• Journal of Science Education
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• v.35 no.1
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• pp.48-58
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• 2011

This study was performed to develop a model for mentorship education in the science education institute for the gifted. Existing mentorship education models were focused on R&E, which involved science high school students as research participants. For this purpose, a new model was proposed with comparatively definite stages and terms, and based on the theoretical background concerning science inquiry abilities and scientific creativities or the mentorship education in the science education institute for the gifted. Existing mentorship models for science-gifted students were analyzed and compared with the scientific inquiry process and science paper form. A science paper form consisting of four stages was selected. A new model was constructed consisting of six stages, and this model was modified to be made fit for application to students in the physics mentorship course at the science education institute for the gifted in K National University. Good points and improvable points of the model through the application were identified, and the model was modified accordingly. In conclusion, a new model was proposed as a mentorship model for science-gifted students. This model was constructed using the PREPARATION-INTRODUCTION-METHOD-RESULT-CONCLUSION-FINISH format.

• Journal of Science Education
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• v.44 no.2
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• pp.183-196
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• 2020

This study explores the effects of STEAM program using Arduino on preservice science teachers toward their STEAM core competencies. The STEAM program using Arduino consists of four stages: presentation of situation, creative design, emotional touch, and evaluation. The preservice science teachers learned the theoretical backgrounds of STEAM and Arduino. Then, they were given the chance to think about an environmental issue, which is fine dust. The preservice teachers designed an air cleaner and a fine dust measuring instrument using Arduino. The preservice science teachers also produced the air cleaner and the measuring instrument using Arduino. They measured the level of fine dust in the classroom before and after the use of the air cleaner. That is, the preservice teachers experienced each stage of STEAM: seriousness of fine dust, design and production of the measuring instrument of fine dust and air cleaner, and evaluation of the effectiveness of air cleaner. Further, they reflected on their experiences of STEAM program using Arduino. The results indicate that these preservice science teachers statistically improved communication competency, problem-solving competency, gathering information competency, logical analytical thinking competency, and creativity competency. However, there were no statistical improvements on teamwork competency and self-development competency. This study suggests that experiencing STEAM program using Arduino is valuable for the preservice science teachers to develop STEAM core competencies and further implement STEAM program their science classes in the future.

• Journal of Engineering Education Research
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• v.6 no.2
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• pp.22-29
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• 2003

The ultimate goal of a hardware design course is to equip the students with the system design ability. However, the majority of the current structures of the design courses are focused on the understanding of the operational principles of each device which is used later as a building block for the design of a system. The shortcomings of this approach are, first, that it is very hard to keep the students motivated to the end of the course where system design concepts are dealt, and, second, the students do not have enough experience of the system design which is usually required in the field. As an alternative to solve these problems, it is necessary to reverse the order of contents of the course. Namely we introduce the high level of the abstract concept of the system design in the very beginning of the course and later by lowering the level of abstraction to the operational principle of the internal devices. In this paper, we propose a new top-down methodology for the introductory hardware design course of logic design, where the design expression and verification in the system-level are introduced first and then detail knowledge on each device is introduced later. Also, we report a case result from a student's working group as part of an extracurricular education in order to verify the validity of our proposed approach

• Journal of the Korean Chemical Society
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• v.68 no.1
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• pp.40-53
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• 2024

The study investigates the number and proportion of questions in each area by examining Chemistry I questions from the College Scholastic Ability Test from 2019 to 2022. The analysis was conducted using a three-dimensional framework that included key concepts in chemistry, behavioral domains in chemistry, and behavioral domains in mathematics. The results indicated that Chemistry I questions on the College Scholastic Ability Test had a relatively even distribution of questions across core individual topics, but highly difficult questions were predominantly biased toward stoichiometry. In terms of the behavioral domains in chemistry, there was a remarkably low proportion of questions related to problem recognition and hypothesis establishment, as well as designing research and implementing research. Conversely, highly difficult questions were more inclined towards drawing conclusions and evaluations. Regarding behavioral domains in mathematics, there was a limited number of questions addressing heuristic reasoning and deductive reasoning. On the other hand, high-difficulty questions favored internal problem-solving ability. Additionally, certain key concepts in chemistry and behavioral domains in chemistry exhibited a strong correlation with specific behavioral domains in mathematics. This characteristic was particularly evident in questions that encompassed higher-dimensional behavioral domains in mathematics, which students tend to find challenging.

• Journal of the Korean Society for Aeronautical & Space Sciences
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• v.42 no.5
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• pp.406-414
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• 2014

In this paper, it is introduced characteristics of FMCW-type Radar Altimeter for KUH, and its defects occurred during ground/flight test in initial product phase. In addition, it is also described 'data/control flow model' based fault analysis results of S/W and processes of verifying improvement design through flight test as well as aircraft system integration test called MEP SIL. As a result of design improvement and verification, it is validated that settling the defects and improving not only safety but also capability of the KUH.

