• Journal of Korean Elementary Science Education
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• v.34 no.2
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• pp.224-237
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• 2015

In this study, in regard to the change of the paradigm to STEAM (Science, Technology, Engineering, Arts, and Mathematics), we have looked into the ways to apply scientific inquiry through the arts, discussed the educational implications for the ways to step forth with the science and the arts in educational field. In the development of the strategies related to the optical illusion arts, to make sure that the design-oriented science education to reach its goal to make effective teaching, students need to be understood in the method of the artistic designs. Totally it had two rounds for inspection about operation of the convergence with curriculum. As a result, students changed attitude to concentrate in class naturally while doing their art work, participating in person rather than simply looking. It is caused by the scientific approach to strategy of illusion arts. In addition, we could see that students change into a proactive manner as well as teachers comments that they are communicate and make a complete the work with others. A lot of researches give that science can provide the ideas as a method to arts, arts can provide creative ideas to science, but it is still lacking that research can be applied to education specifically on how to. An efforts in the number of collaborative research will continue to introduce, as this study STEAM of science and arts in the field of education be shifted paradigm.

• Communications of Mathematical Education
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• v.32 no.3
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• pp.435-453
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• 2018

The results analysis of National Assessment of Educational Achievement(NAEA) can provide various implications for teaching and learning in the school field. In this study we analyzed the deviation of NAEA achievement level-based correct-answer rate and the distribution of the responses percentages for three years from 2015 to 2017 focused on multiple-choice items. First we calculated the deviation of correct-answer rate between advanced level and proficient level and between proficient level and basic level, and then we selected the items whose deviation of correct-answer rate is more than the third quartile. We explored what the content areas, behavior areas and achievement standards of each item are and what the achievement standards and characteristics of these questions are. Based on the results of the analysis, we intended to derive implications for appropriate teaching-learning methods at each achievement-level.

• The Mathematical Education
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• v.45 no.3 s.114
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• pp.319-343
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• 2006

The purpose of this study is to investigate how fifth and sixth graders recognize average and to find out suggestions for teaching/learning methods of average by examining which difference there is depending on the way of the word problem presentation. For the this purpose, was conducted experiment study with the way of the world problem presentation set up as experimental treatment. The conclusions drawn from the results obtained in the this study were as follows : First, since students who did not learn the regular course of average had various informal concepts already, it is needed to consider handling more various concepts of average in order to enable students to expand flexible thoughts. Second, compared with fifth and sixth graders showed a wide difference in informal concepts of average depending on the way of the word problem presentation. In expect data with given average, concepts of mean as algorithm, balance point, and mode indicated similar percentage, while in estimate average with given data, the percentage of students who showed the concept of mean was very high at 67.6%. That may be because problems related to mean in the current textbooks are items of 'estimate average with given data', so in types of 'estimate average with given data', students solve questions with mean as algorithm without considering situations of problems. This result suggests that it is necessary to diversify the way of the word problem presentation even in textbooks. Third, as a result of analyzing informal concepts of average, there was significant difference in grades. In addition, the results suggested that there would be difference in the concepts of average depending on gender or attributes of discrete quantity and continuous quantity.

• Journal of Gifted/Talented Education
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• v.11 no.3
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• pp.45-68
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• 2001

The Gifted need the constructivist loaming environments that reflect his or her cognitive and affective characteristics and needs to exert their potential fully. 'Structural Communication'was designed to encourage creative thinking in learners, allowing them to create an understanding of a topic, not simply memorize facts. It is considered in line with constructivist philosophy and cognitive paradigms. The major purpose of this study is to explore 'Web-Based Structural Communication'program to embody the collaborative loaming based on constructivism. It was applied on high school $2\times2$ matrix teaming for the gifted students. Recently developed computer technology, emerging network facilities, and internet enable us to extend the usefulness and efficiency of 'Structural Communication’Especially web provides not only the discussion environment that is free from space and time constraints and characteristics of leasers, but also the experiences of knowledge construction through the collaborative learning. Through the 'Web-based Structural Communication', the gifted will be able to argue, persuade and share their unique ideas and gradually elaborated ill-structured ideas. The gifted will escape from the tunnel vision of the early time and have multiple perspectives that are more objective and logical. As the result, the gifted are expected to acquire the effect of 'the Zone of Proximal Development'that Vygotsky advocated.

