• Journal of Korean Elementary Science Education
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• v.37 no.4
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• pp.339-351
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• 2018

The purpose of this study is to examine the effect of cooperative making problems and solving problems for formative assessment at finish stage on science academic achievement and scientific attitude. This study is conducted in 51 sixth-graders of two classes. The experimental group was provided with a teaching-learning course based on cooperative making problem and solving problem at finish stage. And the control group was provided with general classes based on the contents in teacher's guidebooks. The experiment was performed with the second and third units of the sixth grade, for about two month and obtained the following results: First, students prefer to make supply-type items than multiple choices. And by the Bloom's revised taxonomy of educational objectives, students prefer to make the problem types of 'Factual Knowledge' and 'Conceptual Knowledge'. Also students prefer to make the problem types of 'Understanding' and 'Applying'. Second, cooperative problem making and solving problems at finish stage has same effect on academic achievement in comparison to teacher-driven activity. Third, the experimental group made statistically significant difference in self-efficiency, contrary to the general science classes. Especially, it turned out that a meaningful effect was discovered to a cooperativity, openness. Finally, it turned out that many students thought cooperative making problem and solving problem at finish stage gave the help approving their cooperativity and openness at the investigation of awareness.

• Journal of Science Education
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• v.44 no.2
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• pp.183-196
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• 2020

This study explores the effects of STEAM program using Arduino on preservice science teachers toward their STEAM core competencies. The STEAM program using Arduino consists of four stages: presentation of situation, creative design, emotional touch, and evaluation. The preservice science teachers learned the theoretical backgrounds of STEAM and Arduino. Then, they were given the chance to think about an environmental issue, which is fine dust. The preservice teachers designed an air cleaner and a fine dust measuring instrument using Arduino. The preservice science teachers also produced the air cleaner and the measuring instrument using Arduino. They measured the level of fine dust in the classroom before and after the use of the air cleaner. That is, the preservice teachers experienced each stage of STEAM: seriousness of fine dust, design and production of the measuring instrument of fine dust and air cleaner, and evaluation of the effectiveness of air cleaner. Further, they reflected on their experiences of STEAM program using Arduino. The results indicate that these preservice science teachers statistically improved communication competency, problem-solving competency, gathering information competency, logical analytical thinking competency, and creativity competency. However, there were no statistical improvements on teamwork competency and self-development competency. This study suggests that experiencing STEAM program using Arduino is valuable for the preservice science teachers to develop STEAM core competencies and further implement STEAM program their science classes in the future.

• Journal of Korean Elementary Science Education
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• v.19 no.1
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• pp.29-39
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• 2000

The purpose of this study was to investigate the effect of cooperative skill training on elementary school students' science achievement and self-esteem. Three different groups were used in this study. For the two treatment groups, cooperative loaming strategies were used and the one control group, traditional instruction was used. One of the treatment group was trained cooperative skills before the instruction. A total of 120 children sampled from 5th graders of a elementary school. All groups were taught about the change of the weather and structure of the plants. After the instruction a researcher made science achievement test and questionnaire of self-esteem were administered. The data analysis consisted of a 3(instructional strategies)×3(learning ability level) ANCOVA on the score of the achievement and self-esteem. The ANCOVA results revealed that there were significant main effect in the scores of achievement and also significant interaction effect between the instructional strategies and learning ability. The performance of high-level students in two treatment groups was higher than that of students in the control group, but the performance of high-level students with cooperative skill training was not higher than that of students without cooperative skill training. However, the performance of medium and low-level students with cooperative skill training was higher than that of students without cooperative skill training. The significant main effect was also found in the self-esteem but there were no significant interactions between the instructional strategies and learning ability. The academic self and social self of students with cooperative skill training was higher than that of students without cooperative skill training.

• Journal of The Korean Association For Science Education
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• v.20 no.3
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• pp.384-395
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• 2000

Recently performance assessments have been recommended as an alternative to traditional assessment methods such as multiple-choice written test. Performance assessment is suggested to facilitate students' creativity, participation and learning motivations in science classes. In this study, performance assessment materials were developed for a biology unit of middle school science 1, 'Plants Around Us', and then the assessment materials were applied to assess students' understandings and attitudes related to each topic of the unit. A total of 186 7th grade students at a southern large city participated in this study. From the study, the following were obtained: 1. Various type of the performance assessment materials, such as observation report, peer evaluation, interview have been developed for the unit 'Plants around us.' 2. Students' understandings on the topics appeared to be sound, and the students' interest and cooperative problem-solving abilities have been cultivated through the small group activities. The science classes became more student-centered. 3. Teacher's burden has increased due to the practices of performance assessment, but it could be handled by teacher's commitment and management skills. 4. The students' responses to performance assessments were positive, in general.

