• Journal of Digital Convergence
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• 제14권2호
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• pp.57-63
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• 2016

The purpose of this study is to draw implications about a practice of university faculty member's teaching reflection by considering the concept, process, and content of reflection as a theoretical basis of teaching reflection. The concept of reflection is based upon 'reflection-in-action' suggested by $Sch{\ddot{o}}n$, and the process and content of reflection is explained through Korthagen's Core Reflection model. The following three implications conclude: First, a faculty member should write a reflection journal by observing and reflecting consistently one's own behavior in a context of teaching. Second, the center for teaching and learning should provide an orientation and consultation about the content and process of teaching reflection. Finally, sharing lessons with the colleague faculty member is required to make an effective reflection for each faculty member.

• Human Ecology Research
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• 제56권3호
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• pp.301-315
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• 2018

This study explores the critical reflection process experienced by home economics preservice teachers during practicum. Data were collected in a critical analysis of class, practicum review, and journals written by sixteen preservice teachers. Text material were composed of 188 transcripts on A4 paper and 36 page of mini-notes. The collected data were analyzed by a thematic coding method in qualitative research and proceeded in the order of three steps of transference, coding, and subject discovery. The emerging themes were: 1) Observing class 2) Practicing class 3) Growth of class practice 4) Reflecting class. First, the observing class was an exploration process through the viewing of daily classes that involved the process of recognizing the classroom situation and various classroom contexts. Second, the practicing class was to strengthen the consideration of the class to form a relationship that could lead to learning in educational situations. Third, the growth of class practice was intended to recognize the orientation of the subject matter with pedagogical content knowledge. Four, the reflecting class was the process of experiencing practice with a continuous understanding of the class, class reflection, and changing the perspective from the current status. There is a part where critical reflection is difficult to be promoted deeply during 4 weeks; however, there was a possibility of a reflection practice that could promote achievement through the experience of a practicing class.

• Journal of the Korean Society of Clothing and Textiles
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• 제46권4호
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• pp.600-612
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• 2022

This study analyzed the learning effect, through a satisfaction survey and NVivo qualitative analysis, of fashion design classes using humanities self-reflection writing. The results are as follows. First, with regard to learning satisfaction, learners perceived the class as efficient and showed overall satisfaction. Second, learners' opinions were classified into self-reflection writing, design process, new experience of expression, and the understanding of class activities. Third, in self-reflection writing, learners discovered their tendencies and values while exploring their identity through deep thinking. Fourth, in the design process, learners set the design concept consistently through writing. Fifth, in the new experience of expression, learners recognized the idea produced through writing as the result of thought and considered it a new expression method for design. Sixth, in the understanding of class activities, learners were interested in the process and considered it an activity through which to build their own style in design expression. Design class activities using self-reflection writing drew a positive response and presented the possibility of educational use. The teaching method of this study is expected to be used as a humanistic method for expressions in various design fields.

• Journal of the Korean institute of surface engineering
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• 제40권3호
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• pp.138-143
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• 2007

The effects of texturing and anti-reflection coating on the reflection properties of multi-crystalline silicon solar cell have been investigated. The chemical solutions of alkaline and acidic etching solutions were used for texturing at the surface of multi-crystalline Si wafer. Experiments were performed with various temperature and time conditions in order to determine the optimized etching condition. Alkaline etching solution was found inadequate to the texturing of multi-crystalline Si due to its high reflectance of about 25%. The reflectance of Si wafer texturing with acidic etching solution showed a very low reflectance about 10%, which was attributed to the formation of homogeneous. Also, deposition of ITO anti-reflection coating reduced the reflectance of multi-crystalline si etched with acidic solution($HF+HNO_3$) to 2.6%.

• Journal of Industrial Technology
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• 제22권B호
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• pp.35-44
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• 2002

To find the optimal solution as rapidly and exactly as possible with Nelder-Mead simplex algorithm, the present values of the reflection, expansion, contraction and/or shrink parameters of this algorithm are needed to be changed at appropriate time during the search process. The reflection parameter is selected in this study in order to be changed because reflection, expansion and contraction process can be simultaneously effected by only this parameter. Two independent indices for determining whether the present value of the reflection parameter of this algorithm should be changed or not during the search process are suggested in this study. Those indices were made of the equations of Nelder-Mead simplex algorithm's convergence criterion and Dennis-Wood's convergence criterion, respectively. It is appeared that the optimal solution can be find with smaller numbers of objective function evaluation than the original Nelder-Mead's one with fixed parameter when the those indices are used during the search process. and the more remarkable reduction effect of the number of an objective function evaluation can be obtained when the latter index is used.

