• Proceedings of the Korea Water Resources Association Conference
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• 2023.05a
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• pp.381-381
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• 2023

농업유역 내 적절한 배수시스템 활용은 농업생산성 향상에 있어 매우 중요한 요소이다. 하지만 농업유역은 상·하류 간 공간적 비대칭이 존재하며, 배수시스템 작동에 있어 물리적 불평등을 초래하게 된다. 그 결과, 배수관로에서 가까운 농민들과 배수관로에서 먼 농민들은 배수시스템의 건설 및 유지관리에 있어 서로 다른 선호 양상을 띠게 된다. 이와 같은 이해 당사자들 간의 입장 차이는 농업배수시스템 유지를 위한 농민들 간의 협력을 방해하게 되며, 이로 인해 유역 내 배수시스템이 적절하게 작동하지 않을 경우 해당 유역 전체의 농업생산성은 감소하게 된다. 본 연구에서는 농민들의 인식 차이에 따른 배수시스템의 기능 정도가 유역의 농업생산성에 영향을 주게 되는 사회수문학적 현상을 반영하여 인간과 농업배수시스템을 결합한 사회수문모형을 개발한다. 나아가, 개발한 모형의 매개변수 변화에 따른 시스템 반응 관찰을 통해 인간과 농업배수시스템의 관계와 상호작용을 탐구한다.

• The Bulletin of The Korean Astronomical Society
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• v.44 no.2
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• pp.67.1-67.1
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• 2019

IAU 창립 100주년을 맞이하는 시점에서 현대 천문학의 주요 주제들을 다룬 체험형 특별전 '우주연구실 인턴체험전'을 기획하여 과천과학관에서 45일간 운영하였다. 유·초등 어린이로부터 중·고등 청소년과 성인에 이르는 다양한 연령층의 약 5만 명이 전시를 관람하였다. 전시의 주요 연출방향은 현대적인 천문학 연구성과를 대중과 공유하되, 관람객 스스로가 연구과정에 대한 이해를 통해 결과를 인지할 수 있도록 하는 것이었다. 1900년대 이후 천문학자들의 실제 연구방법과 원리를 단순화한 체험요소들을 개발하여 인간의 우주에 대한 호기심과 탐구의 흐름에 따라 관람할 수 있도록 전개하였다. 또한 관람객이 인턴연구원 과정을 수료하는 형태로 관람동선을 연출하여 전시내용을 보다 적극적으로 탐구하게 하였다. 전시 관람객 인식조사 결과, 전시를 통해 '암흑물질'을 새롭게 알게 되었다고 한 응답자가 가장 많았고, 그 외 우주의 규모, 블랙홀과 외계행성 관측, 아직 밝혀지지 않은 것들이 많음을 알게 되었다는 응답이 주를 이뤘다. 전시물에 대한 평가로는 직관적으로 거리-광도 관계를 보여주는 전시물과 블랙홀에 대한 이해를 돕는 체험전시물들에 대한 만족도가 높았고, 전시해설이 전시내용을 이해하는데 도움을 줬다는 응답자가 많았다. 여전히 초등 저학년이 이해하기 쉬운 전시물이 필요하다는 과제가 남아있다.

• Journal of The Korean Association For Science Education
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• v.39 no.1
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• pp.13-33
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• 2019

The purpose of this study is to clarify the possibility of the character education and the concrete implementation process in the field of science education in accordance with the social demand for character education. Based on this purpose, the researchers tried to understand the specific character elements appearing in various science learning situations and to understand the qualities of each specific character elements that can be emphasized through science learning and the aspect of expression process in related learning situations. The researchers selected 11 students from the 7th and 8th graders in Seoul and developed and applied the 'Become a Science Teacher' mentor program in 2014 and 2015. Data collection was conducted through class recordings, mentor teachers' and assistant teacher's journal, artifacts, student journals, student portfolios, class listeners' essays for science class and analyzed qualitative data collected through constant comparison method. According to the result, we extracted 11 character elements and reorganized them into 16 specific character elements revealed in various learning situations based on the relationship between each character elements. The results of the study are eight specific character elements that can be emphasized through science learning and related learning situations. The eight specific character elements are 'responsibility for teaching behavior due to hierarchy of scientific knowledge structure, communication for forming scientific concept, empathic concern based on science learning experience, cooperation for promoting rationality of inquiry method, positive perception of scientific endeavor, respect for scientists' attitudes toward research, confidence in future scientific research, persistence in trial and error'. Based on the results of this study, we proposed the research methods of character in the field of science education in the future.

• The Journal of the Korea Contents Association
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• v.17 no.11
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• pp.541-553
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• 2017

Maker education rooted on Maker Movement refers to constructivist learning approach in which students as makers participate in producing visible outcomes through self-directed inquiry and creative hands-on activities in a real life context to solve their personal or social problems. The Maker education, therefore, stresses cultivation of 'maker mindset' in the process-oriented learning environments, pursuing evaluation aspects different from those in the existing educational system. In this context, this study aimed to explore an evaluation framework for the Maker education which reflects the Maker mindset: First, a literature review was conducted to search for the evaluation framework of the maker education which consists of the category of 5 ONs (Minds-on, Hands-on, Hearts-on, Social-on, Acts-on) representing intellectual, physical, emotional, interpersonal and practical aspects, respectively; Second, a Delphi survey for content validity was carried out to confirm the adequacy of the 5 ONs category along with sub-elements for each category. Finally, this study presented the evaluation framework for the Maker education, which is expected to be used as feedback rather than a measuring tool for the process and environments of the Maker education.

