• Journal of Korean Elementary Science Education
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• v.41 no.4
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• pp.658-672
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• 2022

The unique teaching and learning difficulties of speed-related units in elementary school science are mainly due to the student's lack of mathematical thinking ability and procedural knowledge on speed measurement, and curriculums and textbooks must be constructed with these in mind. To identify the implications of composing a new science curriculum and relevant textbooks, this study reviewed the structure and contents of the speed-related units of three curriculums from the 2007 revised curriculum to the 2015 revised curriculum and the resulting textbooks and examined their relevance in light of the literature. Results showed that the current content carries the risk of making students calculate only the speed of an object through a mechanical algorithm by memorization rather than grasp the multifaceted relation between traveled distance, duration time, and speed. Findings also highlighted the need to reorganize the curriculum and textbooks to offer students the opportunity to learn the meaning of speed step-by-step by visualizing materials such as double number lines and dealing with simple numbers that are easy to calculate and understand intuitively. In addition, this paper discussed the urgency of improving inquiry performance such as process skills by observing and measuring an actual object's movement, displaying it as a graph, and interpreting it rather than conducting data interpretation through investigation. Lastly, although the current curriculum and textbooks emphasize the connection with daily life in their application aspects, they also deal with dynamics-related content somewhat differently from kinematics, which is the main learning content of the unit. Hence, it is necessary to reorganize the contents focusing on cases related to speed so that students can grasp the concept of speed and use it in their everyday lives. With regard to the new curriculum and textbooks, this study proposes that students be provided the opportunity to systematically and deeply study core topics rather than exclude content that is difficult to learn and challenging to teach so that students realize the value of science and enjoy learning it.

• Journal of the Korean Society of Fisheries and Ocean Technology
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• v.35 no.2
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• pp.93-101
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• 1999

A simple experimental method was used in an attempt to realize the elevation of the fishing ability of purse seine in the sea area of Cheju Island, the changes of seine volume and tension in the purseline during pursing. Experiments carried out on the six types simplified reduced model seines which were made of knotless nettings. The nettings were woven in different leg length 4.3, 5.0, 5.5, 6.0, 6.6 and 7.7mm of polyester 28 tex two threads two-ply twine, and each of the seines were named I, II, III, IV, V and Ⅵ seine. Dimension of seine models were 450cm for corkline and 85cmfor seine depth, each seines rigged up 160g of float for a floatline and 50g (underwater weight) of lead for a leadline. These model purse seines were made of the scale of 1/200 of its full scale, a 120 ton in the near sea of Cheju Island. Designing and testing for the model purse seines were based on the Tauti's law. Experiments were measured in the observation channel of a flume tank at the static conditions set up shooting and pursing equipments. Motion of purse seine during purse line was recorded by the two sets video camera for VTR which were placed in top and front of the model seine. The reading coordinate of seine volume carried out by the video digitization system, disk data for the purseline tension. An analysis were performed on the changes seine volume and tension in the purseline during pursing. The results obtained were as follows: 1. The seine volume during pursing was largest for Ⅵ seine with smallest d/l followed by V, IV, III, II and I seines, and tension in the purseline was small. 2. Seine volume during pursing can be expressed by the following equation; CVt=l-EXP[｛2.79 (d/l）＋0.35｝t-33.37 (d/l) ＋ 0.57] Where CVt is volume ratio, d is twine diameter, l is leg length and t is pursing time (sec). 3. Tension in the purse line during pursing can be expressed by the following equation; T= 1- EXP ｛0.57t ＋ 13.36 (d/l)+2.97｝ Where T is tension (kg) in the purseline during pursing.

• Journal of Science Education
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• v.44 no.1
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• pp.92-111
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• 2020

