• Journal of The Korean Association For Science Education
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• v.34 no.5
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• pp.437-447
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• 2014

Learning progressions (LP), which describe how students may develop more sophisticated understanding over a defined period of time, can inform the design of instructional materials and assessment by providing a coherent, systematic measure of what can be regarded as "level appropriate." We developed LPs for the nature of matter for grades K-16. In order to empirically test Korean students, we revised one of the constructs and associated assessment items based on Korean National Science Standards. The assessment was administered to 124 Korean secondary students to measure their knowledge and submicroscopic representations, and to assign them to a level of learning progression for the particle nature of matter. We characterized the level of students' understanding and models of the particle nature of matter, and described how students interpret various representations of atoms and molecules to explain scientific phenomena. The results revealed that students have difficulties in understanding the relationship between the macroscopic and molecular levels of phenomena, even in high school science. Their difficulties may be attributed to a limited understanding of scientific modeling, a lack of understanding of the models used to represent the particle nature of matter, or limited understanding of the structure of matter. This work will inform assessment and curriculum materials development related to the fundamental relationship between macroscopic, observed phenomena and the behavior of atoms and molecules, and can be used to create individualized learning environments. In addition, the results contribute to scientific research literature on learning progressions on the nature of matter.

• Journal of The Korean Association For Science Education
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• v.38 no.4
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• pp.481-494
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• 2018

This study investigated elementary students' understanding of Earth revolution and its accompanied apparent motion of constellation in terms of spatial reasoning. We designed a set of multi-tiered constructed response items in which students described their own idea about the reason of consecutive movement of constellations for three months and drew a diagram about relative locations of the Sun, the Earth, and the constellations. Sixty-five sixth grade students from four elementary schools participated in the tests both before and after science classes on the relative movement of Earth and Moon. Their answers to the items were categorized inductively in terms of transforming frames of reference which are observed on the Earth and designed from the Space-based perspective. We analyzed those categories by the levels of spatial reasoning and depicted the change of students' levels between pre/post-tests so that we could get an idea on the preliminary developmental pathway of students' understanding of this topic. The lower anchor description was that constellations move around the Earth with geocentric perspective. Intermediate level descriptions were planar understanding of Earth movement, intuitive idea on constellation movement along with the Earth. Students with intermediate levels did not reach understanding of the apparent motion of constellations. As the upper anchor description students understood the apparent motion of constellations according to the Earth revolution and could transform their frames of reference between Earth-based view and Space-based view. The features as the case of evolutionary learning progressions and critical points of students' development for this topic were discussed.

• Journal of The Korean Association For Science Education
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• v.44 no.1
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• pp.105-117
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• 2024

The purpose of this study was to explore changes in elementary teachers' modeling pPCK (personal PCK) resulting from knowledge exchange within the realms of PCK described in the Refined Consensus Model (hereafter RCM). For this purpose, a professional learning community (hereafter PLC) was established for three elementary school teachers to facilitate knowledge exchange specifically focused on science modeling instructions. The study then analyzed the CoRe (content representations) written by the research participants twice to explore any changes in modeling pPCK (personal PCK). In addition, the discourse shared by the participants in the PLC and the data from the in-depth interviews were also analyzed using grounded theory research methods. The results of the study showed that there was no significant change in knowledge of the science curriculum in elementary teachers' modeling pPCK, but there were changes in orientations toward teaching science, knowledge of students' understanding in science, knowledge of instructional strategies and representations, and knowledge of assessment of science learning. Furthermore, the analysis of PLC discourse and in-depth interviews showed that modeling instructions reflection (ePCK; enacted PCK) and educational research-based modeling cPCK (collective PCK) influenced these changes in teachers' modeling pPCK. Accordingly, this study suggests recommendations for pedagogical approaches aimed at improving teachers' modeling PCK.

