• Journal of The Korean Association For Science Education
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• v.34 no.2
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• pp.63-78
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• 2014

Integrative STEM education is an engineering design-based learning approach that purposefully integrates the content and process of STEM disciplines and can extend its concept to integration with other school subjects. This study was part of fundamental research to develop an integrative STEM education program based on the science inquiry process. The specific objectives of this study were to review relevant literature related to STEM education, analyze the key elements and value of STEM education, develop an integrative STEM education model based on the science inquiry process, and suggest an exemplary program. This study conducted a systematic literature review to confirm key elements for integrative STEM education and finally constructed the integrative STEM education model through analyzing key inquiry processes extracted from prior studies. This model turned out to be valid because the average CVR value obtained from expert group was 0.78. The integrative STEM education model based on the science inquiry process consisted of two perspectives of the content and inquiry process. The content can contain science, technology, engineering, and liberal arts/artistic topics that students can learn in a real world context/problem. Also, the inquiry process is a problem-solving process that contains design and construction and is based on the science inquiry. It could integrate the technological/engineering problem solving process and/or mathematical problem solving process. Students can improve their interest in STEM subjects by analyzing real world problems, designing possible solutions, and implementing the best design as well as acquire knowledge, inquiry methods, and skills systematically. In addition, the developed programs could be utilized in schools to enhance students' understanding of STEM disciplines and interest in mathematics and science. The programs could be used as a basis for fostering convergence literacy and cultivating integrated and design-based problem-solving ability.

• Journal of Korean Society of Environmental Engineers
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• v.30 no.2
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• pp.199-206
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• 2008

Simultaneous nitrification and denitrification means that nitrification and denitrification occur concurrently in the same reaction vessel under low DO concentration. Some mathematical models developed to simulate simultaneous nitrification and denitrification reaction, but they have the complex model structures or have limitations of model application. To solve these problems, if possible that predict the behavior of simultaneous nitrification and denitrification reaction by activated sludge model, structures of the model is less complex than previous models and applies the various operation conditions. But original activated sludge models have difficulties in representing the denitrification reaction under aerobic condition. So the aim of this study is to interpret simultaneous nitrification and denitrification reaction by modifying activated sludge model. Original activated sludge model No.1(ASM1) was selected and modified. The simulation result in modified ASM1 predicted appropriately for the measured data. This indicates the structures of ASM1 are properly improved for interpretation of simultaneous nitrification and denitrification reaction.

• Journal of the Korean School Mathematics Society
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• v.20 no.4
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• pp.445-464
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• 2017

This study targeting 10 high school 3rd grade students who have studied space figures in natural sciences track analyzes the process of analogical discovery from the construction of inscribed and circumscribed circles of a triangle to that of inscribed and circumscribed spheres of a tetrahedron through the analytical method using Geogebra. The subjects are divided into two groups of five, the experimental group consisting of those who have experienced analytical method and the comparative group consisting of those who haven't. This research analyzing the process of constructing inscribed and circumscribed spheres of a tetrahedron. Although students of both groups all have an accurate preliminary knowledge of inscribed and circumscribed circles of a triangle, they have difficulty in constructing inscribed and circumscribed spheres of a tetrahedron. However, the students of experimental group who have studied the constructing process of inscribed and circumscribed circles of a triangle in reverse using analytical method and Geogebra can perform analogical discovery finding out the way to construct inscribed and circumscribed spheres of a tetrahedron using analogy by themselves. They can control and explore space figures by visualization. Also, they can immediately examine and provide feedback on the analogizing process of their own. In addition, the process affects the attitude of students toward mathematics positively as well as gives validity to the result of analogy.

