• Proceedings of the Korea Information Processing Society Conference
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• 2011.11a
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• pp.59-61
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• 2011

이 연구는 인간의 이동을 모델링 하는 과정에서 고려되어야 하는 심리학적 요소를 파악하고 이를 분석하여 인간의 이동경로 예측 및 모델링의 정확도를 높이는 기초적 파라미터를 확보함에 그 목적이 있다.

• Journal of the Korean School Mathematics Society
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• v.15 no.3
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• pp.565-584
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• 2012

This study investigates how the GSP helps gifted and talented students understand geometric principles and concepts during the inquiry process in the generalization of the internal triangle, and how the students logically proceeded to visualize the content during the process of generalization. Four mathematically gifted students were chosen for the study. They investigated the pattern between the area of the original triangle and the area of the internal triangle with the ratio of each sides on m:n respectively. Digital audio, video and written data were collected and analyzed. From the analysis the researcher found four results. First, the visualization used the GSP helps the students to understand the geometric principles and concepts intuitively. Second, the GSP helps the students to develop their inductive reasoning skills by proving the various cases. Third, the lessons used GSP increases interest in apathetic students and improves their mathematical communication and self-efficiency.

• Journal of The Korean Association For Science Education
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• v.23 no.6
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• pp.671-683
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• 2003

The purpose of study was to investigate practicing elementary teachers' pedagogical content knowledge and the significant predictors of their pedagogical content knowledge in science teaching. The PCK instrument was used to measure elementary teachers' pedagogical content knowledge. It consists of 6 factors to measure teachers' pedagogical content knowledge of 1)instructional methods, 2)representations, 3)contents, 4)evaluations, 5)students, and 6)curriculum. A questionnaire that consists of 7 questions regarding the teachers' degree, their number of years of teaching their choice of teaching science, their personal science teaching efficacy, their science teaching outcome expectation, their science instructional methods, and their attitudes toward teaching science, was also used to identify the information as to significant predictors of teachers' pedagogical content knowledge. A sample of 332 practicing elementary teachers participated in this study. To determine statistically significant predictors, Pearson's correlation coefficient and multiple regression methods were used to analyze the results. The results showed that the significant predictors of practicing elementary teachers' pedagogical content knowledge were their number of years of teaching, their science instructional methods, their personal science teaching efficacy and their attitudes toward teaching science. Further research of how teachers develop and construct their pedagogical content knowledge is recommended especially through the use of varied research methodologies that include qualitative methods.

• Journal of Digital Convergence
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• v.14 no.4
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• pp.111-128
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• 2016

The purpose of this study was to analyze domestic research trends of social learning in higher education, and find out educational implications with regard to the effectiveness of social learning. The 63 articles on social learning were finally analyzed, which were published in KCI journals. The results are as follows: Firstly, in respect of research contents, the research area of utilization and the survey methods were most frequently used in those studies. Secondly, as to the use of SNS, the analyzed studies were centralized on Facebook and Formal Structured Learning. Thirdly, as for the effectiveness of SNS, the experimental studies showed that social learning has an effective impact on the learning outcomes, learning processes, and learners' characteristics. In addition, survey studies most frequently set the independent variables as learners' characteristics and the dependent variables as participation, satisfaction, and academic achievement. This research has a significance in terms of verifying the educational implications of social learning, and providing the preliminary data to facilitate the performance for the effective social learning.

• Journal of The Korean Association For Science Education
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• v.35 no.6
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• pp.1049-1062
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• 2015

To understand the synergy of collaboration and to apply this understanding to education, an analysis of how a team solves a problem and the sharing of their mental models is needed. This paper analyzed two things qualitatively to find out the source of synergy in a collaborative problem-solving process. First, the sharing contents in team mental model and second, the process of sharing the team mental model. Ten gifted middle school students collaborated to solve an ill-defined problem called sunshine through foliage problem. The gifted students shared the following results after the collaboration: First, scientific concept prior to common idea or the idea that all group members have before the discussions; second, unique individual ideas of group members; and third, created ideas that were not originally in the personal mental model. With created ideas, the team model becomes more than the sum of individuals. According to the results of process analysis, in the process of sharing mental model, the students proposed and shared the most important variable first. This result implied that the analysis of the order of sharing ideas is important as much as finding shared ideas. Also, the result shows that through their collaboration, the gifted students' shared mental model became more refined and expanded as compared to their individual prior mental models. It is recommended that these results can be used to measure shared mental model and develop collaborative learning models for students.

