$6{\times}6$ 가변 현수형 무인차량의 주행 분석 및 제어에 관한 연구

강신천,허진욱,이상훈,지태영,Kang, Sin-Cheon,Huh, Jin-Wook,Lee, Sang-Hoon,Jee, Tae-Young 한국군사과학기술학회 2011 한국군사과학기술학회지 Vol.14 No.5

Recently, skid steering methods have been increasingly applied to unmanned ground vehicles since they can provide a narrow turn that general steering methods like ackerman steering may not provide. However, dynamic behaviors of the skid steering vehicles with articulating arms which occur during a steering are very complicated and coupled. This makes it difficult to control vehicles and in severe case vehicles may loose stability. There are two methods to control unmanned ground vehicles. The first one is speed control method generally used with easiness and robustness in remote vehicle control. The next one is torque control allowing the vehicles to get better performance in several cases provided careful application is achieved. This paper addresses dynamic phenomena of skid steering vehicles during steering and compares with vehicle driving control methods between torque(traction force) control and speed control.

높이 자동제어가 가능한 차량 장착형 지뢰탐지장치에 대한 연구

강신천,정호영,정대연,성기열,김도종,김지웅,Kang, Sin Cheon,Chung, Hoe Young,Jung, Dae Yon,Sung, Gi Yeul,Kim, Do Jong,Kim, Ji Woong 한국군사과학기술학회 2017 한국군사과학기술학회지 Vol.20 No.4

The vehicle-mounted mine detection system with large detection sensor modules can search wide areas with a fast detection speed. To mount the heavy mine detectors on a manned or unmanned vehicle, it is necessary to design the detector driving mechanism and control system based on the considerations driven from the characteristic analysis and the operation requirements of the detection system. Furthermore, while operating the mine detector mounted on a mobile vehicle, it is significant to keep the height from the ground to sensors within a certain distance in order to get a qualified detection performance. As the mine detection sensor, we used ground penetrating radar widely used to geotechnical exploration, mine detection and etc. In this paper, we introduce a driving mechanism through analyzing the characteristics of the vehicle-mounted mine detection system. We also suggest a method to automatically control the distance between the ground and GPR by utilizing the GPR output values, used to detect mines at the same time.

교수학습센터의 인적 네트워크 실태 분석에 기초한 교수,학습지원 네트워크 운영 활성화 방안 연구

강신천 ( Shin Cheon Kang ),김수동 ( Soo Dong Kim ) 한국교육정보미디어학회(구 한국교육정보방송학회) 2004 교육정보미디어연구 Vol.10 No.3

웹상의 학습자 식별을 위한 학습자 모델링 엔진의 설계와 개발

강신천 ( Shincheon Kang ) 한국교육공학회 2003 교육공학연구 Vol.19 No.4

방과후학교 활성화를 위한 처방적 학습컨설팅 모형 개발

강신천(Shin Chun Kang),양애경(Ae Kyung Yang) 한국교육심리학회 2013 敎育心理硏究 Vol.27 No.2

최근 방과후학교가 양적으로 질적으로 성장함에 따라 방과후학교 교사에 대한 질관리 문제가 중요하게 제기되고 있다. 이 연구는 방과후학교 교사가 가져야 하는 중요한 역량 중의 하나를 ``학습컨설팅``이라 전제하고, 방과후학교를 활성화하기 위해 처방적이고 실질적인 학습컨설팅 모형을 연구하는 것을 주요 목적으로 삼았다. 연구의 목적을 위해 학습컨설팅 전략을 탐색하고 대안적 모형을 탐구하였으며, 최종 방과후학교를 활성화하기 위한 처방적이고 실질적 학습컨설팅 모형을 개발 제안하였다. 본 연구는 처방적 ``학습컨설팅`` 모형 개발을 통해 학습컨설팅이 방과후학교 교사가 가져야 할 핵심역량 중의 하나가 되어야 한다는 결론을 내렸다. 방과후학교는 더욱 늘어날 전망이다. 가장 큰 우려는 방과후학교의 내실화이며, 교사의 역량은 이를 위한 중요한 요인이 되기 때문에 학습컨설팅을 방과후학교 교사가 가져야 할 핵심 역량으로 보고 있다 이러한 관점에 기초하여 본 장에서는 방과 후 학교 교사가 학습컨설팅을 하기 위해 필요한 처방적 전략과 학습컨설팅 처방적 모형을 제안하였다. 이 연구는 방과후학교에 참여하는 교사 또는 강사가 학습컨설팅 역량을 갖기를 기대하고 나아가 학습컨설팅 모형에 따라 실질적인 학습컨설팅을 실행할 수 있게 되기를 기대한다. Recently, the quality control for After-school teachers became an important issue as After-school has been growing qualitatively and quantitatively. This study set learning consulting that is one of important competencies for After-school teachers forth as a premise and its purpose is to study on proposing a strategic and practical model of learning consulting for vitalizing After-school. For the purpose of this study, it has researched some strategies for learning consulting and then it has inquired an alternative model for learning consulting of After-school teachers. Finally it has proposed a strategic and practical model of learning consulting for vitalizing After-school. This study concluded that learning consulting is one of important competency for After-school teachers through prescribed model for learning consulting that was proposed to vitalize After-school substantial and teachers` competencies will be more important factor than now. We expect that this study makes After-school teachers to get learning consulting competency following its alternative model.

