• Journal of the Korean Chemical Society
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• v.68 no.5
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• pp.246-258
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• 2024

This study analyzed the characteristics of infographics created by preservice elementary teachers in courses on science inquiry. Sixty-five first year students from a liberal arts course, "Chemistry in Daily Life" at a national university of education in the metropolitan area were selected. The students conducted science inquiries on six topics in the course, and the infographics they created on those topics were collected and analyzed by type, role, and construction level. The results showed that the most common types of infographics were "comparative analysis infographics" and "complex infographics" regardless of the science inquiry topics. Specifically, in the "complex infographics", "comparative analytic infographics" was most often mixed with other types, and the mix varied somewhat by the science inquiry topics. In the roles of infographics, "complex" was the most common across all science inquiry topics, followed by "explanation of concept", "presentation of inquiry results", and "guidance of inquiry process", though the order varied by science inquiry topics. "Motivation", "further application", and "example" did not appear. In construction level of infographics, "newly organized" was the most common across all science inquiry topics, followed by "completely reorganized" and "partially modified". There were some differences in the frequency distribution of types by role of infographics. The frequency distribution of construction levels by role or type of infographics showed that regardless of role or type of infographics, "newly organized" was the most common, "completely reorganized" was the second most common, and "partially modified" was very rare. Based on these findings, some implications for the teaching of infographics in preservice teacher education were discussed.

• School Mathematics
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• v.8 no.2
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• pp.215-237
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• 2006

In this study, we research distinctive features of geometry problem solving of middle school students whose mathematical achievement levels are distinguished by National Assessment of Educational Achievement. We classified 9 students into 3 groups according to their level : advanced level, proficient level, basic level. They solved an atypical geometry problem while all their problem solving stages were observed and then analyzed in aspect of development of geometrical concepts and access to the route of problem solving. As those analyses, we gave some suggestions of teaching on mathematics as students' achievement level.

• The KIPS Transactions:PartA
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• v.10A no.4
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• pp.321-330
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• 2003

This paper proposes an agent-based adaptive tutoring system that monitors learning process of learners' and provides learning materials dynamically according to the analyzed learning character. Furthermore, it uses fuzzy concept to evaluate learners' ability and to provide learning materials appropriate to the level of learners'. For this, we design a courseware knowledge structure systematically and then construct a fuzzy level set on the basis of it considering importance of learning targets, difficulty of learning materials and relation degree between learning targets and learning materials. Using agent, monitoring continually the learning process of learners 'inferencing to offer proper hints in case of incorrect answer in learning assesment, composing dynamically learning materials according to the learning feature and the evaluation of assesment, our system implements effectively adaptive instruction system. Moreover, appling the fuzzy concept to the system could naturally consider and ideal with various and uncertain items of learning environment thus could offer more flexible and effective instruction-learning methods.

• Spatial Information Research
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• v.20 no.6
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• pp.91-98
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• 2012

In order to efficiently promote a nation's National Spatial Data Infrastructure (NSDI) vision, it is important that a rational NSDI promotion system should be established. For such a NSDI promotion system, cooperation among the related organizations and the consistency of policies are crucial. In these regards, the main purpose of this research is to suggest a desirable model for the NSDI promotion system. Also, this study attempts to demonstrate problems and provide solutions in Korea NSDI promotion system. To accomplish this purpose, the literature reviews and content analysis were used. Following are the major findings of this research. First, a desirable NSDI promotion system should be consisted of the upper system (at the planning level) and the lower system (at the executive or implementing level). Second, the upper and lower system in NSDI promotion system should both be vertically connected and be horizontally connected. Third, the upper system should consist of the NSDI promotion committee, civil advisory committee, and sub-committee. Fourth, the lower system for the execution purposes of NSDI projects should consist of the NSDI top manager, in each central/local government, and professional support institute.

• Industry Promotion Research
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• v.1 no.1
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• pp.65-70
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• 2016

This study verified the effect of charismatic leadership on motivation to learn and the moderating effect of level of building learning organization in learning organization support project. Survey was conducted for manufacture company participating in learning organization support project. Charismatic Leadership positively affected motivation to learn, specifically vision-related behaviors positively affected task value. At the same time, the moderating effect of level of building learning organization was verified and specifically personal mastery and team learning moderated the effect of charismatic leadership on motivation to learn. This study results provided academic and practical implications for operating successful learning organization of company.

• Convergence Security Journal
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• v.19 no.2
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• pp.137-146
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• 2019

This study seeks into an education goal and an achievement level based on investigating relationships between NCS communication abilities and communication educations for petty officer major students. Also, the study looks deep into approriate Integrated document training materials. A goal of the petty officer's communication education, which is supposed to achieve more than the average standard is improving abilities to understand documents and create documents related to the real petty officer's life. The goal of this communication study is designed with considering the petty officers' ability factors and the detailed weekly achievement goals based on characteristics of petty officers. the proper way to reach the goal of the Integrated document training materials is constructed as three step process; Presenting subject - group activity - handing in final activity report. Also, the education is designed to write evaluation forms continuously for students to keep eyes on their achievement levels. As the importance of NCS is emphasized these days, the Integrated document training materials present the ways how this education is needed to go on, and this shows ways to improve students' document writing abilities. For the last, the study mentions a proposal for further tasks on this field.

• Journal of The Korean Association For Science Education
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• v.36 no.4
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• pp.643-655
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• 2016

The purpose of this study is to figure out the characteristics of teacher's scaffolding that can promote the social construction of scientific models by analyzing a teacher's scaffolding that actually promoted the social construction in a real classroom context, so that we can better understand the teacher's scaffolding. For this study, a total of 32 middle school students and their science teacher in Seoul were observed and videotaped. The level of social construction were categorized in four stages. We divided the teacher's scaffolding by whether the level of social construction has changed or not, and analyzed teacher's scaffolding in each group. Teacher's scaffolding were categorized based on its object, purpose and means. The object were categorized into two types; small-group and individual. The purpose were categorized into two types; process-help and product-help. The means were coded into Diagnostic strategies(Reading, Listening, Questioning), Checking diagnosis and Intervention strategy(Instruct, Explain, Hint, Confirm). The result show that teacher's scaffolding is helpful in the social construction of scientific models when it supports small-groups more than individuals, and process-help more than product-help. It also shows that in diagnostic strategies, questioning and listening are effective. Finally, using checking diagnosis promoted interactions among students and a 'confirm' intervention strategy should be avoided because it has no positive effect on changes in the level of social construction. This study provides the features of the teacher's scaffolding that promotes social construction of scientific models in middle school classes.

• The Bimonthly Magazine for Agrochemicals and Plant Protection
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• v.2 no.9
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• pp.12-23
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• 1981

• Proceedings of the Korean Institute of Navigation and Port Research Conference
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• 1995.04a
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• pp.5-40
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• 1995

• Proceedings of the KSCN Conference
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• 2001.12a
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• pp.965.1-965
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• 2001