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윤순재 ( Soon-jae Yoon ),정세훈 ( Se-hoon Jung ),오연수 ( Yeon-su Oh ),류상열 ( Sang-yeol Ryu ) 한국정보처리학회 2017 한국정보처리학회 학술대회논문집 Vol.24 No.2
드론에 미세먼지 측정 센서를 장착하고 원거리에서 비행시킴으로써, 주기적으로 특정 구역(비행 가능 구역)의 먼지 농도를 측정할 수 있다. 먼지 센서와 GPS로 측정된 데이터는 지그비 통신을 통해 지상 측정센터의 MySQL 서버로 무선으로 전송되며, 서버에 축적된 데이터는 어플 또는 웹과 연동되어 확인이 가능하다. 통계치를 이용하여 미세먼지 수치가 높을 경우, 해당 지역에 문자 경보 서비스도 제공한다.
2009 개정 교육과정 고등학교 ‘융합형 과학’에 대한 과학교사들의 어려움 및 해결방안
손연아(Yeon-A Son),윤순재(Soon-Jae Yoon),김은미(Eun-Mi Kim),박지현(Ji-Hyun Park),유한나(Han-Na Yoo),조수연(Su-Youn Jo),김동렬(Dong-Ryeul Kim) 조선대학교 교과교육연구소 2013 敎科敎育硏究 Vol.34 No.2
This study aims to analyze science teachers difficulties when teaching high school convergence-type science from the 2009 revised curriculum, who have ever taught convergence-type science, and based on the analysis results, this study attempted to consider practical solutions as well. This study classified their difficulties in teaching convergence-type science into a total of 5 domains (knowledge about contents, students knowledge, curriculum, teaching contents and methods, knowledge about evaluation), designed a questionnaire to find out science teachers difficulties in teaching convergence-type science and proper solutions and conducted e-mail interviews after the survey. Most of the science teachers who had ever taught convergence-type science were aware of the intent and objective of convergence-type science, and they responded that convergence-type science is needed for students to have an integrative view on science and apply it to an actual society. Out of the 5 domains of difficulties science teachers have in teaching convergence-type science, their difficulties related to knowledge about contents and students knowledge were found to be greatest. As a solution to their overall difficulties in teaching convergence-type science, they mostly responded that a solution should be provided to teaching methods and curriculum. As for teaching methods, they mostly responded that it is necessary to support various teaching materials and provide data related to major knowledge through teachers training or educational institutions. Besides, as for the curriculum, since the present high school convergence-type scienceis too vast in contents for 10th graders, who don t have enough basic scientific knowledge, and its levels are too high for them as well, they suggested some solutions that the level of convergence-type science should be lowered a little bit or that the range of contents should be reduced in consideration of students levels of scientific knowledge.