• Journal of The Korean Association For Science Education
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• v.42 no.3
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• pp.371-381
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• 2022

This study causally investigates whether high school student with high science learning motivation becomes to achieve more or vice versa, and also how those two factors affect STEM career motivation. Research participants were 1st year students in a high school at Seoul. We surveyed their science learning motivation three times in the same time interval in the fall semester of 2021, and once a STEM career motivation in the third period. We collected data from 171 students with their mid-term and final exam scores, with which, we constructed and fitted an autoregressive cross-lagged model. The research model shows high measurement stability and fit indices. All the autoregressive and cross-lagged paths were statistically significant. However, standardized regression coefficients were larger in path from motivation to achievement compared to the opposite. Only science learning motivation shows significant direct effect on STEM career motivation, rather than achievement. For indirect effects, the first science learning motivation affected the final exam score and STEM career motivation, and the final exam score affected STEM career motivation. However, the final exam score did not have a total effect toward STEM career motivation. The result of this study shows reciprocal and cyclic causality between science learning motivation and achievement - in comparison, the effect of motivation for the opposite is larger than that of achievement. Also the result of this study strongly reaffirms the importance of science learning motivation. Instructional implications for strengthening science learning motivation throughout a semester was discussed, and a study for the longitudinal effect of science learning motivation and achievement in high school student toward future STEM vocational life was suggested.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.12
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• pp.507-514
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• 2018

This study utilized latent growth curve modeling to investigate the trajectories of adolescent life satisfaction changes in middle and high school students. The effects of self-esteem, career identity, school learning activity, gender, and household earnings on life satisfaction changes were examined. Data was obtained from the Korea Child Youth Panel Survey (KYCPS), a longitudinal study following students for 7 years. Year 3-6 data was utilized. Results found that the life satisfaction trajectory resulted as a quadratic model in which individual differences were significant. Second, school learning activity used as a time variant variable had a positive significant effect on life satisfaction each year. Third, gender and self-esteem as time invariant variables had significant effects on initial levels while self-esteem had effects on the slope and quadratic change. Further implications and research issues are discussed.

• Journal of the Korean earth science society
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• v.35 no.3
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• pp.168-179
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• 2014

The purpose of this study focuses on the prediction time and location of turning-point of typhoon tracks using the water vapor images of Communication, Ocean and Meteorological Satellite (COMS) which has a very short observation interval. It targets a more accurate prediction of turning-point of typhoon tracks through the relationship between dry slot and northern/southern oscillations of jet stream. Jet stream moves by the position of jet streak and the ${\upsilon}$-component velocity of geostrophic wind. If the ${\upsilon}$-component of geostrophic wind gets stronger toward south, jet stream develops into a circular jet. In that condition, dry slot in satellite water vapor imagery extends toward south, and typhoon track turns as the distance of curved moisture band (CMB) gets narrowed down. If the interval of CMB is below $15^{\circ}$ of latitude, the typhoon track is turning toward north or northeast within 24 hours. As a result, typhoon track showed that when dry slot position was located less than $32^{\circ}N$, typhoon turned its track at $20-23^{\circ}N$ ($1^{th}$ Kong-Rey 2007 and $17^{th}$ Jelawt at 2012), and when in $35^{\circ}N$ above, it turned at $27^{\circ}N$ ($4^{th}$ Man-yi 2007).

• Journal of dental hygiene science
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• v.11 no.1
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• pp.7-14
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• 2011

This paper aims to comprehend the career plan and job view of the students of Dept. of Dental Hygiene who are expected to graduate with a bachelor of science degree, explain the characteristics of their jobs after graduation, compare them with the graduates of associate of science degree and finally give a basic data necessary for developing careers in the future. From the survey of 184 would-be graduates of Departments of Dental Hygiene at 6 universities that produce dental hygiene graduates in 2011 and 251 would-be graduates with a A.S. degree of Dept. of Dental Hygiene, whose course takes 3 years, this paper reaches the conclusion below. More graduates with B.S. degree in dental hygiene than those with a A.S. degree want to attend graduate school after graduation. It is found that most of the graduates with B.S. degree in dental hygiene wanted to work as a dental hygienist until they reach retirement age after getting a job. They favor dental hospitals, which give them a higher salary and ensure them of retirement age. They have a lower-esteemed job view: they think that their jobs are socially lower regarded, compared with graduates with a A.S. degree. It is found that those who wish to attend graduate school have lower job satisfaction than those who want to get a job after graduation. It is necessary for the educational institutes of dental hygiene to teach their graduates have a positive attitude their job and for the association to make an active effort to increase the job satisfaction of dental hygiene students as well as dental hygienists by enhancing social recognition of a dental hygiene.

• Journal of the Korean earth science society
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• v.30 no.3
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• pp.294-304
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• 2009

A statistical prediction model for the typhoon intensity and track in the Northwestern Pacific area was developed based on the artificial neural network scheme. Specifically, this model is focused on the 5-day prediction after tropical cyclone genesis, and used the CLIPPER parameters (genesis location, intensity, and date), dynamic parameters (vertical wind shear between 200 and 850hPa, upper-level divergence, and lower-level relative vorticity), and thermal parameters (upper-level equivalent potential temperature, ENSO, 200-hPa air temperature, mid-level relative humidity). Based on the characteristics of predictors, a total of seven artificial neural network models were developed. The best one was the case that combined the CLIPPER parameters and thermal parameters. This case showed higher predictability during the summer season than the winter season, and the forecast error also depended on the location: The intensity error rate increases when the genesis location moves to Southeastern area and the track error increases when it moves to Northwestern area. Comparing the predictability with the multiple linear regression model, the artificial neural network model showed better performance.