• Wind and Structures
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• v.23 no.2
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• pp.109-125
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• 2016

Flow interference is investigated between two tripped cylinders of identical diameter D at stagger angle ${\alpha}=0^{\circ}{\sim}180^{\circ}$ and gap spacing ratio $P^*$ (= P/D) = 0.1 ~ 5, where ${\alpha}$ is the angle between the freestream velocity and the line connecting the cylinder centers, and P is the gap width between the cylinders. Two tripwires, each of diameter 0.1D, were attached on each cylinder at azimuthal angle ${\beta}={\pm}30^{\circ}$, respectively. Time-mean drag coefficient ($C_D$) and fluctuating drag ($C_{Df}$) and lift ($C_{Lf}$) coefficients on the two tripped cylinders were measured and compared with those on plain cylinders. We also conducted surface pressure measurements to assimilate the fluid dynamics around the cylinders. $C_D$, $C_{Df}$ and $C_{Lf}$ all for the plain cylinders are strong function of ${\alpha}$ and $P^*$ due to strong mutual interference between the cylinders, connected to six interactions (Alam and Meyer 2011), namely boundary layer and cylinder, shear-layer/wake and cylinder, shear layer and shear layer, vortex and cylinder, vortex and shear layer, and vortex and vortex interactions. $C_D$, $C_{Df}$ and $C_{Lf}$ are very large for vortex and cylinder, vortex and shear layer, and vortex and vortex interactions, i.e., the interactions where vortex is involved. On the other hand, the interference as well as the strong interactions involving vortices is suppressed for the tripped cylinders, resulting in insignificant variations in $C_D$, $C_{Df}$ and $C_{Lf}$ with ${\alpha}$ and $P^*$. In most of the (${\alpha}$, $P^*$ ) region, the suppressions in $C_D$, $C_{Df}$ and $C_{Lf}$ are about 58%, 65% and 85%, respectively, with maximum suppressions 60%, 80% and 90%.

• Journal of the Korea Society of Computer and Information
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• v.16 no.12
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• pp.139-155
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• 2011

In recent years, parents of students and government have been taking a growing interest in education for the gifted students and there are many research reports about the gifted education. Most of the reports, however, focuses on the conceptional feature of the gifted education program such as organization, operation, management, evaluation, etc,. In other words, there are very few researches on instructional materials for gifted students even though the materials is a critical factor for successful education programs. So, this paper introduces a lecture notes used in a personal education for gifted students to contribute in developing education contents in computer science area. The instructional materials titled as "The Necessity and Application of Matrix in Computer Science" is based on linear equation to usher the students into creative problem recognition and groping for solutions. Also, the instructional materials is useful for students to understand the tight mathematics-computer science relationship and the basic concept of liner algebra.

• Human Ecology Research
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• v.58 no.1
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• pp.105-120
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• 2020

This study helps infant teachers practice a constructivism-based teacher education program that supports infant mathematical inquiry activities and examines improvements in mathematical teaching knowledge, mathematical teaching initiatives, mathematical interaction, constructivism belief and mathematical teaching efficacy. Twenty two experiment group infant teachers and twenty two comparison group infant teachers were chosen at two workforce educare centers. The experiment group infant teachers participated in 18 sessions of a constructivism teacher training program for 8 weeks, but the comparison group infant teachers did not take part in the program. Pretest and post-tests were implemented for the mathematical teaching knowledge, mathematical teaching initiatives, mathematical interactions, constructivism belief and mathematical teaching efficacy in the experiment group. Independent sample t-test and ANCOVA were tested using Windows SPSS statistics 21.0. The homogeneity test for the experiment and comparison group revealed significant differences. ANCOVA was carried out after the pretest score was controlled as a co-variance. Significant differences were indicated in mathematical teaching knowledge, mathematical teaching initiative, mathematical interaction, constructivism belief and mathematical teaching efficacy. The results indicated that a constructivism-based teacher education program to support infant mathematical inquiry activities influenced improvements in mathematical teaching knowledge, mathematical teaching initiative, mathematical interaction, constructivism belief and mathematical teaching efficacy. This study proved the effects of the program based on constructivism theory content for the knowledge, skills and attitude about infant teaching of mathematical initiatives and practiced a program of exploration, investigation, application and assessment for infant teachers. The results can help infant teachers teach mathematical exploration activities and help activate infant mathematical exploration activities.

