• Proceedings of the KAIS Fall Conference
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• 2004.06a
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• pp.123-126
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• 2004

최근 석유공급의 불안정과 에너지 소비의 급격한 증가로 인하여, 국가적인 차원에서의 에너지 절약 사업이 주요 시책으로 추진 중에 있으며, 전력사업에서도 에너지 절감이라는 차원뿐만 아니라 경영에 직결되는 중요한 과제로 전력손실에 대한 관심이 높아져가고 있다. 특히, 전력시장 자유화라는 흐름 속에서 전력손실 문제는 전기요금의 산정에 있어서 합리적인 근거를 제시한다는 점에서 중요한 관심사항이 되고 있다. 본 논문에서는 배전손실을 정확하게 산정하는 방안을 마련하여, 배전사업자가 배전망을 효과적으로 운용하여 손실을 최소화할 수 있도록 유도하며, 전력공급 전반의 효율성을 향상시킬 수 있도록 한다.

• Proceedings of the KIEE Conference
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• 2004.11b
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• pp.166-168
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• 2004

전력선 통신은 전기공급을 위해 기존에 설치되어 있는 전력선을 그대로 이용한 것으로 통신망을 새롭게 설치할 필요가 없다는 편의성 및 경제적 잇점을 가지고 있다. 최근 전력선 통신 기술은 홈오토메이션, 자동원격 검침, 원격모니터링에 적합한 기술로 주목받고 있다. 특히 전력선통신을 이용한 전력 감시시스템의 구축도 가능할 것으로 보여진다. 본 논문에서는 기존의 전력선 모뎀과 전력 측정 장비인 ACM meter를 이용하여 감시 시스템을 구성하였고, 전력선 모뎀과 ACM meter의 연계를 위하여 8051 kit를 자체 제작하여 ACM meter의 측정 데이터가 전력선 모뎀을 거쳐 컴퓨터에 모니터링 되도록 함으로써 차후 전력선 통신을 이용한 원격 감시시스템의 가능성을 연구하였다.

• Proceedings of the KIEE Conference
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• summer
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• pp.263-266
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• 2004

전력선 통신은 전기공급을 위해 기존에 설치되어 있는 전력선을 그대로 이용하는 것으로 통신망을 새롭게 설치할 필요가 없다는 편의성 및 경제적 잇점을 가지고 있다. 최근 전력선 통신 기술을 이용하여 조명제어, 침입탐지와 같은 방범, 가스원격 차단과 같은 방재, 냉난방기기의 제어와 같은 흠오토메이션, 자동원격 검침, 원격모니터링에 적합한 기술로 주목받고 있다 특히 전력선 통신을 이용한 홈네트워크의 구축도 가능할 것이다. 본 논문에서는 전력선 통신의 등장배경과 정의, 핵심기술을 알아보고, 간단한 모뎀과 사용자인터페이스를 제작하여 간단한 부하를 제어함으로써 차후 전력선 통신을 이용하여 가정내 또는 사업체에서의 부하관리의 가능성을 연구하였다.

• Annual Conference of KIPS
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• 2010.11a
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• pp.353-356
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• 2010

본 논문에서는 C언어를 이용한 자료구조를 자기 주도적으로 학습할 수 있는 원격 교육 시스템을 설계 및 구현하였다. 각 단원별로 이론 강의 및 실습 강의, 형성평가로 이루어져 있으며, 실습 강의에서는 코딩 영역에 직접 코딩한 소스를 온라인 상에서 컴파일 및 실행이 가능하도록 구현하였다. 특히 한 화면에서 따라가기 형태로 화면의 이동을 하지 않고 실습하는 것이 가능하고 코드의 실행 결과 보기를 할 수 있으므로, 자료구조 학습 내용을 학습자 스스로 충분히 숙지하고 실습할 수 있는 웹 기반 실습 환경을 제공한다. 이론과 실습을 겸함으로써 학습자는 이해하기 어려운 자료구조의 이해도를 높일 수 있고, 학습자가 주도적으로 실습에 참여하도록 유도함으로써 학습의 흥미를 높일 수 있게 하였다.

• Proceedings of the Korean Society of Computer Information Conference
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• 2020.07a
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• pp.637-639
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• 2020

본 논문에서는 소외계층 영재학생을 위한 온라인 학습 멘토링 운영 방안을 도출하였다. 소외계층 영재학생에게 필요한 맞춤형 과제, 실생활 문제, 학업 관리를 지원하기 위하여 맞춤형 과제와 피드백, 학업 상담으로 이루어진 온라인 학습 멘토링 운영 방안을 도출하였다. 맞춤형 과제에서는 소외계층 영재학생의 수준에 따라 실생활 주제를 활용한 과제를 제시하였으며, 피드백을 통하여 과제의 결과물을 평가받을 수 있도록 구성하였다. 학업 상담에서는 학업 계획 및 관리 능력을 향상시키기 위하여 전문가와 함께 상담을 진행할 수 있도록 하였다. 후속 연구에서는 온라인 학습 멘토링을 소외계층 영재학생에게 운영하고, 온라인 학습 멘토링의 효과를 분석하는 연구가 진행되어야 한다.

• Annual Conference of KIPS
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• 2022.11a
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• pp.75-76
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• 2022

현재 산업용 로봇 팔의 경로 계획을 생성할 때, 로봇 팔 경로 계획은 로봇 엔지니어가 수동으로 로봇을 제어하며 최적 경로 계획을 탐색한다. 미래에 고객의 다양한 요구에 따라 공정을 유연하게 변경하는 대량 맞춤 시대에는 기존의 경로 계획 수립 방식은 부적합하다. 심층강화학습 프레임워크는 가상 환경에서 로봇 팔 경로 계획 수립을 학습해 새로운 공정으로 변경될 때, 최적 경로 계획을 자동으로 수립해 로봇 팔에 전달하여 빠르고 유연한 공정 변경을 지원한다. 본 논문에서는 심층강화학습 에이전트를 위한 학습 환경 구축과 인공지능 모델과 학습 환경의 연동을 중심으로, 로봇 팔 경로 계획 수립을 위한 심층강화학습 프레임워크 구조를 설계한다.

