• Journal of the Korean Chemical Society
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• v.66 no.6
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• pp.472-492
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• 2022

The purpose of this study was to investigate secondary science teachers' PCK components and subcomponents that are specific to online and offline learning environment. Data collection consisted of survey, class observation, and individual interviews of twelve science teachers. This study used a theoretical framework of PCK for deductive data analysis and articulated codes and themes through the following inductive analysis. Data analysis revealed that each of PCK components showed different specificity to the online and offline learning environment. And subcomponents of each PCK component were different according to the specificity of the online and offline learning environment. Teaching orientation toward science had a specific orientation for the online learning environment, i.e., 'learning science concept' and 'lecture centered instruction.' Knowledge of the science curriculum had online-offline mixed learning environment specific knowledge, i.e., 'reorganization of curriculum' and online learning environment specific knowledge, i.e., 'development of learning goal' and 'science curricular materials.' Knowledge of science teaching strategies had online learning environment specific knowledge, i.e., 'topic-specific strategy', 'subject-specific strategy', and 'interaction strategy' and COVID-19 offline learning environment specific knowledge, i.e., 'topic-specific strategy' and 'interaction strategy'. Knowledge of student science understanding had online learning environment specific knowledge, i.e., 'student preconception', 'student learning difficulty', 'student motivation and interest', and 'student diversity' and COVID-19 offline learning environment specific knowledge, i.e., student learning difficulty'. Knowledge of science assessment had online-offline mixed learning environment specific knowledge and online learning environment specific knowledge, i.e., assessment contents and assessment methods for each.

• Journal of The Korean Association For Science Education
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• v.26 no.2
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• pp.239-245
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• 2006

The purposes of this study were to develop and implement a teaching strategy that reinforced teacher-student interaction for middle school first grade science and investigate the impact of the teaching strategy on student comprehension of scientific concepts, logical thinking ability, and science-related attitudes. 200 students attending a co-ed middle school located in Gyeonggi province were selected for the study and divided into an experiment and control group each consisting of 100 pupils. The teaching strategy reinforcing teacher-student interaction was applied to the experiment group, while conventional teaching, teacher-led lecturing, was carried out on the control group. To accomplish reinforced teacher-student interaction teacher asked students diversified questions and gave delayed feedbacks that deliberately focused on thought provocation. Results showed that the developed teaching strategy was effective in improving the students' logical thinking ability(p<.01). However, no significant differences were found in student comprehension of scientific concepts and science-related attitudes between the experimental and control group(p<.05). It was determined that more sound research is needed to develop and apply a lesson plan based on the teaching strategy used in this study.

• The Journal of Korean Association of Computer Education
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• v.17 no.5
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• pp.107-114
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• 2014

This study aims to investigate the effects of reflection activities on using Facebook in university lectures. To accomplish the purpose of this study, an experiment was conducted with 181 students who took a large-scale university lecture. Subjects were assigned into two groups: 90 facebook group(experimental group) and 91 cybercampus group(control group). They participated reflection activities on facebook or cybercampus during 4 weeks. Independent samples t-test with in-depth interview were employed to analyze data. The results of this study are summarized as follows: there was a statistically significant difference in learning satisfaction between facebook group and control group. Learning satisfaction of facebook group is significantly higher than that of control group because reflection activities on facebook provided to gather information on reflection and to interact with peers easily. In conclusion, these findings imply that reflection activities on facebook is effective for improving learning satisfaction of large-scale university lectures.

• Journal of Korean Society of Steel Construction
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• v.16 no.2 s.69
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• pp.181-190
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• 2004

A new inelastic design method performing iterative calculations using secant stiffness was developed. Since the proposed design method uses linear analysis, it is convenient and stable in numerical analysis. At the same time, the proposed design method can accurately estimate the inelastic strength and ductility demands of the members by performing iterative calculation. In the present study, the procedure of the proposed design method was established. Design examples using the proposed method were presented, and its advantages were highlighted by comparisons with existing design methods using elastic or plastic analysis. Unlike the existing inelastic design methods performing the preliminary design on the structure and checking its validity using nonlinear analysis, the proposed integrated analysis-design method can directly calculate the strength and ductility demands of each member. In addition, the proposed design method can address the inelastic design strategy intended by the engineer, such as strength and ductility limits of members and the design concept of strong-column and weak-beam. As a result, economical and safe design can be achieved.

• Journal of Digital Contents Society
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• v.12 no.2
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• pp.195-203
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• 2011

In-person lectures have structural issues that active communications in the classroom are limited because of the environments where the instructor usually delivers learning contents in a unilateral manner. Therefore, microcontents activities using real-time microblogging were suggested as complementary measures for the lecture in this study. Fourteen students in K University participated in the learning activity for eight weeks using a microblog during instructions. As a result, it was found that participants' positive learning activities increased by producing and collaborating ideas through real-time microblogging. Based on the results, suggestions were made as follows: strategies for the attention to the class, quality management of microcontents, and the development of blended learning design should be more studied further.

• The Journal of the Korea Contents Association
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• v.19 no.1
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• pp.37-46
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• 2019

The purpose of this study is to develop a flipped-learning based education model for vocational education and training. Based on previous studies, we have developed a training model that includes definitions of flipped-learning, major learning activities, and operational strategies in each occupation. In addition, delphi surveys were carried out to confirm the validity of the educational model for HRD and vocational education and training specialists. Finally, the flipped-learning model for vocational education and training consists of three stages: Pre-learning, Main-learning, and Post-learning. Pre-learning stage include Online lectures, Simple tasks, Main-learning stage include Active learning and Coaching-Debriefing lecture, Post-learning stage includes Individual reflection-Additional task performance activities. The educational model developed through this study was developed with the focus on improving the linkage and the performance of the goal of vocational education and training.