교육용게임의 융합교육 지원 가능성 연구

강신천(Shin Chun Kang) 한국컴퓨터게임학회 2014 한국컴퓨터게임학회논문지 Vol.27 No.2

STEAM (Science, Technology, Engineering, Arts, and Math) is to educate the people who take convergent thinking and divergent creativity. The current society is the knowledge network society. It requires these people. The alternative educational policy is focused on the learner centered based on learners' interests or concerns. The educational game is one of the best teaching and learning strategies. With taking notice of this point, this paper has studied about how amount the educational game was able to support the possibilities of STEAM support. Ten teachers who were evaluators for three educational games which were different genre's game evaluated them using a sheet for evaluating the possibilities of STEAM support using the educational game. Based on the results of this evaluation, we leaded 5 conclusions as follows: the educational game is able to support STEAM's goals, the step for presenting the situations, the step for the creative design, the step for taking an emotional experiences, and it has STEAM's elements in itself.

敎育用 Game 談論: Pedagogical Game

강신천(Shin Chun Kang) 한국컴퓨터게임학회 2013 한국컴퓨터게임학회논문지 Vol.26 No.4

Education and Game are the main keyword for the future society. Many countries are taking notice of these to improve the competitive power of their countries. Educational Game is not Education for Game but Game for Education. By the way, there are many definitions for the Educational Game and many discourse about the relations between Education and Game. It is necessary and meaningful to discourse about setting of relations between Education and Game in this point of the time. Generally, some former studies are focused on functions of Education using Game but this study tried to back to the basic with discoursing about the definition of Education and Game itself. Finally, this study drove the definition of Pedagogical from discourses among Education, Game and Educational Game. Educational Games are going to be developed plenty but we get some problems for adjusting the balance between the goal for the Game and the goal for the Education or blending game elements for the fun with cognitive knowledges which are learned during game play. Pedagogical Game can give some suggestions to solve these kind of problems or to make you back to the basic discourse between Education and Game.

