouped again by artistic styles of pattern and shape and by the technical styles of tools, procedures, and manpower plans. Accordingly, intends to find out whether an understanding of technical style can facilitate an understanding of not only cultural aspects, but also the causality of techniques. Korean, Chinese and Japanese tools were examined, and procedures for making roof tiles were classified into 4 groups. In a superficial way, China, Okinawa, Korea, and Honshu share similar technical traits. Research of procedural details and manpower plans revealed characteristics of each region. As a result, comparisons were made between each region's technical characteristics attempting to investigate their causes. The groups were classified according to their possessing techniques, but it was revealed that East Asia's shared production techniques were based on architectural methodss. The skill of "Pyeon Jeol(Clay Cutting)" classified according to its possessing techniques, turned out to be one such technique. Also, the procedure of technical localization based on the skill of "Ta-nal(Tapping)" showed that the condition of this technique was the power to localize in response to a transfer of techniques. Previous comparison parameters of artifacts would have been a similarity of style originated from exchanges between regions and stylistic characteristics of regions decided by the demander's taste of beauty. This methodology enlarges cultural perception and affords a positive basis of historical facts. However, it suggests the possibility of finding cultural aspects' origins by understanding the technical style and seeing same result in view of "technology culture."

• Journal of Korean Elementary Science Education
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• v.43 no.3
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• pp.353-364
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• 2024

The purpose of this study is to analyze the achievement standards for grades 3-4 of the 2022 revised science curriculum and identify the goals of science education for grades 3-4 of the 2022 revised curriculum, as well as provide implications for the development of the science textbooks for grades 3-4 and the direction of teaching for teachers in the field. For this purpose, 57 achievement standards of the Science Department 2022 revised curriculum for grades 3-4 were analyzed as to their knowledge dimensions and cognitive processes according to Bloom's Taxonomy of the New Educational Objectives. In cases where an achievement standard is a double sentence or combines two or more knowledge dimensions or cognitive process dimensions, we separated the sentences after having consulted with a group of experts and divided the achievement standards into 57 sentences. We then analyzed the frequency of the categorization of concepts and descriptors by comparing them with the previously studied elementary science standards from the 2015 revised curriculum. The main findings of the study are as follows. First, in the knowledge dimension, the "factual knowledge" accounted for 50 items (86%), compared to "conceptual knowledge" (10%), and "procedural knowledge" (4%), and "metacognitive knowledge" was not analyzed at all. Second, in terms of the cognitive processes, "Understanding" was the highest at 60% with 34 items. It was followed by "applying" with 11%, "creating" with 19%, "evaluating" with 15%, and "analyzing" and "remembering" with 6%. Third, when analyzing the descriptors, "I can explain" was the highest with 9%, followed by "comparison" with 6%, and "practice" and "classification" with 5%. Fourth, compared to the 2015 revised curriculum, "conceptual knowledge" was reduced and "factual knowledge" was overwhelmingly increased. Fifth, in the cognitive process dimension, "understanding,' has increased significantly, while the other cognitive process dimensions have decreased. Conclusions and implications based on these findings are as follows: the focus of the Science Department for grades 3-4 in the 2022 revised curriculum is heavily weighted toward the "factual knowledge," with "understanding" dominating the cognitive process dimensions. As a result, many concepts and applications have been reduced. Based on the results of the comparison of the descriptors with the results of the 2015 revised curriculum, the implications for the development of the science textbooks for grades 3-4 of the 2022 revised curriculum were discussed, and so were the implications of the curriculum for the field.