• Journal of The Korean Association of Information Education
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• v.15 no.3
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• pp.345-353
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• 2011

Information and communication brings us some degree of convenient but also serious side effects. Especially, information and communication ethics is an important issue for elementary school children who are early stage in moral value. This paper proposes a triple-connected teaching and learning model. which can be applied to the elementary school children. in order to improve the educational level. The model is formed by selecting three discretionary teaching models, and applying independently them into the different classes with linking the contents for each class. A teacher can choose the teaching models based on what he wants to teach. Caring model, Home-Connected model and Simulation model were linked in our experiment. Experiments were conducted in the same condition but different learning models, Then, an educational effect was compared and analyzed in the educational level improvement point of view, between the Triple-connected teaching and learning model and the single teaching and learning model.

• Journal of the Korea Convergence Society
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• v.9 no.10
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• pp.533-540
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• 2018

This study is to find convergent effects of collaborative peer tutoring on communication ability and self-leadership of nursing students. According to the results of Mann-Whitney U and Kruskal-Wallis test using SPSS/WIN 19.0 for the survey of communication and self-leadership before and after experiments, there were significant differences of personality type, discussion preference and leadership in communication, and of motive of admission, leadership and school grades in self-leadership. There were positive correlations between communication and self-leadership before and after treatments. The results of Wilcoxon signed ranked test showed cooperative peer tutoring increased communication ability and self-leadership significantly each(p=.008, p<.001). These results could be used in developing intervention programs for enhancing communication and self-leadership of nursing students after further studies with wider range of subjects and setting control group.

• School Mathematics
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• v.16 no.2
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• pp.317-334
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• 2014

The purpose of this study is to grasp pre-service secondary teachers' understanding-realities for Taylor series convergence conceptions and to examine a teaching way using GeoGebra based on the understanding-realities. In this study, most pre-service teachers have abilities to calculate the Taylor series and radius of convergence, but they are vulnerable to conceptual problems which give meaning of the equality between a given function and its Taylor series at any point. Also they have some weakness in determining the change of radius of convergence according to the change of Taylor series' center. To improve their weakness, we explore a teaching way using dynamic and CAS functionality of GeoGebra. This study is expected to improve the pedagogical content knowledge of pre-service secondary mathematics teachers for infinite series treated in high school mathematics.

• Journal of The Korean Association For Science Education
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• v.40 no.1
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• pp.89-96
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• 2020

This study explores the characteristics and ways to improve the area of science education in secondary teacher employment test (hereafter, TET). We investigated ways to differentiate second-phase science education tests from those of the first phase in the TET, and ways to improve practical tests such as designing instructional plans, teaching demonstrations, in-depth interviews, and science experiment tests. Major findings of the study include increasing the proportion of teaching demonstration while maintaining the test of designing instructional plans, which have a different focus from the paper-based exam in the first phase of the TET. Teaching demonstration tests, applying the credit of student-teaching to the TET, assessing teaching expertise in real classroom contexts focusing on subject teaching expertise, etc. along with science experiment tests, making the science experiment test compulsory for all municipal offices of education, and the necessity of evaluating the experimental design and teaching of scientific inquiry. Based on these results, developing and implementing tests such as teaching demonstrations, in-depth interviews, etc. at the local municipal education offices, introducing the apprentice teacher system, and introducing graduate schools of education were suggested.

• Journal of the Korean Society for Precision Engineering
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• v.13 no.7
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• pp.9-23
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• 1996

공작기계의 성능을 평가하는 방법에는 제안자 연구소 또는 규격제정기관에 따라서 여러가지가 있다. 우선 학술 적으로 볼 때 Fig.16-1에서 보는 바와 같이 Tlusty교수가 제안한 것을 보면 광범위하고 철저한 21가지의 평가 기준을 볼 수 있다. 이와 같이 방대힌 실험을 한다는 것은 매우 어렵고 현실적으로 불가능하지만 각 부분마다 연구개발하는 데에는 절대 필요로 할 뿐만 아니라 공작기계 전체의 품질을 향샹시키기 위한 21가지의 실험이 상호관계를 가지고 있다. 또 여기 기술한 실험은 공작기계의 성능을 높이기 위해서 해야 할 연구과제이기도 하다. 수 없이 많이 쏟아져 나오고 있는 연구 과제와 그 결과를 보면 Tlusty교수가 제안한 실험과제의 일부 또는 거기에 관련된 것을 연구과제로 삼고 있는 것을 알 수 있다.

• Journal of the Korean Geographical Society
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• v.35 no.4
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• pp.549-563
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• 2000

본 연구는 전통적인 교사위주의 설명식 수업을 벗어나 인터넷을 학습에 보다 효과적으로 활용하는 방법을 모색해 보고자 하는 것이다. 이를 위해 인터넷을 통하여 정보를 수집한 후에 그 내용을 재구성하여 홈페이지를 구축한 후 실험수업을 실시하였다. 실험수업의 결과 전통적인 수업반보다 인터넷 홈페이지를 활용한 수업반 학생들의 학업성취수준이 훨씬 높게 나타났다. 한편 인터넷 홈페이지를 활용한 실험수업밥의 겨우 구조적 수업반에 비해 비구조적 수업반 학생들의 학습성취도가 더 높게 나타났으나 그 차이는 유의적이지 않았다. 또한 수업 흥미도, 만족도, 학습의욕 등에도 실험반 학생들은 상당히 긍정적인 평가를 보였다. 본 연구를 통해 지리수업의 학습효과를 높이고 학생들의 흥미도를 높이기 위해서는 인터넷을 활용하는 수업형태가 바람직하다는 결과를 도출하였다. 특히 본 연구를 통해 앞으로 학생들의 학업성취도와 흥미도를 높이기 위해 인터넷을 수업에 활용하는 교수-학습설계의 개발이 필요함을 보여 주었다.

