• Communications of Mathematical Education
• /
• v.36 no.3
• /
• pp.313-334
• /
• 2022

The purpose of this study is to analyze the changes in mathematical learning through applying STEAM education according to social needs for out-of-school youth. For this purpose, we developed a teaching and learning model and program for mathematics and music STEAM education, and we implemented and analyzed the changes of affective area and problem-solving strategies. The analysis results of characteristic in affective area are as follows: first, the activity-oriented class of mathematics and music STEAM education aroused interest in mathematics. Second, providing opportunities for mathematics and music STEAM education instilled a positive perception of the value of mathematics and STEAM education. Third, the autonomous communication-oriented learning environment of mathematics and music STEAM education improved confidence and motivation to learn in mathematics. The analysis results of the characteristic in problem-solving strategy are as follows: first, through the STEAM education with mathematics and music, a conceptual understanding of internally and externally dividing points was formed, and a given problem was expressed and solved in a formula. Second, the functional correspondence relationship was understood, and the given problem was described and solved with symbols associated with the function. The suggestions of the study are as follows: first, based on the teaching and learning model and results of this study, various STEAM education programs for out-of-school youth should be developed and expanded to foster future competencies and provide new changes for out-of-school youth. Second, it can be used for research on the development of teaching and learning materials for convergence elective subjects in the high school credit system by referring to the mathematics and music convergence STEAM program of this study. As the subjects and fields of STEAM education are diversified and organized, students in need of receiving educational opportunities will be reduced, and there will be a world where the name of out-of-school youth and alternative education will not be necessary. Therefore, it is expected that development of teaching and learning programs created by interest in education of out-of-school youth will be used as an innovative idea in school education to achieve a virtuous cycle.

