• Journal of The Korean Association For Science Education
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• v.27 no.5
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• pp.394-403
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• 2007

In this study, the effects of reciprocal peer questioning (RPQ) strategy upon students' concept learning were investigated. Ninety-two seventh graders at a co-ed middle school were assigned to control, reciprocal peer tutoring (RPT), and RPQ groups. The students were taught about 'three states of matter' and 'motion of molecules' for 12 class hours. Regardless of students' prior science achievement level, the RPQ group showed the highest scores among the three groups in the test of conceptual understanding, and the RPT group performed better than the control group. For high-level students, the scores of the RPQ group were significantly higher than those of the other groups in the test of the concept application, and those of the RPT group were higher than those of the control group. For low-level students, the scores of the RPT and RPQ groups in the concept application test were significantly higher than those of the control group, while those of the RPT and RPQ groups were not significantly different. These results indicated that verbal interaction by reciprocal tutoring helped students to understand chemical concept learning, and that using self-generated questions was more effective. Therefore, RPQ strategy is suggested to become one of the useful instructional methods to facilitate verbal interaction and concept learning in middle school science instructions.

• Journal of Convergence for Information Technology
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• v.8 no.3
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• pp.145-152
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• 2018

This study aims to investigate the effects of literary texts as a teaching tool to enhance college students' English communicative competence both in linguistic aspects and affective ones. The control group used only the course book as study material, whereas the target group read four short stories along with it and engaged in a series of follow-up tasks. To measure their English competence, the researcher had both groups take a pre-test and a post-test, compared the results, and analyzed the data using SPSS. The study indicates that though the target students' post-test scores increased, the result failed in reaching a significant level. Nevertheless, reading and discussing literature facilitated the target students' affective aspects of communication. This article points out some other limitations of utilizing literary texts in language teaching and suggests the need for further research to deal with the issues.

• The Journal of the Korea Contents Association
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• v.16 no.5
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• pp.361-374
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• 2016

The study aims to gain information for developing educational content to support LPSMBs (low-performing students with multicultural backgrounds) in elementary and middle schools. The procedure involved surveying students about their personal characteristics, attitudes related to learning, and learning environment. I analyzed responses from 1,147 students from 200 elementary schools and 3,760 students from 320 middle schools who were LPSMBs and NPSMBs (normally performing students with multicultural backgrounds). LPSMBs in both elementary and middle school showed statistically significant lower scores on most questionnaires related to learning and learning environment than NPSMBs. LPSMBs in elementary schools showed higher scores on teachers' learning support, LPSMBs in middle school showed higher scores on classmates' learning support. LPSMBs born in foreign countries need to be given opportunities to learn Korean as well as their father's and mother's culture. I give suggestions for how to support LPSMBs' learning and learning environment based on the survey results.

• Proceedings of the Korean Nuclear Society Conference
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• 1997.05a
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• pp.581-586
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• 1997