• Wind and Structures
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• v.26 no.2
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• pp.57-68
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• 2018

Wind tunnel tests are conducted to investigate wake-induced vibrations of two circular cylinders with a center-to-center spacing of 4 diameters and attack angle varying from $0^{\circ}$ to $20^{\circ}$ for Reynolds numbers between 18,000 and 168,800. Effects of structural damping, Reynolds number, attack angle and reduced velocity on dynamic responses are examined. Results show that wake-induced vortex vibrations of the downstream cylinder occur in a wider range of the reduced velocity and have higher amplitudes in comparison to the vortex-induced vibration of a single circular cylinder. Two types of wake-induced instability phenomena with distinct dynamic characteristics are observed, which may be due to different generation mechanisms. For small attack angles like $5^{\circ}$ and $10^{\circ}$, the instability of the downstream cylinder characterizes a one-degree-of-freedom (1-DOF) oscillation moving in the across-wind direction. For a large attack angle like $20^{\circ}$, the instability characterizes a two-degree-of-freedom (2-DOF) oscillation with elliptical trajectories. For an attack angle of $15^{\circ}$, the instability can transform from the 1-DOF pattern to the 2-DOF one with the increase of the Reynolds number. Furthermore, the two instabilities show different sensitivity to the structural damping. The 1-DOF instability can be either completely suppressed or reduced to an unsteady oscillation, while the 2-DOF one is relatively less sensitive to the damping level. Reynolds number has important effects on the wake-induced instabilities.

• Asian-Australasian Journal of Animal Sciences
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• v.28 no.4
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• pp.511-518
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• 2015

Calliandra calothyrsus preserved in silage is an alternative method for improving the crude protein content of feeds for sustainable ruminant production. The aim of this research was to evaluate the quality of silage which contained different levels of C. calothyrsus by examining the fermentation characteristics and microbial diversity. Silage was made in a completely randomized design consisting of five treatments with three replications i.e.: R0, Pennisetum purpureum 100%; R1, P. purpureum 75%+C. calothyrsus 25%;, R2, P. purpureum 50%+C. calothyrsus 50%; R3, P. purpureum 25%+C. calothyrsus 75%; and R4, C. calothyrsus 100%. All silages were prepared using plastic jar silos (600 g) and incubated at room temperature for 30 days. Silages were analyzed for fermentation characteristics and microbial diversity. Increased levels of C. calothyrsus in silage had a significant effect (p<0.01) on the fermentation characteristics. The microbial diversity index decreased and activity was inhibited with increasing levels of C. calothyrsus. The microbial community indicated that there was a population of Lactobacillus plantarum, L. casei, L. brevis, Lactococcus lactis, Chryseobacterium sp., and uncultured bacteria. The result confirmed that silage with a combination of grass and C. calothyrsus had good fermentation characteristics and microbial communities were dominated by L. plantarum.

• Journal of The Korean Association of Information Education
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• v.17 no.1
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• pp.9-21
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• 2013

The purpose of this paper is to develop and implement a mobile application system to improve arithmetical operations for low achievers. The proposed system has the following characteristics. First, the system provides individual study for low achievers based on their different study levels. Second, instant feedback can be provided to students for maintaining study motivation. Third, the system enables students to study arithmetical operations in persistent and repetitive manner. This is due to that, in the literature, arithmetical operation capacity can be increased by persistent and repetitive practices. The proposed system is applied to mathematics low achievers and the following results are obtained. First, interests and intrinsic motivation are increased through use of the proposed system. Second, arithmetical operation speed is increased. Also, accuracy of arithmetical operation is improved. Thus, it is concluded that arithmetical operation capacity of low achievers is improved using the proposed system.