• The Journal of the Korea Contents Association
• /
• v.19 no.4
• /
• pp.609-620
• /
• 2019

The purpose of this study is to examine the co-offending implementation process of robbery and burglary crime. To this end, interview data for research projects conducted by the Korea Institute of Criminology in 2013(Advancing Knowledge About Co-Offending - Burglary and Robbery in Korea) were used as secondary data. Using secondary data, we attempted a grounded theory approach. Based on the procedure presented by Strauss&Corbin (1990), the open coding stage was derived from 51 concepts, 22 subcategories and 8 upper categories. According to an analysis tool called "coding paradigm," the causal condition is the cause of the robbery and burglary crime. Contextual conditions are the formation of co-offending relationship and the reason for selecting co-offending. The central phenomenon is the co-offending implementation of robbery and burglary crime. Interventing conditions are conflict between co-offenders and occurrence of arrest factor. The action/interaction strategy is arrested all co-offenders. The consequence consisted of ending the co-offending relationship. Finally, the selective coding stage selected 'the development of conflict between formation and end of co-offending relationship' as the core category, and newly established the co-offending relationship of robbery and burglary crime through the process of 'formation-implementation-conflict-arrest-end'.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
• /
• 2022.10a
• /
• pp.185-187
• /
• 2022

Because of the rapid change in the educational paradigm in the Fourth Industrial Revolution Era, Artificial Intelligence (AI) Education is becoming increasingly important today. The 2022 Revised Curriculum focuses on AI Education that can cultivate the fundamental skills and competencies needed in the future society. The following are the directions presented in this study for improving computational thinking and mathematical thinking in AI Education in elementary and secondary schools. First, studying teaching principles that allow students to understand AI concepts and principles and develop their ability to solve real-life problems is necessary in terms of computational thinking skills education. Second, an educational program is required for students to acquire algorithms using formulas and learn principles in the process of computers thinking like humans as part of their mathematical thinking ability to understand AI. A study on expectations through the analysis of competent learning effects that may arise from the relationship between instructors and learners was proposed as a future research project.

• Journal of Creative Information Culture
• /
• v.5 no.2
• /
• pp.105-116
• /
• 2019

The purpose of this study is to analyze the sequence of software education content elements of the 2015 revised national curriculum in terms of basic subjects that preliminary informatics teachers should complete in the college, presented in ministry of education notification no. 2017-126, in order to implement and establish more systematic and interrelated software education. Expert reviews were conducted to verify the validity of the sequence analysis and the results were presented in a structured table, which can be used as a reference for teachers in the field to consider the sequence of educational content when designing curricula and lessons. In addition, learning concepts, which are the key words of the achievement criteria associated with the content elements, are analyzed in order to explore the hierarchy of software education contents in each sequence. Based on this, the study suggests how to link software education between school levels.

• Journal of Creative Information Culture
• /
• v.3 no.1
• /
• pp.29-36
• /
• 2017

The Ministry of Education announced plans to introduce SW education to elementary and secondary schools in the 2015 curriculum. However, if we examine major foreign countries where SW education strongly implemented it is found that they stress not only coding education but also real life SW education. Especially they emphasized convergence with other different fields. Therefore, it can be concluded SW education in Korea should be differentiated based on levels of students. For the common basic curriculum, it is needed basic concepts and thinking skills of SW development, but for the enriched curriculum, it should be emphasized SW development education that can be applied to real life experiences and other difference fields as well. Therefore, it is necessary to plan SW intensive education to develop programs for the enriched program. In this study, I explored how virtual reality programming education can be applied to the level of elementary and secondary school students as an enrichment program.

• Journal of Educational Research in Mathematics
• /
• v.20 no.2
• /
• pp.163-183
• /
• 2010

It has long been of controversy what the meanings of probability is. And a century has past after the mathematical probability has been at the center of the school curriculum of it. Recently statistical meaning of probability becomes important for various reasons. However the simple modification of its definition is not enough. The computational reasoning of the probability and its practical application needs didactical changes and new instructional transformations along with the modification of it. Most of the current text books introduce probability as a limit of the relative frequencies, a statistical probability. But when the probability computation of the union of two events, or of the simultaneous events is faced on, they use mathematical probability for explanation and practices. Accordingly there is a gap for students in understanding those. Probability is an intuitive concept as far as it belongs to the domain of the experiential frequency. And frequency distribution must be the instructional bases for the (statistical) probability novices. This is what we mean by the probability in accordance with the distribution concepts. First of all, in order to explain the probability of the complementary event we should explain the empirical relative frequency of it first. These are the case for the union of two events and for the simultaneous events. Moreover we need to provide a logic of probabilistic guesses, inferences and decision, which we introduce with the name “the likelihood principle”, the most famous statistical principle. We emphasized this be done through the problems of practical decision making.

