• Atmosphere
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• v.29 no.3
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• pp.241-255
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• 2019

Bias correction (BC) and quality control (QC) are essential steps for the proper use of satellite observations in data assimilation (DA) system. BC should be calculated over quality controlled observation. And also QC should be performed for bias corrected observation. In the Korea Institute of Atmospheric Prediction Systems (KIAPS) Package for Observation Processing (KPOP), we adopted an adaptive BC method that calculates the BC coefficients with background at the analysis time rather than using static BC coefficients. In this study, we have developed an iterative QC-BC method for Advanced Microwave Sounding Unit-A (AMSU-A) to reduce the negative feedback from the interaction between BC and QC. The new iterative QC-BC is evaluated in the KIAPS 3-dimensional variational (3DVAR) DA cycle for January 2016. The iterative QC-BC method for AMSU-A shows globally significant benefits for error reduction of the temperature. The positive impacts for the temperature were predominant at latitudes of $30^{\circ}{\sim}90^{\circ}$ of both hemispheres. Moreover, the background warm bias across the troposphere is decreased. Even though AMSU-A is mainly designed for atmospheric temperature sounding, the improvement of AMSU-A pre-processing module has a positive impact on the wind component over latitudes of $30^{\circ}S$ near upper-troposphere, respectively. Consequently, the 3-day-forecast-accuracy is improved about 1% for temperature and zonal wind in the troposphere.

• Journal of The Korean Association For Science Education
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• v.36 no.3
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• pp.435-443
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• 2016

The purpose of this study is to analyze the mismatch between instructional design and teaching practice of pre-service science teachers and to investigate the cause of these mismatches. Twenty pre-service science teachers took part in teaching practicum for four weeks from Apr. 2015 to May 2015 and we analyzed their lesson plans and videos of these lessons. After that, we interviewed the pre-service science teachers in order to know the cause of these mismatches and additional informations. The main findings are as follows. First, in the introductory stage, we found more mismatch in the "attention and motivation stimulation" area than any other area. Many pre-service science teachers corrected their 'motivation practice' in different forms. Second, we found out that the most mismatch occurred in the evolving stage. Many pre-service science teachers added learning contents in "learning content presentation" area. Third, in the closing stage, many pre-service science teachers omitted the "leaning content summary" area in the lack of time. Fourth, the number of mismatches by internal factors is similar of by external factors. The mismatches by external factors were mainly by feedback of guidance teacher and change by students' response. In addition, we discussed the implications related to reflective mentoring program, importance of guidance teacher, importance of time management etc.

• Journal of the Korean earth science society
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• v.31 no.4
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• pp.392-402
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• 2010

The purpose of this study is to analyze and evaluate the self-directed learning contents of Earth science area in the basic course of the 7th grade. For this purpose, we applied the 'Cyber Home Study Content Quality Control Tool' presented in 'Elementary Secondary Education e-Learning Quality Management Guidelines (Ver.2.0)' of Korea Education & Research Information Service (2008). The results of contents analysis are as follow: First, it was presented that the study guide introduced the contents which should be studied for one class, properly. And it was not analyzed that the diagnosis assesment was not completed in the initiative study; Second, it was possible to study choosing the contents fitting the learner's level of learning in the main study, it was comprised of about 15 minutes. Third, it was performed without feedback for incorrect answers in the learning assessment, just the number of wrong questions. And the learning arrangement present the important contents learned in that class, summarizing and arranging again. The results of content evaluation are as follows: First, a big difference was not showed against the needs analysis, instructional design, interaction in each class. And the evaluation of the ethics was not included a word or sentence not suitable. The evaluation of copyright, it was analyzed that Work within the content display in compliance with international copyright Second, the evaluation of instructional design presented mainly the description of a simple picture based, the visible resources like flash card were poor. And in the evaluation of Supporting System, it was presented that the contents were installed so that it was freely available for learners. But it was analyzed that there was no memo-function learners were able to jot down something during the studying contents. And in the evaluation for evaluation, the clear valuation basis about the described content was not presented. So there were slightly differences for each class. Third, in the evaluation and analysis for learning content, it was presented that there were some big differences for each class because it was not composed of the latest information, not corrected and complementary.