• Annual Conference of KIPS
• /
• 2001.10b
• /
• pp.1163-1166
• /
• 2001

최근의 네트워크는 유선에서 무선으로 발전하고 있다. 무선 네트워크 기술은 여러 가지가 있다. 그 중 좁은 영역에서 사용하고 개인적인 용도로 알맞은 것이 블루투스(Bluetooth)이다. 블루투스 기술 표준은 데이터를 전송하는 단순한 통신 방법만을 정의한 것이 아니라, 몇 가지 응용에 대한 표준도 정의되어 있다. 이 응용은 모든 블루투스 기기가 전부 구현해야 하는 것이 아니라, 그 중 기기에 알맞은 것만을 선택해서 구현을 할 수 있도록 되어 있다. 그렇다면 블루투스 기기에서 다른 기기가 제공하는 서비스가 무엇인지를 알아낼 수 있는 방법이 필요하게 된다. 다른 기기의 서비스를 알아내는데 사용되는 블루투스 기술이 SDP 계층 (Service Discovery Protocol Layer) 이다. SDP 계층은 프로토콜만으로 작동 가능한 것이 아니라, 블루투스 기기에서 제공 가능한 서비스와 서비스 속성을 정의한 내부 데이터베이스를 참조해서 작동하게 된다. 이 내부 데이터베이스는 블루투스를 구현하는 사람마다 모두 다르게 구현하고 있다. 그래서 블루투스 서비스와 서비스 속성에 관한 정보는 글과 간단한 도표로만 정의되고 있는 상황이다. 블루투스 서비스와 서비스 속성 정보를 글과 도표가 아닌 XML을 이용한 문서로 표현을 하는 방법이 나타났었다. 그러나 블루투스 기기에서 직접 서비스와 서비스 속성을 기술한 XML 문서를 바탕으로 SDP를 작동시키는 것은 블루투스 기기에 XML 파서를 포함시켜야 한다는 것을 말한다. 대체로 작은 CPU 성능과 적은 메모리를 가지고 있는 블루투스 기기에서는 XML 파서를 포함하는 근 부담이 된다. 이에 본 논문에서는 보편적으로 사용될 수 있는 블루투스 서비스와 서비스 속성을 기술한 XML 문서에서 블루투스 기기에 적합한 내부 정보를 생성하는 생성기를 설계하고 구현을 하였다.보다는 현저히 낮았다. 총 휘발성 유기화합물읜 농도는 실내가 실외 보다 높았다(I/O ratio 2.5). BTEX의 상대적 함량도 실내가 실외보다 높아 실내에도 발생원이 있음을 암시하고 있다. 자료 분석결과 유치원 실내의 벤젠은 실외로부터 유입되고 있었고, 톨루엔, 에틸벤젠, 크실렌은 실외뿐 아니라 실내에서도 발생하고 있었다. 정량한 8개 화합물 각각과 총 휘발성 유기화합물의 스피어만 상관계수는 벤젠을 제외하고는 모두 유의하였다. 이중 톨루엔과 크실렌은 총 휘발성 유기화합물과 좋은 상관성 (톨루엔 0.76, 크실렌, 0.87)을 나타내었다. 이 연구는 톨루엔과 크실렌이 총 휘발성 유기화합물의 좋은 지표를 사용될 있고, 톨루엔, 에틸벤젠, 크실렌 등 많은 휘발성 유기화합물의 발생원은 실외뿐 아니라 실내에도 있음을 나타내고 있다.>10)의 $[^{18}F]F_2$를 얻었다. 결론: $^{18}O(p,n)^{18}F$ 핵반응을 이용하여 친전자성 방사성동위원소 $[^{18}F]F_2$를 생산하였다. 표적 챔버는 알루미늄으로 제작하였으며 본 연구에서 연구된 $[^{18}F]F_2$가스는 친핵성 치환반응으로 방사성동위원소를 도입하기 어려운 다양한 방사성의 약품개발에 유용하게 이용될 수 있을 것이다.었으나 움직임 보정 후 영상을 이용하여 비교한 경우, 결합능 변화가 선조체 영역에서 국한되어 나타나며 그 유의성이 움직임 보정 전에 비하여 낮음을 알 수 있었다. 결론: 뇌활성화 과제 수행시에 동반되는 피험자의 머리 움직임에 의하여 도파민 유리가 과대평가되었으며 이는 이 연구에서 제안한 영상정합을 이용한 움직임 보정기법에 의해서 개선되었다. 답이 없는 문제, 문제 만들기, 일반화가 가능한 문제 등으로 보고, 수학적 창의성 중 특히 확산적 사

• Journal of Educational Research in Mathematics
• /
• v.22 no.1
• /
• pp.1-22
• /
• 2012

The purpose of this study is to understand Korea students' characteristics as well as to give important information of improving our education using comparative analysis of framework, test booklets, test results between PISA 2009 and NAEA 2009. PISA 2009 was administered on May of 2009 and NAEA was administered on October of same year. The summary of the results of comparing two assessment is as follows First, cut score of NAEA Advance level is bigger than the cut score of level 5, which is considered as high achievement level. The cut score of Basic level of NAEA is also higher than the level 2 of PISA, which is considered as basic achievement level. This phenomenon can show that NAEA achievement level is set little bit higher than the achievement level of PISA in mathematics domain. Second, the percentage of female students on higher level was higher than that of male students. In suburban area, the percentage of high level was small and the percentage of low level was big. Third, students of Advanced level are distributed concentrating in PISA levels 4~6, Proficient achievement level concentrating in PISA levels 3~5, Basic achievement level concentrating in PISA levels 2~4, and below basic achievement levels concentrating in below level 1 and level 3 of PISA. Fourth, the correlation between NAEA 2009 and PISA 2009 achievement scores are significantly positive. However, the correlation of subscales were low. Fifth, analysis of non-equivalent group, 11 items located in 'change and relationship', 'uncertainty', 'connection cluster' domains found to be significantly different. The percent correct showed very big difference. The analysis results presents the implication of mathematics curriculum, teaching and learning methods as well as National Assessment of Educational Achievement.