• Proceedings of the Korea Water Resources Association Conference
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• 2023.05a
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• pp.342-342
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• 2023

메콩강을 공유하는 6개국은 주로 강의 개발과 수자원의 활용을 통해 경제성장을 이룩하고 있다. 하지만, 각국의 산업화나 경제성장의 수준, 메콩강에 대한 의존도와 관심, 전략 등이 서로 달라 개발에 따른 국가 간 수자원 공유, 환경피해, 지역보존 등의 문제들이 발생하고 있다. 메콩지역의 국가 중 베트남은 하천유역의 많은 부분이 국가공유하천으로 인접국가의 유역개발에 따라 다양한 물 분쟁이 발생할 수 있으며, 잦은 홍수피해가 발생하고, 낙후된 사회인프라로 인해 이수 및 수질오염과 관련된 물 문제 역시 지역적으로 발생하고 있다. 해당지역의 물 문제해결을 위한 정책결정의 지원을 위해서는 수리·수문학적 기초 또는 상세 분석이 필요하며, 본 연구에서는 매년 홍수와 대규모 범람, 비효율적 댐운영으로 인한 가뭄, 염수침입 등의 물 문제가 발생하는 Ca River 유역을 대상유역으로 선정하고 K-series SW 기반의 홍수범람 해석을 수행하였다. K-water에서 개발된 다양한 K-Series SW 중 연구대상유역인 Ca River 하류 유역에 대한 적용에 적합한 모형을 기존 현황조사 등을 바탕으로 1차원 하천흐름해석을 위한 K-River, 2차원 홍수범람해석을 위한 K-Flood 모형을 선정하고 분석을 수행하였다. 2010년과 2013년의 홍수기를 대상으로 K-River모형을 이용하여 Ca river 하류의 수리학적 현상을 해석하였으며, 해당 결과를 기반으로 K-Flood 모형을 이용한 2차원 홍수범람해석을 수행하고 실제 범람지도와의 비교를 수행하였다. 그리고 결과검토를 통해 모의 결과가 수위에 대해 높은 재현성을 보이고 있으며 범람면적과 침수심의 모의결과가 실제 침수양상과 비슷한 양상을 보임을 확인하였다.

• Journal of The Korean Association For Science Education
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• v.38 no.5
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• pp.681-691
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• 2018

The purpose of this study is to investigate the impacts of Collaborative Problem solving for Character competency (CoProC) strategy on the practical character competency and collaborative problem solving competency in middle school. For this study, 49 seventh grade students (two classes) were selected for use applying the CoProC strategy (CoProC group) while 46 students (two classes) were used for traditional lecture and experimental class (comparative group). In the result, CoProC group showed a statistically significant result in practical character competency than the comparative group. In the sub items of the competency, the CoProC group showed result statistically significant in cooperation, communication, responsibility, and positive self-understanding than the comparative group. Analysis of the effect size of students' practical character competency showed that the CoProC group results showed more effective than the comparative group in terms of care, cooperation, communication, honesty, responsibility, positive self-understanding, and self-regulation. In addition, we investigated the effect of the CoProC strategy on collaborative problem solving competency. As a result, it showed a large effect in the total score of collaborative problem solving competency. Among the sub items of the competency, 'exploration and understanding of members' showed a small size of effect and 'Establishing and maintaining team organization' showed a medium size of effect. 'Communication' and 'self-reflection' showed a large effect. CoProC strategy embedded in Science subject could improve students' collaborative problem solving competency through the process of scientific communication in the scientific inquiry process.

• The Korean Journal of Financial Management
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• v.21 no.2
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• pp.125-151
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• 2004

This study tests the price discovery from US Treasury bond markets to Korean bond markets using the daily returns of Korean bond data (CD, 3-year T-note, 5-year T-note, 5-year corporate note) and US treasury bond markets (3-month T-bill, 5-year T-note 10-year T-bond) from July 1, 1998 to December 31, 2003. For further research, we divide full data into two sub-samples on the basis of the start-up of bond valuation system in Korean bond market July 1, 2000, employing uni-variate AR(1)-GARCH(1,1)-M model. The main results are as follows. First the volatility spillover effects from US Treasury bond markets (3-month T-bill, 5-year T-note, 10-year T-bond) to Korean Treasury and Corporate bond markets (CD, 3-year T-note, 5-year T-note, 5-year corporate note) are significantly found at 1% confidence level. Second, the price discovery function from US bond markets to Korean bond markets in the sub-data of the pre-bond valuation system exists much stronger and more persistent than those of the post-bond valuation system. In particular, the role of 10-year T-bond compared with 3-month T-bill and 5-year T-note is outstanding. We imply these findings result from the international capital market integration which is accelerated by the broad opening of Korean capital market after 1997 Korean currency crisis and the development of telecommunication skill. In addition, these results are meaningful for bond investors who are in charge of capital asset pricing valuation, risk management, and international portfolio management.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.12 no.5
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• pp.2099-2107
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• 2011

Despite the PB diffusion introduced as a strategic competitive factor from the change of a retailing business, the study of PB perceived quality in a customer aspect is poor. Therefore, this study led the influential factors to retailer attribute and product attribute through overall analysis. Also, the study found the influential attributes affecting the perceived quality and analysed the influential power linking to customer satisfaction and preference through the perceived quality. The examined results of the study have known that each attribute links to customer satisfaction via the only perceived quality. The strategic PB sales advantage should be achieved as giving customers the overall perceived quality, and has shown that it can increase the customer preference for PB.