• Fashion & Textile Research Journal
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• v.24 no.5
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• pp.655-665
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• 2022

This study evaluated the validity of a newly developed mobility protocol examining the comfort functions and requirements of personal protective equipment (PPE) for COVID-19 healthcare workers. Eight males (age: 24.7 ± 3.0 y, height: 173.4 ± 2.3 cm, and body weight 69.9 ± 3.7 kg) participated in the following three PPE conditions: (1) Plastic gown ensemble, (2) Level D ensemble, and (3) Powered air purifying respirator (PAPR) ensemble. The mobility protocol consisted of 10 different tasks in addition to donning and doffing. The 10 tasks were repeated twice at an air temperature of 25oC with 74% RH. The results showed significant differences among the three PPE conditions in mean skin temperature, local skin temperatures (the forehead, thigh, calf, and foot), clothing microclimate (the chest and back), thermal sensation, thermal comfort, and humidity sensation, while there were no significant differences in heart rate or total sweat rate. At rest, the subjects felt less warm and more comfortable in the PAPR than in the Level D condition (P<0.05). However, subjective perceptions in the PAPR and Level D conditions became similar as the tasks progressed and mean skin and leg temperature became greater for the PAPR than the Level D condition (P<0.05). An interview was conducted just after completing the mobility test protocol, and suggestions for improving each PPE item were obtained. To sum up, the mobility test protocol was valid for evaluating the comfort functions of PPE for healthcare workers and obtaining requirements for improving the mobility of each PPE item.

• Korea Science and Art Forum
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• v.25
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• pp.227-240
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• 2016

This study aims to examine how visitors in science centers interact with gesture-based exhibits from embodied cognition perspectives. Four gesture-based exhibits in two science centers were selected for this study. In addition, we interviewed a total of 14 visitor groups to examine how they perceived the property of gesture-based exhibit. We also interviewed four experts to further examine the benefits and limitations of the current gesture-based exhibits in science centers. The research results indicate that the total amount of interaction time between visitors and gesture-based exhibits was not high overall, implying that there was little of visitors' immersive engagement. Both experts and visitors expressed that the current gesture-based exhibits tend to highlight the novelty effect but little obvious impacts linking gestures and learning. Drawing from the key findings, this study suggests the following design considerations for gesture-based exhibits. First, to increate visitor's initial engagement, the purpose and usability of gesture-based exhibits should be considered from the initial phase of design. Second, to promote meaningful interaction, it is important to sustain visitors' initial engagement. For that, gesture-based exhibits should be transformed to promote intellectual curiosity beyond simple interaction. Third, from embodied cognition perspectives, exhibits design should reflect how the mappings between specific gestures and metaphors affect learning processes. Lastly, this study suggests that future gesture-based exhibits should be designed toward promoting interaction among visitors and adaptive inquiry.

• Journal of Gifted/Talented Education
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• v.12 no.1
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• pp.77-96
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• 2002

The purpose of this study is to inverstigate the optimism level of the gifted; to verify the differences in optimism level according to the types of the gifted; and to compare the optimism level of the gofted with that of mainstream students. 332 high school students participated in this study. They consisted of 45 science of gifted, 50 athletics gifted, 60 music gifted, 60 art gifted, 57 academic gifted, and 60 mainstreams students. The findings of this study were as follows: First, the optimism level of gifted was somewhat pessimistic. Second, the optimism levels of academic gifted and sciencd gifted was higher than that of athletic gifted and artistic gifted. Third, nonsignificant difference was found in the optimism level between gifted students and mainstream students.

• Bulletin of the Korean Chemical Society
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• v.18 no.12
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• pp.1238-1240
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• 1997

• Journal of The Korean Association For Science Education
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• v.31 no.4
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• pp.491-504
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• 2011

We investigated science-gifted students' conceptions on science learning. The inventory instruments used for our study were a questionnaire on the conceptions of learning science (COLS) and a questionnaire on the approaches to learning science (ALS). Our analysis of the questionnaires showed that there are differences in the conceptions of science learning between the science-gifted and ordinary students. Science-gifted students perceive science learning as storing up of scientific knowledge, expansion of knowledge structure and achievement of a new view. There are no differences in the conceptions of science learning between male and female science-gifted students. There are also no differences in the conceptions of science learning in terms of subject preference such as physics, chemistry, biology and earth science. Our analysis offer assistance to teaching material and teaching method for science courses.

