• Spatial Information Research
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• v.20 no.6
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• pp.33-43
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• 2012

As part of recent sustainable transport, bike has come into the spotlight as a green transport at close range to link between walking and public transit and also alterative to solve problems of existing vehicle travel. Some arguments on promotion of using bicycles have already been made in Europe, the U.S and other developed countries. To be sure, much has been written extensively in description of utilization of bike oriented by supplier, for examples, Level of Service with bike path, infrastructure such as bicycle racks and lounge etc. Therefore, our study has been differentiated in development of new evaluation model focused on level of bike user's satisfaction, comprehensively considering suitability for bikeway installation, connectivity of the public transportation system and stability in Incheon City. ANP(Analytic Network Process) analysis which is able to allow consideration of the interdependence of criteria has been hired due to multi-collinearity instead of AHP used in multi-criteria decision analysis. Last but not least, we drew bike route on a case-by-case for maintenance and improvement of its facility in Namdong-gu and Bupyeong-gu. To conclude, suggested finding has dem onstrated the validity of evaluation scheme for bikeways which is appropriate for type and purpose and ultimately this can be used to establish policy decision making for improvement of bikeway.

• Journal of The Korean Association For Science Education
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• v.19 no.4
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• pp.622-634
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• 1999

We have investigated the 6th middle school science curriculum and its implementation based upon the results of middle school science teachers' and professors' ratings and self-reportings. The national-wide survey was administrated to obtain the data from 213 teachers of 112 middle schools and 43 professors of colleges of education. The survey items correspond to four stages of science curriculum. In the stage of the planned science curriculum, 'goals', 'framework of contents' and 'contents' are relevant to the basic guideline for curriculum revision, 'the more emphasis on inquiry activities'. However, the amount of contents is not appropriate, and 'methods' are difficult to attain. In the stage of the written science curriculum, 'goals', 'framework of contents', 'contents', 'methods' and 'evaluations' are not useful for teachers to teach science. In the stage of the implemented science curriculum, a small number of teachers use the issues of local community, organize the different group activities, develop assessment tools cooperatively, and conduct a lesson and a program considering students' diversities. This is partially because of the large amount of learning contents, the lack of materials and the weakness of supporting system. Finally, in the stage of the attained science curriculum, the students' achievements under the 6th curriculum is not higher than those under the other curricula.

• Journal of The Korean Association For Science Education
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• v.24 no.6
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• pp.1143-1157
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• 2004

The purpose of this study was to develop HS-VOSTS(High School Students' Views On Science-Technology-Society), which is an instrument that monitors high school students' views on STS. For this study, 23 multiple-choice items were developed on four categories. First, a categorial scheme was constructed. The categorial scheme was based on many instruments that evaluate students' understanding on STS, literature review, and STS learning goal that many researchers had asserted. Second, the multiple-choice items were developed. The development of the items was carried out through four steps. In the first step, some pairs of statement on each subordinate category were formed. Next, the student statement questionaries which were based on the pairs of statement were responded by 772 students. In the second step, the response written by the students were analyzed to common viewpoints and the first multiple-choice items were constructed. In the third step, the semistructured interview with 28 high school students was implemented and the second multiple-choice items were constructed. In the fourth step, the final version of the instrument was developed through the analysis of the students' response on the second multiple-choice items. HS-VOSTS is an useful instrument for monitoring students' beliefs and viewpoints on STS topics. The results of the students' responses to HS-VOSTS items reflect the students' own thoughts directly. These results will give some implications for the curriculum developers, the authors of text books and the educational policy makers as well as the teachers.

