• Journal of The Korean Association For Science Education
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• v.17 no.4
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• pp.395-403
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• 1997

In order to study the effect of the 'General Science' course implemented under the 6th science curriculum, high school students' views about the relationship between science/technology and society and their perceptions of science classroom environment were investigated. Four classes (n = 211) were selected from those completed the 'Science I' course under the 5th science curriculum, and 4 another classes (n = 216) which took the 'General Science' course under the 6th science curriculum were selected. In order to compare students' views about the relationship between science /technology and society. 10 items were selected from the VOSTS (Views On Science-Technology-Society) while considering the 6th science curriculum and the 'General Science' textbooks, and administered at the end of the 'Science I' course and at the beginning and end of the 'General Science' course. In order to compare the perceptions of science classroom environment, the Perceptions of Science Classroom Environment Questionnaire, which was prepared from the Individualized Classroom Environment Questionnaire. the Science Laboratory Environment Inventory, and the Classroom Environment Scale. was also administered at the end of the 'Science I' course and the 'General Science' course. The results indicated that the mean VOSTS score of the 6th-curriculum group was lower than that of the 5th-curriculum group, although the difference was not statistically significant. The decrease in the VOSTS score of the 6th-curriculum group during the 'General Science' course was statistically significant. It was also found that unrealistic views such as 'technology is the application of science', and 'corporations should control science/technology' had been formed during the course. However, the 6th-curriculum group had more positive perceptions of science classroom environment. Educational implications are discussed.

• Journal of Fisheries and Marine Sciences Education
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• v.24 no.4
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• pp.543-558
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• 2012

This is a qualitative study of pre-service teachers' experiences in a teaching practicum course which attempted to identify the characteristics of the course that has been recently revised as professional education course. Data were collected from college students who took the professional education courses including the teaching practicum course by using both a survey on the opinions and suggestions of the students on the teaching practicum and a in-depth interview with 12 students of them. The results are as follows. First, pre-service teachers' perception of a teaching practicum course was divided into two sides : functional side and sociocultural side. The formal is that the professional education courses significantly handed to discipline practical jobs related to educational administration. The latter is that the professional education courses significantly handed to deal for teachers like pay step, extra pay, vacation, and leave of absence. Second, the pre-service teachers had suggestions that were divided into the 'curriculum content' and the 'instructional method'. For instance, regarding the 'curriculum content' they suggested such things needed as 'lessening and differentiation of content, sensitive about the scene, and lesson hands-on', and as for the 'instructional method' they suggested such things needed as actively 'doing, participating, assessing, coursework participating'. Based on these results, I have comprehended the pre-service teachers' positive response. Untill now, we have perceived that the professional education courses is excessively theory-oriented one. But a teaching practicum course is different. Meanwhile, It is not identify what the teaching practicum course as teaching refinement education course is. Due to this cause, I have comprehended that 'curriculum content' and the 'instructional method' is plunged in confusion. As pointed out this, I did concrete proposals in response to such a confusion. This proposals have helped decided on a direction of a teaching practicum course.

• Journal of the Korean Society of Environmental Restoration Technology
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• v.12 no.1
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• pp.1-12
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• 2009

The purpose of this study is to discovered assessment items for improving athletic efficiency and management of golf courses. Through this, the study intended to provide basic data for creating competitive golf courses and management. Important assessment items were selected by inducing preliminary assessment items and conducting a preliminary survey and a main survey for specialists through a theoretical study. For the survey results studied, reliability and average value for importance were calculated using SPSS/PC Window Release 12.0. As assessment of importance by assessment area, in athletic efficiency assessment, course management level was the highest, followed by fairness of games and operation of games. In management assessment, importance of service level, information management, facility management, management of game assistants, etc. were high. As assessment of importance by assessment item, it was found that 'variety of golf shot' and 'the length of a course' were important in course layout. Also 'start interval among teams' and 'disturbance of play' were assessed as important items in game operation, while 'fair reservation' and 'rounding rotation time' were important in fairness of games. In addition, in information management, 'kind service of golf course staffs' and 'prompt reservation and notification' were found to be important assessment items. In facility management, all assessment indexes were over 4.0, which means all of them are important for quality of golf course and competitiveness. In membership service, 'appropriate price of goods for sale' and 'service for members' were relatively important assessment items. Further, in management of game assistants, 'qualifications and skillfulness of game assistants' was assessed as a very important index. Although the current study only selected important items to assess excellent golf courses, it is necessary to apply the study results to the actual sites and verify them for golf course both at domestic and abroad.