• Communications of Mathematical Education
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• v.24 no.1
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• pp.235-257
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• 2010

Contemporary belief is that the creative talented can create new knowledge and lead national development, so lots of countries in the world have interest in Gifted Education. As we well know, U.S.A., England, Russia, Germany, Australia, Israel, and Singapore enforce related laws in Gifted Education to offer Gifted Classes, and our government has also created an Improvement Act in January, 2000 and Enforcement Ordinance for Gifted Improvement Act was also announced in April, 2002. Through this initiation Gifted Education can be possible. Enforcement Ordinance was revised in October, 2008. The main purpose of this revision was to expand the opportunity of Gifted Education to students with special education needs. One of these programs is, the opportunity of Gifted Education to be offered to lots of the Gifted by establishing Special Classes at each school. Also, it is important that the quality of Gifted Education should be combined with the expansion of opportunity for the Gifted. Social opinion is that it will be reckless only to expand the opportunity for the Gifted Education, therefore, assessment on the Teaching and Learning Program for the Gifted is indispensible. In this study, 3 middle schools were selected for the Teaching and Learning Programs in mathematics. Each 1st Grade was reviewed and analyzed through comparative tables between Regular and Gifted Education Programs. Also reviewed was the content of what should be taught, and programs were evaluated on assessment standards which were revised and modified from the present teaching and learning programs in mathematics. Below, research issues were set up to assess the formation of content areas and appropriateness for Teaching and Learning Programs for the Gifted in mathematics. A. Is the formation of special class content areas complying with the 7th national curriculum? 1. Which content areas of regular curriculum is applied in this program? 2. Among Enrichment and Selection in Curriculum for the Gifted, which one is applied in this programs? 3. Are the content areas organized and performed properly? B. Are the Programs for the Gifted appropriate? 1. Are the Educational goals of the Programs aligned with that of Gifted Education in mathematics? 2. Does the content of each program reflect characteristics of mathematical Gifted students and express their mathematical talents? 3. Are Teaching and Learning models and methods diverse enough to express their talents? 4. Can the assessment on each program reflect the Learning goals and content, and enhance Gifted students' thinking ability? The conclusions are as follows: First, the best contents to be taught to the mathematical Gifted were found to be the Numeration, Arithmetic, Geometry, Measurement, Probability, Statistics, Letter and Expression. Also, Enrichment area and Selection area within the curriculum for the Gifted were offered in many ways so that their Giftedness could be fully enhanced. Second, the educational goals of Teaching and Learning Programs for the mathematical Gifted students were in accordance with the directions of mathematical education and philosophy. Also, it reflected that their research ability was successful in reaching the educational goals of improving creativity, thinking ability, problem-solving ability, all of which are required in the set curriculum. In order to accomplish the goals, visualization, symbolization, phasing and exploring strategies were used effectively. Many different of lecturing types, cooperative learning, discovery learning were applied to accomplish the Teaching and Learning model goals. For Teaching and Learning activities, various strategies and models were used to express the students' talents. These activities included experiments, exploration, application, estimation, guess, discussion (conjecture and refutation) reconsideration and so on. There were no mention to the students about evaluation and paper exams. While the program activities were being performed, educational goals and assessment methods were reflected, that is, products, performance assessment, and portfolio were mainly used rather than just paper assessment.

• Journal of Korean Home Economics Education Association
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• v.32 no.3
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• pp.81-96
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• 2020

This study aims to identify implications for the role of home economics in consumer education in middle schools focusing on building consumer competency. To this end, the content in middle school textbooks of home economics and other subjects, written according to the 2015 revised curriculum, were analyzed. This study examined consumer education content based on the consumer competency measurement index developed by the Korean Consumer Agency, and reviewed different foci presented by subjects. This study also investigated how the knowledge, attitude and practice, which are components of consumer competency, are presented. The major findings of this study can be summarized as follows: First, consumer competency content, presented in textbooks of home economics and other subjects, were comprised of citizenship competency(65.3%), transactional competency(27%), and financial competency(7.7%). Second, in terms of content on the consumer's citizenship competency, little attention was paid to consumer rights, revealing an imbalance between responsibilities and rights. Third, despite its importance, the "utilization of information and communications technology" in transaction competency, and "consumer participation" in citizenship competency are insufficiently covered in the home economics. Fourth, social studies was the subject that most extensively covered the content of consumer competency. In terms of scope, home economics dealt with most of the sub-fields. Fifth, even when the same content of consumer competency was covered, it was presented differently by subject. Sixth, there was a lack of connection between components of consumer competency-knowledge, attitude, and practice, with a disproportionately high emphasis on knowledge. In conclusion, this study concluded that consumer education content of middle school subjects is insufficient to enhance consumer competency.

