• Journal of The Korean Association of Information Education
• /
• v.20 no.5
• /
• pp.443-450
• /
• 2016

In this study, we analyzed what factors parents have on the SW education willingness for the child. In order to design a structured model, we set the configuration of five variables; child's SW interest, recognition of SW policy, importance of SW competency, child's SW profession and willingness of SW education. We surveyed the parents who their children have SW education experiences. According to the results, mediating factors on parental commitment to their child's SW education was recognized SW-related jobs. SW-related job was worked the recognition of SW policy and the importance of SW capabilities as independent variables. In addition, SW interest of child affected an important independent factor.

• Journal of Digital Convergence
• /
• v.16 no.5
• /
• pp.21-31
• /
• 2018

Recently, there is an increasing number of universities in which SW education is operated as a liberal arts education regardless of major. In this paper, the survey is conducted to analysis the factors affecting the non-majors students' perception of the necessity of SW education through a case study of SW liberal arts by gender, college, and SW learning experience. As a result, men, students of social science college, and students with SW learning experience strongly agreed that SW education for non-majors is essential. 'SW education is very helpful in studying my major' was analyzed as a necessary condition of SW education for non-majors. Especially, the difficulty of SW learning did not affect the recognition of the necessity of non-majors SW education. If the SW liberal education is based on the SW technology that helps their major, it will be expected that the improved learning motivation due to majors-relevance will deepen a consensus on SW education.

• Journal of The Korean Association of Information Education
• /
• v.24 no.2
• /
• pp.147-155
• /
• 2020

The analysis targeted the curriculum of general, subject education, and apecial activities that are required for SW education of 11 universities of education where SWEET project is applied. The results showed that the average credits related to SW education in elementary school teacher training institutions were 2.2 for general, 2.3 for subject education, and 0.6 for special activities. As a result of analyzing the changes in the curriculum by year, it can be interpreted as an effect of the SWEET project because the proportion of credits and hours in subject education increased and because the proportions of general and special activities decreased. However, on average, the credit related to SW education was 5.1, whereas the credits related to mathematics and science were 6.5 and 7.8, respectively, which indicated a need for revising and improving the curriculum for SW education.

• Korean Journal of Microbiology
• /
• v.48 no.1
• /
• pp.1-7
• /
• 2012

This study explores the interaction between the production of indole-3-acetic acid (IAA), a typical phytohormone auxin and the role of IAA biosynthetic pathways in each IAA producing rhizobacterial strain. The bacterial strains were isolated from rhizosphere of wild plants and identified as Acinetobacter guillouiae SW5, Bacillus thuringiensis SW17, Rhodococcus equi SW9, and Lysinibacillus fusiformis SW13. A. guillouiae SW5 exhibited the highest production of IAA using tryptophan-dependent pathways among the 4 strains. When indole-3-acetamide (IAM) was added, Rhodococcus equi SW9 showed the highest IAA production of $3824{\mu}g/mg$ protein using amidase activity. A. guillouiae SW5 also showed the highest production of IAA using two pathways with indole-3-acetonitrile (IAN), and its nitrile hydratase activity might be higher than nitrilase. B. thuringiensis SW17 showed the lowest IAA production, and most of IAA might be produced by the amidase activity, although the nitrilase activity was the highest among 4 strains. The roles of nitrile converting enzymes were relatively similar in IAA synthesis by Lysinibacillus fusiformis SW13. Tryptophan-independent pathway of IAA production was utilized by only A. guillouiae SW5.

• Journal of Creative Information Culture
• /
• v.5 no.2
• /
• pp.135-143
• /
• 2019

In this study, the perceptions on SW education of K-12 students and teachers were surveyed and analyzed. At the primary school level, there was no significant difference in SW attitude based on school location. However, at the secondary level, students from metropolitan areas showed significantly higher SW attitude scores. In the case of gender, male students showed higher SW attitude scores both in primary and secondary schools. With regard to attitude differences based on prior experience of SW education, students with prior experience showed higher attitude scores in SW education in both primary and secondary schools. The awareness survey among teachers showed that both primary and secondary school teachers showed positive responses to SW education. For the successful induction of the SW education at K-12, four factors (participants, curriculum, teaching-learning method, and support from inside and outside of school) were highlighted.

