• Journal of The Korean Association For Science Education
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• v.41 no.1
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• pp.47-57
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• 2021

This study aims to explore the epistemic goals that pre-service elementary teachers can construct in their biology-related knowledge construction activities, how these goals are constructed, and how the shaping of the knowledge construction activities around the goals was afforded or constrained. The research participants were 26 pre-service teachers, divided into 11 groups of two or three to engage in the activity. Their discussions and products were collected and used as data for this study. The analysis revealed that the teachers constructed three types of epistemic goals: making sense of natural phenomena, proposing the most effective course of action, and proposing solutions to problems based on their causes. Construction of different types of goals depended on the conclusions the pre-service teachers expected to draw based on the explored natural phenomena. It was found that the elicitation of the pre-service teachers' epistemic goals could facilitate their shaping of the knowledge construction activity as an evidence-based justification. The participants planned the construction of mechanistic explanations of natural phenomena with the epistemic goals of 'making sense of natural phenomena' or 'proposing solutions to problems based on their causes.' However, enacting their knowledge construction plans with sophisticated epistemic features was constrained due to the limited resources available. This study can contribute to developing instructional strategies that facilitate learners' epistemic agency and addressing epistemic agency in the development of pre-service teacher education methods.

• Journal of Korean Home Economics Education Association
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• v.17 no.4 s.38
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• pp.117-131
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• 2005

The purpose of this research was to develop objectives of Housing contents in Technology$\cdot$Home Economics by three systems of action and to find out the importance of the objectives of the teachers have taught the class. The 303 teachers from 183 middle schools replied the mail questionnaire during September, 2003. The data were analyzed by SPSS/win. The 21 objectives for each system of action were developed based on the textbooks, teachers guides, and other related references. The importance of the objectives related to communicative system of action was the highest, respectively followed by the ones related to technical and emancipatory systems of action. Indoor Environment & Equipment was more likely to be important than Maintenance & Repairs as the objectives related to communicative system of action, while Usage of Living Space was less likely to be important than the other two sub-units. The importance of the objectives was somewhat differed by the general characteristics of the teachers. The older are the more important the objectives related to technical system of action. Female, Home Economics teachers, who learned philosophy of Home Economics were more likely to think than others objectives related to communicative and emancipatory systems of action to be important. This research showed the teachers' perspectives of the objectives of Housing contents were not the same among respondents and generally supported the previous results from other contents of Home Economics.

• Journal of The Korean Association For Science Education
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• v.38 no.4
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• pp.541-553
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• 2018

The purpose of this study is to explore the relationship between epistemic goals, epistemic considerations and complexity of reasoning of science high school students in an open inquiry and to explore the context on how open inquiry compares with the characteristics of an authentic scientific inquiry. Two teams were selected as focus groups and a case study was conducted. The findings are as follows: First, the contexts, such as 'sharing the value for the phenomenon understanding, reflection on the value of the research, task characteristics that require collaboration and consensus, and sufficient communication opportunities,' promote epistemic goals and considerations. On the other hand, contexts such as 'lack of opportunity for critical review of related literature and environmental constraints' lowered epistemic sides. Second, epistemic goals and considerations influenced the reasoning complexity. The goal of 'scientific sense making' led to reasoning that pose testable hypotheses based on students' own questions. The high justification considerations led to purposely focusing attention to the control designs and developing creative experimental know-how. The high audience considerations led to defending their findings through argumentation and suggesting future research. On the other hand, the goal of 'doing the lesson' and the low justification considerations led to reasoning that did not interpret the meaning of the data and did not control the limit of experiment. The low audience considerations led to reasoning that did not actively defend their findings and not suggest future research. The results of this study suggest that guidance should provide communication and critical review opportunities.