• Journal of the Institute of Electronics Engineers of Korea SP
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• v.43 no.2 s.308
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• pp.19-29
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• 2006

As the security of personal information is becoming more important in mobile phones, we are starting to apply iris recognition technology to these devices. In conventional iris recognition, magnified iris images are required. For that, it has been necessary to use large magnified zoom & focus lens camera to capture images, but due to the requirement about low size and cost of mobile phones, the zoom & focus lens are difficult to be used. However, with rapid developments and multimedia convergence trends in mobile phones, more and more companies have built mega-pixel cameras into their mobile phones. These devices make it possible to capture a magnified iris image without zoom & focus lens. Although facial images are captured far away from the user using a mega-pixel camera, the captured iris region possesses sufficient pixel information for iris recognition. However, in this case, the eye region should be detected for accurate iris recognition in facial images. So, we propose a new fast iris detection method, which is appropriate for mobile phones based on corneal specular reflection. To detect specular reflection robustly, we propose the theoretical background of estimating the size and brightness of specular reflection based on eye, camera and illuminator models. In addition, we use the successive On/Off scheme of the illuminator to detect the optical/motion blurring and sunlight effect on input image. Experimental results show that total processing time(detecting iris region) is on average 65ms on a Samsung SCH-S2300 (with 150MHz ARM 9 CPU) mobile phone. The rate of correct iris detection is 99% (about indoor images) and 98.5% (about outdoor images).

• Journal of Elementary Mathematics Education in Korea
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• v.16 no.3
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• pp.389-401
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• 2012

The focus of the present study is on examining a research trend of teachers' professional development in mathematics. In do this, this study investigated the meaning and standards of professional development about mathematics, examining the characteristics of successful mathematics education professional programs, and looking for the processes of teachers' professionalization about mathematics. The findings of this study point out as follows: Teachers' professional development about mathematics implies the improvement of the quality of mathematics instruction following improving the quality of mathematics learning through well-structured mathematics teacher education programs. To do this, teachers need to have shared vision about how to teach mathematics, to have profound knowledge related to the mathematics subject, and to actively participate in teachers' professional development programs in mathematics. The results suggest the common characteristics of successful programs of mathematics teachers' professional development. The results of this study suggest that teachers need to have passion and efforts to improve teachers' professionalization about mathematics, and research on teacher professional development should be based on understanding about teachers. Also, more teacher-researchers to connect educational theories with educational practices are recommended, and a model for teachers' professional development program of mathematics appropriate to the context of Korea needs to be developed.

• The KIPS Transactions:PartA
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• v.10A no.5
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• pp.529-538
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• 2003

The speedy development of the world-wide web is rapidly growing the internet-based tools for the remote instruction. In interchanging and expressing the information of one another on the web, it is produced through the form of HTML(Hyoertext Text Markup Language). However, the structural disadvantage of the HTML is becoming to require a powerful XML(eXtensible Markup Language) which can store all the sphere of data, and transform them into another form. Nevertheless, because the powerful XML(eXtensible Markup Language). However necessary that XML standard should be applied appropriately. Because existing lecture data of cyber education sites cannot be shared, the users should passively use only the functions offered by cyber school. To solve the problem of this limit, in this study, the standardized data structure for XML is defined, and system model for processing between the server and the client is provided. By storing the lecture data of cyber education sites as XML on the web, stored data came to be reused without changing on any site. In the view of Users, they could used the Internet service with equipment that they want at any place and any time. To control any kinds of CK\LMS(Cyber Lecture Management System) for Administrator and Users, we offered a variety of Multimedia applications and an easy interface and built a new style of CLMS. Therefore, by strong and extracting the data related with the virtual education of the secondary school through the form of XML, for the effective interchange and sharing of the information, maximum utilization of the information can be achieved.

