• The Journal of Korean Association of Computer Education
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• v.5 no.3
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• pp.89-106
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• 2002

One of the key success factors for Computer Supported Collaborative Learning(CSCL) environments relies on collaborative reflection. Reflection refers to the active, intellectual thinking for monitoring one's own learning process and continuous internal activities of exploring oneself for new learning experiences. Also, reflective activities are closely related not only with the individual aspect of internal exploration but also with the social aspect of learner-learner interaction. This paper suggests four essential macro-level design strategies such as (1)facilitating collaborative awareness, (2)making thinking visualization, (3)negotiation-mediated knowledge construction, (4)providing metacognitive awareness cues or Questions for scaffolding collaborative reflection in the CSCL environments and made some implications for key functional features for the design and development of system components for CSCL.

• Communications of Mathematical Education
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• v.32 no.3
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• pp.407-433
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• 2018

In order to analyze textbooks from a discursive approach, the purpose of this study is to structuralize an analytic framework based on previous literature review and apply it to analyzing the meanings and their syntheses developed by words and visual mediators appeared in the definition of graph in first-year middle school textbooks. The discursive approach consists of the communicational approach developed by Sfard(2008) and the systemic functional linguistics developed by Halliday(1985/2004). In this study, ideational meta-functions for ideational meanings and interpersonal meta-functions for interpersonal meanings were employed to analyze the meanings produced by words and visual mediators in textbooks, whereas textual meta-functions for textual meanings were used for analyzing the synthesized relationships between words and visual mediators. Results show that first, density in mathematical discourse was very high and subjects in mathematical activities were ambiguous in the ideational meanings of words, and behavior aspect was more emphasized than thinking aspect in the interpersonal meanings of words which request student participations. In the case of ideational meanings of visual mediators, there was a lack of narrative diagrams, whereas there were qualitative differences in the case of offer. Second, there was a need for promoting a wide range of diverse synthetic relationships between words and visual mediators for developing enriched mathematical meanings through the varying uses like specification, explanation, similarity, and complement. These results are so important that they provide a new analytic framework from a discursive approach to textbook analysis because not only words, but also visual mediators are analyzed as tools for producing meanings in mathematics textbooks and their synthetic relationships are also examined.

• The Journal of The Korea Institute of Intelligent Transport Systems
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• v.15 no.4
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• pp.91-103
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• 2016

The work zone traffic management is of keen interest because the unstable traffic stream in work zones leads to not only less productive traffic operational efficiency but also negative impacts on traffic safety. A promising method to address such issues is variable speed limit systems(VSLS). VSLS is expected to increase in throughput and to enhance safety by diminishing the crash potential. In addition, the usefulness of VSLS has been demonstrated by significant amount of existing literature. The objective of this study is to identify the effectiveness of VSLS based on a meta analysis technique. Throughput and travel speed were used as measures of effectiveness for VSLS in terms of the operational efficiency and safety respectively. Results showed that approximately 16.4% increase in throughput and 16.5% decrease in travel speed were obtainable by VSLS. The outcomes of this study would be useful in developing technologies and polices for better operation of VSLS.

• Journal of Korean Academy of Nursing
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• v.34 no.5
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• pp.712-721
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• 2004

Purpose: This investigation examined the effect of PBL on the meta-cognition, critical thinking, and problem solving process. Method: The research design was pre-posttest with a none qui valent control group design. Scenarios for PBL sessions were developed on the basis of textbooks and patients' charts and tested for content validity. Seventy six nursing students who took a 'Nursing Process' course from two nursing schools participated in the experimental group and control group. The experimental group performed PBL during the semester. Meta-cognition and problem solving processes were assessed by questionnaires which were developed using pedagogics. Critical thinking was measured by the CCTST(California Critical Thinking Skill Test) Form 2000. The data was analyzed by repeated measure (pretest-posttest) MANOVA, and correlation analysis. Result: PBL improved the participants' meta-cognition and problem solving process but not critical thinking. The relationship between meta-cognition and the problem solving process was supported but the relationship between critical thinking and problem solving was not supported. Conclusion: These results suggest that PBL has a positive effect on nursing students' educational outcomes. To improve the problem solving ability of nursing students, PBL should be applied to more subjects in the nursing curriculum.