• Journal of the Korean Society for Aeronautical & Space Sciences
• /
• v.30 no.1
• /
• pp.9-19
• /
• 2002

Accuracy of AUSM-type schemes is closely related to a speed of in a cell-interface. Effect to accuracy by a speed of sound invastigated in the region of subsonic, transonic, and supersonic flows repectively. The advantage of the speed of sound in AUSMPW+ are summerized as the improvement of accuracy in capturing an oblique shock and the removal of an expansion shock to satisfy the entropy condition. They are proven by mathmatics and numerical result. Moreover AUSMPW+ is extended to a real gas flow and the speed of sound for equilibrium and nonequilibrium gas which could give exact soultions in an oblique shock is proposed.

• Journal of Elementary Mathematics Education in Korea
• /
• v.14 no.1
• /
• pp.81-102
• /
• 2010

The purpose of this study was to analyze the content and design of the seven math camp programs for students of the education centers for the elementary gifted students. The analysis focused on the goals, content, and evaluations utilized in the math camp programs. The results of the study were as follows. First, there was no big difference between the goals set for each camp, and they mainly focused on the goals in affective domain. Second, the content of math camp programs was focused on enrichment rather than acceleration. Most of the programs were focused on geometry, whereas fewer programs were focused on measurement, probability and statistics. Based on the Analysis, we found that only nine out of 27 programs applied level-wised or individual exercise programs. Third, all centers for the mathematically gifted carried out evaluations of their math camp programs. However, a specific evaluation plan was not established for the math camp program plans. We suggested the direction of math camp programs as follows. First, the goals should reflect on the intended outcomes of the math camp programs. Also, the goals of math camp programs need to be distinctive from general education goals. Second, the programs should contain harmonious contents with enrichment and acceleration and must include various reactions and task commitment. The math camp programs need to include references and an appropriate information for the gifted students to encourage self-directed learning. Third, a more specific evaluation plan for math camp programs needs to be developed for effective education for the gifted students.

• 기호학연구
• /
• no.54
• /
• pp.7-36
• /
• 2018

Michael Polanyi's idea of tacit knowledge came from the realization that scientific objectivity and critical philosophy had become too restrictive for philosophy, especially in the realm of meaning, which is beyond positivistic proof and contains more non-critical elements than critical ones. In social life, people still share certain kinds of knowledge and beliefs which they obtain without making or learning those explicitly. Contemplating the role and significance of tacit knowledge, he called for a post-critical philosophy that integrates the realm of meaning and thereby appreciates the intertwined nature of tacit and explicit knowledge. Polanyi's position towards skepticism and doubt shows similarities with Charles S. Peirce's thinking about the relationship between belief and doubt. Although Peirce's semeiotics stands firmly in the tradition of critical philosophy, he affirms that doubt cannot be a constant state of mind and only belief can form a basis for a specific way of life. Polanyi's approach differs from Peirce's by focusing on the impossibility of scientific knowledge based solely on principles and precision, and his emphasis on the crucial role of the community of scientists. Nevertheless, the deeper implications of Peirce's contemplations on belief and doubt have myriad ramifications on the philosophy of science as well as the sociology of science.

• Journal of the Korean Society for Aeronautical & Space Sciences
• /
• v.48 no.9
• /
• pp.663-670
• /
• 2020

A study on mechanical property characterization and modeling technique was carried out to approximate the behaviour of structures with 2.5D C/SiC material. Several tensile tests were performed to analyze the behaviour characteristics of the 2.5D C/SiC material and elastic property was characterized by applying a mathematical homogenization and a modified rule of mixture. SiC matrix representing the elasto-plastic behavior approximates as a bilinear function. Then the equivalent yield strength and equivalent plastic stiffness were calculated by minimizing errors in experiment and approximation. RVE(Representative Volume Element)was defined from the fiber and matrix configuration of 2.5D C/SiC and a process of calculating the effective stiffness matrix by applying the modified rule of mixture to RVE was implemented in the ABAQUS User-defined subroutine. Finite element analysis was performed by applying the mechanical properties of fiber and matrix calculated based on the proposed process, and the results were in good agreement with the experimental results.