• Journal of the Korean Chemical Society
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• v.51 no.3
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• pp.279-286
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• 2007

In this study, we investigated the influences of cognitive conflict and situational interest induced by a discrepant event and an alternative hypothesis, attention and state learning strategies on conceptual change. A preconception test was administered to 486 seventh graders. They also completed the questionnaires of cognitive response and situational interest to a discrepant event before/after presenting an alternative hypothesis. After learning the concept of density with a CAI program as conceptual change intervention, the tests of attention, state learning strategies, and conceptual understanding were administered as posttests. Analyses of the results for 197 students having misconceptions about density revealed that post-cognitive conflict was significantly higher than pre-cognitive conflict. However, there was no statistically significant difference between the test scores of pre-situational interest and post-situational interest. Pre-cognitive conflict only exerted a direct effect on post-cognitive conflict, while post-cognitive conflict exerted a direct effect and Journal of the Korean Chemical Society an indirect effect via attention on conceptual understanding. Both pre- and post-situational interests were found to influence on conceptual understanding via attention. Attention had influences positively on deep learning strategy and negatively on surface learning strategy. There was a relatively small effect of state learning strategies on conceptual understanding.

• Journal of the Korean earth science society
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• v.41 no.3
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• pp.291-306
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• 2020

In this study, we developed a learning progression for the structure of the solar system using multi-tier supply form items and validated its appropriateness. To this end, by applying Wilson's (2005) construct modeling approach, we set up 'solar system components,' 'size and distance pattern of solar system planets,' and 'solar system modeling' as the progress variables of the learning progression and constructed multi-tier supply form items for each of these variables. The items were applied to 150 fifth graders before and after the classes that dealt with the 'solar system and star' unit. To describe the results of the assessment, the students' responses to each item were categorized into five levels. By analyzing the Wright map that was created by applying the partial credit Rasch model, we validated the appropriateness of the learning progression based on the students' responses. In addition, the validity of the hypothetical pathway that was established in the learning progression was verified by tracking changes in the developmental level of students before and after the classes. The results of the research are as follows. The bottom-up research method that used multi-tier supply form items was able to elaborately set the empirical learning progression for the conceptualization of the structure of the solar system that is taught in elementary school. In addition, the validity of the learning progression was high, and the development of students was found to change with the learning progression.

• Journal of the Korean Chemical Society
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• v.67 no.2
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• pp.81-88
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• 2023

The contribution of hydrophobic residues to the protein folding reaction was studied by using HubWA variant proteins with I and L to V mutation. Folding kinetics of all V variant proteins was observed to be satisfied by a three-state on-pathway mechanism, U ⇌ I ⇌ N, where U, I, and N represent unfolded, intermediate, and native state, respectively. Three-state folding reaction was quantitatively analyzed and the free energy of folding of each elementary reactions and overall folding reaction, ΔG^o_UI, ΔG^o_IN, and ΔG^o_UN, were obtained. From the ratio of free energy difference between the variant protein and HubWA, ΔΔG^o_UI/ΔΔG^o_UN (ΔΔG^o_UI = ΔG^o_UI (variant protein) - ΔG^o_UI (HubWA) and ΔΔG^o_UN = ΔG^o_UN (variant protein) - ΔG^o_UN(HubWA)), the contribution of hydrophobic residues to HubWA folding was analyzed. The residues which are located in the hydrophobic core between α-helix and β-sheet, I3, I13, L15, I30, L43, I61 and L67, showed ΔΔG^o_UI/ΔΔG^o_UN value of ~0.5 when each of these residues was mutated to V, indicating that these residues form relatively solid hydrophobic core in the intermediate state. Residues located at the end of secondary structures and loop, I23, L69 and I36 showed ΔΔG^o_UI/ΔΔG^o_UN value below 0.4 when each of these residues was mutated to V, indicating that the region containing these residues are loosely formed in the intermediate state. V17A, L50V and L56V showed fairly high ΔΔG^o_UI/ΔΔG^o_UN value of ~0.8. Since L50 and L56 are located in the region containing long loop (residue 46 to 62), it is suggested that the high ΔΔG^o_UI/ΔΔG^o_UN value of these residues prevents the formation of aggregate at the early stage of folding reaction.

