• Journal of The Korean Association For Science Education
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• v.33 no.2
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• pp.249-265
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• 2013

The purpose of this study was to examine the influence of reading framework on writing for reflection when applied to inquiry-based Science Writing Heuristic approach. This study was conducted with 67 3rd grade middle school students. Thirty-two out of 67 students were assigned to R-SWH (Reading framework-Science Writing Heuristic) group while the other 35 students were assigned to SWH (Science Writing Heuristic) group. The R-SWH group has consistently used reading framework which the SWH group has not used when the inquiry-based science writing heuristic approach were carried out. The result of this study indicated that the R-SWH group showed a higher proportion of students who made writing for reflection by learning from reading materials than the SWH group. The R-SWH group used reading materials in order to understand the idea comprehensively and concept related to the topic the most, while the SWH group also used them for the same purpose as the R-SWH group but the ratio was less than the R-SWH group. In addition, as the learning activity has progressed, the R-SWH group showed that the proportion of students who transferred the science concept from reading materials into writing for reflection and the number of transferred concepts were higher than those of the SWH group. Therefore, the reading framework applied to inquiry-based science writing heuristic approach can facilitate a meaningful activity on reading and writing as a scaffolding to develop conceptual understanding.

• Journal of The Korean Association For Science Education
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• v.36 no.6
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• pp.895-910
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• 2016

The purpose of this study is to explore secondary students' progression in group norms and argumentation competency through collaborative reflection about small group argumentation. The progression is identified as the development of group norms and an epistemic understanding of argumentation with the enhancement of group argumentation competency during collaborative reflection and argumentation lessons. Participants were four first grade middle school students who have different academic achievements and learning approaches. They participated in ten argumentation lessons related to photosynthesis and in seven collaborative reflections. As a result, the students' group norms related to participation were developed, and the students' epistemic understanding of argumentation was enhanced. Furthermore, the students' group argumentation competencies, identified as argumentation product and argumentation process, were advanced. As the collaborative reflection and argumentation lessons progressed, statements related to rebuttal increased and different students suggested a range of evidence with which to justify their claims or to rebut others' arguments. These findings will give a better idea of how to present an apt application of argumentation to science teachers and science education researchers.

• Bulletin of the Korean Mathematical Society
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• v.57 no.1
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• pp.207-218
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• 2020

Some modular representations of reflection groups related to Weyl groups are considered. The rational cohomology of the classifying space of a compact connected Lie group G with a maximal torus T is expressed as the ring of invariants, H*(BG; ℚ) ≅ H*(BT; ℚ)^W(G), which is a polynomial ring. If such Lie groups are locally isomorphic, the rational representations of their Weyl groups are equivalent. However, the integral representations need not be equivalent. Under the mod p reductions, we consider the structure of the rings, particularly for the Weyl group of symplectic groups Sp(n) and for the alternating groups A_n as the subgroup of W(SU(n)). We will ask if such rings of invariants are polynomial rings, and if each of them can be realized as the mod p cohomology of a space. For n = 3, 4, the rings under a conjugate of W(Sp(n)) are shown to be polynomial, and for n = 6, 8, they are non-polynomial. The structures of H*(BT^n-1; 𝔽_p)^A_n will be also discussed for n = 3, 4.

• Journal of Power System Engineering
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• v.15 no.3
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• pp.18-24
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• 2011

In this study, the reflection of the L(0,2), axially symmetric guided elastic wave from defects in pipes above ground is examined using finite element method. Phase and group velocity dispersion curves for the pipe were presented for the selection of the excitation mode. Some simple signal processing was applied to determine the amplitude of each of the reflected waves and to calculate the reflection coefficient. The results show the reflection coefficient of this mode is very close to a linear function of the circumferential extent of the defect. The motivation for the work was the development of a technique for inspecting chemical plant pipelines, but the study addresses the nature of the reflection function and its general applicability.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.21 no.3
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• pp.475-481
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• 2017

This paper describes an in-depth study on the effect of students' writing of a reflection journal on academic achievement in Linux courses. For this purpose, students who took a Linux class were surveyed. Those participants were divided into two groups; an experimental group and a control group. Their academic achievement was compared and analyzed for this study and reflection journal was applied for 6 weeks after middle test. The results suggests that task achievement, expectation, learning persistence, self-efficacy, learning attitude, satisfaction in writing a reflection journal, and subject study were improved for the students who wrote a reflection journal. In addition to this, it suggests that the writing of a reflection journal has a significant effect on academic achievement in Linux subjects. It is meaningful for teaching skill of computer engineering education.