• Journal of the Korean earth science society
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• v.29 no.2
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• pp.151-162
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• 2008

This study quantitatively investigated the actual situations and perceptions of gifted students and their teachers during small group inquiry activities in Korea. Some 1,670 gifted math students and 1,732 gifted science students as well as 614 of their teachers were selected through random sampling to participate in this study. Data were collected by means of a survey developed by the researchers of this study, based on reviews of literature related to inquiry and small group cooperative learning. The results were as follows: (1) In Korean gifted education, small group inquiry activities were frequently used as teaching and learning strategies, and both the students and teachers perceived its effects to be very positive in terms of cognition and affection. (2) Gifted education teachers emphasized the development of students' procedural inquiry skills as well as logical thinking skills, whereas they were indifferent to the essential elements of small group cooperative learning and therefore the lessons did not surpass the level of traditional group activities. (3) The fact that the actual small group inquiry activities did not reflect the characteristics of well-organized small group activities is due to a lack of knowledge on the teacher's part as to effective teaching strategies concerning cooperative learning. This study implies that gifted education teachers require the opportunity to reflect on and develop their knowledge and understanding of small group inquiry activities through professionally developed programs in order to maximize the effectiveness of small group inquiry activities in gifted education.

• Proceedings of the Korea Society for Simulation Conference
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• 1999.10a
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• pp.70-74
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• 1999

발전소 시뮬레이션 시스템 기술은 종합적인 지식을 바탕으로 자료수집 및 분석, 소프트웨어 개발 환경, 수학적 모델, 전산기 구성, 각종 계기류 설계 및 구매 장착 등의 노하우를 알아야만 제작할 수 있는 종합적인 기술이다. 또 지시기반의 기술이며 부가가치가 높은 기술이기 때문에 선진 각국에서는 계측제어 시스템의 기술개발 및 시장 확대를 위하여 힘을 쓰는 동시에 타국으로의 기술정보 유출을 경계하는데 신경을 곤두세우고 있다. 현재 복잡화되어 가고 있는 산업 사회의 전력 수요에 대한 대폭적인 증가 추세에 따라 발전소에서는 보다 효율적이며 합리적이고 경제적인 전력 공급을 위해서 전력 생산에 대한 신뢰성 향상 및 안정성 확보는 물론, 효율성 높은 운전이 절실히 요구되고 있다. 한편, 국내의 시뮬레이션 시스템 분야 기술은 아직도 완벽한 수준에는 미치지 못하며, 이 분야의 기술력 확보 및 신기술 개발은 향후 미래의 모든 시스템산업의 성쇄를 판가름하는 아주 중요한 척도가 될 것이다. 이 중에서 접지 분야는 고전압 혼촉에 의한 저압측 선로의 전압상승 방지, 모선(Bus)이나 전력 기기의 절연보호 및 회로전압의 안정등으로 시스템 성능을 한층 증가 시켜줄 뿐아니라 기기의 오동작이나 낙뇌등으로 인명피해 발생을 없애주는 아주 중요한 분야임에도 불구하고 이 분야의 국내 관련법규등이 미비한 사항이다. 그래서 발전소 분산제어 시스템분야의 장기간 신뢰성 및 안정성을 가지고 있고, 국내에서 많이 사용하는 미국 Bailey의 infi-90 및 독일 ABB의 Procontrol-P를 비교 분석하여 발전소 시뮬레이션 시스템의 접지에 응용 하고져 한다.상호 발생기를 이용한 다양한 시스템 검증 및 분석에 이용할 수 있을 것이다. 본 논문은 가상호 발생기의 구조와 최대 용량 시험 방법을 소개하고, 더 나아가 호 Traffic에 대한 최대 용량 시험뿐 아니라 QoS를 향상시키기 위한 교환 시스템의 제반 성능 시험 및 분석에 이를 이용하기 위해 개선이 필요함을 서술하고자 한다.textrm{m}$~3.4$\mu\textrm{m}$ 범위에서의 투과 및 흡수 스펙트럼을 측정하였다. 결정 성장 결과 B3+, Er3+, Cr3+ 이온은 Ti4+ 이온과 이온의 크기 차이가 심하여 결정의 정상적인 성장을 방해하는 물성을 나타냈고, V5+, Cr3+ 이온은 흑색의 결정, Fe3+ 이온은 적갈색의 결정으로 성장되었다. Al3+, Zr4+, Al3+의 순서로 투과도가 높아지는 것이 관찰되었다. 불순이온의 농도에 따른 영향으로서 Al3+ 이온의 경우 주입농도가 높아질수록 low angle boundary와 oxygen deficiency가 감소하였고, 투과율은 조금 감소하거나 큰 차이가 없는 것으로 나타났다. 반면에 Cr3+ 이온을 주입한 경우 0.003 atomic%에서 최적의 물성을 보였으며, 주입농도가 높아질수록 결정성장이 어려워지고 광의 투과도가 급격히 저하되었다.은 1.3을 나타내었다.로 보인다.하면 수평축과 수직축의 분산 장벽의 비에 따라 cluster의 두께비가 달라지는 성장을 볼 수 있었고, 한 축 방향으로의 팔 넓이는 fcc(100) 표면의 경우 동일한 Ed+Ep값에 대응하는 팔 넓이와 거의 동일한 결과가 나타나는 것을 볼 수 있다. 따라서 이러한 비대칭적인