중대사고시 노심의 손상에 의한 노심용융물이 원자로 용기 하부 반구로 재배치될 때 고온의 노심용융물에 의한 열적 부하로 원자로 용기의 파손을 일으키게 된다. 원자로 용기하부 반구 내에서의 노심용융물의 열적 거동 및 하부 반구에 대한 열적 부하에 대한 분석은 용융물의 성분 및 재배치 과정의 복잡성 등으로 인한 실험적 모사의 한계성 및 현상 분석의 난이함에도 불구하고 기존 원자로의 중대사고에 대한 안전 여유도의 제고와 이에 따른 노내외 사고 관리 전략의 수립을 위하여 연구의 필요성이 제기된다. 본 연구에서는 노심용융물 냉각연구(SONATA-IV)의 예비 실험으로 노심용융물의 상사물로 $Al_2$O$_3$/Fe Thermite 용융물을 이용하여 실제 원자로 용기 하부 반구를 1/8 로 선형 축소한 반구형 실험 용기로 주입하는 실험을 수행하였다. 아울러 원자로 용기 하부 반구로 재배치된 노심용융물에 의한 열적, 기계적 부하에 대한 분석을 수행하기 개발된 유한 요소 프로그램인 CALF (Computer Analysis for Lower Head Failure ) 코드를 이용한 하부 반구의 열적 거동에 대한 해석 결과를 정리하였다. 용융물 주입 실험 결과 용융물 주입과 동시에 하부 반구에 직경 5cm 크기의 하부 반구 파손이 발생하였다. 이는 고온 용융물에 의한 제트류(Jet Impingement)의 효과로 생각된다 동일한 조건에서 CALF 코드로 하부 반구의 열적 거동을 분석하였는데, 실험과는 달리 하부 반구의 파손이 발생하지 않았다 이같은 해석 결과는 용융물의 제트류 효과가 존재하지 않는다면 고온의 용융물이 하부 반구 내로 재배치되더라도 하부 반구의 파손이 발생하지 않는다는 것을 보여준다.>$_3$ 흡착제 제조시 TiO$_2$ 함량에 따른 Co$^{2＋}$ 흡착량과 25$0^{\circ}C$의 고온에서 ZrO$_2$와 $Al_2$O$_3$의 표면에 생성된 코발트 화합물을 XPS와 EPMA로 부터 확인하였다.인을 명시적으로 설명할 수 있다. 둘째, 오류의 시발점을 정확히 포착하여 동기가 분명한 수정대책을 강구할 수 있다. 셋째, 음운 과 정의 분석 모델은 새로운 언어 학습시에 관련된 언어 상호간의 구조적 마찰을 설명해 줄 수 있다. 넷째, 불규칙적이며 종잡기 힘들고 단편적인 것으로만 보이던 중간언어도 일정한 체계 속에서 변화한다는 사실을 알 수 있다. 다섯째, 종전의 오류 분석에서는 지나치게 모국어의 영향만 강조하고 다른 요인들에 대해서는 다분히 추상적인 언급으로 끝났지만 이 분석을 통 해서 배경어, 목표어, 특히 중간규칙의 역할이 괄목할 만한 것임을 가시적으로 관찰할 수 있 다. 이와 같은 오류분석 방법은 학습자의 모국어 및 관련 외국어의 음운규칙만 알면 어느 학습대상 외국어에라도 적용할 수 있는 보편성을 지니는 것으로 사료된다.없다. 그렇다면 겹의문사를 [-wh]의리를 지 닌 의문사의 병렬로 분석할 수 없다. 예를 들어 누구누구를 [주구-이-ν가] [누구누구-이- ν가]로부터 생성되었다고 볼 수 없다. 그러므로 [-wh] 겹의문사는 복수 의미를 지닐 수 없 다. 그러면 단수 의미는 어떻게 생성되는가\ulcorner 본 논문에서는 표면적 형태에도 불구하고 [-wh]의미의 겹의문사는 병렬적 관계의 합성어가 아니라 내부구조를 지니지 않은 단순한 단어(minim

• Proceedings of the KAIS Fall Conference
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• 2009.05a
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• pp.397-400
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• 2009

본 연구는 국가교육과정에서 문자 교육 입문기인 초등학교 1학년을 대상으로 하여 글자크기와 성별에 따른 가독성 차이를 알아보기 위한 연구로서 초등학교 1학년 학생에게 교과서 본문에 쓰이는 글자 크기는 실제 학습에 있어 가독성에 유의미한지 초등학교 1학년 학생들은 성별에 따라 본문 읽기는 어떤 다른 가독성 효과를 보이는지에 대하여 살펴보았다. 본 논문 주제에 대한 접근방법으로 먼저, 가독성의 개념, 가독성에 영향을 미치는 요소, 가독성 측정방법에 대한 고찰과 함께 초등학교 1학년 교과서 본문 글자 크기와 성별에 따라 가독성이 어떻게 달라지는지에 대하여 실험을 통하여 검증하였다. 초등학교 1학년 대상으로 글자 크기에 따른 가독성 차이를 살펴봄으로써 현행 교과서의 체제 개선에 필요한 기초 자료를 마련하고 성별에 따라 가독성 효과가 어떻게 차이가 나는지 살펴봄으로써 성별에 따른 남녀의 언어 발달 차이에 대한 이해와 성별에 따른 읽기 지도 전략에 시사점을 제공하고자 한다.

• Proceedings of the Korean Society of Computer Information Conference
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• 2021.07a
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• pp.453-454
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• 2021

본 논문에서는 딥아이(DIY) 블록 프로그래밍과 라즈베리파이의 피지컬 컴퓨팅을 활용해 엑츄에이터와 센서를 제어하고 센서를 통해 수집한 데이터를 전처리해 인공지능에 활용함으로써 효율적인 인공지능 교육 방식을 제안한다. 해당 방식은 블록코딩 방식을 사용함으로써 문자코딩 대비 오타을 줄이고 문법 구애율을 낮춤으로써 프로그래밍 입문자의 구문적 어려움을 최소화하고 개념과 전략적 학습을 극대화한다. 블록프로그래밍 사용언어로 파이썬을 채택해 입문자의 편의를 도모하고 파일처리, 크롤링, csv데이터 추출을 통해 인공지능 교육에 활용한다.