컴퓨터교과교육 : 초,중등학교와 대학교의 컴퓨터교과 교육과정 연계 연구

강신천 ( Shin Cheon Kang ) 한국컴퓨터교육학회 2006 컴퓨터교육학회 논문지 Vol.9 No.3

학습양식에 따른 개별화 학습 지원 시스템이 학습만족도에 미치는 영향

강신천(ShinCheon Kang),박혜진(HaeJin Park) 한국열린교육학회 2006 열린교육연구 Vol.14 No.2

  그동안 교수ㆍ학습을 개별화하기 위해 많은 교육 관련 연구자 혹은 현장 교사들의 노력이 있었다. 본래 교육은 개인이 지니고 있는 개성이나 특성을 최대한 계발하고 육성시켜 주어야 한다. 이와 같은 맥락에서 수업은 학습자의 개인차를 고려하고 그에 맞는 적절하고 타당한 교수방법 및 절차를 제시해야할 뿐만 아니라 교수자료를 선택ㆍ평가하는 것을 포괄하여 체제적으로 설계ㆍ개발되어야 한다. 그러나 교육 현장에서는 학습자 개개인의 특성 파악에 소홀하고 있다. 이와 같은 이유로 수업에서 학습자들은 학습 활동에서 다분히 수동적이며, 자신이 선호하는 학습내용이나 학습방법을 선택할 기회를 제공받지 못하고 있다. 이와 같은 문제점을 해결하기 위한 하나의 방법이 개별화 학습 지원 시스템을 설계ㆍ개발하여 활용하는 것이다.<BR>  이와 같은 취지에서 출발한 이 연구는 개별화 학습 지원을 위해서 필수적으로 고려되어야 할 개인차 변인들 중 Felder의 학습양식에 따른 개별화 학습 지원에 국한하였다. 요컨대, 본 논문의 목적은 Felder의 학습양식 따라 개별화된 학습내용과 학습과정을 제공해 줄 수 있는 개별화 학습 지원 시스템을 개발ㆍ적용하여 궁극적으로 이러한 시스템의 사용이 온라인 학습 만족도에 어떤 영향을 미치는지를 알아보는데 있다.<BR>  본 논문에서는 학습 내용 만족도와 학습과정 만족도로 온라인 학습 만족도를 세분화하였다. 본 연구의 결과는 학습자의 특성분석에 따른 학습내용 및 학습과정의 적응ㆍ처치가 학습자들의 학습 만족도에 미치는 영향을 미리 가늠해 봄으로써 적응적 웹 기반 학습 자료의 설계ㆍ개발을 위한 구체적 방향성을 제시하는 데 도움을 줄 수 있을 것이다.   The purpose of this study is to identify the effects of the system for supporting an individualized learning on learners" satisfaction by learning style. For this purpose, the learning style verified the effects of the target system on learners" satisfaction about the learning process and the learning materials.<BR>  To achieve the purpose of the study, the hypotheses were set as follows:<BR>  〈Hypothesis Ⅰ〉 There would be a significant difference in the satisfaction degree of learning process according to the system for supporting an individualized learning by learning style and the general web based learning system. 〈Hypothesis Ⅱ〉 There would be a significant difference in the satisfaction degree of learning materials according to the system for supporting an individualized learning by learning style and the general web based system.<BR>  For the experiment to verify the hypotheses, 60 of the 5th grade students were sampled from 2 classes of C primary school in Seoul. They were randomly assigned to one of the two different experimental groups according to the system for supporting an individualized learning and the general web based learning system. The experimental group was treated with the system for supporting an individualized learning by learning style which was developed for the study about the social subject by the researcher. And the confront group was treated with the general web based learning system which was delivered for primary school students about the social subject by KERIS (EDUNET).<BR>  The target system was different from one another in terms of the system for supporting an individualized learning based on the Felder"s learning style. The students were allowed to learn the target system 2 times (40 minutes each time) and then they were asked to answer 14 items measuring the degree of the learning satisfaction. These items consist of 7 items for measuring satisfaction degree of the learning process and the next 7 items for measuring the satisfaction degree of learning materials. To identify the Felder"s learning style, that is the sensing-intuitive style, the visual-verbal style and the active-reflective style, 30 students were tested by the modified learning style inventory of Felder on the system developed by the researcher.<BR>  The results of the study were as follows:<BR>  1. 〈Hypothesis Ⅰ〉 was accepted. That is to say, there was a significant difference in the satisfaction degree of learning process between two experiment groups(t=16.86, p<.001).<BR>  2. 〈Hypothesis Ⅱ〉 was accepted. That is to say, there was a significant difference in the satisfaction degree of learning materials between two experiment groups(t=18.83, p<.001).<BR>  In conclusion, the effects of the system for supporting an individualized learning depend on learners" satisfaction, such as the satisfaction degree of learning process and the satisfaction degree of learning materials, by learning style. In other words, students were satisfied with learning on the web because of the target system based on delivering an adaptive learning materials and an adaptive learning processes based on their learning style.

프로그래밍 기반 CT 문제 해결이 예비교사의 자신감 및 CT 역량 향상에 미치는 효과

강신천(Shinchun Kang) 한국컴퓨터교육학회 2021 컴퓨터교육학회 논문지 Vol.24 No.1

2015년 개정 정보과 교육과정은 컴퓨팅 사고(Computational Thinking)를 강조하고 있다. 대부분의 학생들은 언플러그드 활동이나 학습지 기반 컴퓨팅 사고 활동에 비교적 즐겁게 참여할 뿐 아니라 높은 학업 성취를 보이기도 하지만, 코드를 작성하여 실제적 문제를 해결하는 것은 어려워한다. 본 연구는 이런 문제에 착안, 프로그래밍을 통한 컴퓨팅 사고 기반 실제적 문제 해결 경험을 설계·개발·투입하여 예비교사의 프로그래밍 자신감 및 CT 역량 향상에 유의한 효과가 있는지를 알아보는 것을 목적으로 삼았다. 연구의 목적을 위해 프로그래밍 기반 CT 문제 해결 프로그램을 개발하고 이를 예비교사 교육에 투입하여 프로그래밍 자신감과 CT 역량의 전후 검사 결과를 비교하였다. 연구의 결과, 프로그래밍을 통한 컴퓨팅 사고 기반 실제적 문제해결 경험은 예비교사의 프로그램 자신감은 물론 CT 역량 향상에도 긍정적인 효과가 있다는 결론을 얻었다. 본 연구는 코드작성을 통한 실제적 문제 해결 경험이 학생들의 컴퓨팅 사고 역량은 물론 코드 작성 능력을 높여주는 하나의 방안이 될 것으로 기대한다. Most students not only enjoy relatively enjoyable participation in unplugged activities or CT activities, but also show high achievement, but it is difficult to write code to solve authentic problems. The purpose of this study is to investigate whether there is a positive effect on the CT competency and programming confidence of pre-teachers by designing, developing, and introducing authentic problem solving experiences based on CT through programming. For the purpose of this study, we developed a programming-based CT problem solving program and put it into pre-teachers education to compare the results of pre-post tests of programming confidence and CT competency. As a result of the study, it was proved that the experience of solving authentic problems based on CT through coding has a positive effect on not only programming confidence of pre-teachers, but also programming confidence. This study is expected that the experience of solving authentic problems through programming will be a way to improve students" CT competency as well as coding ability.