• Journal of The Korean Association For Science Education
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• v.36 no.5
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• pp.717-727
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• 2016

Using TIMSS survey data, we analyzed whether there were any significant changes in the learning environment of middle school science classes over the last 10 years. Our study selected questions from teachers and school principals' questionnaires and divided them by category: science class, teacher professional development, and school environment. The science class components were subdivided into three categories: science learning activities, evaluation, and homework. Within teacher professional development, the sub-categories included teacher training, collaboration to improve teaching, and teacher evaluation. School environment subdivided into two aspects, these being school characteristics and school system. Our research confirmed that there has been a positive change overall in learning environments. However, most classes are teacher-conducted and also teacher-oriented; the proportion of science investigation activities has declined compared against the prior ten years. Our study show that students do not engage in a range of inquiry-related activities. The questions on tests and examinations involve mostly knowledge application and understanding, although recent methods of evaluation show improvement. As for the science teachers, they participate in many professional development programs but focus on science content, science curriculum, and pedagogy. In addition, teachers do not have many opportunities to participate in the training to integrate information technology into science, science assessment, or improving students' critical thinking or inquiry skills. The teachers are satisfied with their profession, and the shortage of science resources does not seem to affect instruction.

• Science of Emotion and Sensibility
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• v.27 no.2
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• pp.69-80
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• 2024

The COVID-19 pandemic highlighted the importance of remote education, yet the adoption rate of AI in the educational sector remains relatively low, and studies into learners' familiarity with using AI learning robots are scarce. In response, this study analyzes the factors influencing users' familiarity with AI learning robots in a smart learning environment tailored to the untact era. To this end, social big data analysis was used to examine changes in public perception and the frequency of mentions of smart learning and AI learning robots. The results showed that positive perceptions of smart learning significantly outweigh negative ones, reflecting the convenience and improved accessibility that technology brings to education. However, there is also a considerable negative perception attached to smartphone use, which is interpreted as reflecting concerns that smartphones may disrupt learning and bring other negative aspects of technology dependence. These results indicate mixed social concerns and expectations regarding the educational use of smart learning and AI technologies. The effective introduction and use of AI learning robots, especially in smart learning environments, necessitate considering these social perceptions. This study provides foundational data for the effective implementation and use of AI learning robots in smart learning environments and suggests the need for approaches that primarily consider users' familiarity and social perceptions in the development of educational technologies.

• Journal of the Korean School Mathematics Society
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• v.15 no.4
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• pp.699-718
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• 2012

The purpose of mathematics eduction is to develop the ability of thinking mathematically. It informs method to solve problem through mathematical thinking that teach mathematical ability. Errors in the problem solving can be thought as those in the mathematical thinking. Therefore analysis and classification of mathematics errors is important to teach mathematics. This study researches the preceding studies on mathematics errors and presents the characteristic of them with analyzed models. The results achieved by analysis of the process of problem solving are as follows : ▸ Students feel much harder to solve words problems rather than multiple-choice problems. ▸ The length of sentence make some differences of understanding of the words problems. Students easy to understand short sentence problems than long sentence problems. ▸ If students feel difficulties on the pre-learned mathematical content, they feel the same difficulties on the words problems based on the pre-learned mathematics content.

• Proceedings of the Korea Water Resources Association Conference
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• 2017.05a
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• pp.469-469
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• 2017