• Journal of the Korean Chemical Society
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• v.64 no.5
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• pp.277-290
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• 2020

In this study, four gifted students in the second year of middle school at Gifted Education Center of the National University in Jeollanam-do were surveyed students' perceptions of the effectiveness of science class using science writing heuristic in terms of metacognition and the goals of the 2015 revised science curriculum. Through questionnaires and interviews with gifted science students, science gifted students recognized that the science class using science writing heuristic had a positive effect on the four subdomains (planning, monitoring, control, and evaluation) of metacognition. For this reason, the science gifted students presented self-directed experience in designing experiments, continually checking the collected experimental data, feedback process, and reflecting experience in preparing conclusions. Science gifted students recognized that science class using science writing heuristic had a positive effect on the goals of the 2015 revised science curriculum(attitudes, inquiry, knowledge, Science·Technology·Society(STS), and the enjoyment and usefulness of science learning) that correspond to through inquiry science writing lessons. For this reason, the science gifted students presented self-directed inquiry experiences, continual inquiry experiences on the same subject, thinking process at each stage of inquiry, learning experiences through inquiry, experience of the whole inquiry process, and inquiry of phenomena closely related to real life. Therefore, for the effective science class, it is necessary to apply the characteristics of science class using science writing heuristic which is responded by science gifted students to general science class as well as science gifted class later.

• Journal of the Korean Applied Science and Technology
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• v.40 no.1
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• pp.59-70
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• 2023

This study is a meta-analysis study to comprehensively investigate the effects of flipped learning teaching applied to nursing students in Korea through systematic review. Data collection was conducted by a team of two researchers from November 20 to December 20, 2022. A total of 129 papers were searched through the domestic database, and duplicate papers were removed and the final 9 studies were selected. Flipped learning improved critical thinking disposition of nursing students 0.91(Z=8.36, p<.001), learning self-efficacy 0.35 (Z=2.62, p=.009), self-directed learning ability 0.81(Z=6.53, p<.001), academic achievement 0.60(Z=5.18, p<.001), and self-efficacy 0.66(Z=4.79, p<.001). Based on the results of this study, it was confirmed that flipped learning is an effective teaching method applicable to the domestic nursing education field, and an objective basis was presented for the direction of flipped learning class design. In the future, we suggest repeated studies that comprehensively analyze the effects of various outcome variables that have a positive effect on flipped learning.

• Journal of Practical Engineering Education
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• v.16 no.4
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• pp.587-598
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• 2024

This study aimed to evaluate the effectiveness of an action learning-based educational program for domestic nursing students. A systematic review and meta-analysis were conducted following PRISMA guidelines. Limited to the period from January 2013 to December 2023, a search conducted across the electronic databases DBpia, RISS, KCI, KISS, and SCIENCE ON identified a total of 779 documents. From these, 13 documents that met the established selection criteria were ultimately included. Thirteen documents meeting the selection criteria were identified, and quality evaluation was independently performed by two researchers using ROBINS-I. The effect size of the action learning-based education program was analyzed using the 'Meta package' in the R program. The effect size for problem-solving was ESr=.68 (95% CI=.30 to 1.06). For communication skills, the effect size was ESr=.39 (95% CI=-.08 to .85), and for critical thinking, the effect size was ESr=.26 (95% CI=.02 to .50). Action learning-based educational programs have been shown to be an effective method for enhancing problem-solving skills and critical thinking among nursing students. Therefore, there is a need for the active implementation of action learning techniques to further develop nursing students' clinical practice capabilities within nursing education.

• Proceedings of the Korea Water Resources Association Conference
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• 2021.06a
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• pp.429-429
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• 2021

