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다중 차선에서의 차량 우선 처리를 위한 동적 중재 알고리즘
장명덕,유세근,김용득,Jang, Myung-Deok,Yoo, Se-Keun,Kim, Yong-Deak 대한전자공학회 1999 電子工學會論文誌, S Vol.s36 No.7
본 논문에서는 교통 정보의 수집, 처리를 위하여 다중 차선 상의 차량 및 노측 제어기간 무선 통신에 사용되는 차량 중재 방법들의 실시간 교통량 변화에 따른 통신 신뢰도를 분석하고 이에 따른 최적 파라미터를 추출하여 적용하는 동적 중재 알고리즘을 제안하였다. 랜덤 지연 계수법 및 퍼시스트 기법에 의한 중재 방법을 분석의 대상으로 하여 컴퓨터 시뮬레이션에 의해 제안된 알고리즘을 평가한 결과 정적인 방법에 비해 향상된 신뢰도를 얻을 수 있었다. 이 알고리즘은 트랜스폰더와 제어기간의 통신으로 이루어지는 여러 시스템에 응용 가능하다. This paper deals with the dynamic vehicle arbitration algorithm for communication between vehicles and a roadside control init on multilane environment. The suggested algorithm varies its parameter values according to the current vehicle arrival rate to get the maximum performance. To get the optimum parameter values, arbitration methods that use random delay counter and persist mechanism were taken into account and the performance of these methods with respect to the vehicle arrival rate was analyzed by computer simulation. After applying the optimum parameter values to suggested algorithm, it is shown that more enhanced reliability was acquired This algorithm could be applied to various systems which include the communication between a transponder and a control unit.
초등교사들의 과학 교사용 지도서 총론에 대한 인식과 활용 실태
장명덕 ( Myoung Duk Jang ),정용재 ( Yong Jae Joung ),김한제 ( Han Je Kim ) 한국초등과학교육학회 2011 초등과학교육 Vol.30 No.4
The purpose of this study was to investigate elementary school teachers` conceptions on the general remarks (GR) in the new science teacher`s guide, the teachers` conceptions on in service training program of the GR, and their opinions of improvement on the GR. Also, the teachers` utilization of the GR was examined. The participants were 152 elementary school teachers who were teaching grade 3~6. A questionnaire was used to collect data. The results of this study are as follows; First, at least 13.2~17.1% of the teachers did not have specific conception of the purpose of the GR, and more than 90% of the teachers expressed that the GR is necessary in the teachers` guide. Second, about 60% of the teachers responded that the training program on the GR is necessary, and when the program is open, their most favorite agency and speaker were a provincial education office and a textbook developer(or author), respectively. Their most favorite time and period of the training program were the vacation and 15~30 hours, respectively. Third, the mean values on the frequency of use were lower than 3 point of the five-point Likert scale at both the GR for grade 3~4 and the GR for grade 5~6, and the teachers` main use of the GR was the planning a science lesson for an open class. Fourth, the teachers suggested various opinions and there was difference between the opinions about the GR for grade 3~4 and the opinions about the GR for grade 5~6.
초등 예비교사들의 온실효과 관련 핵심 개념들에 대한 이해
장명덕 ( Myoung Duk Jang ) 한국초등과학교육학회 2015 초등과학교육 Vol.34 No.1
The purpose of this study was to investigate elementary student teachers` conceptions about the mechanism of the greenhouse effect, the greenhouse gases, the global warming, and their learning experiences of the greenhouse effect and the global warming. Participants were 82 student teachers in their second year of studies (science education: n=28, not science education: n=27) and in their fourth year of studies (science education: n=27). The open-ended questionnaire was used to examine the teachers` spontaneous ideas depicted by their drawings and/or writings. The results of this study are as follows: First, the student teachers` scientific response rate about key concepts related to the mechanism of the greenhouse effect was low (6.1%~28.0%); Second, although there are various greenhouse gases, it was only carbon dioxide that the student teacher`s response rate was more than 80%; Third, only 17.1% of the student teachers clearly distinguished the greenhouse effect and the global warming; Fourth, there was a tendency that the student teacher group in the fourth year of studies and science education showed higher scientific response rate about the concepts than the other two groups.
장명덕(Jang, Myoung-Duk) 공주교육대학교 초등교육연구원 2020 敎育論叢 Vol.57 No.4
이 연구의 목적은 인간의 타고난 인지 기능으로서 티칭 기술의 발달 관련 문헌 고찰을 통해 유아기에서 일반 성인 그리고 일반 성인에서 전문 교사로의 티칭 기술의 발달 과정을 분석하고 연구 및 교육적 시사점을 도출하는 것이다. 이 연구 결과는 다음과 같다: 첫째, 인간의 티칭 기술은 1세경 원시티칭에서부터 3세경 시연, 5세경 설명, 7세경 상황 티칭, 9~11세경 전략 충고, 성인의 정신모형으로의 나이에 따른 발달 궤적을 보인다. 둘째, 일반 성인에서 전문 교사로의 티칭 능력의 발달은 크게 티칭 개념 측면과 티칭 실행 측면으로 나누어 볼 수 있는데, 전자는 ‘학습자의 증거에 근거한 지식 구성 및 수정을 위한 자문’이라는 관점에서 그리고 후자는 티칭 관련 여러 가지 지식들을 최대한 고려하는 뛰어난 역동적 시스템 사고자로서 ‘전문 티칭’에서 정점을 이룬다. 앞으로 나이에 따른 티칭 개념과 티칭 실행의 발달, 교과 내에서의 영역구체적인 티칭 기술의 확인 및 발달, 예비 및 현장 교사 자신의 티칭 개념에 대한 비판적 검토나 자신의 티칭 두뇌의 역동적 실행 과정에 대한 체험 효과 등에 대한 연구가 필요하다. The purpose of this study is to analyze the development process of teaching strategies from the infancy to the adult and from the adult to expert teacher through a review of literature related to the development of teaching skills as a human innate cognitive function, and is to draw the implications for research and education. The results of this study are as follows: First, human teaching strategies show developmental trajectory from proto-teaching(direct assistance) around one year old, physical demonstration around 3 years old, explanation around 5 years old, contingent teaching around 7 years old, strategic advice during 9~11 years old to the adult’s mental model. Second, the development of teaching strategy from a non-expert adult to a expert teacher can be largely divided into two different aspects, their teaching conceptions and their teaching practices. The former reaches its peak in the perspective of ‘the consultation for learner’s construction and modification of knowledge based on evidences’ and the latter is at its zenith in the ‘expert teaching’ as a dynamic systems thinking that takes the various teacher knowledge into consideration. The suggestions for future research and the implications for education are also described in this study.