• The Sea:JOURNAL OF THE KOREAN SOCIETY OF OCEANOGRAPHY
• /
• v.5 no.3
• /
• pp.195-207
• /
• 2000

Organic and inorganic characteristics including bacterial cell number, enzyme activity, nutrients, and heavy metals have been monitored in twelve acrylic experimental tanks for two weeks to estimate and compare self-purification capacities in two Korean wet-land environments, tidal flat and rice field, which are possibly different with the environments in other countries because of their own climatic conditions. FW tanks, filled with rice field soils and fresh water, consist of FW1&2 (with paddy), FW3&4 (without paddy), and FW5&6 (newly reclaimed, without paddy). SW tanks, filled with tidal flat sediments and salt water, are SW1&2 (with anoxic silty mud), SW3&4 (anoxic mud), and SW5&6 (suboxic mud). Contaminated solution, which is formulated with the salts of Cu, Cd, As, Cr, Pb, Hg, and glucose+glutamic acid, was spiked into the supernatent waters in the tanks. Nitrate concentrations in supernatent waters as well as bacterial cell numbers and enzyme activities of soils in the FW tanks (except FW5&6) are clearly higher than those in the SW tanks. Phosphate concentrations in the SW1 tank increase highly with time compared to those in the other SW tanks. Removal rates of Cu, Cd, and As in supematent waters of the FW5&6 tanks are most slow in the FW tanks, while the rates in SW1&2 are most fast in the SW tanks. The rate for Pb in the SW1&2 tanks is most fast in the SW tanks, and the rate for Hg in the FW5&6 tanks is most slow in the FW tanks. Cr concentrations decrease generally with time in the FW tanks. In the SW tanks, however, the Cr concentrations decrease rapidly at first, then increase, and then remain nearly constant. These results imply that labile organic materials are depleted in the FW5&6 tanks compared to the FW1&2 and FW3&4 tanks. Removal of Cu, Cd, As from the supernatent waters as well as slow removal rates of the elements (including Hg) are likely due to the combining of the elements with organic ligands on the suspended particles and subsequent removal to the bottom sediments. Fast removal rates of the metal ions (Cu, Cd, As) and rapid increase of phosphate concentrations in the SW1&2 tanks are possibly due to the relatively porous anoxic sediments in the SW1&2 tanks compared to those in the SW3&4 tanks, efficient supply of phosphate and hydrogen sulfide ions in pore wates to the upper water body, complexing of the metal ions with the sulfide ions, and subsequent removal to the bottom sediments. Organic materials on the particles and sulfide ions from the pore waters are the major factors constraining the behaviors of organic/inorganic elements in the supernatent waters of the experimental tanks. This study needs more consideration on more diverse organic and inorganic elements and experimental conditions such as tidal action, temperature variation, activities of benthic animals, etc.

• Journal of The Korean Association of Information Education
• /
• v.20 no.4
• /
• pp.387-400
• /
• 2016

In preparation for the adoption of software(SW) education in Korea by 2018, this study examined Korean teachers' perceptions and attitudes toward SW education and their relationship with teacher characteristics. By using the Stages of Concern Questionnaire, we conducted a survey of 92 teachers who participated in an introductory level of SW teacher training. The findings indicated that 1) the teachers' profile follows the typical nonuser pattern focusing on more self-concern, with the strongest intensity at Stage 0-Unconcerned and 1-Informational concern and the lowest at Stage 4-Consequence. However, teachers' stages of concern differed from the teachers' characteristics. Male teachers exhibited more concerns at Stage 4-Consequences, Stage 5-Collaboration, and Stage 6-Refocusing than female teachers. In addition, the teachers with higher SW proficiency, SW training experiences, and longer SW teaching experience showed higher intensity at Stage 4, 5, and 6 than their counterparts. The study suggests that the implementation of SW education would be effective and facilitated when teachers receive on-going and appropriate interventions and educational supports based on their individual concerns.

• Journal of The Korean Association of Information Education
• /
• v.23 no.5
• /
• pp.427-440
• /
• 2019

Software courses required for all students regardless of their major in many universities. SW educational effectiveness model needs to be developed to enable effective communication among students, professors, and SW educators, and to identify the responsibilities of SW educators. SW educational effectiveness model based on literature review is composed of computational thinking, SW literacy, SW awareness, and SW attitude. Computational thinking, focused on analysis and design of problem solving processes, consists of decomposition, pattern recognition, abstraction, and algorithms. SW literacy involves viewing social development based on SW beyond information literacy in the digital age. The SW awareness and attitude were organized by considering the collegiate contexts. The SW educational effectiveness model will be used as the basis for diagnosis tools as further studies.

• Journal of The Korean Association of Information Education
• /
• v.25 no.5
• /
• pp.769-778
• /
• 2021

Humanity faces the 4th industrial revolution, many countries are providing systematic and continuous SW education to foster talent with AI capabilities. On the other hand, there are high concerns that the SW gap will widen and polarize as domestic reality does not provide systematic and continuous SW education to learners. Against this background, this study started to investigate the influence of learners' SW experience on SW education. As a result of the study targeting science and engineering students, the effect of SW experience on SW education was significant. With theses results, it is expected that various discussions will be actively conducted so that systematic and continuous SW education can be provided in elementary and secondary schools.

• Journal of The Korean Association of Information Education
• /
• v.22 no.5
• /
• pp.557-564
• /
• 2018

As promotion of the 3D printer supply policy, need for 3D printer education is emphasized. But it is few that study of 3D printing educational program teachers can utilize at school. Especially study of CAD SW is very urgent because most of the CAD SW for 3D modeling is difficult and expensive. So in this study, we examine the CAD SW for educational purposes and propose educational programs that can be used at primary school. The instructional model is called "MDIAP" which consists of five stages : Motivation, Demonstration, Imitation, Application, Presentation. Instructional process is consisted of performing tasks and projects. We expect to enhance the function of 3D modeling and creative thinking which is essential to the Fourth Industrial Revolution society.