• Journal of Information Management
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• v.42 no.4
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• pp.137-154
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• 2011

A headword finding system is defined as an information retrieval system using a word gloss as a query. We use the gloss as a document in order to implement such a system. Generally the gloss is very short in length and then makes very difficult to find the most proper headword for a given query. To alleviate this problem, we expand the document using the concept of query expansion in information retrieval. In this paper, we use 2 document expansion methods : gloss expansion and similar word expansion. The former is the process of inserting glosses of words, which include in the document, into a seed document. The latter is also the process of inserting similar words into a seed document. We use a featureless clustering algorithm for getting the similar words. The performance (r-inclusion rate) amounts to almost 100% when the queries are word glosses and r is 16, and to 66.9% when the queries are written in person by users. Through several experiments, we have observed that the document expansions are very useful for the headword finding system. In the future, new measures including the r-inclusion rate of our proposed measure are required for performance evaluation of headword finding systems and new evaluation sets are also needed for objective assessment.

• Journal of The Korean Association For Science Education
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• v.39 no.3
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• pp.389-403
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• 2019

This study aims to analyze criteria and characteristics for preservice elementary teachers' critiques of their peers' inquiry-based instruction. This study reviews critiques written by 31 preservice elementary teachers enrolled in an elementary school science inquiry methods course wherein the teachers designed and implemented inquiry-based instruction. These preservice teachers participated in inquiry-based instruction as if they were elementary students and then evaluated their peers' instruction. Analysis of the critiques reveals that preservice teachers evaluated their peers' instruction on the following criteria: instruction context, science content, teaching strategies, students, instructional goals, non-verbal attitude, and assessment. Their beliefs about teaching science inquiry were reflected in the critiques. Additionally, it was found that four orientation for teaching inquiry-didactic, academic rigor, activity-driven, inquiry orientation-reflected in critiques; some of critiques held more than one of these orientations. And they did not merely criticize but suggested alternatives to general teaching strategies; furthermore, of inquiry-instruction specific teaching strategies. They showed higher epistemic understanding of inquiry-based instruction after mid-term demonstrations. The evidence demonstrated that the proportion of critiques specifically about inquiry-based instruction increased after the mid-term demonstrations. Moreover, the post mid-term critiques emphasized interaction between students as well as understanding of the nature of science. These findings could provide implication for teaching inquiry and criticizing others' instruction as part of elementary school science courses in preservice elementary teacher education.

• (The)Study of the Eastern Classic
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• no.69
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• pp.147-178
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• 2017

This study examined at the literature of Choi Young(崔瑩). Choi Young(崔瑩) does not have a collection. Thus I looked at the records currently remaining about the words and actions of Choi Young(崔瑩). Among them, many discovered a piece of work in the midst of History of Goryeo History(高麗史) yeoljeon(列傳). This led to a review of the whole of literature. As a result, I could find many Prose works. This enabled us to examine one aspect of his literature. Here are some of the most popular works. First, a writing that was demoted to Gyerimyun(鷄林尹) because of the slander of Shin Don(辛旽), second a pact written to suppress Cheju Island, third a letter sent to persuade the minister of Cheju Park Yoon-Cheong(朴允淸), forth a statement against the king's will to relocate the capital, fifth a message to the king expressing his willingness to fight Hongshan(鴻山), sixth a message expressing deep despondency at defeat in Ganghwado Island and a message to the king about measures to defend, seventh a loyalty remonstrance for the king Wu(禑王). The method tried in this manuscript is significant. I have reindistributed the works of Mumingong(武愍公) in the records. Based on such achievements, new emphasis can be placed on the historical assessment of the achievements of the contemporary or later writers of the literary world.

• Journal of Korean Home Economics Education Association
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• v.34 no.3
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• pp.149-167
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• 2022