• Journal of the Korea Society of Computer and Information
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• v.25 no.1
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• pp.93-99
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• 2020

With the development of digital technology and the increasing demand for learning how to improve one's ability to solve problems through play and participation interactions, a variety of edutainment game contents are being developed. The edutainment game contents developed until recently have received a large number of contents for intelligence development and transfer of knowledge such as Korean and English mathematics for children and children. Recently, there have been various researches on the necessity and effect of STEAM education that foster convergent science and technology talents with comprehensive thinking ability and scientific inquiry spirit through the fusion education method among the subjects including science, technology, engineering, mathematics, And there is a growing need for the development of a parish suitable for STEAM education. However, there is a lack of STEAM educational content development that incorporates the technology of creative convergence talent training to develop talented people who can think and solve problems by crossing various academic boundaries. Therefore, this study develops game contents for early childhood education by combining STEAM education which foster convergent science and technology talents with comprehensive thinking ability and scientific inquiry spirit. And we designed and implemented STEAM game contents for infant learning education which can induce the interest of children and have fun by using gyroscope sensor of smartphone.

• Journal of Christian Education in Korea
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• v.72
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• pp.97-115
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• 2022

The purpose of this study is to analyze the trends of Christian education research during the COVID-19 period. To this end, 172 theses published in the "Journal of Christian Education" and "Korea Society for Christian Education & Information Technology" pub-lished between March 2020 and June 2022 were analyzed according to the subfields and research methods of Christian education. As a result of the analysis, 38.5% of the total papers belonged to theories of Christian education. Papers related to practice of Christian education was 61.5%. Looking more closely at Christian education practice, papers related to classification by 'developmental stage' accounted for 25%, 'education field' accounted for 55.2%, 'function' accounted for 40.7% of the total papers. Regarding the classification of research methods, literature research accounted for 62.7% of the total studies, survey research methods accounted for 21.5%. Based on this, the main conclusions found in this study are as follows. First, the problems caused by the emergence and spread of the coronavirus began to be reflected in Christian education studies. Second, it was confirmed that the research method of Christian education, which had been biased toward liter-ature research, was recently converted from theory-centered to an attempt to balance theory and practice, and as convergence research increased, research topics and re-search methods were diversifying. Third, it was confirmed the need for category stand-ards that can analyze and classify studies in order to identify trends in Christian education research. Lastly, when considering all the papers, there are not many papers that fall under the classification by characteristics.

• The Journal of the Convergence on Culture Technology
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• v.10 no.4
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• pp.33-40
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• 2024

The Ministry of Education announced the main points of the 2022 revised curriculum on November 24, 2021. Democratic citizenship education to foster citizenship appears as one of the detailed tasks among the key tasks of the 2022 revised curriculum. We are promoting democratic citizenship education to foster citizenship. Therefore, what does democratic citizenship education specifically mean and what does it consist of? There is a need to look into what methods this should be used for. The purpose of this study is to explore the meaning of democratic citizenship education revealed in the 2022 revised curriculum. The contents of democratic citizenship education for the cultivation of citizenship revealed in the general discussion of the 2022 revised curriculum are analyzed as follows. First, it means education related to democracy and social issues. The specific contents of democracy and social issues are ① peace, ② human rights, ③ gender equality, and ④ cultural diversity. Second, critical thinking education. Third, media literacy education is necessary because democratic citizenship education must respond appropriately to the times in line with social changes such as the emergence of Chat GPT. Fourth, while emphasizing democratic decision-making education, it includes social empathy and communication education. Fifth, it contains local and national community participation and practical education as a method for citizen participation and practice. As described above, democratic citizenship education was specified in the general introduction of the 2022 revised curriculum. In order to carry out such democratic citizenship education systematically, it is necessary to establish the principles of democratic citizenship education.

• Journal of the Korean earth science society
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• v.39 no.4
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• pp.388-400
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• 2018

The purpose of this study was to explore the nine components of computational thinking (CT) practices and their operational definitions from the view of science education and to develop a CT practice framework that is going to be used as a planning and assessing tool for CT practice, as it is required for students to equip with in order to become creative problem solvers in $21^{st}$ century. We employed this framework into the earlier developed STEAM programs to see how it was valid and reliable. We first reviewed theoretical articles about CT from computer science and technology education field. We then proposed 9 components of CT as defined in technology education but modified operational definitions in each component from the perspective of science education. This preliminary CTPF (computational thinking practice framework) from the viewpoint of science education consisting of 9 components including data collection, data analysis, data representation, decomposing, abstraction, algorithm and procedures, automation, simulation, and parallelization. We discussed each component with operational definition to check if those components were useful in and applicable for science programs. We employed this CTPF into two different topics of STEAM programs to see if those components were observable with operational definitions. The profile of CT components within the selected STEAM programs for this study showed one sequential spectrum covering from data collection to simulation as the grade level went higher. The first three data related CT components were dominating at elementary level, all components of CT except parallelization were found at middle school level, and finally more frequencies in every component of CT except parallelization were also found at high school level than middle school level. On the basis of the result of CT usage in STEAM programs, we included 'generalization' in CTPF of science education instead of 'parallelization' which was not found. The implication about teacher education was made based on the CTPF in terms of science education.