• Journal of Korean Elementary Science Education
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• v.42 no.3
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• pp.409-420
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• 2023

This study aims to investigate the impact of science classes employing creative science drama on elementary school students' academic achievement and attitudes toward science during the final step of elementary science classes. The creative science drama used in this study is a class-closing activity wherein the teacher provides a basic script for the learning topic and then allows students to complete the rest of the story using their assignment. It devised a creative science drama class based on the research of Yoon (2016), and the contents of this study were centered on the use of magnets and the appearance of the Earth in the first semester of third grade. Students in their third year at H Elementary School in Gyeonggi-do were the subject of this study. The results showed that scientific achievement through science drama in the experimental class was improved, with a statistically significant difference. However, ANCOVA analysis revealed no statistically significant differences in attitudes toward science. Moreover, there was no statistically significant difference in scientific drama perception. Interviews with students in the experimental class applying science drama revealed that students found difficulty in writing science drama scripts and that coordinating and reaching a mutually acceptable opinion in group activities required the most discussion and cooperation. However, many of them stated that the experience of scientific drama was enjoyable and informative, and since what they learned was transformed into a scientific drama, they remembered the lessons longer.

• The Journal of The Korea Institute of Intelligent Transport Systems
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• v.20 no.5
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• pp.157-171
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• 2021

As smartphones spread and ICT technologies develop, taxi services have changed from hovering to platform-based calls and reservations. This has improved the mobility and accessibility of taxi users but caused problems, such as digital observing (no-responses to calls) for either short-distance services or services during the peak-demand periods. Digital Observing means ignoring and not accepting calls when they occur, which require improvement. Therefore, this study aims to derive measures to mitigate discrepancies in taxi supply and demand by adjusting the expected revenue of each taxi service using reinforcement learning based on the Taxi operation data. The results confirmed that the average complete response rate to calls would increase from 50.29% to 54.24% when incentives are applied, and an improvement of 5.86% can be achieved in short-distance sections of less than 5,000 won incentives. It is expected that the improvement will increase profitability for drivers, reduce the waiting time for passengers, and improve satisfaction with taxi services overall.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2022.10a
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• pp.110-113
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• 2022

Nowadays, breaking through the conventional traffic signal control method based on mathematical optimization, artificial intelligence began to be used in the area. In response to this trend, many studies are ongoing to figure out how to utilize AI technology properly for traffic signal optimization. They just simply focus on which method will work well besides lots of machine learning techniques and abandon the reward function engineering. In many cases, the reward function consists of the average delay of the vehicles in the intersection. However, this may lead to AI's misunderstanding about the traffic signal control: what AI regards as a good situation may not be realistic. Even the reward function itself may not meet the service level. Therefore, this study analyzes the problems of previous reward functions and will suggest how to reward function can be enhanced.

• Journal of The Korean Association For Science Education
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• v.27 no.1
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• pp.1-8
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• 2007

The purpose of this study was to examine the effects of science-related and scientific attitudes in Small-Scale Science (SSS) experimental learning on 3rd grade middle school students. Two classes were chosen from a middle school in Pohang and classified into two groups: the first group, the experimental group, composed of twenty-six students, undergoing SSS and the other group, comparison group, composed of twenty-five students who were taught experimental learning by the traditional teaching method. The major observations of this study are as follows: The SSS experimental learning significantly influenced the students' science-related and scientific attitudes within the experimental group. Also, there was a meaningful difference in the subcategory of science-related attitudes and scientific attitudes before and after the SSS experimental learning. Otherwise, there was no significant difference in comparison group. In conclusion, the class using the SSS was positively influenced in forming students' science-related and scientific attitudes. In particular, the effect on subcategories of science-related attitudes such as attitude towards science are more remarkable. The SSS experimental learning helps students to enhance the subcategorial factors of scientific attitude such as their curiosity, critical thinking, cooperation, self-participation, persistence and ingenuity. The SSS experimental learning, therefore, can improve learning attitudes.