• The Journal of the Korea Contents Association
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• v.18 no.3
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• pp.330-341
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• 2018

In recent years, a number of Chinese artists are interested in 'Chinese-style'. 'Chinese-style' can be understood as an art form in which Chinese elements are combined with modernized sensibilities. This paper analyzed how Chinese traditional elements can be effectively implemented in fashion photography, focusing on Chen Man, a leading fashion photographer in China. Our research shows that Chen Man looks to the traditions and history of China to inspire her modern work, which makes her unique as a Chinese fashion photographer. She tried not to repetitively express typical images of Chinese elements but to visualize the symbolic meaning of traditional elements as new images of modern China. Through this practice, she were able to effectively communicate the images of products and brands promoted in fashion photos. Furthermore, her works are being recognized by not only the fashion industry but also the international art elite as they contribute to building and promoting Chinese fashion identity. Research on Chen Man's work is significant in providing a new way for 'Chinese-style' fashion photographers to reinterpret Chinese traditional elements without following Chinese tradition.

• Journal of The Korean Association of Information Education
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• v.17 no.3
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• pp.329-337
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• 2013

Introductory programming course using robots that makes good effect to learners. I investigated that the effects on flow at using robots of introductory programming course. According to experiment result, the flow level showed significant change and all of it's element(antecedents, experiences, effects) had changed significantly. This result means that using robots of introductory programming course makes effect that is very positive in flow level of learners. There was strong interrelation by each element of flow in the result of correlation analysis about flow element. In particular, interrelation of antecedents element and experience element was high. Therefore, using robot is precondition of flow, and the level of experience element is high according to level of antecedents, and also experience element elevate the learner's intrinsic satisfaction. The conclusion is that using robots of introductory programming course is helpful enhancing learner's flow level and is positive in study achievements.

• The Journal of the Korea Contents Association
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• v.19 no.6
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• pp.236-248
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• 2019

Green belts can help to set boundary for city growth, provide ecological protection system and enhance the resilience of Beijing. During the implementation period of the current overall city planning of Beijing, the proportion of green space varies much among the sub-districts, villages and towns involved in the two green belts in the research. With this as starting point, by researching the correlations of 'city system factors' and 'planning policy factors' with the change in the scale of green space, the paper discussed the influential factors of implementing the planning of green space of Beijing, and conducted quantitative research, with such possible influential factors classified into 'city system factors' and 'planning policy factors'. Through multiple linear regression model, the paper tested the correlations of city system factors and planning policy factors (independent variable) with the increment in the construction land in green belts (dependent variable). Through influence to population aggregation and the expansion force of construction land, city system factors such as mountain land and water, house rent of unit area, accessibility of public transport and the newly-defined state-owned construction land generate correlation with the change in the scale of construction land in green belts.

• Journal of The Korean Association For Science Education
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• v.32 no.5
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• pp.841-854
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• 2012

The purpose of this study is to investigate the teaching methods of prediction, inference, and hypothesis. The major data source was gathered by in-depth interview of science teachers (about 50-80 minutes for each interview). The interviews were conducted using semi-structured interview protocol, which consisted of three major parts: (1) Teacher's definition of prediction, inferences, hypothesis, (2) Teaching methods of prediction, inferences, and hypothesis and (3)Reasons of teacher's inaccurate perceptions of prediction, inference, and hypothesis. All the interviews were audio-taped and transcribed. Topics in the questions were categorized. The results were as follows: Teachers recognized the importance of prediction, inferences, and hypothesis. But they didn't have an accurate conception and they have great difficulty in classifying and explaining the prediction, inferences, and hypothesis. To find out the teaching methods, researcher investigated the inquiry activities, teaching times, usage of terms, teachers' questions, and teaching difficulties. Reasons for having difficulty were lack of teaching competency, difficulties from the students, and problems in the present curriculum. Finally, we discovered that the reasons for teacher's inaccurate perceptions of prediction, inference, and hypothesis were two factors. One is internal factors, which include the lack of scientific inquiry process skills, burdens of science subject and lack of science education knowledge. The other is external factors, which include education system for evaluations and lack of teacher education. In conclusion, this study suggested establishing more elementary teacher education programs that include strengthened concepts of inquiry process skills and teaching methods.

• Journal of The Korean Association For Science Education
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• v.31 no.4
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• pp.567-586
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• 2011

The purpose of this study was to investigate the gifted students' view on argumentation and the aspects of the argumentation in problem-solving type experiment. As a result, very lively argumentation was identified but quality enhancement on argumentation wasn't found over time. Students made frequent use of dialogic argumentation component, and especially, request & response component was highly used. Though usage frequency is low, the component of ground & question on ground was shown in 3rd class, and simple agreement gradually reduced, and reinforcing elaboration & metacognitive question has slightly increased. Also, students' argumentation were closely related to teachers' teaching approaches as some teacher-led steps doesn't appear in students' argumentation. By comparison in steps, 'problem solving activity & result analysis' step included 2 times more argument components than the previous step. We also found that method grouping teams does not almost affect the argumentation of gifted students. By survey results, most students recognized that they experienced free argumentation and this program activate argumentation and 'strange things' or 'difficulty' of program topics are obstacles in vitalization of argumentation. 'Surface growth experiments' was the most lively argumentation topic. The argumentation was lively made in the step of 'finding solution. 'Teachers' scaffolding accelerate the argumentation and help resolve difficulties in argumentation. Thus, students have positive recognition for the argumentation process in the experiments and recognize that argumentation process is needed.

• 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.