• Magazine of the Korea Concrete Institute
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• v.4 no.2
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• pp.127-137
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• 1992

원자력발전소의 콘크리트 격납용기구조물등과 같이 안전성이 높게 요구되는 구조물들은 예기치 않은 혹은 부주의한 사고로 인하여 발생하는 비산물체에 의한 충격에 충분히 저항할 수 있도록 설계되어야 한다. 이러한 물체에 의한 충격은 벽면의 국부적인 피해와 벽 전체의 전반휨응답으로 나타나며, 이에 저항하기 위해서는 벽체의 관통이나 스캐빙(scabbing)이 일어나지 않도록 벽두께를 결정하여야 하고 또한, 파괴가 일어나지 않도록 벽체를 설계하여야 한다. 본 논문에서는 지금까지 연구된 충격현상에 대한 이론 및 실험결과를 토대로 하여 벽면의 국부효가 발생시 이와 동시에 진행되는 탄성효과 및 전반거동효과를 고려하여 관입깊이를 계산할 수 있는 이론을 유도하였으며, 기존의 실험결과를 이용하여 이론적인 결점을 보완한 반이론식을 제안하였다. 또한, 본 논문에서는 실험결과와 기존식성충격과 소성충격을 구분짓는 스폴링속도에 대한 개념을 제시하였다. 본 논문은 충격을 받는 철근콘크리트 구조물의 벽체설계에 유용한 토대를 제공할 것으로 사료된다.

• Proceedings of the Korean Society of Computer Information Conference
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• 2019.07a
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• pp.409-412
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• 2019

본 논문에서는 인공지능과 빅데이터 클라우드 등 다양한 4차 산업혁명시대의 기술과 교육을 융합한 에듀테크를 기초로 하여 에듀테크에 대한 교사의 학습 방향을 제시하며 전체적인 클라우드의 개념 및 분류체계, 교육의 활용을 제시하였고 클라우드 기반 교육용 소셜 플랫폼과 R. M. Gagne(1985)의 9가지 이론을 토대로 정보교과 추상화 단원의 학습 지도안을 설계 후 성취도 평가를 제시하였다. 연구 내용 분석 결과 기술의 발전성과 교육현장에서의 개인정보 교육 및 정보보안 교육의 필요성이 강조되며 확고한 플랫폼 구축과 빅데이터 확보 및 분석하여 개인에게 맞춤형 서비스 제공이 필요하다. 또한 사용자 편의성 극대화 서비스 및 UX 간결이 요구된다. 본 논문을 토대로 에듀테크의 일부분인 클라우드 기반 소셜러닝의 다양하고 체계적인 선행연구 활성화에 시발점이 되었으면 한다.

• Journal of The Korean Association For Science Education
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• v.20 no.1
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• pp.77-87
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• 2000

The purpose of the study is to understand the change process of middle school students' physics conceptions by the presented types of conflict situations. 274 middle school students were selected from one school in Pusan, however 257 students were participated in all the procedure of the study. After we classified students' physics conceptions into scientific and unscientific conceptions, presented three types of conflict situations. In this study three different cognitive conflict strategies were adopted; the first one is logical arguments(LCS: logical conflict situation), the second is actual demonstration(DCS: demonstrational conflict situation), and the third is two strategies together(DLCS). In this study, first, we investigated the change process of students' physics conceptions by three types of conflict situations. Second, we compared the effect of three conflict situations presentation, which includes positive effect by conceptual change from misconception to scientific conception and negative effect by conceptual change from scientific conception to misconception. Third, we studied characteristics of conceptual change by characteristics of conflict situations. In result, DLCS group and DCS group were more positive effect than LCS group in mechanics, DLCS group and LCS group were more positive effect than DCS group in electricity. It seems that mechanics are closely related to physical experiences, while electricity are more abstract.

• Journal of The Korean Association For Science Education
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• v.26 no.1
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• pp.25-39
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• 2006

Most student misconceptions about evolution are similar to misconceptions and disputes which early scientists had in science history. The aim of this study was to analyze student evolution conceptions based on science history, there by revealing for effectively teaching strategies on evolution. A test was developed according to Lee's three dimensional framework (2004) on evolution concept changes. Lee's framework had been constructed according to 4 stages of evolution concept changes in history in three-dimensional aspects such as mechanism, time, and subject: before Lamarck (stage 1), Lamarck (stage 2), Darwin (stage 3), and after Darwin (stage 4). Major results were as follows. First, the evolution conceptions of students appeared fixed to stage 2 regardless of grade. Moreover, students usually possessed Lamarckian thought and did not show consistency in evolution concepts among the three dimensional aspects of mechanism, time, and subject. Therefore, students were found to apply different conceptions of evolution to each different situation.