The purpose of this study was to identify learning topics linked to Sustainable Development Goals(SDGs) in the dietary life unit of middle school technology and home economics textbooks and to develop teaching-learning plans and learning materials to verify the feasibility and field suitability. This study was carried out through analysis, design, development, and evaluation stages, and the results are as follows. First, in the analysis stage, the dietary life contents of the five home economics textbooks written based on the 2015 revised curriculum were analyzed, and dietary life-related goals were extracted from the 169 SDG targets to reorganize the learning topics linked to the contents of the textbooks. Second, in the design stage, the overall goal of the entire class was set and each session was designed by selecting the learning goals, learning topics, and learning contents, reflecting the SDGs related to the session to be developed. Based on the analyses of textbooks and the SDGs related to dietary life, the themes of 'desirable eating habits of adolescents', 'food production', 'food distribution', and 'food consumption and disposal' were extracted. Third, in the development stage, a total of 11 teaching-learning plans and student worksheets were developed, and an evaluation sheet was developed for expert verification. Fourth, in the evaluation stage, the feasibility and field suitability of the teaching-learning plans were verified by 5 home economics teachers. Learning goals, learning contents, connectivity to related SDGs, and feasibility of teaching-learning plan were evaluated, and based on the assessment results, teaching-learning plans were revised.

• Education of Primary School Mathematics
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• v.25 no.2
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• pp.179-195
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• 2022

Mathematical communication competency, one of the six mathematical competencies emphasized in the latest mathematics curriculum, plays an important role both as a means and as a goal for students to learn mathematics. Therefore, it is meaningful to find instructional methods to improve students' mathematical communication competency and analyze their communication competency in detail. Given this background, this study analyzed 64 sixth graders' mathematical communication competency after they participated in the lessons of fraction division emphasizing mathematical communication. A written assessment for this study was developed with a focus on the four sub-elements of mathematical communication (i.e., understanding mathematical representations, developing and transforming mathematical representations, representing one's ideas, and understanding others' ideas). The results of this study showed that students could understand and represent the principle of fraction division in various mathematical representations. The students were more proficient in representing their ideas with mathematical expressions and solving them than doing with visual models. They could use appropriate mathematical terms and symbols in representing their ideas and understanding others' ideas. This paper closes with some implications on how to foster students' mathematical communication competency while teaching elementary mathematics.

• Korean Journal of Culture and Social Issue
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• v.11 no.2
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• pp.109-142
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• 2005

This study was conducted to suggest the research domains of Criminal Psychology, which is needed to improve the disciplinary identity of the Korean Criminal Psychology. Some major textbooks of Criminal Psychology, Forensic Psychology, Legal Psychology are written by korean and foreign psychologists. Major definitions and research domains of Criminal Psychology was compared and reviewed. For aggregating the criminal psychological researches were studied by korean psychologists, a total of 211 articles and papers, which was published by Korean Psychological Association, 5 Sub-psychological Associations, and Korean Law Psychological Association, were reviewed. Several the major research domains in Criminal Psychology was suggested as follows: General psychological theories, aggression·anger·morality, adolescent delinquency, mind and motivations of criminals, victims, investigation techniques, testimony, assessment·counseling·correction·rehabilitation of criminals, prediction and prevention of crime.

• Journal of The Korean Association For Science Education
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• v.44 no.1
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• pp.105-117
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• 2024

The purpose of this study was to explore changes in elementary teachers' modeling pPCK (personal PCK) resulting from knowledge exchange within the realms of PCK described in the Refined Consensus Model (hereafter RCM). For this purpose, a professional learning community (hereafter PLC) was established for three elementary school teachers to facilitate knowledge exchange specifically focused on science modeling instructions. The study then analyzed the CoRe (content representations) written by the research participants twice to explore any changes in modeling pPCK (personal PCK). In addition, the discourse shared by the participants in the PLC and the data from the in-depth interviews were also analyzed using grounded theory research methods. The results of the study showed that there was no significant change in knowledge of the science curriculum in elementary teachers' modeling pPCK, but there were changes in orientations toward teaching science, knowledge of students' understanding in science, knowledge of instructional strategies and representations, and knowledge of assessment of science learning. Furthermore, the analysis of PLC discourse and in-depth interviews showed that modeling instructions reflection (ePCK; enacted PCK) and educational research-based modeling cPCK (collective PCK) influenced these changes in teachers' modeling pPCK. Accordingly, this study suggests recommendations for pedagogical approaches aimed at improving teachers' modeling PCK.