• Journal of Environmental Impact Assessment
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• v.31 no.4
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• pp.214-225
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• 2022

This study emphasized the soil of environmental impact assessment to devise measures to minimize the negative impact of project implementation on the environment. As a series of efforts for impact assessment procedures, a national inventory-based database was established for urban development projects, and three machine learning model performance evaluation as well as soil pollutant concentration distribution mapping were conducted. Here, nine soil pollutants were mapped to the metropolitan area of South Korea using the Random Forest model, which showed the best performance. The results of this study found that concentrations of Zn, F, and Cd were relatively concerned in Seoul, where urbanization is the most active. In addition, in the case of Hg and Cr6+, concentrations were detected below the standard, which was derived from a lack of pollutants such as industrial and industrial complexes that affect contents of heavy metals. A significant correlation between land cover and pollutants was inferred through the spatial distribution mapping of soil pollutants. Through this, it is expected that efficient soil management measures for minimizing soil pollution and planning decisions regarding the location of the project site can be established.

• Korea Science and Art Forum
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• v.32
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• pp.319-334
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• 2018

This research is a case study to make sure the enhancement of students' imagination and creativity through developing and applying the Literature-Art-Science Integrated Education Program. Its research object was totally 25 persons of 29 students of the 1st to the 4 th Grades from Gunsan Sulsan Elementary School. Its research period lasted for 4 months from September to December, 2017, and I, as the research place, used the art room at Gunsan Sulsan Elementary School. The programs were totally 10 sessions with a unit of 1 session per each grade for 2 hours from 1:00 to 3:00 in the afternoon from Monday through Friday. I fixed ten themes of this program-eight plane modeling, and two solid modeling, and finished the work of storytelling during summer vacation. And I arranged their levels as low:middle:high(3:5:2) ones. The former was 'A Film of Monster Gorilla'(L), 'Learning the Spirit of Gyeongju Choi's Family'(M), 'A Tale of My Friend Made of Natural Materials'(L), 'The Reading of My Dream'(M), 'Gathering the Objects in My Mobile'(M), 'A Mock Trial of Marrying Off'(M), 'Painting My Favorite Children's Poem'(H), and 'Painting My Favorite Children's Song'(H), and the latter was 'Seeking for a Bluebird in My Mind'(L), and 'Making My Cherished Object' (M). Then I used the unique art expression technique per each theme, which were in sequence marbling, Korean paper art, combine painting, collage, imaginary painting, imaginary painting, play dough art, imaginary painting techniques. And I delivered to the students the scientific knowledge in terms of growing or manufacturing processes of materials used for making artworks. Prior to and after the processing this program, I surveyed about the students' ability of integrated thinking and emotional experience by 'Figure B Type' and 'Figure A Type' of The Torrance Tests of Creative Thinking, and took statistics with the resultant data. And I executed a paired t-test in order to verify the significance of mean difference in the result of investigation with those data. From the analyzed result according to the elements of creativity and the mean quotients of creativity, there showed a significant difference (t=3.47, p<.01) in 'fluency', and also a significant difference(t=3.59, p<.01) in 'creativity.' Judging from the statistic values of two fields such as the student's ability of integrated thinking and emotional experience, I estimate that over the majority of the students showed the enhancement in self-confident creative expression as well as higher interest and concern through this program. The result that I arranged and analyzed the making process of artworks, the photos of the resultant, etc. as such is as follows : Firstly, from this program being proceeded as art-centered STEAM class, the student's systematic problem-solving ability was improved in his ability of integrated thinking to transform the literary contents into artistic one. Secondly, the student obtained the emotional experience such as interest in the class, self-confidence, intellectual satisfaction, self-fulfillment, etc. through art-centered STEAM class using ten art expression techniques. Thirdly, the student's mind willing to cooperate, communicate with his friends, and care for them was ripened in the process of problem-solving. Fourth, the student's self-confidence was further instilled when presenting famous artists and their artworks in the introduction and finale of ten art expression techniques. Likewise, the statistic values on the fields of student's ability of integrated thinking and emotional experience illustrate that over the majority of the students showed improvement in the ability of creative expression with confidence as well as higher interest and concern upon this program.