• Proceedings of the Korean Society of Computer Information Conference
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• 2019.07a
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• pp.205-206
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• 2019

과학영재의 인지적 영역을 발달시키기 위한 연구는 활발하게 진행되었지만, 과학영재가 겪고 있는 사회-정서적 어려움과 어려움을 해결하기 위한 지원 체계에 대한 연구는 부족하다. 과학영재는 낮은 자아존중감으로 인하여 정서적 민감성, 과흥분성, 완벽주의, 실존적 우울감 등 다양한 정서적 어려움을 겪고 있다. 선행연구에서는 과학영재의 정서적 어려움을 지원하기 위해서는 지속적이고 개별화된 상담이 필요하다고 말하였다. 하지만, 시공간적 한계로 인하여 지속적이고 개별화된 상담을 진행하는 데 많은 어려움이 존재한다. 따라서 본 연구에서는 과학영재에게 지속적이고 개별화된 상담을 제공하기 위하여 온라인 상담 시스템을 설계하였다. 온라인 상담 시스템은 과학영재가 내인적 요인에 따른 상담을 신청하면, 상담 전문가가 Peterson과 Moon(2008)의 상담 모형을 기반으로 상담을 지원하도록 설계하였다. 향후 연구에서는 이러한 상담 시스템을 구축 및 실행하여 시스템에 대한 과학영재의 만족도와 자아효능감의 변화를 관찰하고자 한다.

• Journal of Science Education
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• v.39 no.3
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• pp.418-433
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• 2015

In this study, we investigated the cognitive characteristics of low science achieving middle school students in K-WISC-IV, and compared the results with high science achieving and achieving students. The results showed us that high science achieving students scored higher than counterparts in FSIQ. Low science achieving students scored lower than high science achieving and achieving students in VCI. Especially low science achieving students scored lower than two groups in subtest SI. The low level of abstraction in low science achieving students is due to the lack of scientific reasoning ability. Therefore subtest SI is considered as highly discriminating test for low science achieving group. Low levels in verbal comprehension, abstraction and reasoning ability are the major factors in poor school performance. High science achieving students scored more than achieving and low achieving students in WMI. Because the working memory is involved in scientific reasoning problem solving process, it is believed to play an important role in science achieved.

• Journal of The Korean Association For Science Education
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• v.30 no.1
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• pp.1-12
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• 2010

The purpose of this study was to investigate the development and application of strategies using fairy tales in elementary school science. For this study, many fairy tales were searched in terms of various characteristics and educational value of the tales. Five fairy tales were selected and reconstructed to suit the 'mirrors and lenses' unit of 5th graders' school science, and teaching strategies using the fairy tales were developed to be used in six lessons. To investigate the effects of instruction using fairy tales, pre/post tests for scientific attitude were administered. To analyze students' perception of their classes, a simple survey was administered through questionnaires. We found from this study that the students related the fairy tales with their own experiences and took an active part in the class that used them. Also, instruction using fairy tales had positive effects on their scientific attitude. Many students said that the science classes were interesting, and the method using fairy tales encouraged students to study hard as well as helped them to understand the context. It was concluded that instruction using fairy tales was an effective method in terms of enhancing learning motivation, encouraging more inquiries, more opportunities to apply the scientific concept, and more positive scientific attitude. We discussed the strategies using fairy tales for implementation in elementary science classes as well.

• Journal of The Korean Association For Science Education
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• v.44 no.2
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• pp.155-166
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• 2024

This study investigated and compared orientations toward scientific inquiry learning among general and science-gifted elementary students. It also investigated and compared the relationship between their orientations toward scientific inquiry learning and their coping strategies for anomalous situations. To realize this, 61 general elementary students and 53 science-gifted elementary students in Seoul were selected, and questionnaires were administered to investigate their orientations toward scientific inquiry learning and coping strategies for anomalous situations. In addition, semi-structured in-depth interviews were conducted individually with some of the general and science-gifted students. The results showed that among orientations toward scientific inquiry learning, regardless of grade level, the general students were most likely to possess 'concept understanding' and second most likely to exhibit 'scientific practice'. On the other hand, the science-gifted students demonstrated the highest frequency of 'scientific practice', with 'concept understanding' and 'complexity' also being relatively common. 'Activity driven' was found only among some of the general students and 'engineering practice' was found only among some of the science-gifted students. 'Process skills' were not found. No clear relationships between orientations toward scientific inquiry learning and coping strategies for anomalous situations were found. However, some differences in the choice of coping strategies for anomalous situations between the general and science-gifted students were discovered, even when they had the same orientations toward scientific inquiry learning. The educational implications of these findings were discussed.

• Journal of the Computational Structural Engineering Institute of Korea
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• v.34 no.5
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• pp.263-270
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• 2021

In this study, a reliability-based design optimization of a 130-m class fixed-type offshore platform, to be installed in the North Sea, was carried out, while considering environmental, material, and manufacturing uncertainties to enhance its structural safety and economic aspects. For the reliability analysis, and reliability-based design optimization of the structural integrity, unity check values (defined as the ratio between working and allowable stress, for axial, bending, and shear stresses), of the members of the offshore platform were considered as constraints. Weight of the supporting jacket structure was minimized to reduce the manufacturing cost of the offshore platform. Statistical characteristics of uncertainties were defined based on observed and measured data references. Reliability analysis and reliability-based design optimization of a jacket-type offshore structure were computationally burdensome due to the large number of members; therefore, we suggested a method for variable screening, based on the importance of their output responses, to reduce the dimension of the problem. Furthermore, a deterministic design optimization was carried out prior to the reliability-based design optimization, to improve overall computational efficiency. Finally, the optimal design obtained was compared with the conventional rule-based offshore platform design in terms of safety and cost.