• Proceedings of the Korea Water Resources Association Conference
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• 2005.05b
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• pp.1068-1072
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• 2005

조석이란, 해면의 완만한 주기적 승강을 말하며, 보통 그 승강은 1일 약 2회이나, 곳에 따라서는 1일 1회의 곳도 있다. 조석에 있어서는 이 밖에 수일의 주기를 갖는 약간 불규칙한 승강, 반년, 또는 1년을 주기로 하는 다소 규칙적인 승강까지 포함하여 취급한다. 그러나, 각 항만마다 갖는 특정적인 주기인 수분내지 수십분의 주기의 승강은 조석으로 취급하지 않는다. 조석은 해양의 제현상 중에서 예측가능성이 가장 큰 현장으로 이는 조석이 천체의 운행과 연관되기 때문이다. 조석이란 지구로부터 일정한 거리에서 각 고유의 속도를 가지는 적도상을 운행하는 무수의 가상천체에 기인하는 규칙적인 개개의 조석을 합성한 것이며 이 개개의 조석을 분조(Constituent)라 한다. 여기에서 사용되는 신경망 모형은 입력과 출력으로 구성되는 블랙박스 모형으로서 하나의 시스템을 병렬적으로 비선형적으로 구축할 수 있다는 장점 때문에 과거 하천유역의 강우-유출과정에서의 경우 유출현상을 해석하고 유출과정을 모형화 하기 위해 사용하였다. 본 연구에서는 기존의 조위 예측방법인 조화분석법이 아닌 인공신경망을 이용하여 조위예측을 실시하였다. 학습이라는 최적화 과정을 통해 구조와 기능이 복잡한 자연현상을 그대로 받아들여 축적시킴으로써 이를 지식으로 현상에 대한 재현능력이 뛰어나고, 또한 신경회로망의 연상기억능력에 적용하여 수학적으로 표현이 불가능한 불확실한 조위곡선에 적용하기에 유리한 장점을 가지고 있다. 본 연구의 목적은 과거 조위이론을 통해 이루었던 조위예측을 우리가 알기 쉬운 여러 기후인자(해면기압, 풍향, 풍속, 음력 등)에 따른 조위곡선을 예측하기 위해 신경망 모형을 이용하여 여수지역의 조위에 적용하여 비교 분석하고자 한다. May가 제안한 공식을 더 확장하여 적용할 수 있는 실험 공식으로 개선하였으며 다양한 조건에 대한 실험을 수행하여 보다 정밀한 공식으로 개선할 수 있었다.$10,924m^3/s$ 및 $10,075m^3/s$로서 실험 I의 $2,757m^3/s$에 비해 통수능이 많이 개선되었음을 알 수 있다.함을 알 수 있다. 상수관로 설계 기준에서는 관로내 수압을 $1.5\~4.0kg/cm^2$으로 나타내고 있는데 $6kg/cm^2$보다 과수압을 나타내는 경우가 $100\%$로 밸브를 개방하였을 때보다 $60\%,\;80\%$ 개방하였을 때가 더 빈번히 발생하고 있으므로 대상지역의 밸브 개폐는 $100\%$ 개방하는 것이 선계기준에 적합한 것으로 나타났다. 밸브 개폐에 따른 수압 변화를 모의한 결과 밸브 개폐도를 적절히 유지하여 필요수량의 확보 및 누수방지대책에 활용할 수 있을 것으로 판단된다.8R(mm)(r^2=0.84)$로 지수적으로 증가하는 경향을 나타내었다. 유거수량은 토성별로 양토를 1.0으로 기준할 때 사양토가 0.86으로 가장 작았고, 식양토 1.09, 식토 1.15로 평가되어 침투수에 비해 토성별 차이가 크게 나타났다. 이는 토성이 세립질일 수록 유거수의 저항이 작기 때문으로 생각된다. 경사에 따라서는 경사도가 증가할수록 증가하였으며 $10\% 경사일 때를 기준으로 $Ro(mm)=Ro_{10}{\times}0.797{\times}e^{-0.021s(\%)}$로 나타났다.천성 승모판 폐쇄 부전등을 초래하는 심각한 선