• Journal of Engineering Education Research
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• v.11 no.2
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• pp.79-89
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• 2008

The purpose of this study is to research the women engineers' recognition with a triangulation method and make suggestions on desirable education in engineering. The research period is for about 4 months from December 15, 2007 to April 4, 2008. The objects of the research are two groups of female engineers at D college located in the metropolitan area - the first group had 187 women engineering majors, 3 women graduate students and 2 women professors in engineering department, and the second group had 5 women engineering majors who once stayed out of school temporarily, 4 women engineering graduates, and 5 graduates who are currently working. The second group is intently selected in order to look into the detailed factors that affect the recognition of women engineers. The methods of the research varied and included were surveys on the web, personal interviews, focus meetings, surveys by e-mail and telephone, etc. The results of the study show what the women engineers want in engineering education includes to have role models of women engineers who can cast a vision to them, get a leadership training especially for when they lead a group that has both man and woman members. It was also found that experincing a cooperative learning through diverse projects is essential to build basic character training and competency, and practical education is required for the major or becoming a full time worker.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.2
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• pp.651-659
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• 2017

Although the need for education on sexually-transmitted-infections (STIs) for adolescents has been increasing, a limited number of adolescents receive STI education. Importantly, the exposure of youth to an STI during their adolescence period can seriously affect their genital health. Smartphones are an innovative medium that can be used to change individual behaviors, especially useful when used to educate adolescents. Therefore, we developed a customized smartphone application for Korean adolescents. The application was based on Dick and Carey's instructional system design model. In this paper, we describe the process for development of the smartphone application, and the strategies we applied to attract adolescents to use the smartphone application. Six experts verified the educational content of the application. The application's easygoing words were chosen to help adolescents understand the topic. Strategies such as cartoon clips, secret chat rooms, buttons changing color from blue to grey, questions and answers, and a repeated-learning function were used to attract Korean adolescents to the application. The smartphone application developed in this study could be used in schools, youth centers, and hospital centers to improve STI knowledge, STI prevention, and STI coping skills.

• Journal of the Korean earth science society
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• v.44 no.3
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• pp.210-221
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• 2023

The purpose of this study is to evaluate the content knowledge and problem solving process used by pre-service earth science teachers while discriminating faults on geological maps. For this, we collected and evaluated data on fixation duration and gaze plot, while pre-service earth science teachers (N=12) solved the problem on faults interpretation using an eye tracker (Tobii Pro Glass 2 model). The results were as follows. First, most of the pre-service earth science teachers know the concepts of the normal and reverse fault but they do not know the procedural knowledge essential for fault interpretation on geological maps. Second, the pre-service earth science teachers did not draw a geological cross-sectional map to interpret the fault on the geological map and interpreted the fault based on two-dimensional information collected from the geological map rather than three-dimensional information. Therefore, it is essential to improve the teaching and learning environment so that pre-service earth science teachers who will become earth science teachers in the future can learn procedural knowledge essential to comprehend natural phenomena including understanding natural phenomena. The results of this study can substantially help organize a new earth science curriculum or develop materials on teachers' education in the future.

• Journal of KIISE:Software and Applications
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• v.30 no.11
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• pp.1080-1091
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• 2003

Recently, the distance education has been rapidly proliferated with the rapid growth of the Internet and high speed networks. There has been relatively much research with regard to online lecture (teaching and studying) tools for the distance education, compared to the virtual laboratory tools (for self-study and experiments). In this paper, we design and implement a web-based simulation tool, named as SimDraw, for the virtual laboratory in the distance education. To apply the web-based simulation technology into the distance education, some requirements should be met; firstly, the user interface of the simulation should be very easy for students. Secondly, the simulation should be very portable to be run on various computer systems of remote students. Finally, the simulation program on remote computers should be very thin so that students can easily install the program onto their computers. To meet these requirements, SimDraw adopts the client/server architecture; the client program contains only model development and animation functions so that no installation of a client program onto student's system is required, and it can be implemented by a Java applet in Web browsers. The server program supports client programs by offering the functions such as remote compiling, model storing, library management, and user management. For the evaluation of SimDraw, we show the simulation process using the example experimentation of the RIP(Routing Information Protocol) Internet routing protocol.