• Journal of the Korean Chemical Society
• /
• v.43 no.5
• /
• pp.578-588
• /
• 1999

The purpose of this study is to develope the more effective chemistry teaching strategy through analyzing the demanded cognitive levels of contents in high school chemistry I textbooks and the cognitive levels of students who learn these textbooks. For this purpose, the levets of cognitive development stages of 821 second grade students of high schools in Seoul City were anaIyzed using the GALT short version test. The demanded cognitive levels of understanding the contents of chemistry I textbooks in high school were analyzed using the curriculum analysis taxonomy developed by CSMS (Concept in Secondaly Mathematics and Science) program of the Great Britain. The resuIts showed that the proportion of students in the concrete operational stage, the transition stage, and the formal operational stage was l0.7%, 43.0% and 46.3%, respectively. The demanded levels of textbook contents were mostly the early formal operational stages. The concepts demanded the level of the late formal operational stage were 'atomic and molecular weight', 'stoichiometry of chemical reaction', and 'periodic properties of elements'. The results will be helpful for teachers in knowing what concepts are difficult for students to understand and in planning strategies for teaching those concepts. To demonstrate the application of the results obtained in this study, an example of developing teaching strategy which includes the adjustment of cognitive level of contents was shown.

• The Southeast Asian review
• /
• v.27 no.3
• /
• pp.1-47
• /
• 2017

This paper examines how democracy is being taught in secondary school level of Indonesian civic education. For this purpose, this study analyses the textbook contents concerning democracy. First, this study sets the freedom, the right, the unity and the stability as key words and analyzes the characteristic of describing democracy by looking at how each keyword is explained in the textbook. The result of analysis shows that democracy of Indonesia can be described as "Pancasila democracy" and textbooks have tendency to relatively emphasize 'the unity', and 'the stability' by differentiating themselves from "liberal democracy" and "liberalism." The freedom in textbook can be interpreted in the context of organic-statism that state and interests of state have the ascendancy over individuals. This viewpoint is based on the historical contexts of Indonesia. However, when textbook describes about Indonesian democracy and its values, they deal with contents of democratic principles, "the freedom of opposition", "the negative freedom", and natural rights. And the study interprets the existence of the two contrasting concepts - relative emphasis on the unity of state and the statement about the importance of individual rights and the freedom - in the textbook as a logical tension in transitional process of traditional organic-statism. Second, the study examines educational contents in accordance with the method of description in textbook. It has been found that there are logical tension and fallacy in describing the principle of fundamental concepts and applicate that concepts into Indonesia case. Also, when describing Marsinah and Munir case, there are some parts distorted and overlooked the facts. On the other hand, the gaps between the explanation in textbook and reality can be pointed out. This study which examined textbook and contents of the rights of the individual is an introductory study on textbook, education and democracy for development of Indonesia and their education.

• Journal of Educational Research in Mathematics
• /
• v.8 no.1
• /
• pp.183-197
• /
• 1998

Many schools of the secondary level have been recently carrying out 'differentiated class'based on ability grouping between classed(DC). They are usually consisted of three levels; high level available to enriched course, middle level, and low level available to supplemental course. Phrhaps, almost all of the schools might nave executed DC before 2000 year. To do this, a lots of teachers have to develop differentiated teaching and learning materials for themselves. But, these mateirals are usually consisted of differentiated mathematics not on 'content'but on 'items'. So, for the successful 7th differentiated curriculum, the issues such as teaching and learning methods, materials, and evaluation system should be considered in depth focused on DC. .Decide issues related to DC(for example, mathematical contents, methods, activities, class speed,extra)based not on teachers or experts but on students. .Differentiate teaching and learning mateirals according to DC and develop the materials(including guidelines, supplementary books, multimedia, extra) based not on mathematical items but on mathematical contents. .Introduce new mathematical concepts or laws using not only not only definition and explanation but also concrete examples or problems. .Suggest differentiated diverse projects related to mathematical subjects suitable to enhance students` thinking ability to each class. .Have students to develop projects successfully by collecting, representing, analyzing, and interpreting data through communications in a cooperative learning environment.

• Proceedings of the Computational Structural Engineering Institute Conference
• /
• 2005.04a
• /
• pp.663-671
• /
• 2005

Distributed operation of overall structural design process, by which product and process optimization are implemented, is presented in this paper. The database-interconnected multilevel hybrid method, in which the conventional design method and the optimal design approach are combined, is utilized there. The method selectively takes the accustomed procedure of the conventional method in the conceptional framework of the optimal design. Design conditions are divided into primary and secondary criteria This staged application of design conditions reduces the computational burden for large complex optimization problems. Two kinds of numeric and graphic processes, are simultaneously implemented on the basis of concurrent engineering concepts in the distributed environment of PC networks. Numerical computation on server and graphic works on independent client are communicated through message passing. Numerical design is based on the optimization methodology and the drawing process is carried out by AutoCAD using the AutoLISP programming language. The prototype design experimentation for some steel trusses shows the validity and usability of the method. This study has sufficient adaptability and expandability in methodology, in that it is based on general theory and industry standard systems.

• Proceedings of the KSME Conference
• /
• 2004.11a
• /
• pp.142-147
• /
• 2004

In this paper, a new procedure is proposed to accomplish the primary plus secondary stress(P+Q) at the 'structural element' instead of 'transition element'. For the P+Q evaluation, the calculated stresses by FEA are linearized along a stress classification line to extract the stress category, then the stress intensity is calculated to compare with the $3S_{m}$ limit. Also, in this paper, the 'design by analysis' criteria, adopted fundamental concepts and a new approach to calculate $K_{e}$ factors are explained. The new procedure combined with 3-D FEA has been applied to motor operated valve in order to the over conservatism and the rack of margin. The evaluation results show a good applicability and can be utilized for fatigue life evaluation by using P+Q.