• Journal of Korean Elementary Science Education
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• v.41 no.1
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• pp.65-78
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• 2022

This study aims to 1) verify the validity of the Science self-efficacy scale and 2) perform a latent mean analysis of the background variables about a pre-service teacher. The study uses pre-tests to analyze data from 187 pre-service teachers, which uses Tark's Science self-efficacy scale (2011). To identify the factor structure, exploratory factor analysis was performed. Based on the results of the pilot test, the expert group council revised the scale for the pre-service teachers to respond to the 3-factor structure. In the main test, 354 data were analyzed through a modified Science self-efficacy scale, and exploratory and confirmatory factor analyses were performed. The results of the study are as follows: First, in the pilot test, the pre-service teacher responded to a 3-factor instrument, but the validity of two items was examined further below. Second, the pre-service teachers responded to a 3-factor instrument on 29 items for the modified Science self-efficacy scale. The total reliability of the instrument was .886 and the reliability of each factor was analyzed as .882-.886. Finally, the latent mean analysis by gender showed that females have a higher self-regulation efficacy factor and males have a higher self-confidence factor (Cohen's d > .3). Furthermore, there is a significant difference in task difficulty preference and self-regulatory efficacy factor (Cohen's d > .8) between the college preparatory and science subject preference. This study provides important insights into and contributions to the accurate scientific self-efficacy diagnosis of pre-service teachers, as well as proposes a curriculum to improve the scientific self-efficacy of prospective teachers.

• Proceedings of the Korea Water Resources Association Conference
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• 2012.05a
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• pp.423-427
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• 2012

지하수 관측이란 지하수위 하강, 수질오염 등 지하수 장해로부터 지하수를 보전 관리하고 대책을 수립하기 위하여 정기적 및 장기적으로 지하수위, 수질 등 부존된 지하수 특성의 상태와 변화하는 추이를 관찰하여 측정하는 행위를 말한다. 지하수는 지하의 보이지 않는 지층구조에서 매우 천천히 유동하므로 수위하강 및 수질오염 발생을 늦게 인지할 경우 원상회복이 불가능할 수 있고, 지하수 장해를 인지한 이후의 대처과정에서도 기존의 관측자료가 없거나 부족할 경우에는 원인분석과 대책수립이 지연되거나 불가능할 수 있으므로 지하수관리에 있어 관측정호를 설치하고 정기적으로 지하수의 부존 및 유동특성, 배경수질 등의 지하수 관측은 기본적이며 필수적인 요소이다. 따라서 지하수 관측망을 설치하고 운영하기 위해서는 관측 목적을 명확히 정의하고 관측 프로그램이 이를 만족시키도록 구성되어야하며 시간적, 공간적으로 지하수가 변동되는 것을 고려하여 관측 지역 대수층의 유형과 특성 등이 완전히 파악되어야 한다. 필요시 기존 관정을 활용하여 관측하며 관측 항목, 관측 유형, 위치측량 및 관측 주기 등은 관측의 목적에 부합되도록 한다. 관측 데이터의 생성, 전송 및 분석 진행과정 등이 완벽하게 정립되어 데이터의 생성에서부터 활용까지 체계화되어야 하고 지하수와 지표수는 연계된 단일 수자원으로서 지하수 관측은 지표수 관측과 연계되어 설계되고 분석되어야 한다. 또한 취득된 데이터의 정확성은 지속적으로 검토 확인되어야 하며 전문가의 능력을 활용하여 관련 자료의 분석이 이루어지고 데이터의 정도를 높이기 위한 후속조치들이 병행되어야 한다. 그리고 지하수위, 수질 등 관측 자료가 자연적인 지하수 유동 체계에 의하여 변화되는 것이라고 인식될 경우에는 관측 시스템 전반을 재평가하여 보다 효율적인 관측 시스템으로 발전시켜야 한다.