• Journal of Gifted/Talented Education
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• v.13 no.4
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• pp.45-63
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• 2003

The purpose of this study is to analyze the status and gifted students' perception on curriculum implementation for gifted education at Busan Science Academy. For the purpose, we investigated the curriculum documents, the process of implementing curriculum and the result of the questionnaire. The questionnaire about the curriculum courses, teaching strategies and evaluation method was answered by 143 students at Busan Science Academy. The curriculum courses are composed of general courses and specialized courses: general courses comprise of Korean language, social studies, foreign languages, arts, and physical education. Specialized courses consist of mathematics, physics, chemistry, biology, earth science, information science. Elective courses are divided into basic elective courses and in-depth courses. Each in-depth course deals with more specialized content. The significant results of the questionnaire are as follows: First, according to gifted students' perception, the credits of specialized courses and in-depth elective courses need to be increased and the credits of general courses need to be reduced. Second, teachers at this school mainly use teaching strategies such as lecture, group activities and discussion, but the students prefer diverse teaching strategies such as lecture, discussion, experiment, individual research, problem solving and field studies. Third, students prefer a paper-and-pencil testing assesment rather than a written report assesment and lab experiment assesment. According to this study, the characteristics of the acceleration curriculum at Busan Science Academy were too intensive. Thus it is difficult to implement the enrichment education according to the demand of gifted students in this school. Therefore, this study suggests that we need to revise the curriculum courses of Busan Science Academy and develop contents and strategies for gifted education in science and mathematics.

• Journal of The Korean Association For Science Education
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• v.38 no.6
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• pp.781-792
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• 2018

In modern society, as technology develops and industry diversifies, students can choose from a variety of career paths. Since science, technology, engineering, and mathematics require a longer education and experience than other fields, it is important to design science education policies based on the competencies required for science, technology, engineering, and mathematics (STEM) occupations. This study explores the definition of science and technology manpower and STEM occupations and identifies core competencies of STEM occupations using standard job information operated and maintained by the US Department of Labor ($O^*NET$). We specially analyzed ratings of the importance of skills (35 ratings), knowledge (33 ratings), and work activities (41 ratings) conducting descriptive analysis and principal component analysis (PCA). As a result, core competencies of STEM occupations consist of STEM problem-solving competency, Management competency, Technical competency, Social service competency, Teaching competency, Design competency, Bio-chemistry competency, and Public service competency, which accounts for 70% of the total variance. This study can be a reference for setting the curriculum and educational goals in secondary and college education by showing the diversity of science and technology occupations and the competencies required for STEM occupations.

• The Mathematical Education
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• v.61 no.1
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• pp.47-62
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• 2022

This study investigated the contents related to the plane figures in the geometry domains of Joseon-Sanhak in the late 18th century and focused on changes in explanations and calculation methods related to plane figures, the rigor of mathematical logic in the problem-solving process, and the newly emerged mathematical topics. For this purpose, We analyzed , and written in the late 18th century and and written in the previous period. The results of this study are as follows. First, an explanation that pays attention to the figures as an object of inquiry, not as a measurement object, and a case of additional presentation or replacing the existing solution method was found. Second, descriptions of the validity of calculations in some problems, explanations through diagrams with figure diagrams, clear perceptions of approximations and explanations of more precise approximation were representative examples of pursuing the rigor of mathematical logic. Lastly, the new geometric domain theme in the late 18th century was Palsun corresponding to today's trigonometric functions and example of extending the relationship between the components of the triangle to a general triangle. Joseon-Sanhak cases in the late 18th century are the meaningful materials which explain the gradual acceptance of the theoretical and argumentative style of Western mathematics

• Education of Primary School Mathematics
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• v.26 no.3
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• pp.181-197
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• 2023