• Geophysics and Geophysical Exploration
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• v.1 no.1
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• pp.8-18
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• 1998

In exploration seismology, the Kirchhoff hyperbola has been successfully used to migrate reflection seismo-grams. The mathematical basis of Kirchhoff hyperbola has not been clearly defined and understood for the application of prestack or poststack migration. The travel time from the scatterer in the subsurface to the receivers (exploding reflector model) on the surface can be a kinematic approximation of Green's function when the source is excited at position of the scatterer. If we add the travel time from the source to the scatterer in the subsurface to the travel time of exploding reflector model, we can view this travel time as a kinematic approximation of the partial derivative wavefield with respect to the velocity or the density in the subsurface. The summation of reflection seismogram along the Kirchhoff hyperbola can be evaluated as an inner product between the partial derivative wavefield and the field reflection seismogram. In addition to this kinematic interpretation of Kirchhoff hyperbola, when we extend this concept to shallow refraction seismic data, the stacking of refraction data along the straight line can be interpreted as a measurement of an inner product between the first arrival waveform of the partial derivative wavefield and the field refraction data. We evaluated the Kirchhoff hyperbola and the straight line for stacking the refraction data in terms of the first arrival waveform of the partial derivative wavefield with respect to the velocity or the density in the subsurface. This evaluation provides a firm and solid basis for the conventional Kirchhoff migration and the straight line stacking of the refraction data.

• The Journal of Korean Association of Computer Education
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• v.23 no.4
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• pp.1-11
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• 2020

The purpose of this study is to propose the direction of AI education in K-12 education through investigating and analyzing aspects of the purpose, content, and methods of AI education as the curriculum and teacher training factors. We collected and analyzed 9 papers as the primary literature and 11 domestic and foreign policy reports as the secondary literature. The collected literatures were analyzed by applying a descriptive reviews, and the implications were derived by analyzing the curriculum components and TPACK elements for multi-dimensional analysis. As a result of this study, AI education targets were divided into three steps: AI users, utilizer, and developers. In K-12 education, the user and utilizer stages are appropriate, and artificial intelligence literacy must be included for user education. Based on the current computing thinking ability and coding ability for utilizer education, the implication was derived that it is necessary to target the ability to create creative output by applying the functions of artificial intelligence. In addition to the pedagogical knowledge and the ability to use the platform, The teacher training is necessary because teachers need content knowledge such as problem-solving, reasoning, learning, perception, and some applied mathematics, cognitive / psychological / ethical of AI.