• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2017.05a
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• pp.662-665
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• 2017

Recently, the rapid development and development of the industrial environment has changed the talent that companies need. As the educational paradigm changes, the university education should complement the problems of the lecture education method (the existing knowledge transfer method) in order to cultivate the talents needed for the corporation. In order to improve self - directed and creative problem - solving ability, new teaching and learning methods are needed. In this study, we apply flip learning in the algorithm class which is an essential curriculum of computer engineering. This group is divided into groups that are combined with theoretical and practical lessons, and groups that have applied theoretical lessons by applying flip learning, and groups that employ traditional lecture techniques. To improve learner's learning motivation and academic achievement, we propose a flip learning teaching method suitable for the algorithm subject and apply it directly to the class. Based on the results, we compare and analyze the academic achievement and learning satisfaction of learners.

• Journal of the Korean Society for Precision Engineering
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• v.21 no.5
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• pp.166-173
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• 2004

Axiomatic Design has been developed as a general design framework during past two decades and TRIZ has been developed for a design tool over 50 years. Axiomatic design is quite excellent in that the design should be decoupled. When a design matrix is established, the characteristics of the design are identified concerning the coupling properties. If the design is coupled, a decoupling process should be found. However, axiomatic design does not specifically indicate how to decouple. In this paper, a design method is developed to use TRIZ in the decoupling process. The decoupling ideas are extracted from the substance field analysis and various methods in TRIZ. The mettled is applied applied to the conceptual design of a beam splitter for the laser marker and the results are analyzed.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.14 no.6
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• pp.2581-2587
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• 2013

This paper aims at the design of wheel and axle with cap. The cap is conceptually designed by using TRIZ/CAE. Wheel axle is used at railway vehicle to safety and it is always investigated to reduce the railway vehicle weight. The cap has hollow shaft with the material of SM45C. Cap is located in the bearing seat of wheel and axle. The cap becomes durable within the allowable stress of EN13103, 13104 standard. In this study, the strength of wheel and axle with cap becomes higher than that of hollow shaft. The weight of wheel and axle with cap becomes lower by about 6.75 percent than that of solid shaft. The confidence of wheel and axle with cap can be improved by comparing with solid and hollow shafts.

• Proceedings of the KAIS Fall Conference
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• 2009.12a
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• pp.76-79
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• 2009

컴퓨터 교육은 실습 위주로, 컴퓨터를 도구적으로 활용하는 소프트웨어 활용 수업이 대부분을 차지하고 있으며, 단순한 컴퓨터 활용의 실습 수업은 학습자로 하여금 흥미를 잃게 하고 문제해결력과 창의성 개발을 저하 시킨다는 문제점들이 제기되어 왔다. 이에 개정된 7차 교육과정은 이러한 소프트웨어 활용 위주 교육의 문제점을 인식하고 컴퓨터 과학, 원리 위주의 교육으로 변화 하였다. 본 연구는 개정된 제7차 교육 과정이 컴퓨터 과학 교육으로 변화됨에 따라 컴퓨터 과학의 내용을 보다 흥미롭고 쉽게 이해시키기 위하여 언플러그드 학습 시스템을 개발 하였다. 컴퓨터 과학의 추상적이고 개념적인 내용은 중등학교의 교육과정으로는 다소 쉽지 않은 내용이며, 이론 위주의 교육과정은 학생들에게 흥미 없는 교과로 비추어 질 수 있지만, 정보 교과를 위한 언플러그드 학습 시스템을 통해 흥미 있는 교과로 인식이 변화될 것으로 기대된다.

• Communications of Mathematical Education
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• v.25 no.1
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• pp.245-259
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• 2011

In this study, the instrument of mathematical creative problem solving ability test were considered the differences between Korean and American sixth grade students in mathematical creativity ability and mathematical thinking ability. The instrument consists of 9 items. The participants for the study were 212 Korean and 148 American students. SPSS were carried out to verify the validities and reliability. Reliabilities(Cronbach ${\alpha}$) in mathematical creativity ability is 0.9047 and in mathematical thinking ability is 0.9299 which were satisfied internal validity evaluation on the test items. Internal validity were analyzed by BIGSTEPS based on Rasch's 1-parameter item response model. The results of this study can serve as a foundation for understanding the Korean and American students differences in mathematical creativity ability and mathematical thinking ability. Especially we get the some informations on mathematical creativity ability for American's fifth grade to seventh grade students.