• Proceedings of the KIEE Conference
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• 2001.11c
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• pp.446-449
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• 2001

본 논문에서는 태풍의 진로와 세기를 ES_BLRNN을 이용해 예측하였다. 기존의 방법인 수치모델이나. CLIPER모델을 사용함에 있어서, 통계적 방법인 CLIPER모델은 예측성능면에서 수치모델보다 그 성능이 떨어지고, 반면에 수치모델의 성능은 CLIPER 모델에 비해 우수하나 슈퍼컴퓨터(Cray-2S, FUSITSU)를 이용하여야만 예보가 가능한 제약점을 가지고 있다. 또한 수치모델을 슈퍼컴퓨터로 계산할 경우 약 30분 정도가 소요되는 점을 감안할 때, ES_BLRNN은 이들의 단점을 보안할 수 있는 하나의 방편이라 생각된다. 게다가 ES_BLRNN의 경우 개인용 컴퓨터로도 충분히 사용 가능할 만큼 비용이 저렴하고, 681개의 태풍을 학습할 때 결리는 시간은 약 5분 정도이며, 146개의 태풍을 예측하는데 걸리는 시간은 약 3초 정도(Pentium MMX 200 Processor, RAM 64m, OS: RedHat LINUX 5.2. language ; ANSI-C)로써, 슈퍼컴퓨터나 CLIPER모델에 비해 훨씬 빠르게 결과를 볼 수 있다.

• Proceedings of the Korea Information Processing Society Conference
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• 2005.05a
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• pp.997-1000
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• 2005

정보화 시대를 맞이하여 교육의 중요성이 커지면서 교사의 주 업무인 교과 업무 외에 다른 업무가 증가하고 있다. 그 중 하나인 학생 상담은 과거의 가정방문 기간까지 사라져 교사들이 큰 어려움을 느끼는 것 중 하나이며, 학생의 학교 상담에 대한 신뢰도와 참여율이 낮아서 신뢰도와 참여율을 높이는 방안이 요구되고 있다. 기존에 연구 되던 상담시스템의 개발은 거의 모든 부분이 진학이나 진로 상담 위주로 개발되어 왔으며, 정작 중요한 학생의 생활 상담에 대한 연구는 제대로 이루어지지 않은 실정이다. 본 연구는 시간과 여건의 부족으로 학생에 대하여 문제아 학생이나 특수 학생의 상담위주로만 행해지던 생활 상담의 혜택을 일반 학생들에게도 줄 수 있고, 교사의 시간적인 효율성을 높이며 학생의 상담에 대한 부담감등의 해소와 학생에 다양한 정보 활용 등 상담 도우미 시스템의 요구사항, 설계 및 구현에 대하여 논한다.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2002.11a
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• pp.672-676
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• 2002

Normally the 3rd grade class teachers at commercial rush schools suffer from coaching to selecting new employment of their students because of the lack of those data and systems. Also, the 3rd grade student are struggling for finding optimum information because there is hardly spare time and system for them So, in this article, the guideline for the new students employment-coaching system is described focused on simplification the coaching process by offering useful information and reducing time loss.

• Journal of Gifted/Talented Education
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• v.14 no.1
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• pp.29-46
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• 2004

This study investigated a 7-week summer science research apprenticeship program for gifted high school students in U.S. The purpose of the study was to examine the reasons why the high school student participated in the program, the students' perceptions on the benefits of the apprenticeship program, and to investigate mentors' perceptions on assessment and mentorship of the students' projects. For this study, laboratory works and group meetings were observed, students' journal and research products were analyzed, and interviews were administrated with student apprentices and some mentors. The result revealed that the main reasons of students' participation were to perform research with university professionals, to understand the scientific research, and to explore their college/career decisions. Students' participation was strongly associated with their internal motivation and interests. The students perceived the benefits of the apprenticeship program as providing them with the experience of the nature of real scientific research, of learning of scientific knowledge on the focus area, and wiser college/career decisions. Students' projects were assessed and guided through on-going interactions and cognitive apprenticeship between mentors and student apprentices.

• Journal of the Korean School Mathematics Society
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• v.15 no.4
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• pp.605-625
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• 2012

This study examined how 132 teachers of different grade levels incorporate the key competencies identified by Korea Institute for Curriculum and Evaluation into their mathematics teaching and how they perceive of its full potential of the competency-based learning and teaching in mathematics classroom. Survey and semi-structured interview methods were used to collect data for the study. It was found that in their instruction teachers emphasized competencies such as problem-solving, literacy, creativity, communication and information-processing skills in order. Inter-personal skills, self-management, citizenship, global understanding and career-development appeared to be challenging competencies for teachers to reflect in their instruction with the reasons such as no direct connections to mathematics and insufficient instruction. Findings of the study suggest that various instructional methods, development and dissemination of related curricula materials, change of evaluation method, and change teachers' perceptions may be needed for incorporating KICE's key competencies in K-12 mathematics education.