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회전 및 풍하중 가진 효과를 고려한 대형 풍력발전 로터의 효율적인 슈퍼요소 구조진동해석
김동만(Kim, Dong-Man),김동현(Kim, Dong-Hyun),박강균(Park, Kang-Kyun),김유성(Kim, Yu-Sung) 한국소음진동공학회 2009 한국소음진동공학회 논문집 Vol.19 No.7
In this study, computer applied engineering(CAE) techniques are fully used to efficiently conduct structural and dynamic analyses of a huge composite rotor blade using super-element. Computational fluid dynamics(CFD) is used to predict aerodynamic loads of the rotating wind-turbine blade. Structural vibration analysis is conducted based on the non-linear finite element method for composite laminates and multi-body dynamic simulation tools. Various numerical results are presented for comparison and the structural dynamic behaviors of the rotor blade are investigated herein.
교육용 프로그래밍 언어가 고등사고력에 미치는 효과에 관한 메타분석
김동만(Dong-Man Kim),이태욱(Tae-Wuk Lee) 한국컴퓨터정보학회 2018 韓國컴퓨터情報學會論文誌 Vol.23 No.6
In this paper, we propose to investigate the existing EPL education related studies and to collect the total effect size for the improvement of high-level thinking through meta-analysis and to confirm the effect size according to various variables. So, we have objectively identified and generalized the practical effects of EPL education on the various elements of high-level thinking and high-level thinking. The results of the meta-analysis showed that 1) EPL is a teaching-learning tool that greatly improves students" high-level thinking. 2) Education based EPL has greatly contributed to the enhancement of creative thinking and logical thinking among high-level thinking. 3) Kodu, App Inventor, Scratch, and Dolittle was confirmed that the effect on the improvement of high-level thinking was great.
원형이론에 의한 초보 학습자의 프로그래밍 개념에 대한 이해
김동만(Dong-Man Kim),이태욱(Tae-Wuk Lee) 한국컴퓨터정보학회 2020 韓國컴퓨터情報學會論文誌 Vol.25 No.3
이 연구의 목적은 확률적 관점의 원형이론으로 학습자들이 프로그래밍 과정에서 형성한 프로그래밍 개념의 구조를 이해하는 것이다. 이를 위해 개념(conception)의 의미와 원형이론(prototype theory)을 고찰하고, 대학생 33명이 문제해결 프로그래밍 경험으로 형성한 학습자의 변수(variable) 개념을 개념적 은유(conceptual metaphor) 글쓰기로 자료를 수집하여 분석하였다. 이 연구의 결론은, 1) 개념적 은유(conceptual metaphor) 글쓰기 활동은 프로그래밍 교육 효과를 높이는 교육 방법이고, 2) 학습자의 추상적 속성 형성 경험을 보강해야 하고, 3) 프로그래밍 개념은 집단별로 수준별 개념(multi-level concept)을 형성하고, 4) 프로그래밍 교육에서 기호의 의미에서 발생 가능한 오개념 위험(misconception risk)을 의도적으로 차단해야하고, 5) 프로그래밍 평가 도구는 다양한 속성을 적용할 수 있는지를 확인할 수 있게 개발되어야 한다. In this paper, we propose to understand the conceptual structure of programming elements that learners form during the prototyping theory. To do this, we reviewed previous studies on the meaning of conception and prototype theory and conducted a course of problem-solving programming for 33 university students who had no prior experience in programming, and collected transcription materials through conceptual metaphorical writing. The conclusions of this study are as follows: 1) Identifying the conceptual structure of learners as a conceptual metaphor can enhance the effectiveness of programming education. 2) Learners need to reinforce the experience of forming abstract attributes to form mature programming concepts. 3) The concept of programming differs in the structure of multi-level concepts that students, teachers, and professional programmers have in each group. 4) Programming elements should intentionally block misconception risks in the meaning of symbols. 5) Concept evaluation tools should be developed to check whether various attributes can be applied.