• School Mathematics
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• v.18 no.2
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• pp.277-300
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• 2016

In school mathematics, the definition and concept of a differentiation has been dealt with as a formula. Because of this reason, the learners' fundamental knowledge of the concept is insufficient, and furthermore the learners are familiar with solving routine, typical problems than doing non-routine, unfamiliar problems. Preceding studies have been more focused on dealing with the issues of learner's fallacy, textbook construction, teaching methodology rather than conducting the more concrete and efficient research through experiment-based lessons. Considering that most studies have been conducted in such a way so far, this study was to create a lesson plan including teaching resources to guide the understanding of differential coefficients and derivatives. Particularly, on the basis of the theory of Historical Genetic Process Principle, this study was to accomplish the its goal while utilizing a technological device such as GeoGebra. The experiment-based lessons were done and analyzed with 68 first graders in S high school located in G city, using Posttest Only Control Group Design. The methods of the examination consisted of 'learning comprehension' and 'learning satisfaction' using 'SPSS 21.0 Ver' to analyze students' post examination. Ultimately, this study was to suggest teaching methods to increase the understanding of the definition of differentials.

• Korean Journal of Child Education & Care
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• v.18 no.3
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• pp.91-104
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• 2018

Objective: The purpose of the study was to explore early childhood teachers' content knowledge and knowledge level on unification education through an analysis of a concept map (Novak & Gowin, 1984). Methods: The subjects, including 65 early childhood teachers in a metropolitan area, were asked to draw concept maps illustrating their understanding of unification education for young children. The collected concept maps were analyzed using the methods utilized by Novak and Gowin (1984) as well as You and Kim (2018). Results: In terms of early childhood teachers' content knowledge, 282 superordinate concepts and 1,766 subordinate concepts were shown. The 282 superordinate concepts were categorized into 7 representative superordinate concepts: understanding of North Korean, understanding of separation/unification, identification as Korean citizen, unification policy, relationship between South Korea & North Korea, educational activities, connection with home and society. In terms of early childhood teachers' knowledge level, the numbers of subordinate concepts and hierarchical level were shown to be varied according to the 7 representative superordinate concepts. Conclusion/Implications: Discussions were included to support and enhance early childhood teachers' content knowledge on unification education for young children through the development of comprehensive programs and teacher education.

• Journal of Educational Research in Mathematics
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• v.15 no.4
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• pp.401-417
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• 2005

Skemp supposed that it is effective to use both examples and non-examples when new concepts which are upper level than learner's schema are introduced. The purpose of this research is to develop a practical process of teaching geometrical concepts based on Skemp's assumption. For this, the related literatures are reviewed and the Korean textbooks(4-ga, 4-na) are analyzed with respect to method of concept formation. The analysis to]Is that the textbook just explains Properties of concepts or present definitions, instead of giving the chance of inquiry. So we design and apply six step process of teaching geometrical concepts to 4th graders focused on students' inquiry using both examples and non-examples.'rho result turns out that using examples and non-examples is highly positive to concept formation.

• Journal of Korean Library and Information Science Society
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• v.35 no.1
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• pp.215-235
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• 2004

FRBR(Functional Requirements for Bibliographic Records) provides a structured conceptual model for relating the data which are recorded in bibliographic records to identify information resources. FRBR has 4 bibliographic entities - the work, expression, manifestation, and item - in its conceptual model. In this paper, the difference in the 'work' conception between FRBR and international standard numbers is examined Consequently, the following points are observed: (1) The ISBN, ISSN, and ISMN identify manifestation level, as they refer to the physical expression of a work. The IARN, ISRC, and ISAN identify expression level, irrespective of its manifestation. The ISWC and ISTC identify work level - the unique artistic creation, whatever its expression or manifestation is. (2) ISWC and ISTC does not use the word 'work' in the same way as FRBR does. I think that the differences in meanings of the two usages 'work' come from the different positions to information resources.

• Archives of design research
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• v.14
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• pp.283-294
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• 1996

This study is one of the many tnals which would prove the need of linguistic approach to the process of making and evaluating design. Also, this study is a suggestion that a concept of metonymy should be applied to the field of desIgn. In ord"r to proceed above thesis, this study, begins with emploY1Og an linguistIc eye isual language, in the fIeld of design. Secondly, the method of exitence and the positive meaning of metonymy wIll be ecplained in the relation to the post-structural and post-modern thinking structure. ThIS IS because through the use of metonymy, people can express theIr concern about particularity and individuality whIch Modernist universality skept over. Finally, this sudy proves the validity of employing the concept of metomyny 10 the field of post-modern design by analizing actual examples.ples.

• School Mathematics
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• v.18 no.1
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• pp.159-173
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• 2016

In real educational field, there are cases that concrete problematic situations are introduced after abstract concepts are taught on the contrary to process that abstract from concrete contexts. In other words, there are cases that abstract knowledge has to be concreted. Freudenthal expresses this situation to antidogmatical inversion and indicates negative opinion. However, it is open to doubt that every class situation can proceed to abstract that begins from concrete situations or concrete materials. This study has done a comparative analysis in difference of mathematical thinking between a process that builds abstract context after being abstracted from concrete materials and that concretes abstract concepts to concrete situations and attempts to examine educational implication. For this, this study analyzed the mathematical thinking in the abstract process of concrete materials by manipulating AiC analysis tools. Based on the AiC analysis tools, this study analyzed mathematical thinking in the concrete process of abstract concept by using the way this researcher came up with. This study results that these two processes have opposite learning flow each other and significant mathematical thinking can be induced from concrete process of abstract knowledge as well as abstraction of concrete materials.