• International Journal of Computer Science & Network Security
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• v.21 no.12
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• pp.137-142
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• 2021

Distance learning universities provide online course content. The main methods of providing class contents are on-demand and live-streaming. This means that students are not restricted by time or space. The advantage is that students can take the course anytime and anywhere. Therefore, unlike commuting students, there is no commuting time to the campus, and there is no natural process required to take classes. However, despite this convenient situation, the attendance rate and graduation rate of distance learning universities tend to be lower than that of commuting universities. Although the course environment is not the only factor, students cannot obtain a bachelor's degree unless they fulfill the graduation requirements. In both commuter and distance learning universities, taking classes is an important factor in earning credits. There are fewer time and space constraints for distance learning students than for commuting students. It is also easy for distance learning students to take classes at their own timing. There should be more ease of learning than for students who commute to school with restrictions. However, it is easier to take a course at a commuter university that conducts face-to-face classes. I thought that the reason for this was that commuting to school was a part of the process of taking classes for commuting students. Commuting to school was thought to increase the willingness and motivation to take classes. Therefore, I thought that the inconvenient constraints might encourage students to take the course. In this research, I focused on the act of commuting to school by students. These situations are also applied to the distance learning environment. The students have physical time constraints. To achieve this goal, I will implement a course restriction method that aims to promote the willingness and attitude of students. Therefore, in this paper, I have implemented a virtual school system called "virtual go to school (VG2S)" that reflects the actual route to school.

• Journal of the Korea Institute of Military Science and Technology
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• v.10 no.1
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• pp.5-13
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• 2007

The trajectory of an current artillery munition is subject to a variety of different error sources resulting in more or less big deviation from the nominal predicted flight path. The 1D CCM(Course Correction Munition) has appeared to solve this problem and the mechanism of 1D CCM is a simple and low cost one using the influence of drag to range behavior of an artillery munition. In the paper 1D CCM concept has been simulated using wind tunnel experiment results of the specified Korean munition with CCF(Course Correction Fuze) and calculated the performance of its rang error reduction. From the simulated results it can be numerically explained that the possibility of adaptation of 1D CCM concept to Korean artillery munitions.

• International Journal of Aeronautical and Space Sciences
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• v.11 no.2
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• pp.118-125
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• 2010

This paper describes a mid-course guidance strategy based on the earliest intercept geometry (EIG) guidance. An analytical solution and performance validation will be addressed for generalized mid-course guidance problems in area air-defence in order to improve reachability and performance. The EIG is generated for a wide range of possible manoeuvres of the challenging missile based on the guidance algorithm using differential geometry concepts. The main idea is that a mid-course guidance law can defend the area as long as it assures that the depending area and objects are always within the defended area defined by EIG. The velocity of Intercept Point in EIG is analytically derived to control the Intercept Geometry and the defended area. The proposed method can be applied in deciding a missile launch window and launch point for the launch phase.

• Journal of Engineering Education Research
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• v.19 no.2
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• pp.70-75
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• 2016

This paper deals with a result of case study for the development of CEA(Course-Embedded Assessment) design tool for engineering education accreditation implementing programs. Many programs have been devoting efforts to apply CEA to their engineering education. In order to effectively apply the CEA to educational program, it is required to develop the standardized form or scheme for CEA application. As a preliminary approach, we propose the design tool and the result of a case study for CEA application in engineering education.

• Asian Journal of Turfgrass Science
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• v.8 no.3
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• pp.179-192
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• 1994

Much attention has been paid recently to environmental destruction by golf course constructions in Koera. An efficiency and up-to-date technology on the planning and design practices has been requested to minimize the environmental impacts. Computerized systems for golf course design in the point of physical conservation of environment were discussed here. Geograpic Information System were applied on the process of geograpical data input and analysis through the final outputs, Simulation works by the total database management make enable to pre-investigate of the design in view of an assessment of environment impacts. It is also possible to evaluate plans easily and propose the alternatives properly. Precise quantity caculation of en-gineering works by computer system should be guarantee scientific, economic, and environme-ntally sound golf course design.

• Journal of the Korea Society of Computer and Information
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• v.23 no.5
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• pp.73-78
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• 2018

Recently, Flipped Learning is attracting attention as a method for qualitative growth of university education. Flipped Learning is a kind of computer based education and consisted of online video lectures and offline student activities. This paper introduces the results of applying Flipped Learning for one semester to Korean linguistic norms course. As for this course, the contents related to the knowledge and information were provided individually before the class through online video, and the offline classes focused on student-led activities. When qualitatively evaluating the results of the course, students developed a more comprehensive and flexible mind set beyond the preexisting normative attitudes and showed increase in analytical and critical thinking in understanding the principles of linguistic norms and spelling system. According to these results we argue that it is necessary to actively adopt Flipped Learning in the humanities education, including the grammar classes.

• English Language & Literature Teaching
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• v.11 no.2
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• pp.51-66
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• 2005

This study investigates the feasibility of incorporating student evaluations of peer review interactions into the course grade for an EFL writing course. The use of such evaluations offers a way to grade the process of writing more directly than using writing portfolios alone. Moreover, evaluating peer review interactions highlights the social aspect of writing, which is valuable in the current post-process climate in writing instruction. The 18 members of a semester-long EFL writing course at a Korean university were trained in peer response for one half of a semester; then performed evaluations of peer review interactions during the second half of the semester as part of their writing course. Student evaluations were examined to reveal whether any bias occurred due to relative age, gender, major, or question type. The results revealed no such biases. Therefore, it is suggested that students are capable of providing fair evaluations of peers, which means the evaluations can be factored into the course grade in order to evaluate the social aspect of the writing process.