2019년 발생한 인천광역시 붉은 수돗물 사태로 급수구역에 포함된 26만 1천 세대, 63만 5천 명이 직·간접적인 피해를 입은 바 있다. 경제적 피해액으로 추정할 경우 최소 1,280억 원 이상으로 보고된 바 있으며, 이와 같은 상수관망의 수질사고 확산은 장기간 동안 시민의 건강과 생활환경 수준을 저하시킨다. 따라서 상수도시스템의 수질사고확산 모델링 및 방지기술을 통한 수질안전성의 재확인이 필요하며, 이것은 상수도시스템의 지속가능성을 높여 국민이 체감하는 물 환경 수준 제고에 기여가 가능하다. 관망 내 수질해석을 직접적으로 수행하는 모델은 국외적으로 다양하게 개발(PODDS, EPANET-MSX, EPANET2.2 등)된 바 있으나 검·보정을 위한 수질측정 자료 부족 등으로 적용이 제한적이라는 한계가 현재에도 존재한다. 이를 보완하기 위해 수질자료에 비해 그 양이 많고 획득방법이 상대적으로 수월한 수리학적 계측자료 및 해석결과를 활용한 관로 내 체류시간 등을 활용한 연구가 수행된 바 있다. 그러나 이와 같은 수리학적 해석 결과를 활용하는 경우에도 계측자료를 기반으로 한 수리학적 검·보정은 필수적이라 할 수 있다. 본 연구에서는 관로 내 체류시간에 직접적인 영향을 미치는 유량 및 유속자료를 중심으로 수리학적 관망해석의 결과를 최적 검·보정하는 방법론을 제안하였다. 기존 상수관망 수리해석의 검·보정은 일부 지점에서 수압을 측정하고, 수리해석 결과로 도출되는 해당 지점의 수압이 실측된 결과와 유사하도록 관로의 유속계수를 적절히 보정하는 형태로 진행되었다. 그러나 본 연구에서는 관로유량과 유속자료의 목적함수 내 가중치를 수압자료보다 크게 설정하여 체류시간 중심의 검·보정이 수행될 수 있도록 하였으며, 검·보정 대상인자 역시 대수용가의 수요량, 수요패턴, 그리고 관로유속계수로 확장된 모형을 구축하였다. 최적화 기법으로는 메타휴리스틱 기법중 하나인 화음탐색법을 활용하였다. EPANET 2.2 Toolkit과 Visual Basic .Net을 연계하여 프로그래밍하였으며, 개발된 모형을 실제 지방상수도 시스템에 적용하여 분석하였다.

• Journal of Gifted/Talented Education
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• v.18 no.3
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• pp.591-612
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• 2008

In order to investigate the composition and characteristics of instructional objectives in a teaching-learning material for gifted elementary students in science, 217 instructional objectives across 13 themes in 4 areas of 'energy','materials', 'life' and 'earth' were analyzed by Bloom's revised taxonomy of educational objectives. Four types of factual, conceptual, procedural and meta-cognitive knowledge in knowledge dimension were all comprised in the objectives. Conceptual knowledge was primary constituent of the objectives and the proportion of factual knowledge was the least. On the other hand, all 6 categories of 'remember', 'understand', 'apply', 'analyze', 'evaluate' and 'create' in cognitive process dimension were also comprised in the objectives. The category of 'understand' was primary constituent and that of 'remember' was the least one. While conceptual knowledge in knowledge dimension was primary constituent of the objectives in 'energy', 'materials' and 'earth' areas, procedural knowledge was the most objectives in 'life' area. The least type of knowledge was factual knowledge in all 4 areas. In cognitive process dimension, the category of 'understand' was primary constituent and that of 'remember' was the least one in all 4 areas. In conclusion, it was showed that the instructional objectives in the teaching-learning material reflected the characteristics of educational objectives for gifted students in science.

• Korean Journal of Culture and Social Issue
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• v.28 no.3
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• pp.513-527
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• 2022

This study was conducted to examining the socio-cultural impact of the COVID-19 pandemic that swept the world around 2020, and the transformation of norms and social problems due to COVID-19. For this, the characteristics of changes in the socio-cultural norms of the 14th century European Black Death, a representative example of the pandemic, were derived, and based on this, the COVID-19 pandemic was analyzed. The Black Death served as an opportunity to change social norms based on the existing religious authority and the power of the feudal system to the Enlightenment. The population declination and labor shortage also promoted commercialization and mechanization. Printing, which spread during this period, led to the popularization of knowledge, which raised the level of thinking and led to epochal scientific development. This became the foundation of the Industrial Revolution. Like the recent Black Death, COVID-19 has triggered changes in social norms. The technological environment of metaverse, a mixture of virtual and reality, has changed the norm of a consistent identity into free and open identities exerting various potentials through alternate characters. In addition, meme, which are about people being friendly to those with the same worldview as him on the metaverse, weakened the sense of isolation in non-face-to-face situations. Artificial intelligence (AI), which developed during the COVID-19 pandemic, has entered the stage of being used for creative activities beyond the function of assisting humans. Discussions were held on what new social problems would be created by the social norms changed due to the COVID-19 pandemic.