• Journal of The Korean Association of Information Education
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• v.7 no.1
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• pp.80-90
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• 2003

In this paper, we designed the on-line Real-time Video Communication Learning System(RVCLS) for Web-based project learning and develop programs for test groups. And we have also analyzed how the Web-based learning using RVCLS change the students' perception on the classroom environment, using the WIHIC which is the classroom environment examination tool As a result, the Web-based project learning activities using RVCLS had affirmative effects on the eight areas of classroom environment such as students unity, teacher support, participation in class, spontaneity, exploration activities, task-oriented mind, cooperative attitude, and equality. Also, the web -based project learning using RVCLS is expected to help students enhance the self-directed learning capacity and increase abilities to use ICT.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2013.05a
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• pp.417-420
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• 2013

Teaching and learning through games which arouses interest in learning not only lessens a burden of a learner but also labors for Academic Achievement. and for the sake of enhancing convergence of thinking and problem solving abilities as well as raising interest and understanding in science and technology, Steam teaching which is mainly made of research and experimental activities is emphasized on. This paper which makes use of crayon physics has developed Steam program it was mainly applied to science for the first year of junior high school [strength and motion] which for learners of each team is made of four steps eight time in total. At each step learners can understand principle of strength and motion, especially at the step of finding principle of science through games can personally solve the game in cooperation with the leaners of a team and find principle of strength and motion which is to be applied to solving the game. By personally designing and making new games learners can enhance the ability of convergence of thinking. It is expected that the program developed in this paper can enhance imaginativeness of thinking and interest in science which lead to affirmative changes.

• The Journal of the Korea Contents Association
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• v.6 no.12
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• pp.216-225
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• 2006

Teaching methods should focus on enabling the students to adopt an open mind towards new experiences and to be flexible to change. Moreover, their purpose lies in encouraging the students to build their ability to discern values so that they can make the right decisions when they are at a crossroad. However, traditional teaching methods were centered on textbooks and on the teachers. This type of teaching method needs to change so that the new teaching method will focus on the students themselves, taking levels of individual students into consideration to enable development of their creativity in line with the demands made during the 21st century, an era of information and globalization. Projected learning method is appropriate for the Physical Education (PE) classes where various activities aim to increase the level of cooperation among students and their investigative skills. Moreover, PE classes pay special attention to the practical aspect. Accordingly, this research makes recommendations for the class execution methods based on projected learning by improving the curriculum for the PE classes, and the effect of these methods are subject to verification.

• Journal of Digital Convergence
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• v.11 no.12
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• pp.83-92
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• 2013

An emerging learning method, flipped learning, has gained much interest lately due to its process involving prior study followed by the students' classroom involvement, which direction matches that of the current educational policy that emphasizes self-directed learning. This study investigated the concept of flipped learning and explored ways to develop instructional design models that utilize it. Flipped learning is not a model that has been recently developed, as it uses the format of blended learning with the introduction of a new concept of prior learning that allows students to learn in advance through online lessons and video clips related with the classroom content to be covered. During class time, individualized supplementary or in-depth study is conducted on the basis of the students' prior learning. The main considerations for designing flipped learning are a flexible classroom environment, a shift in learning culture, intentional classroom content, and educators equipped with professional capability. The research proposes the development of instructional design models for flipped learning pursuant to such concept and considerations. Through this research, the concept of flipped learning can be comprehended; furthermore, flipped learning can be utilized more effectively in the teaching and learning environment.

• Journal of the Korean earth science society
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• v.41 no.3
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• pp.307-319
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• 2020

The purpose of this study was to determine whether there are differences in the verbal interactions of earth science gifted depending on their communications structures and group status in small group activities. To this end, a small group activity was conducted to measure the density of the earth, and 8 small groups were selected, including 4 co-ownership type and 4 monopolistics type groups with different communication structures. And then, the framework was developed for analyzing verbal interactions to compare the differences in characteristics between small groups. The results are as follows. First, regardless of the communication structures, there were showing a simple pingpong-type communication structures for all small groups. Second, negative interactions such as 'restraint', 'command', 'complaint', and 'lack of confidence' predominantly appeared in all small groups. Third, the students in the status of out-lookers in small groups were mainly verbal interactions, such as instructing the other person, acting against the other person's actions, and expressing dissatisfaction with the attitudes and abilities of members. Therefore, teachers should guide students to use higher-level verbal interactions in their group activities in small group activities, and engage in students communication to prevent negative interactions from occurring. The teachers also need to check the level of achievement for students in the status of out-lookers in advance and guide them to participate more actively in small group activities. This study is meaningful in that it can be sued to design teaching and learning to improve students' problem solving and communication skills.