• Korean Journal of Computational Design and Engineering
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• 제2권3호
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• pp.133-141
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• 1997

In the process of car body design, various surfaces are generated from the given boundary curves. Depending upon the method of the surface generation and the quality of the boundary curves provided, the resulting surfaces may have global or local irregularities in many cases. Thus it would be necessary for the designer to evaluate the surface quality and to modify the surface or to use the different generation method based on the evaluation results. This capability is very important because the defect of the surface quality detected in the production stage will require the rework of the dies and will cause a big loss in cost and time. A method of surface interrogation using reflection line is introduced. In this paper, We applied reflection mapping to generate reflection lines on the trimmed NURBS surface. Since reflection lines are obtained from reflection mapping that uses simple and physically acceptable mapping algorithm, they can be efficiently used to simulate the reflection test on the real part in the production line.

• The Korean Nurse
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• 제31권5호
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• pp.65-71
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• 1992

In nursing, a practice discipline, it has been argued whether the mastery of clinical competence depends on types of learning styles, learning experience, and the use of specialized skills. All these problems are not limited to nursing education. Later educators identified the importance of reflective learning which is a vital element in any form of learning and that teachers and students need to consider how they can incorporate some forms of reflection in the courses. The purpose of this study is to review educational articles for understanding better what reflection in learning is, to identify the theme which is of important relevance to professional practice, from the book, Educating the reflective practitioner, and to discuss the theme within nursing education. Reflection in learning was defined by Dewey(1933) as the process which is involved the perception of relationships and connections between the parts of an experience. This experience is passed on when two people becoming involved with each other in a conversation. schon(1987) emphasized that learning conversation, which is a part of the interaction of student and teacher, is an important factor of the process of reflection-om-actopm. In clinical nursing education, good relationships between teacher and student, faculty's role, interpersonal skills are critical in learning conversation. Then Practing nurses who accept the need to choose nursing actionss on the basis of reflection, who accepet the necessity for understanding and being able to communicate the reasons for action are a powerfful force for the development of nursing into an increasingly more effective profession for the benefit of patients.

• The Transactions of The Korean Institute of Electrical Engineers
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• 제56권9호
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• pp.1694-1698
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• 2007

This study suggests a new fluorescence microscope to observe micro-samples within fluorophore in a variety of biomedical fields including the fluorescence analysis of a biochip, such as a DNA micro-array. A fluorescence microscope is a device for irradiating light onto a micro-object, executing an excitation and fluorescence emission process. In this study, it adopts a total internal reflection fluorescence(TIRF) method to excite a whole micro-sample substrate different from an existing way which uses an evanescent wave resulting from a total internal reflection on the micro-sample surface. Suggested TIRF microscope can reduce optical noise and obtain images with higher sensitivity thus obtain precise information about the density, quantity, location, etc. of a flurophore, and can simultaneously process separate images even when plurality of fluorophores having different excitation and fluorescent wavelength ranges is distributed, thus easily obtain information about the fluorophores.

• Journal of The Korean Association For Science Education
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• 제32권9호
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• pp.1405-1416
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• 2012

This study aims to analyze how pre-service science teachers' reflective thinking is presented during the microteaching process. The subjects of this study were 13 students who attended a lecture course on science teaching methods offered by the Department of Science Education of the College of Education at a national university. The simulated lessons that were performed during the microteaching process went through peer assessment and self-assessment. Then, the next set of lessons was conducted based on the assessment results. After the first set of simulated lessons, the pre-service teachers' reflection at the routine and technical levels was most remarkable in the focus dimension. In the inquiry and change dimensions, technical reflection stood out. Dialogic or transformative reflection was rarely presented. In addition, most of the pre-service teachers displayed mingling patterns of reflection levels in all of the three dimensions. The results of this study, in particular, prove that microteaching has a high level of applicability in terms of reflective thinking and instructional technology. Accordingly, there is a need for subsequent studies to create a new model that can encourage pre-service teachers' reflective thinking by structuralizing peer and self-assessment during the process of microteaching.

• Journal of The Korean Association For Science Education
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• 제41권1호
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• pp.19-32
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• 2021

This study aims to analyze the visual modeling process of pre-service elementary teachers on the reflection of light. The analytical framework was developed from three aspects; coherence, correspondence, and commensurability of the modeling thinking proposed by Halloun (2004). 20 pre-service elementary teachers participated and were randomly paired to observe the reflection of light. They were asked to construct the visual model individually at first and then collaboratively. Comparing personal and cooperative models, the level of correspondence and commensurability in some groups has increased, despite the lack of special educational treatment. In addition, three main features were found in their reasoning process. First, the level of commensurability to apply the law of reflection continued to change fluidly depending on the circumstances and often the verbal and visual explanations did not match. Second, in the process of visual modeling, correspondence was often given priority over commensurability and coherence. Third, in a situation where correspondence and commensurability are at odds with each other, participants resolved this conflict and developed reasoning through review and revision of the auxiliary hypothesis. Several implications have been discussed for effectively guiding visual modeling activities.