• Kyungpook Mathematical Journal
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• v.45 no.2
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• pp.191-198
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• 2005

In this paper, we introduce a length function for elements of the imprimitive complex reflection group G(m, 1, n) and study its properties. Furthermore, we show that every conjugacy class of G(m, 1, n) can be represented by an admissible diagram. The corresponding results for Weyl groups are well known.

• ETRI Journal
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• v.34 no.2
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• pp.210-215
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• 2012

In this paper, a group delay time controller (GDTC) is proposed based on a reflection topology employing a parallel resonator as the reflection termination. The design equations of the proposed GDTC have been derived and validated by simulation and experimental results. The group delay time can be varied by varying the capacitance and inductance at an operating frequency. To show the validity of the proposed circuit, an experiment was performed for a wideband code division multiple access downlink band operating at 2.11 GHz to 2.17 GHz. According to the experiment, a group delay time variation of $3{\pm}0.17$ ns over bandwidth of 60 MHz with excellent flatness is obtained.

• International Journal of Advanced Culture Technology
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• v.9 no.4
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• pp.188-193
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• 2021

This is a group pretest-posttest design study that aim to evaluate the effect of self-reflection promotion program of nursing students. The subjects of this study were 42 first-year nursing students. The data was collected from October 5 to November 2, 2020. A questionnaire was used to measure self-reflection and self-efficacy. The self-reflection promotion program was operated for a total of 8 hours in 4 sessions over 4 weeks. Online lectures were conducted using books, movies, and art recommended by expert. The subjects could take lectures using their smartphones, laptops, desktops, and tablet PC. As a result of the study, self-reflection was significantly improved after intervention than before intervention (t=-2.594, p=.013). In the sub-items, self-exploration and self-understanding were statistically significantly improved (t=-2.527, p=.015; t=-2.471, p=.018). However, other-exploration and other-understanding were not statistically significant (t=-1.226, p=.227; t=-.758, p=.453). The self-efficacy of the subjects was not statistically significant (t=-.170, p=.866). In future research, it will be necessary to develop and verify specific teaching and learning methods utilizing various contents that can improve self-reflection for nursing students.

• Geophysics and Geophysical Exploration
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• v.27 no.1
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• pp.69-83
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• 2024

Considering importance and specificity, site investigations for deep geological disposal of Spent Nuclear Fuel require stringent quality control, unlike general geotechnical investigations for tunnels and bridges. In this study, we present a case of selecting geophysical survey method for individual site investigation stage and preparing geophysical survey guideline. The proposed geophysical survey guidelines include procedures, considerations, and quality control for exploration planning, data acquisition, data processing, and interpretation. They comprehensively summarize the contents of airborne electromagnetic survey and seismic reflection survey.

• Journal of Korean Elementary Science Education
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• v.33 no.2
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• pp.322-334
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• 2014

In this study, the researcher aimed to increase productive reflection of pre-service elementary teachers through meta-analysis of their own reflective journals. The meta-analysis activities are expected to enhance their learning effectively as a kind of self-assesment. During 8 week simulation teaching, 26 pre-service teachers kept individual journal writing and the meta-analysis activities were implemented twice (after the 3rd and 8th week). Right after the first meta-analysis, the pre-service teachers' productive reflection increased clearly. However this would not guarantee the effect would last long time period. By analyzing 8 week reflective journals, reports on meta-analysis activities and small group interview, this study shed light on practical ways of enhancing reflective teacher education.