• Journal of The Korean Association For Science Education
• /
• v.37 no.5
• /
• pp.835-846
• /
• 2017

The purpose of this study is to investigate the perceptions of scientifically gifted middle school students about their engineering design process according to gender and talent division. The instrument in surveying their perceptions about the engineering design process consists of 24 items (Likert 5 point type) five domains: problem definition, information collection and utilization, idea generation, inquiry performance, and teamwork (communication, cooperation, leadership). A total of 102 scientifically gifted students participated in the survey, according to gender (69 males and 33 females) and talent divisions (physics, biological sciences, software, mathematics, space-geological sciences, and chemistry). They had a high level of awareness of their engineering design ability. It is necessary to develop a customized gifted-education program so that their talent in their field of interest can be fully displayed according to the gender and talent division. In addition, the teaching and learning methods and strategies of the engineering design program for the scientifically gifted middle school students should be established to fully reflect the practical needs of the talented.

• Journal of the Computational Structural Engineering Institute of Korea
• /
• v.31 no.3
• /
• pp.133-140
• /
• 2018

This paper is concerned with the 2-D micostructure generation for $Ni-A{\ell}_2O_3$ dual-phase composite materials and the numerical analysis of mechanical characteristic of hierarchical models of microstructure which are defined in terms of the scale of microstructure. The microstructures of dual-phase composite materials were generated by applying the mathematical RMDF(random morphology description functions) technique to a 2-D RVE of composite materials. And, the hierarchical models of microstructure were defined by the number of Gaussian points. Meanwhile, the volume fractions of metal and ceramic particles were set by adjusting the level of RMD functions. The microstructures which were generated by RMDF technique are definitely random even though the total number of Gaussian points is the same. The randomly generated microstructures were applied to a 2-D beam model, and the variation of normal and shear stresses to the scale of microstructure was numerically investigated. In addition, through the crack analyses, the influence of RMDF randomness and Gauss point number on the crack-tip stress is investigated.

• Communications of Mathematical Education
• /
• v.25 no.2
• /
• pp.403-430
• /
• 2011

The purpose of the study was to investigate how the use of graphing calculators influence on forming students' mathematical concept of algebra, students' mathematical connection, and attitude toward mathematics. First, graphing calculators give instant feedback to students as they make students compare their written answers with the results, which helps students learn equations and linear inequalities for themselves. In respect of quadratic inequalities they help students to correct wrong concepts and understand fundamental concepts, and with regard to functions students can draw graphs more easily using graphing calculators, which means that the difficulty of drawing graphs can not be hindrance to student's learning functions. Moreover students could understand functions intuitively by using graphing calculators and explored math problems volunteerly. As a result, students were able to perceive faster the concepts of functions that they considered difficult and remain the concepts in their mind for a long time. Second, most of students could not think of connection among equations, equalities and functions. However, they could understand the connection among equations, equalities and functions more easily. Additionally students could focus on changing the real life into the algebraic expression by modeling without the fear of calculating, which made students relieve the burden of calculating and realize the usefulness of mathematics through the experience of solving the real-life problems. Third, we identified the change of six students' attitude through preliminary and an ex post facto attitude test. Five of six students came to have positive attitude toward mathematics, but only one student came to have negative attitude. However, all of the students showed positive attitude toward using graphing calculators in math class. That's because they could have more interest in mathematics by the strengthened and visualization of graphing calculators which helped them understand difficult algebraic concepts, which gave them a sense of achievement. Also, students could relieve the burden of calculating and have confidence. In a conclusion, using graphing calculators in algebra and function class has many advantages : formulating mathematics concepts, mathematical connection, and enhancing positive attitude toward mathematics. Therefore we need more research of the effect of using calculators, practical classroom materials, instruction models and assessment tools for graphing calculators. Lastly We need to make the classroom environment more adequate for using graphing calculators in math classes.