기후 변화 및 환경오염으로 인하여 물부족 국가가 세계적으로 증가하고 있는 추세이며, 특히 집중형 강우의 형태가 많아짐에 따라 홍수피해 및 상수공급의 문제가 사회적으로 큰 이슈가 되고 있다. 최근 20여 년간의 급속한 경제성장과 도시화 과정에서 인도네시아는 인구와 산업의 과도한 도시집중으로 지난 1960-80년대 한국이 산업화 과정에서 겪었던 것보다 훨씬 심각한 환경문제에 직면하고 있으며, 자카르타와 반둥을 포함하는 광역 수도권 지역의 물 부족과 수질 오염, 환경문제가 이미 매우 위험한 수준에 도달하고 있는 실정이다. 특히, 찌따룸강 중상류에 위치한 인도네시아 3대 도시인 반둥시는 고질적인 용수부족 문제를 겪고 있다. 2010년 현재 약 일평균 15 CMS의 용수가 부족한 상황이며, 2030년에는 지속적인 인구증가로 약 23 CMS의 용수가 추가로 더 필요한 것으로 전망된다. 이러한 용수공급 문제 해결을 위해 반둥시 및 찌따룸강 유역관리청은 댐 및 지하수 개발, 유역 간 물이동 등의 구조적인 대책뿐만 아니라 비구조적인 대책으로써 기존 및 신규 저수지 연계운영을 통한 용수이용의 효율성을 높이는 방안을 모색하고 있다. 이에 따라 본 연구에서는 해당유역의 용수공급 부족 문제를 해소할 수 있는 비구조적인 대책의 일환으로써 다양한 댐 및 보, 소수력 발전, 취수장 등 유역 내 수리 시설물의 운영 최적화를 위한 지능형 물관리 시스템 적용 방안을 제시하고자 한다. 본 연구의 지능형 물관리 시스템은 센서 및 사물 인터넷(Internet of Things, IoT), 네트워크 기술을 바탕으로 시설물 및 운영자, 유관기관 간의 양방향 통신을 통해 유기적인 상호연계 체계를 제공 할 수 있다. 또한 유역의 수문상황과 시설물의 운영현황, 용수공급 및 수요 현황을 실시간으로 확인함으로써 수요에 따른 즉각적인 용수공급량의 조절이 가능하다. 또한, 빅데이터 분석 및 기계학습(Machine Learning)을 통해 개별 물관리 시설물에 대한 최적 운영룰을 업데이트할 수 있으며, 유역의 수문상황과 용수 수요 현황을 고려하여 최적의 용수공급 우선순위를 선정할 수 있다. 지능형 물관리 시스템 개발의 목적은 찌상쿠이 유역의 수문현황을 실시간으로 모니터링하고, 하천시설물의 운영을 분석하여 최적의 용수공급 및 배분을 통해 유역의 수자원 활용 효율성을 향상시키는 데 있다. 이를 위해 수문자료의 수집체계를 구축하고 기관간 정보공유체계를 수립함으로써 분석을 위한 기반 인프라를 구성하며, 이를 기반으로 유역 유출을 비롯한 저수지 운영, 물수지 분석을 수행하고, 분석 및 예측결과, 과거 운영 자료를 토대로 새로운 물관리 시설 운영룰 및 시설물 간 연계운영 방안, 용수공급 우선순위 의사결정 등을 지원하고자 한다. 본 연구의 지능형 물관리 시스템은 통합 DB를 기반으로 수리수문 현상의 모의 분석을 통해 하천 시설물 운영의 합리적 기준을 제시함으로써 다양한 관리주체들의 시설물운영에 대한 이견 및 분쟁을 해소하고, 한정된 수자원과 다양한 수요 간의 효율적이고 합리적인 분배 및 시설물 운영문제를 해결하기 위한 의사결정도구로써 활용할 수 있을 것으로 기대된다.

• Journal of Korea Water Resources Association
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• v.57 no.2
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• pp.127-137
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• 2024

Physical models, which are often used for water resource management, are difficult to build and operate with input data and may involve the subjective views of users. In recent years, research using data-driven models such as machine learning has been actively conducted to compensate for these problems in the field of water resources, and in this study, an artificial neural network was used to simulate long-term rainfall runoff in the Osipcheon watershed in Samcheok-si, Gangwon-do. For this purpose, three input data groups (meteorological observations, daily precipitation and potential evapotranspiration, and daily precipitation - potential evapotranspiration) were constructed from meteorological data, and the results of training the LSTM (Long Short-term Memory) artificial neural network model were compared and analyzed. As a result, the performance of LSTM-Model 1 using only meteorological observations was the highest, and six LSTM-MLP ensemble models with MLP artificial neural networks were built to simulate long-term runoff in the Fifty Thousand Watershed. The comparison between the LSTM and LSTM-MLP models showed that both models had generally similar results, but the MAE, MSE, and RMSE of LSTM-MLP were reduced compared to LSTM, especially in the low-flow part. As the results of LSTM-MLP show an improvement in the low-flow part, it is judged that in the future, in addition to the LSTM-MLP model, various ensemble models such as CNN can be used to build physical models and create sulfur curves in large basins that take a long time to run and unmeasured basins that lack input data.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.1
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• pp.103-116
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• 2022

The purpose of this study is to investigate the perception on video material making and the effect on science teaching ability after conducting non-face-to-face teaching material making activity for elementary pre-service teachers. This activity consisted two processes. One is that elementary pre-service teachers conduct inquiry, understand related science concepts, analyze science textbooks and then make video material. The other is that they watch video materials produced by colleagues. This study was conducted on 89 elementary pre-service teachers for 8 weeks. After this activity was completed, the perception on video material making and the effect on science teaching ability of elementary pre-service teachers were investigated, and the results were analyzed. In the process of making and watching non-face-to-face teaching materials, elementary pre-service teachers showed positive results in teaching-learning, video production, and emotion and attitude toward video material making. In addition, it was found that they improved their science teaching ability through this activity and were very satisfied with this activity. However, they also mentioned several disappointments such as exclusion of learners' right to self-determination, lack of various communication channels, and errors in content of materials. This suggests that if these problems are solved, non-face-to-face classes can also be a good form of class.