The importance of reasoning processes based on fractional concepts and number senses, rather than a formalized procedural method using common denominators, has been noted in a number of studies in relation to compare the magnitudes of unlike fractions. In this study, a unlike fraction magnitudes comparison test was conducted on fourth-grade elementary school students who did not learn equivalent fractions and common denominators to analyze the reasoning perspectives of the correct and wrong answers for each of the eight problem types. As a result of the analysis, even students before learning equivalent fractions and reduction to common denominators were able to compare the unlike fractions through reasoning based on fractional sense. The perspective chosen by the most students for the comparison of the magnitudes of unlike fractions is the 'part-whole perspective', which shows that reasoning when comparing the magnitudes of fractions depends heavily on the concept of fractions itself. In addition, it was found that students who lack a conceptual understanding of fractions led to difficulties in having quantitative sense of fraction, making it difficult to compare and infer the magnitudes of unlike fractions. Based on the results of the study, some didactical implications were derived for reasoning guidance based on the concept of fractions and the sense of numbers without reduction to common denominators when comparing the magnitudes of unlike fraction.

• Journal of Gifted/Talented Education
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• v.24 no.4
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• pp.561-576
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• 2014

The purpose of this study is to investigate the perception of the mothers of science gifted in respect to giftedness compared to the "Scale for Rating the Behavioral Characteristics of Superior Students-R(SRBCSS-R)". For that, a survey of 18 mothers of elementary school science gifted and 32 mothers of middle school science gifted was conducted in relation to giftedness. The words and frame of this survey were analyzed using the Semantic Network Analysis. The results are as follows : The mothers of Elementary school science gifted perception were found to have a connected giftedness with reading, science, making something, etc.. On the other hand, the mothers of middle school science gifted perception were found to have a connected giftedness with problem, solving problem, mathematics, etc. in words analysis. The mothers of Elementary school science gifted have a strong connection with category on creativity, motivation, etc.. On the other hand, the mothers of middle school science gifted were more inclined towards the category on learning, motivation, etc. in frame analysis. That is to say, the mothers of science gifted are perceptive about giftedness respect to some elements as the "Scale for Rating the Behavioral Characteristics of Superior Students-R" on the giftedness. Therefore, a correct understanding about giftedness in respect to the mothers of science gifted is required and parent education is needed for appropriate science gifted education.

• 대한공업교육학회지
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• v.36 no.1
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• pp.1-22
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• 2011

The purpose of this study was to develop and apply activity-centered STEM education program of electricity and electronics technology are in middle schools. The program was developed on the emphasis of problem solving in real world in relation to knowledge, attitude, and skill of Science, Technology, Engineering, and Mathematics. Basically the activity-centered STEM education program was developed through three steps of preparation, development and improvement. In the preparation stage the fellowing was included: (1) need analysis of student, educator, society (2) selection of integration type (3) analyzing subject matter of electricity, electronics area (4) establishing criteria for selecting activity tasks. In the development stage the fellowing was conducted: (1) selection of activity tasks (2) setting up educational goals (3) analyzing activity and clarifing the detailed activity (4) selecting program content, (5) organization of instructional content (6) statement of instructional objectives (7) structuring STEM education program In the improvement stage the fellowing was consisted of: (1) verification of validity by experts (2) execution of pilot test and field test by students and correction of program. The results of the applied the Activity-Based STEM Education Program to 'Afterschool' activities of S middle school were as follow: First, student' satisfaction level was high. Second, student' achievement in the cognitive domain, and affective domain was positive change. Third, student' problem solving ability was positive effect.

• Journal of Service Research and Studies
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• v.5 no.2
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• pp.71-81
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• 2015

The RSA public key encryption algorithm, a few, key generation, factoring, the Euler function, key setup, a joint expression law, the application process are serial indexes. The foundation of such algorithms are mathematical principles. The first concept from mathematics principle is applied from how to obtain a minority. It is to obtain a product of two very large prime numbers, but readily tracking station the original two prime number, the product are used in a very hard principles. If a very large prime numbers p and q to obtain, then the product is the two $n=p{\times}q$ easy station, a method for tracking the number of p and q from n synthesis and it is substantially impossible. The RSA encryption algorithm, the number of digits in order to implement the inverse calculation is difficult mathematical one-way function and uses the integer factorization problem of a large amount. Factoring the concept of the calculation of the mod is difficult to use in addition to the problem in the reverse direction. But the interests of the encryption algorithm implementation usually are focused on introducing the film the first time you use encryption algorithm but we have to know how to go through some process applied to the field work This study presents a field force applied encryption process scheme based on public key algorithms attribute diagnosis.

