• Journal for History of Mathematics
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• v.24 no.4
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• pp.97-118
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• 2011

This study aimed finding effective models for the teaching the concept of function. We selected two models. One is discrete model which focuses on the 'corresponding relation of the elements of the sets(domain and range). The other is continuous model which focuses on the dependent relationship of the two variables connected in variable phenomenon. A vending machine model was used as a discrete model, and a water bucket model was used as a continuous model in our study. We taught 2 times about the concept of function using two models to the 60 students (7th grade, 2 classes) living in Taebak city, and tested it twice, after class and about 3 months later. A vending machine model was helpful in understanding the definition of function in the 7th grade math textbook. Also, it was helpful to making concept image and to recalling it. On the other hand, students who used the water bucket model had a difficultly in understanding the all independent variables of the domain corresponding to the dependent variables. But they excelled in tasks making formula expression and understanding changing situations.

• Journal of The Korean Association For Science Education
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• v.23 no.3
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• pp.246-253
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• 2003

This study investigated the influences of role-playing analogy upon students' scientific conceptual understandings, application abilities, retentions of conception and application, and learning motivation. Four classes of 7th grade at a middle school in Seoul were assigned to control and treatment groups, and taught about 'motion of molecules' for 4 class hours. For the Treatment group, role-playing analogy instruction was used. The traditional instruction was used for the control group. Data analysis indicated that the scores of the treatment group were significantly higher than those of the control group in the tests on the conception, the retention of application, and the confidence. In the tests of the application, attention, and relevance, there were significant interactions between instruction and student' gender. Both female and male students in the treatment group scored significantly higher than those in the control group in the application test. In the case of attention and relevance tests, male students in the treatment group scored significantly higher than those in the control group. Educational implications are discussed.

• Journal of the Korean Chemical Society
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• v.26 no.6
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• pp.396-402
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• 1982

Bacteriophage T4 tRNA processing in E. coli mutant strains defective in RNase Ⅲ, RNase E$^-$, and RNase P, respectively, singly or in combinations, was investigated. In $RNase E^- strains, a RNA band, which would be referred as 9S RNA, accumulates, while in RNase$ P^-$ strains, lower band of 6S double band is accumulated. In RNase III$^-$ strains, the production of tRAN$^{Gln}$ coded by T4 tRNA gene cluster, is severely depressed and also production of species 1 RNA, which is coded by T4 DNA but not by the tRNA gene cluster, is in somewhat depressed amounts; on the other hand, at the same time, an upper band of 6S double bands, coded by T4 tRNA gene cluster, is accumulated in rather greater amounts as compared to the RNase $^+$ strain. The upper band RNA of the 6S double band, however, does not appear to be a precursor to the tRNA$^{Gln}$. The present work points to the lack of evidence for an essential cleavage role of RNase Ⅲ, although there must be a role for the RNase Ⅲ in the T4 tRNA processing.

• Transactions of the Korean Society of Mechanical Engineers A
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• v.34 no.11
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• pp.1741-1747
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• 2010

This work presents a study on the design of an economic service robot hand for tele-presence manipulators. The conceptual design of new robot hand is derived from biomimetics approach. Guided by the analysis of human arm' musculoskeletal structure, the fingers are actuated by cables and actuators in the forearm. High tension in the cables is achieved by screw-nut mechanism driven by DC motors. A set of combination springs is incorporated in each of the screw-nut mechanism for easy control of gripping force. The first prototype revealed difficulties with finger control and coupling problem between gripping force and wrist movement. The solutions to these problems have been derived from the contradiction analysis of TRIZ. The second design has been verified by tests on various objects with different weight and shape for full range of wrist motion.

• Proceedings of the Korean Operations and Management Science Society Conference
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• 1998.10a
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• pp.232-235
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• 1998

현재 국내 경제는 그 어느 때 보다 심각한 전환기에 처해 있다. 과거 한국이 갖고 있던 장점은 우수한 노동력이었으나 이제는 더 이상 경쟁력의 원천이 될 수 없다 남은 유일한 방법은 인적자원의 창조적 활용이다. 여기서 인적 자원은 산업사회의 단순한 노동력이 아닌 인력의 질, 즉 지식이다. 기업지식체계는 기업의 무형 지적자산을 체계적으로 창출, 축적, 활용하는 기반이며 지식경영의 핵심 기술이다. 본 논문은 지식 생산이 기업경쟁력 제고의 핵심으로 점차 그 중요성이 증대되고 있음을 주목하여 지식 창조적 기업 지식 체계를 위한 개념적 연구 모형을 제안한다 연구모형으로 우선 기업지식 창출과정이 소개되며 기업지식 형태와 연관관계가 파악된다. 이 지식창조과정에 근거하여 지식 사용자환경, 지식마이닝. 지식활용, 지식관리 서브시스템. 지식 리파지토리로 구성된 기업지식체계가 제시된다. 본 연구 모형은 향후 여타 지식경영 연구의 출발점으로 사용될 수 있도록 유연하게 구성되는데 중점이 주어졌다.