• Journal of The Korean Association For Science Education
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• v.36 no.1
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• pp.45-61
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• 2016

The purpose of this study is to explore students' epistemic goals and considerations in designing an experiment task and to investigate how a shift in the students' epistemology affected their argumentation. Four 7th grade students were selected as a focus group. According to the results, when they designed their own experiment, their epistemic goal was 'scientific sense-making' and their epistemic considerations - the perception of the nature of the knowledge product was 'this experiment should explain how something happened', the perception of the justification was 'we need to use our interpretation of the data' and the perception of the audience was 'constructor' - contributed to designing their experiment actively. When students tried to select one argument, their epistemic goal shifted to 'winning a debate', showing 'my experiment is better than the others' with the perception of the audience, 'competitor'. Consequently, students only deprecated the limits of different experiment so that they did not explore the meaning of each experiment design deeply. Eventually, student A's experiment design was selected due to time restrictions. When they elaborated upon their result, their epistemic goal shifted to 'scientific sensemaking', reviewing 'how this experiment design is scientifically valid' through scientific justification - we need justification to make members accept it - acting as 'cooperator'. Consequently, all members engaged in a productive argumentation that led to the development of the group result. This study lays the foundation for future work on understanding students' epistemic goals and considerations to prompt productive argumentation in science classrooms.

• Journal of the Korean Society for information Management
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• v.31 no.1
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• pp.251-275
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• 2014

This study conducted qualitative research to investigate the librarians' organizational commitment and relations between the commitment and their goal recognition in the university library context with several open-ended, deep interviews with university librarians in order to understand the relations from diverse perspectives. As a result, many participants showed low level of organizational commitment because of their hygiene factors, such as payment, incentives, relations with colleagues, and job conditions as well as motivators including characteristics of the work, sense of accomplishment, responsibility, promotion, and self-improvement. The two factors are considered to have direct impacts on their organizational commitment. Also, the research revealed that positive goal perception was related to motivators and, at the same time, hygiene factors. Accordingly, we concluded that librarians' perception of goals are closely related to both hygiene factors and motivators. We also identify that a need of a statistical study with a questionnaire survey to confirm the relations between the organizational commitment and goal perception for developing managerial measures for the organizational commitment, and further;for better library performance.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.1
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• pp.1-16
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• 2015

This study investigated the analysis of examples that gifted students' realizing the learning objectives through teaching method of the teacher's questions and advice. 6 gifted students were selected to be examined with 'magic square' in class. The teacher emphasized the learning objectives without directly proposing. Whereas, the teacher proposed the learning objectives by questioning and giving advice to students. After the class, the 6 gifted students were surveyed to answer about realizing the learning objectives of mathematics (about contents, process, and attitude in mathematics learning objectives). Mathematical gifted students thought about the process that consists of deductive thinking, analogic thinking, extensive thinking, creative thinking, and critical thinking. But, they underestimated the deductive thinking. So the teacher should develop the questions and advice to teach the mathematical gifted students according to the level of them. The high level of mathematical gifted students were able to realize the value and the importance of the mathematical attitude, while the low level of mathematical gifted students were able to realize them little. For this reason, the teacher should apprehend the level of the students, and propose materials and contents of the learning. The teacher should also make the gifted students realize value, will, and personality of mathematics by questions and advice. Lastly, like it is needed in general classes, there should be a constant researches and improvements about questions of the teacher that are appropriate to each student's learning abilities and cognition ability.

• Journal of The Korean Association For Science Education
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• v.20 no.4
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• pp.572-581
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• 2000

Teachers' perceptions about curricular objectives are very important to achieve given educational objectives. This study examined teachers' perceptions about priority and hinderance of science objectives. The national science curriculum stated four areas of objectives: inquiry, knowledge, attitude, and STS. A total of 76 elementary and 217 secondary teachers were responded to questionnaire developed for this study. Non-parametric statistics, such as Friedman test, Kruskal-Wallis test, and chi-square test were used by using SPSS/PC program. Teachers in general ranked the inquiry first among the four areas at their perception on the national curriculum, on themselves, and on their instructions. Elementary teachers ranked inquiry higher than secondary science teachers, while secondary science teachers ranked knowledge higher than elementary teachers. As factors hindering teachers from achiving the objectives, elementary teachers pointed out overcrowded classroom and secondary science teachers pointed out college and university entrance examination respectively.