• Journal of The Korean Association For Science Education
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• v.32 no.2
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• pp.388-401
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• 2012

This study attempted to propose a theoretical model for STEAM education, entitled to the Ewha-STEAM education model, which could provide more concrete guidelines for science educators and curriculum developers to execute STEAM ideas. We identified key knowledge and key competencies to nurture future creative/convergent human resources. Key knowledge included an understanding of core ideas cutting across traditional disciplinary boundaries as well as the nature of different disciplines. And additionally, key competencies implied such abilities as to explore the scientific world, to resolve problems, and to communicate and collaborate with others. We also added creativity and character as an essential part of key competencies. In order to provide more specific guidelines when developing, implementing, and evaluating STEAM curriculum, we suggested three elements of convergence to consider: 1) unit of convergence (i.e. concept/skills, problem/phenomenon, activity), 2) degree of convergence (i.e. multi-disciplinary, inter-disciplinary, extra-disciplinary), and 3) context of convergence (i.e. personal, societal, global). It is expected that the Ewha-STEAM education model would contribute towards diverse education communities understanding the direction of STEAM education and its educational potentials.

• Journal of the Korean Society for Precision Engineering
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• v.24 no.2 s.191
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• pp.95-102
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• 2007

A feeding system is a key component in manufacturing packing boxes such as printing, slotting and gluing. The role of the feeding system is to feed corrugate cardboards which is usually tick and large. So, a special method is necessary to feed corrugate cardboards. This paper suggests a concept and an automatic feeding machine to feed corrugated cardboards using TRIZ, the theory of inventive problem solving. The automatic feeding machine consists of units to regulate the machine according to length and width of corrugated cardboards, a feeding part with a plurality of small rollers, and a sucking part which intensify frictional force between rollers and the lowest feeding cardboard. In particular, the feeding part is composed of an up-and-down motion plate with holes to suck the lowest corrugated cardboard as well as small rolling rollers after stopping in a moment. Thus this machine does not sensitive to size of corrugated cardboards and also can keep feeding accuracy during feeding fast.

• Journal of Gifted/Talented Education
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• v.12 no.2
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• pp.31-56
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• 2002

Providing gifted education should be based on the principle of differentiation, that is, paying close attention to the individual characteristics of the gifted. The gifted are known to be the fast learners with autonomous studying ability and high levels of thinking and creativity, which certainly differentiate them from the ordinary others. Thus, the program for the gifted should fundamentally differ from other general programs. The need for gifted education is growing as our society has turned into the knowledge-based society. Fortunately, on December 28th, 1999, a law in favor of gifted education was passed. According to the law, gifted education will be actively provided under the government's support from the year 2002. In this context, this study is intended to search for the model of developing instructional materials for the gifted. The output materials of this study are to be used in gifted schools which will be built in the near future. The curriculum for the gifted consists of three parts: basic curriculum, in-depth curriculum, and optional curriculum. The learning and instructional materials developed in this study are to be used for the in-depth curriculum. In order to develop the materials, various theoretical models related to gifted education were reviewed. Finally, a theoretical model was developed. On the basis of the model, several instructional materials are developed and the possibility of application are considered.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.21 no.5
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• pp.1042-1048
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• 2017

Recently rapid changes in the industrial environment require new talents in companies. Flipped learning is drawing attention as an effective teaching-learning method. The existing traditional lecture teaching-learning method have various problems that the dropout rates of the student is high and the creative problem solving ability is hindered. In the case of the IT engineering college, most of the major theoretical courses require prior learning of the prerequisite coursework subjects. Therefore, effective teaching-learning methods must be developed to improve student participation and academic achievement. This paper proposes the flipped learning model consisting of five sets that combine the flipped learning and practice to improve student motivation and self - directed learning. Also, this paper analyzes the learning effect by applying it to the algorithm lecture of computer engineering and presents problem and utilization plan according to the result.

• Journal of The Korean Association For Science Education
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• v.33 no.2
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• pp.501-510
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• 2013

In the creative problem solving processes, the core was to generate unique and various ideas. Thus, an assumption reversal thinking skill needed to be considered as a concrete method that could help students who have difficulties with generating ideas. In this study, we applied the assumption reversal thinking skill to university students and explored the characteristics of the idea generation process. On the basis of the results, we found that the assumption reversal thinking skill helped students generate new ideas, inducing their perspective changes. Therefore, we could ascertain the possibilities of the assumption reversal thinking skill as a thinking frame supporting students' idea generation. However, there is a need to develop methods for students to exclude prejudice by theoretical judgment, intervention of the value, and experience for fostering more effective assumption reversal thinking. Also, ways should be considered so that students would be able to cultivate task commitment and courage of implementing new ideas, bearing criticism from others.