• 한국정보교육학회:학술대회논문집
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• 2009.08a
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• pp.87-92
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• 2009

본 연구에서는 UCC 동영상을 활용한 수업이 미국문화 이해도에 미치는 영향을 알아보았다. 이를 위해 7차 영어과 교육과정 목표를 참고하여 5학년 학생들 발달 단계에 맞는 미국문화 내용을 선정하고, 알맞은 UCC 동영상을 선별하여 UCC활용형 지식체험교수학습 모형을 개발하였다. 개발된 교수 학습과정안을 적용하여 초등학교 5학년을 실험집단과 통제집단으로 나누어 13차시 수업을 실시하였다. 실험 결과 UCC동영상을 활용하여 수업한 실험집단 평균 M=25.15(SD=3.02), 통제집단평균 M=24.09(SD=3.84)로서 실험집단이 통제집단보다 평균에서 더 높은 결과를 나타내었고, 이는 t=2.458(p=.017)로 p<.05 수준에서 통계적으로 유의미한 차이가 있는 것을 알 수 있었다. 따라서 UCC 동영상을 활용한 미국문화 교육이 기존의 수업 방법보다 초등학생들의 미국문화 이해도 향상에 효과가 있음을 알 수 있었다

• Journal of The Korean Association For Science Education
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• v.30 no.5
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• pp.557-575
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• 2010

The purpose of the study was to suggest the characteristics and goals of the science teaching model for use as criteria in selecting the appropriate teaching model for science in secondary schools. These characteristics and the goals have been organized based on the analyses of the literature on the teaching and/or instructional model. The teaching models have been classified into four areas, and the characteristics and goals of each area have been summarized as follows: $\cdot$ Traditional models: teaching of scientific knowledge through lectures, acquisition of scientific knowledge through discovery, acquisition of inquiry process skills through inquiry-based teaching/learning $\cdot$ Transitional models: demonstration and discovery as teaching strategies, acquisition of inquiry process skills through inquiry approach, acquisition and change of scientific knowledge $\cdot$ Modernistic model - conceptual change models: differentiation of scientific knowledge, exchange of misconceptions for scientific concepts - learning cycle models: conceptual differentiation, exchange of misconceptions, acquisition of science process skills Also described in this paper are the model's characteristics and goals that can be used as the criteria for selecting the appropriate teaching model for the subject that will be taught.

• Journal of Educational Research in Mathematics
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• v.19 no.2
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• pp.185-206
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• 2009

In the study, I conducted the teaching experiment designed to instruct proof to four 7th grade students by utilizing the analysis method. As the results of this study I could identified that it is effective to teach and learn to find proof methods using the analysis. The results of the study showed that four 7th grade students succeeded in finding the proof methods by utilizing the analysis and representing the proof after 15 hours of the teaching experiment. In addition to the difficulties that students faced in learning proof utilizing the analysis were related to the search for the light conditions for triangles to be congruent, symbolic representation of the proof methods, reinterpretation of drawings given in the proof problems.

• Journal of Sericultural and Entomological Science
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• v.16 no.2
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• pp.55-75
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• 1974

Transovarial transmission of cytoplamic polyhedrosis virus in the silkworm was studied by observing the phenomena of induction, interference and virulence enhancement in the larvae from moths inoculated with hexagonal Polyhedra of cytoplasmic polythedrosis virus. The experimental results obtained are as followings. 1. The effect of inoculation with tetragonal polyhedra of cytoplasmic polyhedrosis virus on the rate of infective induction with hexagonal polyhedron virus and with hexagonal plus tetragonal polyhedron viruses in the larvae from moths infected with hexagonal polyhedron virus was studied. Infection rate was higher by 40 to 60 percent in the larvae from infected female group than in tile larvae from noninfected female group. 2. In the studies of the effect of formalin-feeding on the induction of infection with hexagonal polyhedron virus, infection rate was higher by 40 percent in the larvae from infected female group than in the larvae from noninfected female group. However, there was no significant difference in the infection rates between the two formalin-concentration groups. 3. The effect of cold treatment on the induction of infection with hexagonal polyhedron virus was studied. Infection rate was higher by 50 percent in the larvae from infected female group than ill the larvae from noninfected female group. No difference was found in the infection rates of the two treatment groups of 12 and 48 hours. 4. The phenomena of induction and interference were studied by observing rate of infection with hexagonal polyhedron virus induced by the inoculation with tetragonal polyhedron virus. The degree of interference of primary hexagonal polyhedron virus by secondary tetragonal Ployhedron virus was increased as the dosage of secondary virus was increased. At the concentration of 1${\times}$10$\^$8/m1 of the secondary virus, the degree of interference was similar to. that of control group. On the other hand, infection with tetragonal polyhedron virus at low concentration was interfered by the primary virus. At the concentration of 1N10f/m1 of tetragonal polyhedron virus, however, the rate of infection with tetragonal polyhedron virus was increased sharply, which is still lower by 30 percent than that of control group. 5. In the studies of induction and virulence enhancement, based on the 1ate of mixed infection with hexagonal and tetragonal polyhedron viruses, the highest difference of infection rate between experimental group and control group exceeded 40 percent when the concentration of tetragonal polyhedron virus was 1${\times}$10$\^$7/m1. However, the infection rate of control group was not affected by concentrations of tetragonal polyhedron virus.