• Journal of Science Education
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• v.37 no.1
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• pp.203-220
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• 2013

The purpose of this study was to investigate how 'free inquiry' was implemented in middle school science classrooms. In order to do this, survey and interviews were administered. The subject of survey was 165 science teachers at 58 middle schools and interviewees were 4 teachers and 10 students. As a result, 49.6% of science teachers in school year 2010, and 34.1% in 2011 applied 'free inquiry'. Teachers applied 'free inquiry' during one semester, and they let the students select topic of 'free inquiry'. Teachers grouped students according to students' opinion or their gender and ability, and one group was consisted of 4 students. The effect of applying 'free inquiry' was that students improved the interest on science, science inquiry ability and self directed learning capability. Students were interested in doing 'free inquiry', and they wanted to do it again. Teachers claimed that it took much time and effort to apply 'free inquiry', and students lacked science inquiry skills and interest on science. The teachers who did not apply 'free inquiry' stated reasons such as the shortage of instructional time, and they didn't think that 'free inquiry' should be implemented. For the effective implementation of 'free inquiry', this study suggested that teachers should be recognized the intention of 'free inquiry', teaching-learning materials about 'free inquiry' be developed and provided, and laboratory assistants be employed.

• Journal of KIISE:Software and Applications
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• v.33 no.2
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• pp.201-219
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• 2006

The key to developing software with the lowest cost and highest quality is to implement or fit the software development process into a given environment. Generally, applying commercial or standard software development processes on a specific project can cause too much overhead if there is no effort to customize the given generic processes. Even though the customizing activities are done before starting the project, these activities are thoroughly dependent on the process engineers who have abundant experience and knowledge with tailoring processes. Owing to this dependence on human knowledge, it has been very difficult to explain the rationale for the results of process tailoring and it takes a long time to get the customized process that is applicable. Hence, we suggest a process tailoring method which adopts the artificial neural network based teaming theory to reduce the time consumed by process tailoring. Furthermore, we suggest the feedback loop mechanism to get higher accuracy in the neural network designed for the process tailoring. It can be done by reusing the process tailoring data results and determining its appropriateness level as sample data to the neural network. We proved the effectiveness of our process tailoring method through case studies using real historical data, which yielded abundant process tailoring results as sample data.

• Journal of The Korean Association For Science Education
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• v.33 no.7
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• pp.1385-1402
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• 2013

This study analyzes pre-service teachers' PCK dealing with visualization of the contents related to boiling point elevation and teaching methods in mock-lessons. As a result of analyzing pre-service teachers' knowledge based on PCK factors, most of the pre-service teachers accentuated on understanding boiling point elevation conceptually, whereas some of the others inclined to make students understand boiling point elevation in a scientific way, let the kids use numerical formulas to describe the concept, and motivate them to learn through the examples in real life. The pre-service teachers represented majority of the important facts of boiling point elevation as the knowledge required to understand things conceptually. However, they did not focus on improving the scientific thinking and inquiring levels of the students. Also, the pre-service teachers tended to teach at the level and order of the textbook. In some other cases, they considered the vocabularies and materials in the textbook (which could have been highlighted in the editing sequence) as the main topic to learn, or regarded the goal as giving students the ability to solve exercises in the textbook. It turned out that the pre-service teachers had a low level of knowledge of their students. It is recommended that they should make use of the materials given (such as data related to the misconception of students) during the training session. The knowledge of teaching and evaluating students was described superficially by the pre-service teachers; they merely mentioned the applications of models, such as the cyclic model and discovery learning, rather than thinking of a method related to the goals, or listed general assessment methods.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.10
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• pp.68-75
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• 2019

This descriptive research study identified the factors affecting the nursing process confidence of nursing students. The study's data was collected from June 13th 2017 to June 30th, 2017. Informed consent was received from 129 students who were in their second year of nursing college. The collected data was analyzed using SPSS WIN 18.0 program. The score for self-directed learning ability was 3.45, the score for a critical thinking disposition was 3.55, and the score for nursing process confidence was 3.68. There was significant positive correlation between nursing process confidence and self-directed learning ability (r=.572, p<.001) and critical thinking disposition (r=.488, p<.001). The factor affecting the confidence in the nursing process was self-directed learning ability(32.2%). Educational methods based on building the self-directed learning ability are needed to enhance the nursing process. There are limitations in discussing the results of this study due to the lack of prior research. Further study is needed to confirm the results of this research and the relationships it revealed.