• Journal of the Korean earth science society
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• v.27 no.3
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• pp.279-288
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• 2006

We incorporated cooperative learning focusing on the 'Crustal Deformation' in five classes of second grade students, at an all-girls' middle school of Gimje city. The groups of cooperative learning were composed of four members of students each, according to the heterogeneous level. We conducted a pretest on the students' preference before incorporating the cooperative learning. After ten weeks of cooperative school work, the students took a post test with the same questions as the pretest. The result of this method greatly impacted the change on the students' scientific preference. It means that the students showed a positive change in their awareness of and participation in science classes, compared to before. However it is difficult to distinguish the differences in their scientific attitude on the recognition about scientists and habits which make them think scientifically. This resulted from the short period of ten weeks which is not sufficient to carry out the study strategy effectively. Surveys of the students on cooperative learning indicates that the middle level students prefer this method unlike the higher or lower level students. we are convinced that they can learn from the students of higher level and are able to help the lower level with the interaction through cooperative learning. According to the result of the survey, the method has some weaknesses; it arouses the high noise levels and consequent disturbance due to verbal interaction and of conflicts due to disagreements when they discuss the process. On the contrary, advantages are developing the students's interest in science class, helping them to learn, creating positive participation in class, and fostering mutual collaboration with other students through cooperative learning.

• Journal of Korea Entertainment Industry Association
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• v.15 no.7
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• pp.137-143
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• 2021

This discussion can be said to be a qualitative study on the possibility of linking communication education for college students and literacy education for Korean language-linked educators based on the theory of interpretation of cognitive meaning of media text containing complex mechanisms. The implicit meaning of media content expression used as an interactive communication strategy will be accepted as a multilateral interpretation according to the individual learner's cognitive environment. If so, how is the general media content meaning intended by the content creator being accepted? These doubts are the starting point for discussion. To solve the problem, I leaned on the experimental pragmatic methodology of cognitive aesthetics and applied a model of relevance of cognitive linguistics to connect learners' creative cognitive environment and present content to find a contrast. As a result of the discussion, it was possible to establish a basic framework for learners to express their subjectivity and creative thinking that could connect the cognitive environment and present content themselves. In particular, active and positive learners also revealed direct descriptive expressions to build a new cognitive environment, such as suggesting a third alternative to argue the ability to question produced media texts and the validity of the meaning implied in the text. In the future, since media text containing complex mechanisms is an indirect and persuasive communication behavior that occurs easily through various media in modern society, the universal communication principle of reliable conversation between media text creators and audiences should exist.

• Journal of The Korean Association For Science Education
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• v.31 no.5
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• pp.734-744
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• 2011

The purpose of this study was to identify middle school students' mental models on plate tectonics and to compare the mental models of verbal-learning-style students with those of visual-learning-style students. 94 student participants in 9th grade were requested to draw and explain three topics; generation of magma, the formation of the mountain range and the interior of the Earth. The criterions for analyzing the mental models are derived from the data of the drawing task. The research results were as follows: The mental models on the generation of magma were classified as 'unstable model,' 'partial casual model,' 'causal model,' and 'conceptual model.' On the other hand, the mental models on the interior of the Earth were classified as 'static unstable model,' 'dynamic unstable model,' and 'conceptual model.' Students holding 'unstable model' were unable to relate the plate collision and the magma generation. They showed a variety of alternative conceptions of study areas, such as 'magma is generated from the core' and 'the mountain is formed by rising of the plates themselves.' Also, visual-learning-style students showed higher proportion of conceptual models and lower proportion of unstable mental models than verbal-learning-style students on three topics. The findings revealed that the students tend to have different concepts on the plate tectonics depending on their learning style.

• 대한공업교육학회지
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• v.33 no.2
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• pp.120-136
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• 2008

Using the tangible programming tools, which combines physical objects (e.g. robot) and educational programming language, may help to encourage learners' creative thinking as well as to enhance problem solving ability. That is, learners can have opportunities to simulate problem solving processes through the physical objects, such as robots. Therefore, they can minimize an fixation about problem solving process. These experience is effective to induce creative thinking that is useful to find new solutions and change environment actively. Therefore, we developed a robot based programming teaching and learning curriculum and implemented it in college level introductory programming courses. The result shows that the robot based programming learning has a positive effect in all three factors of learners' creative problem solving potential, especially in a cognitive factor. The cognitive factor includes general problem solving abilities as well as factors that explain creativity, such as divergent thinking, problem recognition, problem representation. These result means that the developed robot based programming teaching and learning curriculum give positive effect to creative problem solving abilities.