• Proceedings of the Korean Information Science Society Conference
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• 2003.04c
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• pp.455-457
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• 2003

DNA microarray는 분자생물학에서 널리 사용되고 있는 실험 도구로써 크게 cDNA와 oligonucleotide microarray로 나뉘어진다. DNA microarray는 일련의 DNA 서열로 이루어진 probe들의 집합으로 구성되며 알려지지 않은 서열과의 hybridization 과정을 통해 특정 서열을 인식할 수 있게 된다. O1igonucieotide microarray는 cDNA 방법과는 다르게 probe를 구성하는 서열을 제작자가 임의로 구성할 수 있기 때문에 목표 서열이 가지는 고유한 부분만을 probe 서열로 사용함으로써 비용절감과 실험의 정확도를 높일 수 있다는 장점이 있다. 그러나 현재 목표 유전자 서열에 대해 probe 집합을 생성하는 결정적인 방법은 존재하지 않으며, 따라서 넓은 해 공간에서 효과적으로 최적 해를 찾아 주는 진화 연산이 probe 선택을 위한 좋은 대안으로 사용될 수 있다［1.2］. 그러나 진화연산을 이용한 probe 선택방법에 있어서 인식하고자 하는 목표 서열의 개수가 많아질 경우, 해 공간의 크기가 커짐으로 인해 문제점이 발생할 수 있다. 따라서 본 논문에서는 다수의 목표 유전자 서열을 대상으로 한 probe 선택 방법에 일어서 보다 효율적인 진화연산 접근 방법을 소개한다. 제시된 방법은 인식하고자 하는 목표 서얼의 일부를 선택해 이를 probe 집합의 후보로 사용하며. 유전 연산자를 이용한 진화과정을 통해 최적에 가까운 probe 집합을 찾는다. 본 논문은 GenBank로부터 유전자 서열을 대상으로 제안된 방법을 실험하였으며, 축소된 목표 서열만을 이용해 probe 집합을 선택하더라도 적합한 probe 집합을 찾을 수 있었다.

• Proceedings of the Korea Society of Design Studies Conference
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• 1999.10a
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• pp.52-53
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• 1999

1. 연구의 필요성 및 목적 우리나라의 현시점에서 캐릭터 상업의 중요성은 많이 인식되어지고 있으나 아직도 실제 캐릭터 시장의 환경은 열악하고 특히나 해외 캐릭터가 국내 캐릭터 시장의 80％를 점유하고 있는 상황에서 한국적 해학과 재치가 넘치는 독창적인 우리의 캐릭터 디자인 개발을 위하여 문구용품에 있어 캐릭터의 중요성을 연구하고 상품의 사업적 목표와 함계 사회적 교감(Social Communication)과 문화적, 교육적 측면에서의 기업의 사회적 책임의 실질적 이행이라는 목표달성과 함께 매개체로서 큰몫을 할 캐릭터들을 우리의 것인 우리의 캐릭터개발과 함께 그 중요성의 인식을 고취시키고져 한다.(중략)

• Proceedings of the IEEK Conference
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• 2001.09a
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• pp.411-414
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• 2001

목표물 인식(Target Recognition)에 사용되는 대표적인 특징 정보에는 밝기 (Intensity) 정보와 윤곽선(Boundary) 등의 모양(Shape) 정보가 있다. 그러나, 일반적으로 영상에서 바로 추출한 밝기 정보나 윤곽선 정보는 환경 변화에 의한 많은 오차 요인들을 포함하고 있기 때문에, 이들 특징 정보를 개별적으로 인식에 사용하는 것은 높은 인식 성능을 기대하기 어렵다. 따라서, 밝기 정보와 모양 정보를 인식에 함께 사용하는 기법이 요구된다. 본 논문에서는 밝기 정보와 윤곽선 기반의 모양 정보를 합성하여 동시에 인식에 사용하는 3단계 기법을 제안한다. 제안하는 기법에서 밝기 정보 추출에 는 PCA (Principal Component Analysis)기법을 사용하고 , 윤곽선 정보 추출에는 PDM(Point Distribution Model) 에 기반한 영역 분할(Segmentation) 기법과 Algebraic Curve Fitting기법을 사용하였다 추출된 밝기 정보와 윤곽선 정보는 FLD(Fisher Linear Discriminant) 기법을 통해 결합(integration)되어 인식에 사용 된다. 제안한 기법을 적외선 자동차 영상을 인식하는 실험에 적용한 결과, 기존기법에 비해 인식 성능이 개선됨을 확인할 수 있었다.