• Education of Primary School Mathematics
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• v.16 no.3
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• pp.251-266
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• 2013

With elementary school students who have learned the primary concepts of the four arithmetic operations as its subjects, this study has investigated in depth how schema and transformed schema are composed by recognition of the correct concepts and connection of concepts, that is to say, what schema learners form along with transformed schema with the primary concepts of the four arithmetic operations to understand the secondary concepts when power and mixed calculations are taken into contents. It has also investigated how the subjects use the schema they have formed for themselves and the transformed schema to approach problem solving, and how their composition of concepts and schema in problem solving ability achieve transformations. As a result, we can tell that the recognition of precise primary concepts and transformed schema work as important factors in the development from the primary to the secondary concepts. Here, we can also see learn that the formation of the schema created due to the connection among the primary concepts and the recognition of them and of the transformed schema play more important roles in the development toward the secondary concepts and the solution of arithmetic problems than any other factors.

• Steel and Composite Structures
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• v.34 no.3
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• pp.393-407
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• 2020

The braced tube frame system, a combination of perimeter frame and bracing frame, is one of the systems used in tall buildings. Due to the implementation of this system in tall buildings and the high rigidity resulting from the use of general bracing, providing proper ductility while maintaining the strength of the structure when exposing to lateral forces is essential. Also, the high stress at the connection of the beam to the column may cause a sudden failure in the region before reaching the required ductility. The use of Reduced Beam Section connection (RBS connection) by focusing stress in a region away from beam to column connection is a suitable solution to the problem. Because of the fact that RBS connections are usually used in moment frames and not tested in tall buildings with braced tube frames, they should be investigated. Therefore, in this research, three tall buildings in height ranges of 20, 25 and 30 floors were modeled and designed by SAP2000 software, and then a frame in each building was modeled in PERFORM-3D software under two RBS-free system and RBS-based system. Nonlinear time history dynamic analysis is used for each frame under Manjil, Tabas and Northridge excitations. The results of the Comparison between RBS-free and RBS-based systems show that the RBS connections increased the absorbed energy level by reducing the stiffness and increasing the ductility in the beams and structural system. Also, by increasing the involvement of the beams in absorbing energy, the columns and braces absorb less energy.

• Steel and Composite Structures
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• v.35 no.5
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• pp.671-685
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• 2020

This manuscript presents impacts of gradation of material functions and axial load functions on critical buckling loads and mode shapes of functionally graded (FG) thin and thick beams by using higher order shear deformation theory, for the first time. Volume fractions of metal and ceramic materials are assumed to be distributed through a beam thickness by both sigmoid law and symmetric power functions. Ceramic-metal-ceramic (CMC) and metal-ceramic-metal (MCM) symmetric distributions are proposed relative to mid-plane of the beam structure. The axial compressive load is depicted by constant, linear, and parabolic continuous functions through the axial direction. The equilibrium governing equations are derived by using Hamilton's principles. Numerical differential quadrature method (DQM) is developed to discretize the spatial domain and covert the governing variable coefficients differential equations and boundary conditions to system of algebraic equations. Algebraic equations are formed as a generalized matrix eigenvalue problem, that will be solved to get eigenvalues (buckling loads) and eigenvectors (mode shapes). The proposed model is verified with respectable published work. Numerical results depict influences of gradation function, gradation parameter, axial load function, slenderness ratio and boundary conditions on critical buckling loads and mode-shapes of FG beam structure. It is found that gradation types have different effects on the critical buckling. The proposed model can be effective in analysis and design of structure beam element subject to distributed axial compressive load, such as, spacecraft, nuclear structure, and naval structure.