The 2015 revised science curriculum and NGSS (Next Generation Science Standard) suggest computational thinking as an inquiry skill or competency. Particularly, concern in computational thinking has increased since the Ministry of Education has required software education since 2014. However, there is still insufficient discussion on how to integrate computational thinking in science education. Therefore, this study aims to prepare a way to integrate computational thinking elements into scientific inquiry by analyzing the related literature. In order to achieve this goal, we summarized various definitions of the elements of computational thinking and analyzed general problem solving process and scientific inquiry process to develop and suggest the model. We also considered integrated problem solving cases from the computer science field and summarized the elements of the Computational Thinking-Scientific Inquiry (CT-SI) model. We asked scientists to explain their research process based on the elements. Based on these explanations from the scientists, we developed 'Problem-finding' CT-SI model and 'Problem solving' CT-SI model. These two models were reviewed by scientists. 'Problem-finding' model is relevant for selecting information and analyzing problems in the theoretical research. 'Problem solving' is suitable for engineering problem solving process using a general research process and engineering design. In addition, two teachers evaluated whether these models could be used in the secondary school curriculum. The models we developed in this study linked with the scientific inquiry and this will help enhance the practices of 'collecting, analyzing and interpreting data,' 'use of mathematical thinking and computer' suggested in the 2015 revised curriculum.

• Korean Journal of Childcare and Education
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• v.10 no.5
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• pp.229-248
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• 2014

The purpose of this study is to draw guidelines on how to select traditional games that would efficiently help and develop multiple intelligences in children. Guidelines standard of section inquiries were prepared through a Delphi survey targeting twenty experts in early childhood education and traditional games. As a result, linguistic intelligence questions regarding writing, listening, speaking and vocabulary acquisition were selected. logical-mathematical intelligence questions regarding strategy, counting, patterns, hypothesis, verification, and comparing, contrasting, calculating ability were selected. Spatial intelligence questions regarding drawing, coloring, representation activities, operating and creating were selected, physical performance intelligence questions regarding global muscles, eye-hand coordination, flexibility, accommodation force, balance, agility and muscular strength were selected. Musical intelligence included questions about singing, and playing musical instruments. Interpersonal intelligence included perspective-taking, role-sharing, cooperation and discussion. For intrapersonal intelligence questions regarding personal significance-ties, planning-decision making, emotional expression and problem solving were selected. Finally, in relation to naturalist intelligence, questions regarding living organisms, inanimate objects and seasons were selected. In addition, traditional games were analyzed based on the finalized guidelines, and the results showed that each of the traditional games would not only work with one intelligence at a time but with other different intelligence as well. In the light of that, the study confirmed the validity of the guidelines on how to select traditional games that would develop multiple intelligences in children.

• Radiation Oncology Journal
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• v.18 no.4
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• pp.277-282
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• 2000

Purpose : Though It has been known that the to tolerance of the liver to external beam irradiation depends on the irradiated volume and dose, few data exist which Quantify this dependence. However, recently, with the development of three dimensional (3-D) treatment planning, have the tools to Quantify the relationships between dose, volume, and normal tissue complications become available. The objective of this study is to investigate the relationships between normal tissue complication probabili쇼 (WCP) and the risk of radiation hepatitis for patients who received variant dose partial liver irradiation. Materials and Methods : From March 1992 to December 1994, 10 patients with hepatoma and 10 patients with bile duct cancer were included in this study. Eighteen patients had normal hepatic function, but 2 patients (prothrombin time 73$\%$, 68$\%$) had mild liver cirrhosis before irradiation. Radiation therapy was delivered with 10MV linear accelerator, 180$\~$200 cGy fraction per day. The total dose ranged from 3,960 cGy to 6,000 cGy (median dose 5,040 cGy). The normal tissue complication probability was calculated by using Lyman's model. Radiation hepatitis was defined as the development of anicteric elevation of alkaline phosphatase of at least two fold and non-malignant ascites in the absence of documented progressive. Results: The calculated NTCP ranged from 0.001 to 0.840 (median 0.05). Three of the 20 patients developed radiation hepatitis. The NTCP of the patients with radiation hepatitis were 0.390, 0.528, 0.844(median : 0.58$\pm$0.23), but that of the patients without radiation hepatitis ranged fro 0.001 to 0.308 (median .0.09$\pm$0.09). When the NTCP was calculated by using the volume factor of 0.32, a radiation hepatitis was observed only in patients with the NTCP value more than 0.39. By contrast, clinical results of evolving radiation hepatitis were not well correlated with NTCP value calculated when the volume factor of 0.69 was applied. On the basis of these observations, the volume factor of 0.32 was more correlated to predict a radiation hepatitis. Conclusion : The risk of radiation hepatitis was increased above the cut-off value. Therefore the NTCP seems to be used for predicting the radiation hepatitis.