• Journal of the Korea Society of Computer and Information
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• v.14 no.9
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• pp.135-145
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• 2009

Generally, the phases of constructing information systems are consisted of systems planning and selection, system analysis, system design, and system implementation and operation. These systems require many efforts and costs for additional development of modification requirements due to a frequent changes of business environments and business processes. Especially, inconsistencies between system design and system implementation usually happen during development steps because of the difficulties of program developments due to difficulties of capturing exact user requirements and frequent changes of user requirements. This paper proposes a scheme of implementing meta-data based applications for enterprises in order to reduce inconsistencies between system design and system implementation and to overcome limits of the existing coding-based development methods of applications which must use until disuse if they are developed once. Also, this paper presents a framework of repository system to systematically manage and utilize meta-data. The core concept of the proposed scheme makes outputs generated in the phases of system analysis and design into meta-data and is to easily develop and customize application programs using meta-data repository. Also, to show the applicability of the proposed scheme, it is applied to implement ERP system of 'H' automotive part manufacturer. As a result, the proposed scheme can gain improvements such as easiness and productivity of program development, easiness of maintenance, reusability of program components, etc.

• Journal of Science Education
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• v.37 no.1
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• pp.221-232
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• 2013

The purpose of this study was to examine the effect of the CoRe-based density unit class on conceptual formation and on learner satisfaction with the class. For this study, two hundred and forty 8th grade students were chosen from six classes. The students were divided into two groups: an experimental group, which received a CoRe-based density unit lesson, and a control group, which was taught based on traditional teaching method. The CoRe-based density unit classes consisted of 4 periods based on the analysis of the previous studies on CoRe about density. The results showed the meaningful significant difference between the CoRe-based classes and the classes based on traditional teaching method both in the posttest on the extent of the conceptual formation on the density and in the retention test. The difference suggests that the lesson with CoRe is based on the consideration of the difficulties and limitations students face in various fields such as the students themselves, teachers, learning environment, evaluation, etc. during their learning process and even in the types of preconception they have, and the CoRe-based lesson is centered around the best teaching strategies to solve such difficulties. As a result of the analysis on the experimental group's class satisfaction, it is revealed that the students with a high level of attitudes related science or with a high level of science achievement showed especially high satisfaction in their learning. Analysis of questionnaire survey showed that the students in the experimental group got the opportunity through CoRe-based lesson to stretch their thoughts and ideas in a free way and preferred a teaching method which didn't just show the concept, but allowed them to find it for themselves or which let them predict the solution and then confirm the result on their own and a lesson which encouraged their active participation.

• School Mathematics
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• v.6 no.4
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• pp.373-388
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• 2004

This paper is to develop teaching procedures of low achievers in mathematics by using mindmaps. For this, we firstly set the teaching process on basis of literature research. And then we choose four subjects who had serious problems of both memory and mathematics achievement. we also choose the several topics of geometry and measure which could be a big burden of memory as stuff for mindmap activities. The results led us to that using mindmap activities in learning and teaching mathematics could effect on that kind of students' mathematical achievement and mathematical attitude as well as retention of mathematical concepts. It implied that we could develop individual programs for students who have different problems in learning mathematics.

• Journal of the Korean earth science society
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• v.25 no.7
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• pp.519-531
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• 2004

The purpose of this study was to ascertain high school student ideas on the motion of the Earth and moon by cognitive level. For this study, five students determined to be of high, middle and low cognitive level selected from 73 10th-grade students at a high school located in Suwon, Gyeonggido. The results of this study were as follows: first, students at the high cognitive level had comparatively more logical and scientific conception on the revolution and rotation of the Earth and moon. second, students at the middle cognitive level, generally had a passive learning attitude to unconditionally memorize learned contents, so they were apt to forget learned contents, also their recognized conception was not enlarged. In addition, they had native theories, intuitive ideas and misconceptions as well as made logical errors in the course of explanation for the motion of the Earth and moon. In the course of explanation for the phases of the moon and the cause of change of season, because of their scientific conception, the students made more and more errors in conception. finally students at the low cognitive level were not willing to think logically and positively and were very passive in the attitude to recognize conception. In addition, they have learned helplessness on the grounds that they have low scholastic achievement specially in science.

• Journal of the Korean earth science society
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• v.23 no.6
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• pp.461-473
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• 2002

Concept mapping is a device for representing the conceptual structure of a subject discipline in a two dimensional form which is analogous to a road map. In the teaching and learning of earth science, each concept depends on its relationships to many others for meaning. Using concept mapping in teaching helps teachers and students to be more aware of the key concepts and relationships among them. The purpose of this study is to investigate the effect of the use of concept mapping on science achievement and the scientific attitude in ocean units of earth science. The results of this study are as follows; first, the science achievement of a group of concept mapping teaching is significantly higher than that of the group of traditional teaching. Also, when the achievement levels are compared among different cognitive ability groups, the effect is more significant in mid or lower level student groups than in high level groups. The use of concept mapping is more effective when the concepts have a distinct concept hierarchy. Second, the scores of the test of ‘attitude toward scientific inquiry’ and ‘application of scientific attitude’ of the group of concept mapping teaching are significantly higher than those of the group of traditional teaching, whereas the scores of the test of ‘interest in science learning’ of concept mapping teaching is not different from those of group of traditional teaching. Third, the survey on the use of concept mapping shows a positive response across the tested groups. The use of concept mapping is more beneficial in fostering the comprehension of the topic. A concept map of student's own construction facilitates the assessment of learning, thus promising the usefulness of concept mapping as a means of evaluation. In regard to retention aspect, concept mapping is considered to be more effective in confirming and remembering the topic, while less effective in the aspects of activity and interest. In conclusion, the use of concept maps makes learning an active meaningful process and improves student's academic achievement and scientific attitude. If the concept mapping is more effectively as an active teaching strategy, more meaningful learning will be attained.